Extra Material in the Student's Book

Cut-outs Picture Dictionary

A set of separate Cut-outs is included at the back of the The Picture Dictionary is a fun way of reinforcing
Student's Book for classroom use. Instructions for the students' knowledge of the vocabulary through the
use of the Cut-outs are included in the corresponding categorisation of thematically and grammatically
lessons of the Teacher's Book. related words which are presented in the form of
visual prompts. The Picture Dictionary (at the back
of the Student's Book) is to be used as reference or
consolidation at the end of a lesson or module. The
Picture Dictionary also appears in reduced form at the
back of the Teacher's Book.

The symbols below, which are found in the Teacher's Book, represent the following:

Language focus Materials Warm-up activities Track Optional

Before leaving Workbook

~
Key to the
0Notes Total Physical
Response (TPR)
activities activities
activities
Abbreviations used in the Teacher's Book:
S: student Ss: students TB: Teacher's Book SB: Student's Book WB: Workbook

15
 Hello
Lesson plan
Warmup CJ•...
• Enter the classroom and say Hello, while wavi ng. Do thi s a couple of times
and invite Ss to wave hello back to you .
• Stand at the front of the class, point to yourself and say, Hello, I'm ... and
@ Language focus your name a couple of t imes. Invite Ss to do the same. Repeat until all Ss
have introduced themselves.
Objectives • Introduce Bye-bye by waving to Ss and turning your back to them slightly,
• to sing a song as if you are walking away. Do this a couple of times and invite Ss to do th e
same.
• to greet someone
• to introduce oneself
1 Vocabulary · CDl Track 2
Vocabulary • Have Ss open their books top. 5.
Greetings: Hello, Bye-bye • Point out the greetings in th e vocabulary section. Play the CD a few t imes
Structures and have Ss point to the corresponding pictures and repeat.
I'm (Roon). • Say the greetings again in random order and have Ss point and repeat.
Listening transcript
Hello, Bye-bye
J<-: 1
Materials Activity 2 I. Track 3
• flashcards for Hello, Bye-bye • Direct Ss' attention to the picture and ask them (in L1) to tell you what it
• a whistle depicts (Roon the racoon, the animal character of the book.).
• Explain to Ss that they are going to listen to a song with the title Hello! Ask
them to guess what it's going to be about. (Roon introduces himself and
greets us, the readers.)
• Play the song once and have Ss listen to the song.
• Play the song a second time and have Ss wave Hello and Bye-bye as they
listen.
• Play the song again and encourage Ss to sing along.
Listening transcript - Song
Hello!
Hello, hello!
I'm Roon. I'm Roon.
Let's say hello .
Hello, Roon. Hello, Roon.

Bye-bye, bye-bye.
I'm Roon. I'm Roon .
Let's say bye-bye.
Bye-bye, Roon. Bye-bye, Roon.

Activity 3 "
• Direct Ss' attention to the four children in the picture and ask them (in L1) to
guess what they are doing. (They're playing the hot potato game.)
• Have Ss stand in a circle. Stand in the circle with them.
• Throw a ball to a S across from you and say, Hello. I'm (Helen).
• The S who catches the ball has to say, Hello. I'm (Tom) in return and throw
the ball to another S.
• Continue playing until all Ss have had the chance to introduce themselves
at least once.

16
 <J Before leaving "
• Wave to Ss and say, Bye-bye.
Have them wave back at you and
repeat a couple of times.

Listening transcript
1. Hello
[Link]-bye

l.i 1. B 2.A

open answers

0 Note
For the next lesson, bring:
• the Ron, Tina, Matt and Lisa finger
puppets, cut out, taped together
and glued to a wooden stick/
chopstick each (TB, p. 132).
• a few pairs of safety scissors
• sticky tape

;.~ Optional "

Stand up and say hello!
• Have all Ss sit on chairs arranged in a circle. Sit on a chair in the middle of
the circle.
• Stand up and go up to a S, wave and say, Hello. I'm ... and your name.
• Invite the S to go round the circle and introduce himself/herself to a few of
the seated Ss. Then he/she invites one of the seated Ss to do the same.
• Continue in the same manner until all Ss have had a turn.

17
 @ Language focus
Objectives
• to identify the main characters of the
book
• to introduce oneself and inquire about
one's name
Vocabulary
Characters' names: Ron, Tina, Matt, Lisa
Structures
I'm (Lisa). What's your name?

