Yeti 2 Teacher's Book Sample

Te a cher’s B o o k Jennifer Heath Jennifer Heath and Friends Primary 2

Teacher’s Book and Friends Primary 2

Yeti and Friends! Primary 2 Teacher’s Book Jennifer Heath Hamilton House Publishers Ltd 2 Prespas Street Oxford Nicosia England 1082 Cyprus E-mail: [email protected] Website: www.hamiltonhousepublishers.com Text, design, artwork and characters © Hamilton House Publishers, 2023 ISBN: 978-9925-31-505-5 Teacher’s Book All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publishers. Any person who carries out any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. Acknowledgements The publishers and authors would like to thank all the schools and teachers that took part in the testing and piloting of the original material. Their feedback and comments were invaluable. Illustrations by: Peter Angel, Stathis Karabateas, George Melissaropoulos Recording at GFS-PRO Studio

Contents Page Lesson Page 6 Lesson 21 76 Lesson Lesson 22 78 Introduction 10 Lesson 23 80 Hello! 12 Lesson 24 82 Lesson 1 14 Lesson 25 84 Lesson 2 16 Review 5 86 Lesson 3 18 Writing 5 88 Lesson 4 20 Story 5 90 Lesson 5 22 Lesson 26 92 Review 1 24 Lesson 27 94 Writing 1 26 Lesson 28 96 Story 1 28 Lesson 29 98 Lesson 6 30 Lesson 30 Lesson 7 32 Review 6 100 Lesson 8 34 Writing 6 102 Lesson 9 36 Story 6 104 Lesson 10 38 Key to Activity Book 106 Review 2 40 Key to Quizzes & Tests 108 Writing 2 42 Crafts pages 120 Story 2 44 125 Lesson 11 46 Lesson 12 48 Lesson 13 50 Lesson 14 52 Lesson 15 54 Review 3 56 Writing 3 58 Story 3 60 Lesson 16 62 Lesson 17 64 Lesson 18 66 Lesson 19 68 Lesson 20 70 Review 4 72 Writing 4 74 Story 4 3

Contents of Pupil’s Book Lesson Vocabulary Grammar Page Hello! 4 1 Grandpa George family to be – present simple affirmative and negative 8 2 Is Yeti young? adjectives 3 The snowman clothes to be – present simple interrogative 10 have/has, What’s this/that? 12 4 Favourite things possessions What are these/those? 5 Weather weather possessive adjectives, Whose …? possessive ’s 14 CLIL: Geography adjectives 16 Review 1 Lessons 1-5 Writing 1 18 Story 1 STEM: Science present continuous – affirmative 20 6 We’re laughing! verbs and negative 22 present continuous - interrogative 24 7 Go-karts races imperative, Let’s 8 Let’s dress up! costumes can, can’t, Can …? 26 9 I can sail. free time (1) object pronouns 28 10 Music instruments 30 CLIL: Music 32 Review 2 Lessons 6-10 Writing 2 34 Story 2 STEM: Technology there is/are, there isn’t/aren’t 36 11 Yeti’s town places in town some, any, lots of 38 must/mustn’t 40 12 You mustn’t shout! verbs present simple – affirmative 13 Tina’s day routines (1) adverbs of frequency 42 present simple – negative 44 14 We don’t have any routines (2) sandwiches. present simple – interrogative 46 time 15 Kids' TV! CLIL: Maths 48 Lessons 11-15 Review 3 50 Writing 3 STEM: Maths 52 Story 3 54 4

Lesson Vocabulary Grammar Page 16 Chef school food (1) countable and uncountable nouns 56 regular plurals -es, -ies 17 Yeti goes to a party. food (2) Is there? Are there? 58 How much? How many? 18 The animal race animals (1) comparatives 60 19 The smallest animal animals (2) superlatives 62 20 Alice’s homework face and body irregular plurals 64 CLIL: Art Review 4 Lessons 16-20 to be – past simple affirmative 66 Writing 4 to be – past simple negative 68 Story 4 STEM: Science to be – past simple interrogative 70 21 Hide and seek numbers 20-100 there was/wasn’t 72 22 The quiz ordinal numbers there were/weren’t 74 23 The rollercoaster months past simple – affirmative and negative 76 24 Yeti’s holidays seasons, nature regular verbs 78 25 Dinosaurs nature past simple – affirmative and negative 80 CLIL: Maths irregular verbs Review 5 Lessons 21-25 past simple - interrogative 82 Writing 5 regular and irregular verbs 84 Story 5 STEM: Science be going to – affirmative and negative 86 26 A day at the beach verbs 88 be going to – interrogative 27 Tony’s photos free time (2) future simple – affirmative, negative 90 and interrogative 28 I’m going to fly transport 92 a helicopter! jobs (1) 94 29 What are you going to be? jobs (2) 96 30 When I grow up CLIL: English Lessons 26-30 98 Review 6 100 Writing 6 STEM: Engineering 102 Story 6 104 Irregular verbs list 105 Masks and finger puppets 5

Introd uction About the course Yeti and Friends! is a super new primary course for young learners. The adventures of Yeti, Lucky, Tina and Tony with their magic scrapbook will entertain pupils and make learning English lots of fun! Yeti and Friends! has been designed to keep young pupils engaged and entertained with its humorous and colourful cartoon stories, catchy modern songs and interesting activities. The language is always presented in context and then recycled, and pupils are given the opportunity to use it in a motivating way. Language skills are gradually developed through the carefully-graded syllabus and clear, user-friendly lesson organisation. Key grammar and vocabulary is carefully controlled and recycled throughout the Pupil’s Book and Activity Book, while separate review units offer ample opportunity for revision at regular points during the course. Each level of the course, with its range of components, offers sufficient material for one year of tuition. Course components Yeti and Friends! 2 consists of the following components: For the pupil: • Pupil’s Book with Picture Dictionary and stickers • Activity Book • e-book • Test Book • Celebrations booklet Extra components: • Pupil’s Scrapbook • Amazing interactive classroom posters • Fun reward stickers • Reward stamps • Interactive Talking Pen For the teacher: • Teacher’s Book with embedded Pupil’s Book and photocopiable craft activities • Class Audio • Flashcard Pack • IWB Software • Teacher’s editions of Pupil’s Book, Activity Book and Test Book Pupil’s Book Yeti and Friends! 2 Pupil’s Book consists of a Hello! introductory unit, thirty core lessons, six review sections, six writing lessons and six story lessons. There are pages of stickers for pupils to use in the specially-designed sticker activities. There are also CLIL, Values, Crafts and STEM activities. There are six sections in the Pupil’s Book. Each section consists of: • four lessons with cartoon story presentations • one lesson with a real-life presentation and additional CLIL* activity, Value activity and Make activity • a review and a song • a writing lesson with guided examples • a story lesson with a STEM* project 6

