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MINISTERUL EDUCAIEI NAIONALE

FAIRYLAND 2B Teachers Book


Fairyland 2B is a course for young learners of English.
Pupils follow the adventures of Woody and Frosty and
their friends from the Magic Forest.

Components
Pupils Book
Digital Book
Jenny Dooley Virginia Evans
Activity Book
Teachers Book

Jenny Dooley - Virginia Evans


Picture Flashcards
Posters
Teachers Resource Pack

Pre: 9,00 lei (Partea I i II)

ISBN 978-1-4715-3361-7
Express Publishing

Uniscan Grup Educaional


Published by Express Publishing

Liberty House, Greenham Business Park, Newbury,


Berkshire RG19 6HW, United Kingdom
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
email: inquiries@expresspublishing.co.uk
www.expresspublishing.co.uk

Jenny Dooley Virginia Evans, 2014

Colour Illustrations: Express Publishing, 2014

Illustrated by Jim Biggins, Alexandra Lewis, Alan Shephard Express Publishing, 2014

Original music composed by Ted and Taz Express Publishing, 2014

First published 2014

Made in EU

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, photocopying or otherwise, without the prior written
permission of the publishers.

This book is not meant to be changed in any way.

ISBN 978-1-4715-3361-7

Photocopying
The publishers grant permission for the photocopying of those pages marked photocopiable for
classroom use only. School purchasers can make copies for the use of their staff and students only.
Individual teachers can make copies for their own use or for the use of the students they teach. Under
no circumstances may any part of this book be photocopied for sale.

Acknowledgements
We would like to thank all the staff at Express Publishing who have contributed their skills to producing this
book. Thanks for their support and patience are due in particular to: Meryl Philips (Editor in Chief), Julie Rich
(senior editor); Alex Barton (senior production controller) and the Express Publishing design team; and Emily
Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We would also like to thank those
institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable
in the production of the book. Special thanks to Gina, Chris and Dennis who took part in the recording.

Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked,
the publishers will be pleased to make the necessary arrangements at the first opportunity.
Teachers Book
Jenny Dooley Virginia Evans

116.111 - numrul de telefon european de asisten pentru copii


Acest manual este proprietatea Ministerului Educaiei Naionale.

Manualul colar a fost aprobat prin Ordinul ministrului educaiei naionale nr. 4783 din
13.10.2014, n urma evalurii, i este realizat n conformitate cu programa colar
aprobat prin Ordinul ministrului educaiei naionale nr. 3418 din 19 martie 2013.

Manualul este distribuit elevilor n mod gratuit, att n format tiprit, ct i n format digital,
i este transmisibil timp de patru ani colari, ncepnd cu anul colar 2014-2015.

Inspectoratul colar ..
coala / Colegiul / Liceul .....

ACEST MANUAL A FOST FOLOSIT:

Aspectul manualului*
Anul
Anul Numele elevului Clasa format tiprit format digital
colar
la primire la predare la primire la predare

* Pentru precizarea aspectului manualului se va folosi unul dintre urmtorii termeni: nou,
bun, ngrijit, nengrijit, deteriorat.

 Cadrele didactice vor verica dac informaiile nscrise n tabelul de mai sus sunt
corecte.
 Elevii nu vor face niciun fel de nsemnri pe manual.
Introduction p. II
Programme (Contents & Syllabus) p. XIII
Competences Vocabulary Structures Project
Hello, meeting the Hello, Im ...
Magic characters
Friends!
pp. 4-5
5 1.1 Respond appropriately (in basic butterfly, elephant, A bird cant My
A butterfly! communication situations) to short, spider, bird, frog, swim! Favourite
simple questions in a clear and monkey A bird has got Animal
pp. 6-15 concise way. numbers 11-20 two legs.
Module 3

2.3 Participate in communication Three and


games and reproduce or create seventeen is
rhymes/short messages. twenty.

6 2.2 Present a familiar person/character chocolate, jam, Do you like My


A sweet giving personal details (name, cake, lollipops, cake? Favourite
gender, age, hobbies). juice, sweets, Yes, I do. Fruit and
tooth 3.1 Understand short, simple written carrots, potatoes, Eat tomatoes. Vegetable
pp. 16-25 texts used in everyday situations. peas, tomatoes, They are good
pears, oranges for you.