~1 Materials
• Ron, Tina, Matt and Lisa finger puppets, cut
out, taped together and glued to a wooden
stick/ chopstick each (TB, p. 132).
• a few pa irs of safety scissors
• sticky tape

Revision Cl• Iii.

• Revise Hello and Bye-bye. Walk into the
classroom and greet Ss, saying Hello.
Encourage Ss to say Hello back at you .
• Walk towards the door with your back 0 Listen and point to the children. ~>)
turned to Ss, look back at them and say, 6
Bye-bye. Encourage them to wave bye-
bye back at you in the same way.

Lesson plan Activity 1 I , Track 5 Activity 2 '. Track 6

"
• Have Ss open their books to p. 6 • Play the CD again and instruct Ss
Warmup Iii.
Cl• and ask them (in Ll) to guess what
the children are saying. (They are
to point to the characters of the
book each time one of them is
• Point to yourself and say I'm ... and your introducing themselves.) heard introducing himself/ herself.
name. Then go up to a S and ask him/ • Explain to them that Ron, Tina, • Ask Ss to tell you the names of
her, What's your name? Encourage the S Matt and Lisa are the main the characters and what they like
to answer accordingly, saying I'm ... and characters of the book and that about them .
his/ her name. Have the rest of the class they will be seen again in the Listening transcript
repeat the question a couple of times. upcoming episodes. Lisa: Hello, I'm Lisa.
• Repeat the same procedure with more • Explain to Ss that they are going Matt: Hello, I'm Matt.
Ss, until you make sure everyone has to listen to the CD. Ask them to
become familiar with the process of Tina: Hello, I'm Tina.
point to the appropriate picture
introducing oneself. Encourage Ss to and follow along as you play the Ron: Hello, I'm Ron.
stand up, go up to their classmates and CD. Matt: Hello, I'm Matt.
introduce themselves in the same way.
Listening transcript Tina: Hello, I'm Tina.
Make sure they ask one another What's Lisa: Hello, I'm Lisa.
1. Children: Hello, kids!
your name? and answer accordingly. Ron: Hello, I'm Ron.
Ron: I'm Ron.
• Repeat for as long as time permits or Tina: I'm Tina .
until every S has had the chance to Matt: I'm Matt. Activity 3 , Track 7
introduce himself/ herself and ask about
2. Lisa: I'm
Lisa. What's your • Direct Ss' attention to the pictures
one's name.
name ? and ask them to identify the
• Play the CD again, pausing after characters from the story.
each sentence for Ss to repeat.

18
0 Listen and tick (V'). ~>)

--. , Optional "

Friendly circles
• Divide Ss into two circles and position
one inside the other. Explain to them
that, as you're playing the CD, one of the
[I] circles of Ss will be moving clockwise. As
soon as you pause the music, each Swill
have to introduce himself/ herself and
ask for the name of the S standing in
front of them in the other circle.
• Play the game for as long as time
permits.

[I] <J Before leaving "

• Have a brief conversation with each S,
0 Play. Use the cut-outs on page 89. introducing yourselves in turns. Say, I'm
(Helen). What's your name? and have
each S answer and then ask the same
question.
• Repeat until all Ss have had the chance
to talk with you, before they leave the
classroom.

3.C 4.D
7

choose the correct stickers.

• Explain to Ss that they are • Go up to a S, hold up the Ron
going to listen to the characters finger puppet (SB, p. 89) and
1. Ron sticker 2. Tina sticker
introducing themselves. Ss will say, Hello, I'm Ron. What's your
have to tick (el} the correct name? Encourage the S to 3. Matt sticker 4. Lisa sticker
picture, according to what they answer by saying his/her name. 5. open answers
hear. Repeat this procedure with the
• Go round the classroom making rest of the finger puppets in a
sure Ss have ticked the correct similar manner.
pictures. • Repeat for as long as time
Listening transcript permits by circulating the finger
1. Boy: Hello. I'm Matt. puppets to Ss and having them
practise the exchange.
2. Girl: Hello. I'm Lisa.

l.i 1.A 2.B

• Then, divide Ss into pairs
and ask them to cut out the
character finger puppets in
their SB, p. 89. Encourage them
to practise the exchange in a
1. fourth boy (Bye-bye)
2. third girl (Hello}
3. second boy (Hello}

Activity 4 " similar manner.