Each lesson always begins with a vocabulary strip for all the new lexical items. It is advisable that these words are pre-taught before the presentation. Each presentation is followed by a simple comprehension or vocabulary practice exercise. This ensures that pupils have understood the main concept of the presentation and have familiarised themselves with the target lexis of the lesson. On the second page of the lesson, there is always a vocabulary task in which pupils practise the target vocabulary in a variety of ways. Grammar is clearly presented in a Look and learn box and then a grammar task follows. Throughout the book, there are listening and speaking activities. At the end of many lessons, there is a Say it! section in which pupils have the opportunity to listen to and practise useful everyday expressions that have appeared in the presentation. There is a fun Make! activity in the final lesson of each section. The craft is presented in a video that pupils watch before doing the activity in class. Photocopiable pages for the Make! activities are at the back of the Teacher’s Book. Reviews 1-6 come after every five lessons. Each review consists of fun activities which recap the vocabulary and grammar learnt in the previous lessons. At the end of the review, there is a song. After every review there is a writing lesson. Each writing section incorporates the grammar and vocabulary that the pupils have already encountered. There are three tasks in each writing section. Task 1 is a model text which pupils read as an example of how to write about a particular topic. Task 2 is a circle the correct word task to guide pupils into using useful structures and vocabulary. In task 3, pupils use what they have learnt to construct their own piece of writing. At the end of each section, there is a story. The stories feature families from around the world visiting well-known places in English-speaking countries. The stories recycle vocabulary from the previous lessons. After the story there is a STEM project. The project is prepared and presented in class in a video so pupils can do the Make activity at home. * CLIL (Content and Language Integrated Learning) CLIL activities use English as a tool in the learning of a different school subject. This helps young learners realise that English is useful for all the subjects they do at school. * STEM (Science, Technology, Engineering and Maths) STEM education is a method of education where children are encouraged to look at the world around them using these four subjects to think about what they observe. It aims to get children actively involved in their learning and to be active learners rather than passive listeners. Activity Book Yeti and Friends! 2 Activity Book is in full-colour and has been designed to practise and consolidate the lexical and grammatical items presented in the Pupil’s Book. It provides lesson-by-lesson practice of each lesson in the Pupils’ Book. There are a wide variety of interesting and motivating activities which reinforce what pupils have learnt in class and further develop their reading and writing skills. It provides fun activities that focus on the new language, including crosswords, word searches, picture-based tasks and contextualised grammar and vocabulary exercises. There is a two-page review after every five lessons which provides further consolidation and revision. The Activity Book has been carefully designed so that pupils can work through the book either in class or for homework. The use of the Activity Book is best initiated at the end of each Pupil’s Book 7

Introd uction lesson. The teacher can explain through example and then check that pupils know how to do each activity before leaving them to do the activities alone. Teachers can use pupils’ Activity Books to check any areas of difficulty and to plan any necessary remedial work. The book has been prepared so that it does not present any language or task type that is not already familiar to the pupils. An answer key for the Activity Book is provided at the back of the Teacher’s Book. Picture Dictionary Yeti and Friends! 2 Picture Dictionary has been specially developed to help pupils consolidate the vocabulary they learn during the year. Using picture stickers, pupils can complete the themed pages of the picture dictionary each time a word appears in the Pupil’s Book. In this way, they will have a complete book of the vocabulary they have learnt by the end of the school year. Teacher’s Book Yeti and Friends! 2 Teacher’s Book contains step-by-step teaching notes for all the activities. Each double spread in the Teacher’s Book corresponds with one lesson from the Pupil’s Book with reduced colour pages from the Pupil’s Book for easy access. At the start of each lesson, there are boxes containing the new vocabularyand key language. There are also boxes highlighting the aims of the lesson and the materials needed. The vocabulary section has guidance on how to pre-teach the new vocabulary. There is also a section on how to pre-teach grammar. This teaching of new vocabulary and grammar before the cartoon or presentation aids pupils’ comprehension of the lesson. Clear directions on how to approach each of the exercises is given, together with the answer key and audio script where necessary. At the end of each lesson, teachers are given homework suggestions. Test Book There is a separate test book with 13 quizzes as well as 6 section tests for use after each review in the Pupil’s Book. An answer key for the quizzes and tests can be found at the back of the Teacher’s Book. Pupil’s Scrapbook There is an optional scrapbook that pupils can use at home creatively after each lesson. There are notes in the Teacher’s Book at the end of each lesson with suggestions for the scrapbook. Flashcards There are colourful printable flashcards for use throughout the school year. Vocabulary games True or False Hold a flashcard, picture or item and say a word. Pupils stand up if the word matches the card (True) and stay seated if the word doesn’t match the card (False). Missing card Stick a group of flashcards or pictures on the board. Ask pupils to cover their eyes and remove one flashcard or picture. Pupils open their eyes and say which one is missing. Replace the flashcard or picture and repeat with another one. 8

What’s this? Hold up a flashcard, picture or item but cover it with a book or piece of paper. Ask What’s this? Slowly reveal more and more of what you are holding. Pupils call out what they think it is. Reveal the whole flashcard, picture or item and answer Yes!/No! Guess the picture Choose a vocabulary set, eg, Animals. Write Yes and No on the board. Hide a flashcard or picture behind your back. Say: Guess! and ask a pupil to guess. Reveal the flashcard or picture and the class says Yes! or No! Stick the card on the board under Yes or No. The more cards that go on the board, the easier it gets to guess by process of elimination. Find it! Place the flashcards, pictures or items around the classroom. Ask two pupils to stand at the front. Call out a word and the two pupils look for the card or item and go and stand next to it. Circle time Tell pupils to sit in a circle. Hold up a flashcard, picture or item and say the word/words. Hand the flashcard, picture or item to a pupil in the circle. The pupil repeats the word/words and passes it to the next pupil to do the same. The flashcard, picture or item must go all around the circle and back to you. Bean bag throw Lay a selection of flashcards or pictures on the floor. Give a pupil the bean bag, the pupils must throw the bean bag onto the flashcards or pictures and say the word the bean bag lands on. Yeti says Ask pupils to stand up. Give an instruction, eg, Yeti says laugh. or Yeti says you’re cold. Pupils only do or mime the instruction when you give an instruction with Yeti says. When you give an instruction on its own, eg Laugh! or You’re cold! pupils must stay still. Pupils sit down if they move at the wrong time. Interactive Whiteboard Software Designed for young learners, Yeti and Friends! 2 Interactive Whiteboard Software (IWB) engages pupils’ attention effectively and brings lessons to life. Yeti and Friends! 2 IWB includes the Pupil’s Book and the Activity Book in interactive format. All the Pupil’s Book presentations are fully animated and can also be played each frame at a time. All the songs and activities in the Pupil’s Book and Activity Book are interactive. The listening activities are also playable from the IWB. The flashcards from the Pupil’s Book are presented electronically with pronunciation and pictures to make understanding easy. The IWB also contains the Make activities in video format. 9