7 3.1 Understand short, simple written Its hot. Its cold. Its Whats the My
The texts used in everyday situations. sunny. Its raining. weather like Favourite
4.1 Participate in group/class projects Its snowing. today? season
weather and create and write short texts. spring, summer, Its sunny.
pp. 26-35
Module 4

autumn, winter Erlinas favourite


season is spring.

8 2.3 Participate in communication boots, jacket, Im wearing my What Im


Looking games and reproduce or create jeans, jumper, jumper and wearing
rhymes/short messages. dress, hat, jeans. today
good! 4.1 Participate in group/class projects T-shirt, shorts, vest, Daddy Bears
pp. 36-45 and create and write short texts. socks, cap, shoes shorts are big.
Take off your
shoes.

Round-up
pp. 46-47
Fun Time 2.4 Request and give short and simple
pp. 48-63 information related to the location
of objects within the surrounding
environment.
3.1 Understand short, simple written
texts used in everyday situations.

Happy 2.1 Reproduce short and simple


Easter songs/poems.
2.3 Participate in communication
p. 64 games and reproduce or create
rhymes/short messages.

Fun Time Key & Instructions p. 65(T) Instruments for Evaluation p. 70(T)
Tapescripts p. 68(T) Activity Book Key & Instructions p. 73(T)
Introduction
Fairyland 2B is a course specially designed to introduce young pupils to the English
language. Young learners will be captivated by the adventures of Woody and Frosty as they
enter the Magic Forest and meet Erlina, Willow and Alvin. Through an array of activities such
as stories, songs, games, sticker activities and craftwork, the pupils will be introduced to
theme-oriented vocabulary and some simple structures. In this way, the pupils will find the
learning process enjoyable as they embark on their journey to discover the English language.

Pupils Book
The Pupils Book has been designed
to appeal to, as well as involve, the
pupils in language learning. New
language is presented in a clear
and effective way by means of lively
dialogues, songs, games and
listening activities. The two modules,
comprised of four units, contain
interesting and captivating topics
for young learners, reinforced by
meaningful activities, which
encourage children to think and
speak in English. Each page
promotes active participation and
interaction on their part, as well as
the development of their receptive
and productive skills.

Our School
The OUR SCHOOL section in the
Pupils Book presents the new
language with cross-curricular
material. The pupils use English to
complete the tasks related to other
subject areas, such as Art, Maths,
Health and Safety, etc. This reinforces
their language learning and
promotes learner independence and
peer cooperation.

II
Introduction
Dialogues
Pupils consolidate the
language learnt in simple, yet
meaningful and appealing
dialogues.

Go Green!
The GO GREEN! section gives
pupils the opportunity to learn
about the environment in a
fun and creative way.

Our World
The pupils are familiarised with
culture and ways of life in
other countries through the
OUR WORLD section.

III
Introduction
The Pupils Book also includes:

I Fun Time
Pupils consolidate the language learnt in the course. The teacher can cover this
section upon completion of the course or upon completion of a unit/module.

II Special Days (Happy Easter)


There is an optional unit at the back of the book, containing activities for Easter which
can be covered as a lead-up to the holiday.

Activity Book
The Activity Book is in full colour
and contains fun activities, which
consolidate the language taught
in each unit. The Activity Book can
be used either in the class or for
homework.

The Activity Book also includes:


I Stickers
There are some exercises with stickers in the Activity Book. The type and aim of these
exercises vary to give pupils the chance to practise the new language in a motivating
and appealing way. There are also some reward stickers to give a sense of
achievement and satisfaction which can be used whenever the teacher feels that the
pupils should be praised, which should be all the time!

II Board Games
There are four board games, one per module. The aim of the board games is to
provide an atmosphere of relaxation while consolidating the language learnt.
How to play the board games
Divide the class into two teams, A and B, or into pairs. Ask the pupils to use a coin, a
pencil sharpener, a rubber, etc, as a marker and place it on the Start sign. Teams or
pairs take it in turns to select a number by throwing a dice, spinning a spinner, etc, and
then move along the board according to the number. The pupils must name the item
in the square they land on. A correct answer allows the pupils to stay where they are,
whereas an incorrect one means that they must move one square backwards. If they
land on an Oh no! square, they must go back to the beginning. If they land on a Great!
square, they play again.
IV
Introduction
III Characters Cut-outs
There are five full-body cut-outs of the characters in the book, for pupils to use while
acting out the dialogues, playing games or in any other communicative activity the
teacher wishes to include in the lesson.