• Direct Ss' attention to the photo
and ask them to guess what is
• Make sure Ss take turns asking
and answering, each time using
a different finger puppet.
0 Note
happening. (The children are
For the next lesson, bring:
playing a game, using finger
puppets.) • ten pieces of paper with the numbers 1-5
written on them (two pieces per number).
• Blu tack or sticky tape

19
 0 Listen, point and
2345
repeat. ~~

Objectives
Joel< and the Beans
•to identify the numbers 1-5
Vocabulary
Numbers: (1) one, (2) two, (3) three, (4) four,
(5) five

Jc. Materials
1

• flashcards for the numbers 1-5

• ten pieces of paper with the numbers 1-5
written on them (two pieces per number)
• Blu tack or sticky tape

Revision "
• Play the presentation in the SB, on p. 6
(Track 5) and pause after each sentence
for Ss to repeat.
• Have the Ss act out the exchange in pairs.

Warm up
•Hold up your hand and use your fingers to
count from 1 to 5.
•Ask Ss to hold up their hands and do the
same, while repeating each number after 8
you a couple of times.
•Take out the number flashcards and stick
them on the board in ascending order. Jack: 1, 2, 3, 4, 5
• Have Ss look at the presentation and
Encourage Ss to say each number aloud. [Link]: 1, 2, 3, 4, 5
ask them (in L1) if they recognise the
fairy tale (Jack and the Beanstalk). 4. Jack: Wow!
1 Vocabulary , Track 8 • Play the CD again, pause after
Read the title a couple of times and
•Have Ss open their books top. 8. ask Ss to repeat after you. each sentence and encourage Ss to
•Point out the numbers 1-5 in the vocabulary •Ask Ss to tell you (in L1) what they repeat.
section. Play the CD a few times and have Ss think is happening in the story. •Ask Ss some questions (using Ll)
point to the numbers and repeat. (Jack is given five magic beans about the text. Ss can use L1 for
•Say the numbers again in random order and by an old man in exchange for their answers. What's the boy's
have Ss point and repeat. gold coins. He plants them and he name? (Jack.) What does the old
watches them sprout and grow into man give Jack? (He gives him some
Listening transcript beans in exchange for some gold
huge beanstalks.)
one, two, three, four, five coins.) Who is the woman in Frame
•Ask Ss to look at the gold coins
Activity 2 ~f Track 9 (Frame 1) and count them. Then 2? (Jack's mum.) How many beans
are there? (Five.) What happened
ask them to count the beans Jack
is given (Frames 1 and 2) and count when Jack planted the beans?
Background note them aloud. (They grew into huge beanstalks.)
The original story is called Jack and the •Ask Ss to point to the appropriate •Ask three Ss to come to the front
Beanstalk, an English fairy tale of the 19th pictures as you play the CD. and act out the story.
century. Jack and his mother are poor and Listening transcript
decide to sell their only cow for some money. Activity 3 · Track 10
Jack and the Beans
The boy trades the cow for magic beans, •Direct Ss' attention to the pictures
1. Old man: Hello. What's your
which grow in his garden at night and reach in the activity and ask them to
name?
up to the sky, to a magic land. Jack climbs the name the items (in L1).
Jack: I'm Jack.
beanstalk and finds himself in a giant's house, •Ask Ss to guess what the activity is
Old man: Here, Jack.
from whom he eventually takes a hen that about. (It's about listening to the CD
2. Jack: Look, Mum!
lays golden eggs. In the end, Jack goes back and counting the correct number of
Mum: Oh, no!
home rich and lives happily ever after. items.)

20
 IYIUUUl.: I I Ull\.C u11u11 u lllllt:'

Listen and circle. ~>) ... . Optional " •t.•1

1
Number race
• Divide Ss into two teams. Place the pieces
of paper with the numbers 1-5 written on
them in two separate piles on your desk
(one pile for each set of numbers).
• Have one 5 from each team come to the
front of the class and stand facing the board.
• Tell the two Ss that you are going to call
out three numbers and they will have to
pick the appropriate pieces of paper with
those numbers written on them and stick
them on the board.
• Call out three numbers (1 -5) for Ss to stick
on the board .
• The S who finishes first win s on e point for
his/ her team.
• Repeat the procedure until all Ss in each
team have had a turn.