Hello! Hello! 5 Circle. 6 Match. red blue New Expressions 4 Write. 1 eleven / fifteen 1 white Welcome back! 1 o n_ e_ Materials 2 t w_ o_ 2 twelve / twenty ab c • Alphabet cards (Level 1 Alphabet flashcards or your own) 3 t _h _r e_ e_ 3 eleven / thirteen 2 green yellow purple • C oloured pencils (white, black, blue, yellow, green, red, orange, grey, purple, pink, brown) 4 f o_ u_ r_ 4 sixteen / fourteen • Photocopies of the Welcome back! Quiz 5 f _i _v e_ 5 fifteen / nineteen a b c Aims 6 s _i _x 6 sixteen / seventeen 3 black orange pink - T o meet the characters in the Pupil’s Book: Tony and Tina, who are brother and sister, Yeti and Lucky who 7 s _e v_ e_ n_ 7 twelve / seventeen a b c are magical creatures from the magic scrapbook world, Professor Finn who is a teacher in the magic 8 e _i g_ h_ t_ 8 thirteen / eighteen scrapbook world 4 brown grey - To review Hello! Hi! I’m ... , This is my brother/sister/ friend/scrapbook. 9 n _i _n _e 9 nineteen / fourteen - To review the alphabet with a song - To review the numbers 1-20 ab - To review colours 10 t _e _n 10 twenty / sixteen - To review the days of the week - To review classroom vocabulary 7 Listen and write. - To review sports - To review What’s your name? with the Hello song Friday 1 Monday 2 Tuesday Monday 1 Listen and read. Saturday 3 Wednesday 4 Thursday Thursday • Review the names of the characters using the Pupil’s Book Sunday 5 Friday 6 Saturday 7 Sunday front cover. Hold up a Pupil’s Book, point to a character, say Tuesday the name and ask pupils to repeat. Review scrapbook and Wednesday ask pupils to tell you what they remember about Yeti and his friends. 6 • Pupils open their books. Ask pupils to look at the picture. Play the audio and point to Tina when she speaks. Point to Yeti2_Hello_pg4-7.indd 6 19/05/2022 12:40 PM the other characters in turn when they speak. • Say Hello! I’m (your name) and encourage pupils to say • Tell pupils to complete the task by writing the missing Hello! I’m ... . letters in the boxes. Draw their attention to the example. Tell them they can use the flashcards on the board to help 2 Listen and say. them. • Play the alphabet song again, encouraging pupils to • Ask pupils to look at the children. Play the dialogue, check their answers and to sing along. pointing to the boy and then the girl. • Practise the dialogue together at first and then ask two Answers pupils to repeat it. Bb (given), Dd, Ff, Hh, Jj, Ll, Nn, Pp, Rr, Tt, Vv, Xx, Zz • Ask two pupils to stand up and introduce themselves and their friend in the same way. Repeat with other pairs of 4 Write. pupils until all pupils have had a turn. • Write the numbers 1-10 on the board in a column on the 3 Listen, write and sing. left. Then encourage pupils to count 1-10 together with you. • Say the letters o-n-e and write one on the board next to • Play the alphabet song and ask pupils to follow in their books. number 1. Then ask pupils to say the letters that spell two • Play the song again and encourage pupils to sing along. and write two on the board next to number 2. Repeat with • Stick the alphabet flashcards in random order on the the words three to ten. board. Leave some space across the bottom of the board. • Pupils then look at the task. Draw their attention to the Ask pupils to call out the letters as you put them up. example and ask them to complete the task. Tell them they • Ask a pupil to come to the board, find the flashcard for can use the words on the board to help them. Aa and stick it on the left of the space at the bottom of the board. Now ask the pupils to call out the second letter of Answers 5 five 9 nine the alphabet. Ask another pupil to find and stick the Bb 1 one (given) 6 six 10 ten flashcard in the right place next to Aa at the bottom of the 2 two 7 seven board. Continue with this activity until all the letters are in 3 three 8 eight the right order. 4 four 10 5 Circle. • Tell pupils that they will now count from 1-20 with you. Encourage pupils to clap as they count with you. • Divide pupils into Group A and Group B. Tell pupils they will count to twenty again, but this time they will count alternately in their groups, eg Group A says one, Group B says two, Group A says three, Group B says four, etc. Count with pupils, pointing to the correct group for each number. • Pupils then look at the task. Draw pupils’ attention to the example. • Tell pupils to complete the task in their books. • Write the numbers 11-20 in a column on the board. Encourage pupils to call out each number before you write

8 Look and write. Lesson blue eraser pen pencils rulers 8 Look and write. w purple table teacher whiteboard ge pink This is a classroom. There’s a big (1) whiteboard • Review the classroom vocabulary. Point to the y and there’s a brown (2) table . Professor whiteboard, say whiteboard and ask pupils to repeat. Do Finn is the (3) teacher . What’s on the table? the same for eraser, pen, pencil, ruler, table and teacher. There’s a blue (4) pen . There’s an • Ask pupils to look at the picture in their books. Tell pupils (5) eraser . There are two yellow to find the things you talk about in the picture. eg (6) pencils and two blue (7) rulers . Can you see the teacher? What’s his name? (Professor Finn). Can you see a whiteboard? (Yes, I can.) 9 Write. 1 football What colour is the eraser/pen? (blue and red/blue) Is the table black or brown? (brown) badminton 2 baseball 1 2 3 What colour are the pencils/rulers? (yellow/blue) • Draw pupils’ attention to the example. Tell pupils to baseball 3 basketball complete the task in their books. Go around the class basketball 4 badminton helping where necessary. • Read out the paragraph and ask pupils to call out the football correct word when you reach a gap. hockey 5 hockey 4 5 6 tennis 6 tennis 10 Listen and sing. 7 Answers 5 eraser 1 whiteboard (given) 6 pencils What’s your name? 2 table 7 rulers I’m Tina. 3 teacher What’s your name? 4 pen I’m Tony. What’s your name? I’m Lucky. What’s your name? I’m Yeti. Hello! Hello! Hello! Hello! Yeti2_Hello_pg4-7.indd 7 19/05/2022 12:40 PM the word for it. Write the correct words next to each number and tell pupils to look at the board to check their answers. 9 Write. Answers 5 fifteen 9 nineteen 1 eleven (given) 6 sixteen 10 twenty • Review the sports with the words and pictures in the 2 twelve 7 seventeen Pupil’s Book. Read out the words and ask pupils to find the 3 thirteen 8 eighteen correct picture. 4 fourteen • Draw pupils’ attention to the example. Tell pupils to complete the task in their books. Go around the class helping where necessary. 6 Match. Answers 4 badminton 1 football (given) 5 hockey • Review the colours with the coloured pencils. Hold up a 2 baseball 6 tennis yellow pencil and ask Yellow or blue? Encourage pupils to 3 basketball call out yellow. Repeat with the other pencils. • Tell pupils to look at the task in their books. Draw their 10 Listen and sing. attention to the example. • Tell pupils to complete the task in their books. Go around • Play the Hello song and ask pupils to follow in their books. the class helping where necessary. • Play the song again and encourage pupils to sing along. Repeat as necessary. Answers • Ask a pupil What’s your name? and elicit I’m ... . Repeat 1 white b, red c (given), blue a until all pupils have had a turn. 2 green c, yellow a, purple b 3 black a, orange c, pink b Optional Activity 4 brown b, grey a • Play a game. Tell pupils to stand up in a circle and all face 7 Listen and write. clockwise. The first pupil turns around and asks the pupil he/she then faces What’s your name? The second pupil • Play the audio and ask pupils to listen without writing answers I’m ... . Then he/she turns around and asks the anything at first. next pupil What’s your name? etc. The last pupil taps the • Play the audio for question 1 and draw pupils’ attention to shoulder of the first pupil so he/she turns around and can the example. answer the question. • Play the rest of the audio, pausing after each day to give • For larger classes, divide pupils into two or three circles. pupils time to write the correct word in their books. Your pupils are now ready to complete the Hello! lesson • Ask pupils to say the days of the week with you so they of the Activity Book. Some of these tasks could be can check their answers. given for homework. Answers You may do the Welcome Back! Quiz in class. 1 Monday (given) 2 Tuesday 5 Friday Homework 3 Wednesday 6 Saturday 4 Thursday 7 Sunday • Ask pupils to copy the sentences from task 1 on page 5 into their notebooks. 11