My Junior Language Portfolio


My Junior Language Portfolio is used to keep material that the pupils collect and use,
along with any extra material given by the teacher throughout the course. My Junior
Language Portfolio has been designed to stimulate and support the learning of the
English Language. Its purpose is to help the pupils reflect on, realise their progress in and
improve their language learning.
My Junior Language Portfolio is the pupils property. It is a tool to accompany the pupils
language learning throughout their school life and is suitable for documenting their
learning both inside and outside the classroom.
In practice, Language Portfolios may include project work, (with work or drawings
completed inside or outside the class), DVDs (with the pupils favourite story or with
performances of songs, school plays, etc), reports from teachers, or even a collection of
objects or pictures. It is a collection of material that the learners want to keep as evidence of
their learning. The main emphasis is on the process of learning. As a result, while compiling
their Junior Language Portfolios, pupils learn how to work independently.
How to make a Junior Language Portfolio
During the first lesson, explain to the pupils that they should bring in a dossier, which they
will have with them at all times and in which they will keep their Junior Language Portfolio.
For the next lesson, bring in self-adhesive labels, write My Junior Language Portfolio on
them and help your learners stick them onto their dossiers. Demonstrate how to store their
material in their Junior Language Portfolio and make sure they update it regularly.

Teachers Book
The Teachers Book provides
step-by-step lesson plans, as
well as the answers to the
exercises in both the Pupils
Book and the Activity Book. It
also contains extra ideas on
how to present new words
and language patterns,
additional activities and
games, as well as tapescripts
for the listening activities.

V
Introduction
The Teachers Book also includes:
Instruments for Evaluation
Evaluation is an essential part of the learning process. It helps the learners become aware
of their progress in the target language, how much they have achieved and what areas
need further practice. Evaluation also allows teachers to reflect on the validity of their
teaching practices and the types of material being used.
In the Instruments for Evaluation, the teacher can find:
Formative Evaluation Chart: The teacher uses the chart to evaluate the pupils on an
activity at any time during the course and writes the marks obtained with the help of a
code.
Cumulative Evaluation Chart: The teacher uses the chart to evaluate the pupils at the
end of each module and writes the marks obtained with the help of a code.

Teachers Resource Pack


The Teachers Resource Pack provides
the teacher with additional material
which may be used in the classroom
for further exploitation of the language
learnt.

Fairyland 2 Teachers Resource Pack is divided into the following sections:

I Reinforcement and Extension Activities


These activities are in the form of projects which pupils can do on their own or in
groups. The pupils can then file their projects in their Junior Language Portfolios.

II Extras
These extra activities are designed for Halloween, New Year and Easter, and the
teachers can use some or all of them before the corresponding celebrations.

III Templates for the craftwork activities in the Pupils Book.

IV Checkpoint section
The teacher has the opportunity to recycle and further consolidate any language items
through the Checkpoint section of each module.

VI
Introduction
Picture Flashcards
The picture flashcards illustrate the new vocabulary items and enable the teacher to use
them for the presentation of key words, revision, additional practice and memory games.
Flashcards enable pupils to make the connection between the visual prompts and the
spoken words and help teachers avoid the use of translation or lengthy explanations.

Posters
There are four double-sided posters accompanying Fairyland 2B.
On the first side, there is the vocabulary of the first spread as well
as the picture accompanying the song. On the second side
there is the dialogue for those teachers who wish to present or
practise the dialogue with books closed. In the Teachers Book
there are helpful
guidelines as to
when and how the
posters can be used
to present and/or
consolidate the new
language.

Class CD
The Class CDs include all the recordings for the listening activities in the Pupils Book.

Digital Book
The Digital Book is the electronic version of the Pupils Book.

VII
Introduction
Typical layout of a module
Each module consists of two units, each of which consists of five lessons.

Key features of a unit


I Presentation of the new language
The new language is presented by first listening to the new vocabulary. In each lesson
plan the teacher will find detailed guidance on how to vary the presentation of new
vocabulary, as well as further reinforcement and extension activities.