0 Play.
(j Before leaving "
• Put up your hand and use your fingers to
show a number from 1 to 5. Ask Ss to call
out the number you indicate, before they
leave the classroom.

1. 1 bean 2. 2 beans 3. 3 beans

4. 4 beans 5. 5 beans
9
F;liWU!tJ
• Ss colour the dotted areas to reveal the

•Explain to Ss that they are going to Activity 4

listen to the CD. For each group of
items (apples, kites and flowers),
Ss will have to listen carefully and TPR Activity " Listening transcript
circle the number of items they
hear each time. •Direct Ss' attention to the photo A. Two B. Four C. Five

~A.2
•Play the CD once and pause after and ask them to guess what is
happening. (The Ss are playing a B.4 C. 5
each exchange to give enough time
to Ss to circle the correct number counting game.)
of items. •Explain to Ss that you are going to
Listening transcript call out a number from 1 to 5 and f!t;WUtQ
A. 1, 2, 3 (one, two, three) that they will have to jump forward
• Ss should look for the following mistakes in
B. 1, 2, 3, 4, 5 (one, two, three, four, or backward the corresponding
number of steps, e.g. call out three the second picture.
five)
C. 1, 2, 3, 4 (one, two, three, four) and point in a forward direction. 1. the coins
Ss will have to jump forward three
•Play the CD again and ask Ss to 2. the beans
times in a row.
check their answers. 3. the flag (background)
•Alternatively, have a S call out the
•Go round the classroom, making 4. the shoes
numbers instead of you and invite
sure Ss have circled the correct
more Ss to do the same in turns.
number of items.

A. 3 (apples)
B. 5 (kites)
•Play the game at least five times
and repeat for as long as time
permits.
0 Note
For the next lesson, bring:
C. 4 (flowers)
• a few pairs of safety scissors
• cut-outs from SB, p. 91
• a plastic bag

21
 Play. Use the cut-outs on page 91.

@ Language focus
Objectives
• to ask and answer about one's
well-being
Structures
How are you?
Fine, thanks.

~ : Materials
• flashcards from the previous
lesson for the numbers 1-5
• a few pairs of safety scissors
• cut-outs from SB, p. 91
• a plastic bag

Revision
• Stick the flashcards for the
numbers 1-5 on the board.
• Invite two Ss to come to the
board and call out a number.
The S to touch the corresponding
flashcard the fastest can sit back
at his/ her desk. The other S has
to wait for the next round .
• Play the game for as long as time 10
permits.

Lesson plan
Warmup ...
CJ•
• Introduce the question How are you? and the response Fine, thanks by
modelling the exchange with a S. Ask a S to come to the front and ask him/
her, How are you? Ask the rest of the Ss to repeat after you . Encourage the S
to reply Fine, thanks. Have the rest of the Ss repeat after him/ her. Then swap
roles with your partner and repeat the exchange the other way round.
• Invite more Ss to come to the front and model the exchange in the same
manner.

Activity 1 "
• Have Ss open their books to p. 10.
• Direct Ss' attention to the children in the picture and ask them (in L1) to tell
you what they think they are doing. (They are playing with cut-outs in teams,
asking and answering about one's well-being and revising the numbers 1-5).
• Instruct Ss to turn to p. 91 in their SB and cut out the pictures. Make sure you
have collected all Ss' cut-outs before you put them in a bag.

22
• Divide Ss into two teams (Team A and Team B) and ask one pair of Ss from
Team A to come up to the board. SA takes out a cut-out from the bag, shows
it to the class and says the appropriate question/ number for the cut-out, e.g.
if SA picks the cut-out with the shadow of the boy and the question mark
he/ she asks, What's your name? and SB answers, I'm and his/ her name. If SA 0Zltti 3,f,[Link]
picks the cut-out of the hands, he/ she asks, How are you? SB then answers
accordingly, e.g. Fine, thanks. In case SA takes out one of the number cut-
outs, he/she holds it up for everyone to see and then SB says the appropriate
FJii®JfTll ~•M31tl
number aloud. If both Ss have asked and answered correctly, they can keep Listening transcript
the cut-out and mark a point for their team on the board. Ss play the game Girl: How are you?
in turns, until there are no more cut-outs in the bag.
Boy: Fine, thanks!
• The team to score the highest wins.
open answers