Lesson Lesson 2 Yeti is their friend. Tina! Tony! I’m here! 1 Grandpa George 1 Grandpa George Vocabulary uncle 1 Listen and read. 1 Tony and Tina are brother and sister. uncle aunt twins grandpa grandma It’s our scrapbook. Where’s Yeti? Materials He isn’t here. • Lesson 1 flashcards aunt 3 Look! Dad, Mum and Uncle Jim. Jim is Mum’s brother. 4 Hello, Yeti! • Materials to make finger puppets: scissors (one pair for twins Aunt Julia and the twins, Leo and Henry. They’re six. Yeti! How are you? each pupil), glue or sticky tape They aren’t six. They’re five. And Grandma and Grandpa. Grandma’s Aims name is Mary. Grandpa’s name is … ... George! In this lesson pupils will - learn vocabulary for family grandpa I’m fine, thanks, - learn to be present simple affirmative and negative Grandpa George! Checking homework grandma 5 He isn’t your grandpa, 6 And this is my scrapbook! Yeti. He’s our grandpa! • Check pupils’ copy work. I’m not Yeti’s grandpa. I’m his friend! Vocabulary strip 8 Wow! What? • Teach the new vocabulary with the flashcards. Hold up the flashcards one at a time. Say each word and ask pupils Yeti2_Lesson1-4_pg8-15.indd 8 19/05/2022 12:41 PM to repeat. • Play the True or False game with the flashcards. • Hold up your book, look at the pupils and say It’s a book. It • Pupils open their books. Ask pupils to look at the isn’t a ruler. Write It’s and It isn’t on the board. vocabulary strip. Play the audio. Pupils point to the pictures • Hold up two books, look at the pupils and say They’re and repeat the words. books. They aren’t rulers. Point to They’re and They aren’t on • If you have access to an interactive whiteboard (IWB), the board. then you can either click on the vocabulary strip to activate the vocabulary flashcards or you can click the flashcard 1 Listen and read. icon found on the opening page of the software. You can hide or reveal the word under each picture. By clicking • Play the audio and tell pupils to follow the speech on the audio icon, you can hear the pronunciation of the bubbles with their fingers. vocabulary item. • Play the audio again, stopping just before the key words (uncle, aunt, twins, grandma, grandpa) and encourage Pre-teaching grammar pupils to call out the words. • Play the audio again, stopping after each part of the • Point to yourself and say I’m (your name) and I’m not dialogue and ask pupils to repeat. (wrong name). Write I’m and I’m not on the board. Ask • Review the vocabulary from level 1 in the Let’s remember! pupils to read the present simple form of to be at each step. box. • Point to a pupil, look at the pupil and say You’re (pupil’s • Put pupils into groups of four and ask them to read the name) and You aren’t (wrong name). Write You’re and You story with each pupil taking a different part. aren’t on the board. • Point to yourself and the pupil, look at the other pupils 2 Match. and say We’re ... and ... (your names) and We aren’t ... and ... (wrong names). Write We’re and We aren’t on the board. • Tell pupils that they must read the family words, look back • Point to two pupils, look at them and say You’re ... and … at the presentation and find which names match the family (their names) and You aren’t ...and ... (wrong names). Write members. You’re and You aren’t on the board. • Look at question 1 together and draw pupils’ attention to • Point to two pupils, look at the other pupils and say the blue line pointing to Tony and Tina. They’re ... and ... (their names) and They aren’t ... and ... (wrong • Ask pupils to complete the task. Go around the class names). Write They’re and They aren’t on the board. helping where necessary. • Point to a boy, look at the other pupils and say He’s (his • Check answers orally. name) and He isn’t (wrong name). Write He’s and He isn’t on the board. Answers 3 d • Point to a girl, look at the other pupils and say She’s (her 1 b (given) 4 c name) and She isn’t (wrong name). Write She’s and She isn’t 2 a on the board. 12 3 Circle. • Tell pupils that they must circle the word that matches each picture. Look at picture 1 together and draw pupils’ attention to the arrow pointing to the man. Draw pupils’ attention to the blue circle around dad. • Ask pupils to complete the task. Go around the class helping where necessary.

2 Match. to be – present 1Lesson simple affirmative Let’s remember! 1 brother and sister and negative brother sister friend 2 Grandma and Grandpa dad mum 3 twins a Mary and George b Tony and Tina 4 uncle and aunt c Jim and Julia Look and learn d Leo and Henry • Read the words in the box, encouraging pupils to repeat 3 Circle. after you. • Tell pupils that we usually use the short forms, but they 12 3 4 need to know the full forms, too. mum / dad brothers / twins aunt / uncle grandma / grandpa Look and learn 4 Write. They’re sisters. 5 Write ’m not, isn’t or aren’t. She’s my aunt. I’m 1 they / sisters I’m Leo. • Look at question 1 together. Point out that the first word you’re/we’re/they’re 2 she / my aunt We’re friends. is We, so the answer is aren’t. he’s/she’s/it’s 3 I / Leo You’re Yeti. • Ask pupils to complete the task. Tell them they can use I’m = I am 4 we / friends He’s my uncle. the Look and learn box to help them. Check answers orally. you’re = you are 5 you / Yeti Read out the completed sentences and ask pupils to he’s = he is 6 he / my uncle repeat. Look and learn 5 Write ’m not, isn’t or aren’t. Answers 4 aren’t 1 aren’t (given) 5 isn’t I’m not 1 We aren't brothers. 2 isn’t 6 aren’t you/we/they aren’t 2 Bob isn’t my uncle. 3 ’m not he/she/it isn’t 3 I ’m not Henry. aren’t = are not 4 You aren’t Lucky. isn’t = is not 5 It isn’t a cat. 6 They aren’t twins. 9 Yeti2_Lesson1-4_pg8-15.indd 9 19/05/2022 12:41 PM Answers 3 aunt Optional Activity 1 dad (given) 4 grandpa 2 twins • Tell pupils to turn to pages 105 and 107 in their Pupil’s Book and tell them that they are going to make finger Look and learn puppets. • Tell them to cut out both pages. Then they must carefully • Read the words in the box, encouraging pupils to repeat cut out the finger puppets using the dotted lines as a after you. guide. Write each pupil’s name on the back of each finger • Tell pupils that we often use the short forms, but they puppet. need to know the full forms, too. • Help pupils stick the ends of each finger puppet together • Say sentences with the full form or the short form, eg and show them how to wear them. I am a teacher. • Ask two pupils to come to the front of the class and to I’m Paula. choose two different finger puppets. Encourage them to You’re my friend. talk about their finger puppets using an affirmative and a You are twins. negative form. eg You’re Tony. You aren’t Tina. He’s Yeti. He He is a boy. isn’t Lucky. I’m Tina. I’m not Yeti. She’s a girl. • Repeat until all pupils have had a turn. Then put the finger They’re rulers. puppets in a safe place for later use. We are in the classroom. It’s Monday. Your pupils are now ready to complete Lesson 1 of the It is a pencil. Activity Book. Some of these tasks could be given for Ask pupils to repeat. Tell them to raise one hand for a short homework. form and two hands for a full form. Homework 4 Write. • Ask pupils to learn the words in the vocabulary strip on • Look at number 1 together. Point out that pupils must use page 8 of the Pupil’s Book for dictation. the words to write a sentence with the short form of the • Ask pupils to copy the sentences in pictures 1, 2 and 5 present simple affirmative of to be. Remind pupils to start of the presentation into their notebooks. the sentence with a capital letter and finish it with a full stop. • Ask pupils to complete the task. Tell them they can use Scrapbook the Look and learn box to help them. Go around the class, helping where necessary. Write the correct answers on the At home, pupils draw their extended family or stick board for pupils to check from. photos of them on these pages. Tell pupils to ask permission to use photos before they use them. They Answers can also label photos and drawings with family words 1 They’re sisters. (given) and names. 2 She’s my aunt. 3 I’m Leo. 4 We’re friends. 5 You’re Yeti. 6 He’s my uncle. 13