II Dialogues
The pupils are introduced to short dialogues, aimed at gradually improving their
reading and listening skills. In this way, the pupils gain an appreciation for reading and
are not intimidated by the written word. The dialogues feature the new language which
can be used for classroom acting out.

III Activities
There is a great variety of activities catering for all types of learners and learning styles:
colouring, pair and group work, matching, games, craftwork, etc. In this way, the pupils
use the new language in a meaningful context.

IV Games, Chants & Songs


Pupils at this level need a lot of opportunities to play and explore their surroundings.
Playing games and singing songs/chants provides a necessary outlet and ensures that
the pupils are learning while having fun. It is also a way of ensuring that the lesson
always ends on a high note. In every unit there are songs, chants and games that add
a creative and enjoyable element to the language classroom.

V OUR SCHOOL
In the OUR SCHOOL section, the pupils explore other fields of study (e.g. Art, Maths,
Health and Safety, etc) through English. In this way, the pupils learn how to use English
as a vehicle to approach other subject matter.

VI Go Green!
The Go Green! section promotes an affinity with nature and makes the pupils more
aware of the environment we live in.

VII OUR WORLD


Through the OUR WORLD section, the pupils have the opportunity to explore aspects of
life in other countries.

VIII
Introduction
Teaching Young Learners
Teaching young learners is an enjoyable experience. The teacher can take his/her time
and repeat an activity as many times as he/she feels is necessary for the pupils to
understand and have fun with it! Moreover, pupils at this level do not have many
inhibitions and can be very imaginative. They are naturally inquisitive, enthusiastic and
receptive to new input.
A teacher at this level should always have the following in mind:
I Encouragement: Pupils need to be reassured all the time. Go around as they carry out
the various activities and praise them. Do not over-emphasise their mistakes. Just
repeat the correct word or phrase. Criticism can be discouraging and produce poor
results.
II Activities: In this level, the activities should be simple, as pupils are still developing their
eye-hand coordination. On the other hand, pupils should acquire some basic
language structures. Therefore, in the early stages, our objective should be to provide
an environment of fun and enjoyment for the young learners. This is best achieved by a
thematic approach to language teaching.
III The fantasy element: Young pupils imaginations are very vivid and they have the
ability to immerse themselves in a fantasy world, often creating imaginary friends and
sometimes pretending to be fictional characters (e.g. Superman, Xena, etc). This rich
imagination can be captured and encouraged by the teacher in order to act out the
dialogues from the units in Fairyland 2B. Pupils are very quick to repeat dialogues that
they have heard and this ability should be utilised to its full capacity.
IV Social Skills: Young pupils prefer to play on their own. The sense of being in a social
group and obeying rules is not yet fully developed. Thus, the games promote the
development of social skills.
V Pupils need for attention: Young learners will constantly demand your attention. In
order to meet their needs, the teacher should go around and talk to them about what
they are doing and, at the same time, elicit some vocabulary and language patterns.
This is also a good time to see if they have understood everything they have been told
or whether there are things which need further explanation.
VI Attention span: A pupils attention span is very short, so there is a need for a variety of
activities. The best way to hold their attention is by changing activities every five to ten
minutes. At the same time, they tend to love what is familiar. Thus, you should let a
favourite activity go on for as long as they are actively engaged.
VII The silent period: It is possible that young pupils will not produce anything in the
target language during the initial stages. This is a period of adjustment and should not
alarm teachers. What we should bear in mind is that pupils are absorbing the new
language and will reproduce it naturally in their own time.

IX
Introduction
VIII Pronunciation: Young pupils are better at pronunciation than older pupils. That is
because they are keener listeners and they are not afraid to make mistakes. Thus, it is
vital that teachers speak clearly, but at a normal pace. The class should be drilled as a
group before moving on to individual practice. In this way, teachers can correct any
pronunciation errors without embarrassing individual pupils, while at the same time
giving them time to get used to the new sound(s).