•1
" . . Optional Cl•
~~ tt;®tJTt~li 0 !3l@I
Phrase clapping Listening transcript
• Play the clapping game. 1. Boy: Hello!
• Have Ss sit in a circle. (If that is not possible, they can remain seated at their 2. Girl: How are you?
desks.) Boy: Fine, thanks!
3. Girl: Bye-bye.
• Sit among the Ss and start clapping your hands in a strong, steady rhythm.
Boy: Bye-bye.
Encourage Ss to clap with you .
• Once you have all settled into the rhythm, say How are you? rhythmically.
Clap two more times and invite the S sitting to your right to say the question ~A. 3 8.2 c. 1
in the same rhythmic way. Then say, Fine, thanks and clap rhythmically
again. Have the Ss sitting to your left repeat the phrase and clap along.
• To make the game more fun, you can tell the Ss who ask the question How
are you? to say it in a high-pitched voice and the Ss who answer Fine, thanks
to say the phrase in a low-pitched voice, while clapping rhythmically.
0 Note
• For the next lesson, bring:

(j Before leaving "

cut-outs/ photocopies of the
three shapes (circles, triangles,
squares) in a box.
• Invite four random Ss to come up to the board and hand out the finger
puppets to them. Ask them to make exchanges asking about each other's
name and well-being. Make sure you circulate the puppets.
• Invite more Ss to come up to the board and practise similar exchanges using
the puppets, before leaving the classroom.

23
 Warm up
@ Language focus • Draw a circle on the board and say the word aloud. Then draw another
Objectives circle next to it and say, circles. Point out that the plural form of the nouns
is usually formed by adding an -s at the end of the word . Ask Ss to repeat
• to provide Ss with cross- after you a couple of times. Repeat for the square and the triangle.
curricular information on Maths
• Invite Ss to come up to the board and tell them which shape to draw by
• to identify three basic geometric calling out the appropriate word. Whoever gets it wrong tries again until he/
shapes she draws the correct shape.
Vocabulary • Make sure all Ss have had the chance to draw a shape.
Shapes: ci rcle, triangle, square 1 Vocabulary Track 14
• Have Ss open their books top. 11.
• Point out the shapes in the vocabulary section. Play the CD a few times and
)<. Materials have Ss point to the corresponding pictures and repeat.
• Say the words for the shapes again in random order and have Ss point and
• flashcards for circle, triangle and repeat.
square Listening transcript
• cut-outs/ photocopies of the circle, triangle, square
three shapes (circles, triangles,
squares) in a box Activity 2 ~ f
• cut-outs from SB, p.91 • Ask Ss to look at the pictures in the activity and tell you (in L1) what they
can see. (A car, the sun, a tree and a house made from shapes.)
• Explain to Ss that they will have to point to each object and call out the
name for its shape. Then, ask Ss (in small groups of 4-5) to count the
Revision '-' circular, triangular and square objects in each picture (A and B) and tell you
• Collect the cut-outs (SB, p.91) Ss how many of each there are.
made in the previous lesson. • Have the groups count the shapes together and discuss their results with
• Divide Ss into pairs and hand out the rest of the class.
a cut-out to each pair.
• Have Ss take turns asking and A: 3 circles, 4 triangles, 5 squares
answering according to what is B: 5 circles, 2 triangles, 4 squares
depicted on their cut-out, e.g.
How are you? Fine, thanks ./
What's your name? I'm ...

24
f) Point and say. Then count.
1. • • 2. 3. • •
4. • .... s. • .... 6. •

0 Note !
For the next lesson, bring:
• flashcards for the numbers 1-5
• Blu tack or stic ky tape
• a blindfold

•' Optional
Slow reveal
• Tell Ss that they are going to play a game.
• Put a plain sheet of paper in front of the flashcards for the shapes so that Ss
cannot identify them .
• Slowly start removing the sheet of paper to reveal the flashcard .
• Have Ss call out what they think it is.
• Repeat for as long as time permits.

(j Before leaving
• Take out the box containing the shape cut-outs/ photocopies and go up to
a S. Call out the word for a shape and encourage him/ her to select that
particular shape from the box, e.g. a square. If the S picks up the correct
cut-out/photocopy, he/ she can keep it and leave the classroom, otherwise
he/ she has to try again.
• Repeat the procedure until all Ss have had the chance to participate.