Lesson Lesson 2 You can draw! Thank you. That’s fantastic! 9 I can sail. 9 I can sail. Vocabulary 1 Listen and read. 1 Look at Tina. She can skate. skate draw skip sew boat sail Can you skate, Yeti? New Expressions skate That’s fantastic! draw 3 I can skip. No, I can’t. I can’t draw. Materials skip Can Yeti skip? No, he can’t. 4 Ouch! I can’t sew. Yes, I can. • Lesson 9 flashcards Can you sew, Tony? Tina can • Finger puppets of Tina and Yeti sew, too. Aims sew 5 I can sail. Wow! Let’s go! What can boat That’s my boat. you do, Yeti? In this lesson pupils will sail 6 Can Yeti sail? Yes, he can. He can - learn vocabulary for free time sail a toy boat! - learn can, can’t, Can …? 30 Checking homework Yeti2_Lesson6-9_pg24-31.indd 30 19/05/2022 12:44 PM • Give dictation from the previous lesson. • Check pupils’ copy work. 1 Listen and read. Vocabulary strip • Play the audio and tell pupils to follow the speech bubbles with their fingers. • Teach the new vocabulary with the flashcards. Hold up • Play the audio again, stopping just before the key words the flashcards one at a time. Say each word and ask pupils (skate, draw, skip, sew, sail, boat) and encourage pupils to to repeat. call out the words. • Play the True or False game with the flashcards. • Play the audio again, stopping after each part of the • Pupils open their books. Ask pupils to look at the dialogue and ask pupils to repeat. vocabulary strip. Play the audio. Pupils point to the pictures • Review the vocabulary from level 1 in the Let’s remember! and repeat the words. box. • If you have access to an IWB, you can use it to introduce • Put pupils into groups of three and ask them to read the and practise the vocabulary. story with each pupil taking a different part. Pre-teaching grammar 2 Circle. • Write can and can’t on the board. Draw a flower on the • Tell pupils that they must read the sentences and decide board. Say I can draw. Ask pupils to repeat. whether they are true or false based on the presentation. • Draw a cat on the board. Say It’s a cat. It can’t draw. Ask They circle Yes for true sentences and No for false pupils to repeat. sentences. • Write Hello on the board. Ask a boy to read it. Say He can • Look at question 1 together and draw pupils’ attention to read. Ask pupils to repeat. Do the same for a girl and say the blue circle around Yes. She can read. • Ask pupils to complete the task. Go around the class • Explain to pupils that we use can and a verb for things we helping where necessary. are able to do and can’t and a verb for things we aren’t able • Check answers orally. to do. We don’t change these words for he, she and it. • Draw a car on the board. Ask Can you drive? and ask pupils Answers to repeat. Say No, I can’t. and ask pupils to repeat. Write the 1 Yes (given) question and answer on the board. Say the question and 2 No answer and ask pupils to repeat. 3 Yes • Repeat the step above with the question Can you read? 4 Yes and Yes, I can. Say the question and answer and ask pupils 5 No to repeat. 6 Yes • Practise with more questions, eg Can you draw a flower? Can you drive a car? Can you sail a boat? Can you fly a kite? 3 Write and match. Can you ride a scooter? and ask pupils to raise their hands to offer answers. • Tell pupils to look at the gapped words and the pictures. 34 Explain that they must write the correct letters to complete the words, and then to match the words to the pictures. • Look at question 1 together and draw pupils’ attention to the letters o and a used to complete the word boat, and to the letter e in blue referring to the picture of a boat.

Let’s remember! can, can’t, 9Lesson Can ...? Answers toy picture 1 can (given), can’t 2 can, can’t 2 Circle. 3 Write and match. 3 Can, can 4 Can, can’t 1 Can Tina skate? Yes / No 1 b o_ a_ t e 4 s k_ _i p a 5 can, can 2 Can Yeti draw a picture? Yes / No 2 s a _i _l f 5 d _r a w_ b 5 Ask and answer. c 3 Can Tina skip? Yes / No 3 _s e_ w d 6 s k a_ t_ e • Play the audio and ask pupils to listen and follow what the boy and girl say. Play the question again and ask pupils to 4 Can Tony sew? Yes / No repeat. Play the answer again and ask pupils to repeat. • Read out the verbs and tell pupils to check the meanings 5 Can Yeti sew? Yes / No a bc by looking at the vocabulary strips in Lessons 7, 8 and 9. • Put pupils into pairs. They take turns to ask and answer 6 Can Yeti sail a toy boat? Yes / No questions using can and the verbs in the task. Go around the class, helping where necessary. Look and learn e df S ay i t ! I can skate. He can’t skate. 5 Ask and answer. skate drive • Play the audio and ask pupils to look at the words in the Can you skate? Yes, I can. skip dance sing sew Say it! activity. • Explain to pupils that That’s fantastic! is what we can say No, I can’t. sail draw when someone has done something that we admire and What can you do? like. I can drive a go-kart. Can you skip? • Play the audio several times so that the pupils can repeat Yes, I can. it. Ask pupils to act out the expression in pairs. 4 Write Can, can or can’t. 6 Optional Activity 1 ✔ She can skate. That’s fantastic! ✘ He can’t skate. • Hand out the finger puppets to pupils. Tell pupils to wear Tina on a finger on one hand and Yeti on a finger on the 2 ✔ It can draw. other hand. Ask Tina. Can you draw? Pupils wiggle their ✘ We can’t draw. Tina finger puppet and answer, Yes, I can. Ask Yeti. Can you draw? Pupils wiggle their Yeti finger puppet and say No, I 3 Can you skip? can’t. Yes, I can . • Repeat with the verbs skate, skip and sew. • You could ask with pupils whether they think Tina and Yeti 4 Can they sew? can sail big boats and toy boats. No, they can’t . Your pupils are now ready to complete Lesson 9 of the Activity Book. Some of these tasks could be given for 5 What can you do? homework. I can sail. Homework 31 • Ask pupils to learn the words in the vocabulary strip on Yeti2_Lesson6-9_pg24-31.indd 31 19/05/2022 12:44 PM page 30 of the Pupil’s Book for dictation. • Ask pupils to copy the sentences in pictures 2, 3, 5 and • Ask pupils to complete the task. Tell them they can use 6 of the presentation into their notebooks. the vocabulary strip to help them. • Check answers orally. Then ask different pupils to write Scrapbook the correct words on the board, and spell the word out loud as they write it. At home, pupils paint a picture on paper of a boat and the sea. They stick their painting on these pages. Answers 1 boat, e (given) 35 2 sail, f 3 sew, d 4 skip, a 5 draw, b 6 skate, c Look and learn • Read the sentences in the box, encouraging pupils to repeat after you. • Practise I can and I can’t. Ask pupils to think of something they can do and something they can’t do. Pupils raise their hands to tell the class. • Practise questions and short answers with the questions in task 2. Explain to pupils that they must answer with a short answer, not just Yes or No. 4 Write Can, can or can’t. • Look at number 1 together. Point out that pupils must write an affirmative sentence where there is a green tick (P) and a negative sentence where there is a red cross (O). . Ask pupils when we use Can with the upper case letter, and elicit at the start of a question. Read out number 1 and draw pupils’ attention to the green tick and the word can in blue • Ask pupils to complete the task. Go around the class, helping where necessary. Write the correct words on the board, pointing out the upper case letters. Read out the sentences, questions and answers and ask pupils to repeat. • Put pupils in pairs. They take turns to read the sentences in 1 and 2. They take turns to ask and answer the questions in 3, 4 and 5.