25
 Look and listen. ~>)

@ Language focus
Objectives
• to revise and consolidate
vocabulary and structures
presented in previous lessons
through a story

)<: 1
Materials
• flashcards for the numbers 1-5
• a blindfold
• Blu tack or sticky tape

Revision 1'A'1
• Invite a pair of Ss to come up to
the board.
• Ask one of them (SA) to put a
blindfold over his/ her eyes and
give him/ her a piece of chalk/ a
marker.
• Instruct SB to hold SA's hand and
slowly draw a shape on the board,
without letting SA know which
shape it is. SA will then have to
guess what it is and say it aloud,
e.g. a triangle. Make sure you help
Ss pronounce the words correctly.
• Encourage more pairs of Ss to
come up to the board and make
sure they have swapped roles at 12
least once.

Lesson plan • Play the game Number clapping (an • You can make the game more
alternative version of the game Phrase challenging by having Ss clap and
Warmup Cl•
a.• clapping in the TB, p. 23).
• Have Ss sit in a circle. (If that is not
repeat more than one number at a
time. For example,
• Invite a S to come up to the board possible, they can remain seated at One, two (clap clap)
and stand opposite you, as if you their desks.) two, three (clap clap)
are engaging in a conversation . three, four (clap clap)
• Sit with the Ss and start clapping in a
four, five (clap clap)
• Start a mini conversation with the strong, even rhythm. Encourage Ss to
S, using all the vocabulary and clap with you . • Revise the three basic shapes
structures presented so far in the presented in the previous lesson by
• Once you have all settled into the
Module. Say, Hello. I'm (Jane) . holding up the appropriate flashcards
rhythm, say the numbers 1-5, one by
What's your name? Encourage the and asking Ss to call out the names for
one, rhythmically. Then say, One, one.
S to answer, saying, I'm (Mike) and the shapes.
Clap two more times and invite the S
proceed by asking, How are you? sitting to your right to say, Two, two, Activity 1 I " Track 15
Once again, encourage the S to clap twice and invite the S next to him/ "
answer, saying, Fine, thanks. Swap her to continue with the next number Before listening
roles and start the conversation in the same way. • Hold up the book and point to the
anew. story.
• Go on until all of the Ss in the circle
• Invite more Ss to the board and have said a number, continuing the • Tell Ss that they will listen to a story
encourage them to practise the rhythm throughout numbers 1-5. Then with the title 5 Circles.
exchange in the same manner. start again. • At this stage, L1 can also be used.

26
 • Talk about what is happen ing in
each frame.
Frame 1: The boys and their fathers
meet at the beach for the first time.
Frame 2: The boys introduce
them selves to each other and their
fathers ask about each other's well-
being .
Frame 3: The boys are drawing
shapes in the sand with a stick.
They draw a triangle first.
Frame 4: Then, they draw a square.
Frame 5: The last shape they draw
is a circle.
Frame 6: The boys draw more circles,
count them to be five and have fun
jumping in and out of them.

After listening
• Ask Ss some comprehension
questions, using L1. Encourage Ss to
answer.
Frame 2: (pointing to the boys)
What are their names? (Bill and
Tom), (pointing to the fathers)
Who are they? (They are the boys'
fathers.)
Frame 3: (pointing to the triangle) Is
this a circle? (No. It's a triangle.)
Frame 4: (pointing to the square) Is
th is a triangle? (No. It's a square.)
Frame 5: (pointing to the circle) Is
this is a circle? (Yes.)
Frame 6: (pointing to the circles)
How many circles are there? (Five.)
• Divide Ss into groups of four (one for
each character) and have them act
LEARNING: Make new friends. out the story. Tell Ss to swap roles.
13