Lesson Lesson CLIL: Music – Instrument sounds 10 Music 10 Music Vocabulary 1 Listen and read. band violin trumpet guitar recorder band 12 45 6 tambourine drums 3 Materials violin • Pictures (printouts or drawings) of musical instruments: violin, trumpet, guitar, recorder, tambourine, trumpet drums • Materials for each pupil for the craft activity: a tin can I’m Emily.These are my friends. Look at us.We’re in a band! (clean and no sharp edges), coloured paper, scissors, a balloon, glue, stickers (stars, shapes etc), a pencil with guitar 1 I can play the violin. Listen to me. an eraser at the end recorder • Pop music (on a CD or mobile phone) tambourine 2 Mark and Stella can play the trumpet. Listen to them. • Photocopies of Quiz 4 drums 3 Anna and Pam can play the guitar. Listen to them. Aims 32 4 Rob can play the recorder. Listen to him. In this lesson pupils will - learn vocabulary for music 5 Milly can play the tambourine. Listen to her. - learn object pronouns - do a CLIL activity: Music, Instrument sounds 6 Liam can play the drums. Listen to him. - do a Value activity: Clap! - do a craft activity: make a drum We’re fantastic! Let’s remember! Checking homework 2 Write. listen to • Give dictation from the previous lesson. 1 Can Emily play the violin? Yes, she can. • Check pupils’ copy work. 2 Can Mark and Stella play the trumpet? Yes, they can. Vocabulary strip 3 Can Anna and Pam play the drums? No, they can’t. • Teach pupils the musical instruments with the pictures you have brought in. Hold up the pictures one at a time. 4 Can Rob play the recorder? Yes, he can. Say each word and ask pupils to repeat. • Teach band. Explain to pupils that when a group of people 5 Can Milly play the tambourine? Yes, she can. play music together often with different instruments, they are in a band. Say band and ask pupils to repeat. 6 Can Liam play the guitar? No, he can’t. • Play the Guess the picture game with the pictures you have brought in. Yeti2_Lesson10-Rev2_Story2_pg32-39.indd 32 19/05/2022 12:44 PM • Pupils open their books. Ask pupils to look at the vocabulary strip. Play the audio. Pupils point to the pictures • Ask a boy and a girl to dance. Say He’s dancing. Look at and repeat the words. him. Ask pupils to repeat. She’s dancing. Look at her. Ask • If you have access to an IWB, you can use it to introduce pupils to repeat. and practise the vocabulary. • Tell pupils to stop dancing. Continue playing the music. Say It’s music. Listen to it. Ask pupils to repeat. Pre-teaching grammar 1 Listen and read. • Write I, you, he, she, it, we, you, they on the board in a column on the left. Write me, you, him, her, it, us, you, them • Play the audio and tell pupils to follow the text with their in a column on the right. Point to I and then to me on the fingers. board. Play some pop music, and dance. Say I’m dancing. • Play the audio again, stopping just before the key words Look at me. Ask pupils to copy and repeat. (band, violin, trumpet, guitar, recorder, tambourine, drums) • Tell half the class to dance. Look at them and say You’re and encourage pupils to call out the words. dancing! Look at you! Ask pupils to repeat. Tell the other • Play the audio again, stopping after each part of the half of the class to dance. Look at the other pupils and say presentation and ask pupils to repeat. They’re dancing. Look at them! Ask pupils to repeat. Tell all • Review the vocabulary from level 1 in the Let’s remember! pupils to dance with you. Say We’re dancing. Look at us! Ask box. pupils to repeat. • Put pupils into pairs and ask them to read the 36 presentation, taking turns to read a line. 2 Write. • Tell pupils that they must read the questions, look back at the presentation and write the correct short answer using can or can’t. • Read out number 1 in the presentation. Look at question 1 together and draw pupils’ attention to the answer in blue. • Ask pupils to complete the task. Point out to pupils that the questions match the numbers in the presentation. • Check answers together. Read out the questions and ask pupils to write the answers on the board. Answers 1 Yes, she can. (given) 2 Yes, they can. 3 No, they can’t. 4 Yes, he can. 5 Yes, she can. 6 No, he can’t.

3 Listen and write 1, 2, 3, 4, 5 and 6. object 10Lesson pronouns a6 b3 c1 d2 e5 f4 Look and learn 4 Write. . Answers 5 us 1 her (given) 6 you I me 1 She’s laughing. Listen to her 2 it 7 me you you 3 them he him 2 My photo’s great. Look at it ! 4 him she her it it 3 They’re sad. Don’t laugh at them . we us you you 4 He’s playing music. Listen to him . they them He’s singing. Listen to him. 5 We’re skating! Look at us . 5 6 Look at you ! You’re beautiful. 5 V A L U E Clap! 7 Listen to me . La la la! I’m singing. • Write Clap! on the board. Read it out, clap and ask pupils to copy and repeat. Explain that when people perform 6 Make it! music or something else to entertain us, it is polite to clap when they finish. We shouldn’t cover our ears, even 33 if we don’t like the music. We clap to thank the person for performing. Yeti2_Lesson10-Rev2_Story2_pg32-39.indd 33 19/05/2022 12:44 PM • Ask pupils to look at the picture and to tell you what they 3 C L I L : Listen and write 1, 2, 3, 4, 5 and 6. can see. Tell them to circle the happy face if the boy is being polite and clapping or the sad face if he is covering • Tell pupils that they are going to hear the sounds that the his ears and not being polite. musical instruments make and they must write the correct • Check that pupils circle the happy face and then the sad number in the box. face. Discuss with pupils what performances they have • Play the audio for pupils to hear done and/or seen. Ask them how they feel when people • Play the audio again, stopping after each instrument. clap for them or when they clap for other people. Check answers orally. Ask pupils to call out the name of the instrument. 6 Make it! Answers • Tell pupils that they are going to make a drum. Play the 1 c (given) video for pupils to watch the craft instructions. 2 d • Hand out the materials to pupils. Help them make their 3 b crafts as necessary. 4 f • Pupils show their drums to each other. Play some pop 5 e music and ask pupils to drum with the music on their drums. 6 a • Pupils take their craft home to show their family. Look and learn Optional Activity • Read the words and sentences in the box, encouraging • Teach pupils mimes so they can pretend they are playing pupils to repeat after you. each musical instrument. • Call out a subject pronoun in the Look and learn box • Play the Yeti says game with the mimes. Use the in random order and encourage pupils to call out the imperative, eg Yeti says play the violin! corresponding object pronoun. • Read out the presentation slowly. Pupils say Stop! when Your pupils are now ready to complete Lesson 10 of the they hear an object pronoun. Activity Book. Some of these tasks could be given for homework. 4 Write. You may do Quiz 4 in class. • Pupils must write the correct object pronoun. Read out number 1 and draw pupils’ attention to the word her in Homework blue. Ask pupils which word in the first sentence tells us the answer is her and elicit She. • Ask pupils to learn the words in the vocabulary strip on • Ask pupils to complete the task. Tell them they can use page 32 of the Pupil’s Book for dictation. the Look and learn box to help them. • Ask pupils to copy the presentation into their • Write the answers on the board for pupils to check from. notebooks. Read out the sentences and ask pupils to repeat. Ask them to call out the words which tell them the answers. Elicit: 2 Scrapbook photo, 3 They, 4 He, 5 We, 6 You, 7 I. At home, pupils draw or stick pictures of musical instruments on these pages. They can stick star, heart or happy face stickers next to their favourite instruments. 37