POST-STORY ACTIVITY ~ f
Learning (critical thinking skills)
• Point to the first frame and ask Ss to 2. Bill: I'm Bill . What's your name?
Make new friends.
tell you what they think is happening. Tom: I'm Tom.
Man 1: How are you? Ask Ss in Ll :
(Two boys and their fathers meet at
the beach for the first time.) Man 2: Fine, thanks. • Do you make new friends easily?
3. Bill: Look. It's a triangle . • Where do you make them ?
• Cover the second page (p. 13), ask Ss to
4. Bill: A square. • What do you do together?
look at the first two frames of the story
5. Bill: ... and a circle.
on p.12 and guess what will happen next.
6. Bill: Look! 1, 2, 3, 4, 5 circles.
• Reveal the second page and ask Ss to Tom: Oh, yes! Ha, ha!
look at the pictures and guess what
• Play the CD again and ask Ss to point.
the story is going to be about.
Pause after each sentence for Ss to .~ optional
• Point to each frame and invite Ss to repeat.
guess what is happening. Elicit answers Missing numbers
in L1. • Ask Ss to guess what the characters are
doing in Frame 2 (They are introducing • Stick the number flashcards (1 -5) on
While listening themselves to each other.) the board, using some Blu tack or
• Play the CD and point to each frame • Ask Ss to identify the shapes and point sticky tape.
in your book. Encourage Ss to point to to them in the story (Frame 3: triangle, • Have Ss say the numbers on the
each frame in their books. Frame 4: square, Frame 5: circle, Frame flashcards in the order they appear
6: circles) and then ask them to count on the board.
Listening transcript
the circles in Frame 6 aloud (five
1. Bill: Hello! • Ask them to close their eyes, while
circles).
Tom: Hello! you remove one of the numbers.

27
 Listen and tick (V"). -4~

• When Ss open their eyes,

they have to figure out which
number is missing.
• After you have done that a
couple of times, start taking out
two or three numbers at a time
DJ
and repeat the procedure.
• Make sure all Ss have had the
chance to participate.

(j
",.
Before Leaving
.. ..
• Choose four Ss at random and
ask them to come up to the
board.
DJ

• Encourage them to act out the

story as it appears in their SB.
®
(You can give Ss a marker to
draw the shapes on the board .)
• You can play the CD so that Ss
llJ DJ

•• ••
have a guideline the first few
times.
• Call up more Ss to the board

• ••
and repeat for as long as time
permits.
©
llJ DJ
14

~ 1. C 2.A 3. B I

r;t;mmtJ
• Ss look at the maze and follow @ Language focus
the routes from one half of a
shape to the other. Objectives
• to revise and consolidate vocabulary and structures presented in previous lessons

J<- 1
Materials
For the next lesson, bring: • blown-up colour photocopies of the story 5 Circles, SB, pp. 12-13
• flashcards/photocopies for numbers 1-5, circle, square, triangle (2 sets of each)
• flashcards/ photocopies for
numbers 1-5, circle, triangle, • Blu tack or sticky tape
square (2 sets of each)
• Blu tack or sticky tape
• blown -up colour photocopies of
Revision "
• Hold up the book or stick blown-up colour photocopies of the story on the board.
the story 5 Circles, SB, pp. 12-13
• Ask Ss if they remember the title of the story (5 Circles). Ask them to tell you
what else they remember about the story, using L1.
• Then have Ss close their books and try to retell the story from memory. Accept
the use of L1.
28
 Lesson plan
Warm up
fJ3®""
• Stick some of the flashcards from previous lessons in the module on the Ask Ss what they think is happening
board (3-4 flashcards each time). Tell Ss to memorise them. in the picture. (The children
• Ask Ss to close their eyes and hide one of the flashcards. When Ss open their are outside their house in the
eyes, they must try to remember which one is missing. countryside. The girl is flying a kite
and the boy is playing with a ball.)
• Alternatively, Ss can memorise the order of the flashcards. When they
Ask Ss to find the shapes (circles,
close their eyes, change the order. Ss must try to remember what order the
triangles, squares) and numbers
flashcards were originally in.
hidden in the picture. Point out one
• Make sure you use different flashcards each time . number and one shape to Ss, and
• To make the activity more competitive, you could divide Ss into two teams then have them find the rest on
and have them take turns answering to win points. their own.
• Ask Ss to say the numbers and
Activity 1 · Track 16 shapes they have found to the class .
• Have Ss open their books to p. 14. • Then instruct Ss to colour in the
• Hold up your book, point to the pictures of Matt and Lisa and ask Ss, What's numbers blue and the shapes red .
his/ her name?
circles: hot-air balloon, ball,
• Read the instructions and make sure Ss understand that they will listen to
sun
each sentence/ phrase and tick the picture that matches the description.
triangles: kite, roof
• Play the first sentences a couple of times (more if necessary) and ask Ss squares: house, basket of hot
to point to the picture that is being mentioned. Go around and check that air balloon
everyone is pointing to the correct picture. Then have Ss tick the box under 1 - grass
the picture. 2 - letterbox
• Play the rest of the sentences and have Ss choose the appropriate pictures. 3 - boy's T-shirt
• Ss check their answers in pairs first, then as a class. 4 - fence
Listening transcript: 5 - mountain
1. Girl 1: Hello! I'm Lisa. What's your name?
2. Girl 2: Bye-bye. u1.w114.1.1 ~