Review Review 2 Lessons 6–10 2 -Lessons 6 10 1 Circle. Aims 1 cry / laugh 2 dance / sing 3 sit / draw 4 skip / skate In this lesson, pupils will revise the vocabulary and grammar that they learnt in Lessons 6-10. 5 dress up / drive 6 sew / sail 7 text / win 8 put on a hat / take a photo Materials 2 Circle. 3 Match. d • Lesson 6 home and garden pictures, Lessons 7 and 9 1 I have a clown 1 drums e a e flashcards, Lesson 8 costume picture, Lesson 10 pictures helmet / costume. b f • A bean bag 2 guitar d c 2 I’m the winner / race! Checking homework 3 Let’s play some 3 tambourine b • Give dictation from the previous lesson. band / music. 4 violin a • Check pupils’ copy work. 4 This house is my 5 trumpet f home / boat. 6 recorder c 5 Let’s play a ball game in the garden / go-kart. 4 Write. You’re watching TV. 1 you / watch TV 2 they / sleep They’re sleeping. 3 she / dance She’s dancing. 4 we / skip We’re skipping. 5 he / win the race He’s winning the race. 6 I / play the drums I’m playing the drums. Here is a summary of the vocabulary and grammar that pupils have learnt in Lessons 6-10. 34 - verbs, vocabulary related to races, costumes, free time and music Yeti2_Lesson10-Rev2_Story2_pg32-39.indd 34 19/05/2022 12:44 PM - present continuous affirmative, negative and interrogative Answers 4 home - imperative 1 costume (given) 5 garden - Let’s 2 winner - can, can’t, Can …? 3 music - object pronouns 3 Match. • Tell pupils that a review is not a test. Remind them that they can look back at all the lessons to help them. • Tell pupils that they must match the words to the pictures. Look at number 1 together and draw pupils’ attention to Optional Activity picture e. Say It’s picture e. He’s playing the … and wait for pupils to say drums. • Play the Circle time game with the flashcards and pictures. • Ask pupils to complete the task. Check answers orally. • Play the Yeti says game with the verbs (sit, text, cry, laugh, Say It’s picture (d). He’s/She’s playing the … . Pupils say the take a photo, put on, dance, sing). correct instrument each time. 1 Circle. Answers 4 a 1 e (given) 5 f • Tell pupils that they must look at each picture and circle 2 d 6 c the correct answer. Look at picture 1 together. Draw pupils’ 3 b attention to the answer cry circled in blue. Ask Is this picture cry or laugh? and elicit Cry. 4 Write. • Ask pupils to complete the task. Check answers orally. Ask questions, eg Is this picture dance or sing? • Write I’m, You’re, He’s, She’s, It’s, We’re and They’re on the board in a column on the left and the word reading on the Answers 5 drive right. Read out each form with reading, eg I’m reading. and 1 cry (given) 6 sail ask pupils to repeat. 2 sing 7 text • Look at number 1 together. Point out that pupils must 3 draw 8 put on a hat use the words to write a full sentence with the present 4 skip continuous affirmative. • Ask pupils to complete the task. Write the correct 2 Circle. sentences on the board for pupils to check from. Leave a line under each sentence to use in the next task. • Tell pupils that they must look at each sentence and circle the word that completes it correctly. Look at number 1 Answers together and draw pupils’ attention to the word costume in 1 You’re watching TV. (given) blue. Read out the sentence and ask pupils to repeat. 2 They’re sleeping. • Ask pupils to complete the task. Check answers orally. 3 She’s dancing. Read out the correct sentences and ask pupils to repeat. 4 We’re skipping. 5 He’s winning the race. 6 I’m playing the drums. 38

5 Look at Exercise 4. Write the opposite. 9 Listen and sing. 2Review 1 You aren’t watching TV. Can you draw? 7 Circle. 2 They aren’t sleeping. Yes, we can. 3 She isn’t dancing. Look at us. • Say I can dance. then I can’t sing. and ask pupils to repeat 4 We aren’t skipping. We can draw. each sentence. Ask pupils different questions with Can …?, 5 He isn’t winning the race. Can you skip? eg Can you write/drive/sing/dance/fly? and elicit Yes, I can. or 6 I’m not playing the drums. Yes, we can. No, I can’t. Look at us. • Point to the whiteboard and say Look. Let’s have some fun. 6 Write. you having fun? Yes, we are . We can skip! Don’t laugh! Draw a funny picture of Yeti on the board (It they listening? No, they aren’t . Can you dance? doesn’t have to be a good drawing!). Ask pupils to guess 1 Are it raining? Yes, it is . Yes, we can. who it is. 2 Are she dressing up? No, she isn’t . Look at us. • Tell pupils they must read the sentences and circle the 3 Is We can dance. correct words. 4 Is you wearing a helmet? • Tell pupils to complete the task. Check answers orally. Ask 5 Are am . 35 different pupils to read out the correct sentences. Yes, I 7 Circle. 1 I can sail / sailing a boat. 2 Can he draw? Yes, he can’t / can. 3 Let’s have / having a race. 4 Listening / Listen to the band. 5 Don’t looking / look at the sun. 6 Can you sing? No, I can’t / can. 8 Match a Look at her. Answers 3 have 5 look b Listen to him. 1 sail (given) 4 Listen 6 can’t 1 He’s fantastic! c Look at you. 2 can 2 We’re playing music. d Look at them. 3 She’s driving a go-kart. e Listen to us. 4 They’re winning. f Look at me. 5 I’m dancing. 6 You’re cool. Yeti2_Lesson10-Rev2_Story2_pg32-39.indd 35 19/05/2022 12:44 PM 8 Match. 5 Look at Exercise 4. Write the opposite. • Write I, you, he, she, it, we and they on the board. Write me • Write I’m not, You aren’t, He isn’t, She isn’t, It isn’t, We aren’t next to I. Ask pupils to call out the other object pronouns and They aren’t on the board on the left and leave reading before you write them on the board. on the right. Read out each form with reading, eg I’m not • Tell pupils they must read the sentences and match the reading. and ask pupils to repeat. correct ones to each other. • Tell pupils that they must read the sentences in Exercise 4, • Tell pupils to complete the task. Check answers orally. and write the negative forms in this task. Read out the matching sentences and ask pupils to repeat. • Tell pupils to complete the task. Write the correct sentences on the board for pupils to check from. Write each sentence Answers 3 a 5 f under the sentences already on the board from task 4. 1 b (given) 4 d 6 c • Read out affirmative and negative sentences from the board 2 e in random order. Pupils put their hands up for an affirmative sentence. They cross their arms for a negative sentence. 9 Listen and sing. Answers 1 You aren’t watching TV. (given) • Explain that this song is about free time and fun activities 2 They aren’t sleeping. that we can do. Say the free time verbs (draw, skip, dance) 3 She isn’t dancing. and ask pupils to point to them in their books. Play the 4 We aren’t skipping. song and tell pupils to follow the words with their fingers. 5 He isn’t winning the race. • Ask pupils which free time activity they like best and 6 I’m not playing the drums. encourage them to answer. • Play the song again, encouraging the pupils to sing along. 6 Write. • Divide the class into three groups and assign a verse to each group. Pupils stand up when they sing their verse. • Practise questions and short answers orally. Ask different pupils questions, eg Are you crying? Is she smiling? Are they Optional Activity sleeping? Am I reading? etc and elicit short answers. • Tell pupils that they must write the missing words in the • Play the Bean bag throw game with the flashcards and questions and the short answers. Look at number 1 together. pictures. Draw pupils’attention to the words Are and are in blue. Read out the question and answer and ask pupils to repeat. Your pupils are now ready to complete Review 2 of the • Tell pupils to complete the task. Write the missing words Activity Book. Some of these tasks could be given for on the board for pupils to check from. Ask different pairs of homework. pupils to read out the questions and answers. Homework Answers 1 Are, are (given) • Pupils should revise Lessons 6-10 for Test 2. 2 Are, aren’t 3 Is, is 4 Is, isn’t 5 Are, am 39