~ 1. B 2. A 3. A 4. A
3. Boy: How are you? • Ask Ss to look at the pictures and
Gir~ Fine, thanks. tick the stars according to what
4. Woman: Three circles. they can or can't say. Then ask
them to name the items aloud.
Activity 1 & 2
• Hold up the WB, point to the
numbers and the shapes and
"it_ Optional encourage Ss to say the words aloud.
• Have Ss tick the stars as they say
Memory game each word.
• Use Blu-tack to stick one set of the flashcards of the numbers and the FJ;®Jnll
shapes face down on the board so that Ss can't see them.
• Direct Ss' attention to the pictures
• Put a second set in a pile on your desk. and ask them to guess what
• Divide Ss into two teams. Explain to Ss that one member from each team each character is saying. Elicit Ss'
will come up to your desk at a time and pick a flashcard. answers. Then read the following
• Then, he/she will choose one of the flashcards stuck onto the board by sentences aloud and have Ss repeat
turning it over (without taking it off the board) to see if it's the same as the after you and tick the stars.
flashcard he/she is holding.
• If it's the same, then he/she must say what the flashcard depicts and remove 1. Hello. I'm Ron.
the flashcard from the board as well as its pair from the game. 2. - Hello. What's your name?
• If the flashcard is different from the one he/she is holding, the S must show - I'm Jack.
the flashcard that is stuck on the board to his/her classmates and return the 3. - How are you?
other flashcard to the bottom of the pile on the desk. - Fine, thanks.
• Every matching pair of flashcards earns a point for the teams. The team
to score the highest when all the flashcards have been removed from the
board wins the game.
0 Note
For the next lesson, bring:
(J Before leaving • photocopies of the flashcards
for Stand up. Sit down. Clap your
• Play the song Hello! in the SB on p. 5 (Track 3) and invite Ss to sing the song. hands. (one per group)

29
 School
Warm up " 1•:.•1
• Say, Sit down! and sit down on a chair immediately afterwards. Have Ss repeat
after you a couple of times. Say it again, this time instructing Ss to perform the
@ Language focus action as you say it.
• Introduce Stand up! by miming the appropriate action and have Ss repeat after
you. Say it again, this time instructing Ss to perform the action as you say it.
Objectives
• Clap your hands a couple of times and say, Clap your hands. Encourage Ss to
• to sing a song
do so and then ask them to repeat the phrase.
• to give and follow orders
• Alternatively, divide Ss into three groups and hand out a flashcard (of the
Vocabulary I Structures imperatives) to each group.
Imperatives: Stand up. Sit down. • Ask each group to look at their flashcard carefully and demonstrate what it
Clap your hands. means by miming the appropriate action.
• Explain that you will call out one of the phrases, for example, Stand up! and
that the group with that phrase will have to repeat it while miming it for the
¥. 1
Materials rest of the class to see.
• The rest of the Ss repeat the phrase and do the action. Repeat the procedure
• flashcards for Stand up. Sit down. for the rest of the phrases.
Clap your hands .
• photocopies of the flashcards
1 Vocabulary Track 17
above (one per group) • Have Ss open their books top. 15.
• Point out the imperatives in the vocabulary section. Play the CD a few times
and have Ss point to the corresponding pictures and repeat.
• Say the imperatives again in random order and have Ss point and repeat.
Listening transcript
Stand up. Sit down. Clap your hands.

Activity 2 I., Track 18

TPR Activity
• Explain to Ss that they are going to listen to a song.
• Direct Ss' attention to the pictures and ask them (in Ll) to guess what the song
is about. (It's about following instructions.)
• Point out that they have to listen to the CD and point to the appropriate
pictures as they hear the imperatives being called out.
• Play the song once and have Ss listen and point to the pictures.
• Play the song a second time and have Ss perform the actions that are being
mentioned.
• Play the song again and encourage Ss to sing along.
Listening transcript - Song
Stand up!
Stand up, stand up.
Now clap your hands.
Clap, clap, clap.
Sit down, sit down.
Now clap your hands.
Clap, clap, clap .

30