Writing Writing 2 2 Favourite things 1 Read. Aims Favourite things In this lesson, pupils will My name is Tim. My favourite thing is my scooter. In this photo, - do Test 2 I’m riding my scooter. I’m wearing a helmet, too. - learn how to write about their favourite things My sister’s name is Sally. Her favourite thing is her camera. In this photo, she’s taking a photo. It’s a photo of a flower. Materials My cousin’s name is Oliver. His favourite things are his pencils. In this photo, he’s drawing a picture. It’s a picture of a rainbow. • Photocopies of Test 2 36 Checking homework Yeti2_Lesson10-Rev2_Story2_pg32-39.indd 36 19/05/2022 12:44 PM • Hand out one copy of Test 2 to each pupil. Tell them not to speak during the test. Tell them to raise their 1 Read. hands if they have a question. Allow plenty of time for everyone to finish before collecting their tests. Answers • Explain that this text is a piece of writing written by the for the test can be found at the back of the Teacher’s boy in the photo who is riding a scooter. He is describing Book. his favourite thing, his sister’s favourite thing and his cousin’s favourite things. Play the audio and tell pupils to Writing follow the words in their books with their fingers. • Ask pupils these questions to check comprehension: Remember that the writing section after each review What’s Tim’s favourite thing? (his scooter) incorporates the grammar and vocabulary that the pupils What’s Sally’s favourite thing? (her camera) have already encountered. In each writing section, there What are Oliver’s favourite things? (his pencils) are always three tasks: What is Tim wearing? (a helmet) • a model text which pupils read as an example of how to What is Sally taking a photo of? (a flower) write about a particular topic, What is Oliver drawing? (a rainbow) • a circle the correct word task to guide them into using • Read the text or play the audio again. useful structures and vocabulary in a writing task, • and the final writing task where they have to use what they have learnt to construct their own piece of writing. The intention is that pupils are shown an example of a writing text, then they are shown how to create a similar piece of writing, and finally they are able to create their own piece of writing. 40

2 Circle. 2Writing My name is Min. My / Its 3 Write about your favourite things. favourite thing is / are my recorder. My sister’s name is • Tell pupils that they are now ready to write about their Li. His / Her favourite things / favourite things. Tell pupils to write their first version thing is her recorder, too. in their notebooks. Go around the class helping where necessary. Remind pupils that they can look back at task 1 In / On this photo, I’m play / and task 2 for ideas. playing my recorder. My sister • Correct pupils’ writing while they write in their notebooks. are / is playing her recorder, too. Then tell pupils to copy the corrected version into their We’re / We playing a song. Pupil’s Books. 3 Write about favourite things. Homework Favourite things • Ask pupils to copy task 1 into their notebooks. 37 Yeti2_Lesson10-Rev2_Story2_pg32-39.indd 37 19/05/2022 12:44 PM 2 Circle. • Tell pupils that they are going to read a text about the girls in the photo and their favourite things. Read up to and including the example. Draw pupils’ attention to the word My circled in blue. Explain to pupils that they must circle the correct words. • Ask pupils to complete the task. Read out the paragraph with the correct words for pupils to check from. Answers My (given), is, Her, thing, In, playing, is, We’re 41

Story 2 cat in Hollywood Story 2 in Hollywood The cool The cool cat Aims 1 Listen and read. 2 I am smiling, Amy. 1 Mum, Dad, Lamar and Amy are in Smile, Dad! In this lesson pupils will - listen to a story Hollywood, Los Angeles.Amy has - do a STEM activity: Technology, a flip book cartoon a camera. She’s taking a photo. Checking homework We’re in Hollywood! I’m taking a photo. Fantastic! Smile for me! • Check pupils’ copy work. What are these They’re the names 1 Listen and read. stars, Mum? of film actors. • Remind pupils that the stories in the book are about 3 What’s your favourite 4 Look at the man! He’s wearing different families from all over the world. They are the same film, Lamar? a costume. Is it a cat costume? families as in level 1. Each family visits an interesting place in an English-speaking country. This family are a mum and Cool Cat. Hello, children. I’m Cool Cat. dad, and a brother and sister called Lamar and Amy. I like Cool • Tell pupils some information about the place in the story. Cat, too. Cool Cat! In this story, the place is Hollywood, in Los Angeles. It is in It’s a cartoon. the USA. Hollywood is famous for films and actors. Lots of films are made in Hollywood and there is a street called the 38 Walk of Fame. There are stars on the pavement of this street and the names of famous actors are written on them. In Yeti2_Lesson10-Rev2_Story2_pg32-39.indd 38 19/05/2022 12:44 PM Hollywood many kinds of films are made, and cartoons are often the favourite kinds of films for children. You could ask Dad is taking a photo. (No) pupils to name some cartoons that they like. There are actors’ names on the stars. (Yes) • Tell pupils that they will now listen to the story. Play the The children’s favourite film is Cool Cat. (Yes) audio. Tell pupils to follow the story with their fingers. Cool Cat is a cartoon. (Yes) • Check comprehension with some true or false sentences. The man is wearing a red costume. (No) Pupils say Yes for a true statement and No for a false The man in the costume is the children’s uncle. (Yes) statement. The family is watching a film at home on TV. (No) Cool Cat is a fantastic film. (Yes) 42

5 2Story Technology In class Hello, Amy and Look! The film In class 1 Match. Lamar! It’s me! is Cool Cat. 1 Match. • Ask pupils to look at the pictures and to say what they can Uncle Jordan! Let’s watch it! see. Tell them they must match the pictures to the correct 1c words. • Ask pupils to complete the task. Read out the answers for a a cartoon 2a pupils to check. b a photo 3b • Tell pupils that cameras, photos and cartoons are all c a camera technology. Tell pupils that the technology activity in this lesson will help them think about how cartoons are made. 6 Where’s the family now? 2 Watch. They’re watching a film. Answers It’s a cartoon. It’s Cool Cat! At home 1 c 2 a Cool Cat is fantastic! 3 Make. 3 b Hollywood is fantastic! 2 Watch. 39 • Tell pupils that they are going to watch a Technology activity on video. They can do the activity at home with Yeti2_Lesson10-Rev2_Story2_pg32-39.indd 39 19/05/2022 12:44 PM their family. • Play the video. StEM 2 At home Technology 3 Make. Explain that STEM stands for Science, Technology, Engineering and Maths. Tell pupils that STEM activities • Pupils do the STEM activity at home. help them learn about the world around them by doing interesting projects. Homework Tell pupils that they are going to do a Technology activity. • Ask pupils to copy pictures 3, 4, 5 and 6 of the story into their notebooks. 43

Primary 2 and Friends Teacher’s Book Yeti and Friends! is a super new primary course for young learners. The adventures of Yeti, Tina and Tony with their magic scrapbook will entertain pupils and make learning English lots of fun! Yeti and Friends! stories, activities and songs provide a carefully-graded syllabus with step-by-step development of vocabulary and language skills.The user-friendly lesson organisation gives pupils ample practice and revision. Yeti and Friends! Teacher’s Book features: ● clearly laid out and easy-to-follow teaching notes for each lesson in the Pupil’s Book. ● actual pages of the Pupil’s Book in full colour embedded in the teaching notes. ● suggestions for homework setting. ● optional additional activities. ● photocopiable pages for crafts. ● flashcard games. ● Activity Book key and Test Book key. Yeti and Friends! for the Pupil Yeti and Friends! for the Teacher • P upil’s Book with Picture Dictionary and stickers • T eacher’s Book with embedded Pupil’s Book • Activity Book and photocopiable craft activities • e-book • T est Book • C lass Audio • Celebrations booklet • F lashcard Pack • IWB Software Extra components • T eacher’s editions of Pupil’s Book, • Pupil’s Scrapbook Activity Book and Test Book • A mazing interactive classroom posters • F un reward stickers • Reward stamps • Interactive Talking Pen