Classroom Management
Creating a pleasant environment in the classroom should be one of the teachers very first
goals. It is a good idea for the teacher to arrive a few minutes early to welcome the pupils
and have something interesting for the early comers to do. They can listen to the song
from the previous lesson, watch the DVD again or play with the picture flashcards,
identifying the books characters, as well as the vocabulary items already presented.
The teacher should establish his/her policies from the start. Remind pupils to:
come to class on time,
bring their Pupils Book, etc,
raise their hands when they want to ask a question, and
wait for their classmates to answer the teachers questions before they raise their hand
to give their answer.
The teacher should empower his/her learners by:
teaching classroom language, i.e. the Teachers instructions, such as open your books,
close your books, etc. Classroom language is the language of communication between
teacher and pupils in the classroom and needs to be taught from day one.
giving brief and clear oral instructions. The teacher should give or read the instructions.
He/She reads them at a slower pace, providing examples and eliciting examples from
the pupils so he/she can be sure that they know what to do.

Songs in the Language Classroom


Songs are of great value in language learning. They are vivid examples of how the language
taught is used in a real context and highlight both pronunciation and intonation.
Furthermore, their rhythm enables the pupils to remember the newly acquired language and
stimulates learning.
There are numerous ways to use songs in the language classroom. You can play the CD
and invite the pupils to move and clap to the rhythm or hum to the melody. If there are
lyrics frequently repeated, pupils will soon start joining in.
Here are some ways to animate the songs:
a Total Physical Response (TPR) Activities: Have the pupils stand in a circle and play the
song once. Sing and demonstrate the actions, encouraging the pupils to imitate you.

X
Introduction
Play the song again, this time asking the pupils to listen to the song and repeat after
you while doing the actions. Play the song a third time and lead the singing while the
pupils join in.
b Using props: Bring visuals or realia to class. Hand out these props to your pupils and ask
them to hold up the prop as soon as they hear the equivalent word in the song.
c Song dramatisations: Having interesting plots and characters, songs frequently offer
themselves for further exploitation through drama. The teacher can dramatise the
songs into short sketches, thus motivating his/her pupils. Assign roles and have the
pupils sing their lines. Simple costumes and props can be prepared and used to make
the performance more realistic.
These are just a few suggestions on how to use the songs in the language classroom. Be
as inventive as you can, since pupils love performing.

Checking Pupils Progress


a Homework: As pupils are quite young, it is recommended that all work be done in
class. However, it is up to the teachers discretion.
b Evaluation Chart: After the pupils have completed the Checkpoint section of each
unit, the teacher can fill out the Evaluation Chart. This enables the teachers to record
the pupils progress in English.

Types of learning styles


Over the years, teachers have noticed that some of their pupils learn by listening to new
information, some pupils prefer to read about it, while others need to do something with
the new information. There are many different learning styles. Consequently, a
coursebook should offer a variety of exercises and material to stimulate all learning styles
and help pupils learn in the way that suits them best.

What are the types of learning styles?


Visual Learners
These learners need to see the teachers body language and facial expressions to fully
understand the content of the lesson. They think in pictures and learn best from visual
displays including: diagrams, illustrations, transparencies, videos, flashcards and hand-outs.

Auditory Learners
These learners learn best through verbal lectures, discussions, talking things through
and listening to what others have to say. Written information may have little meaning
until it is heard. They often benefit from using a tape recorder.

XI
Introduction
Tactile/Kinaesthetic Learners
Tactile/Kinaesthetic people learn best through a hands-on approach, actively
exploring the physical world around them. They find it hard to sit still for long periods
and may become distracted by their need for activity and exploration. These learners
express themselves through movement. They have a good sense of balance and
hand-eye coordination. By interacting with the space around them, they are able to
remember and process information. They have to do things on their own to be able to
learn the new language.

XII
Programme (Contents & Syllabus)
Module 3 (Units 5 & 6) OUR SCHOOL
In this module pupils will Pupils will
count and say how many legs
talk about different animals have got (Maths)
animals and what they can do talk about food that is good for them
numbers 11-20 (Health & Safety)
food
food preferences
GO GREEN!
listen to Pupils will
a song presenting and practising
talk about the life cycle of a butterfly
animals and what they can do
identify fruit and vegetables
a song presenting and practising
numbers
a dialogue about Woody and Frosty PORTFOLIO
meeting a caterpillar which turns into
a butterfly Pupils will
a song presenting and practising draw a picture of and write about
food preferences their favourite animal
a song presenting and practising draw a picture of their favourite fruit
food items and vegetable
a dialogue about the characters
meeting the Sweet Monster
OUR WORLD
learn how to
Pupils will talk about
identify animals
talk about animals and what they horse shows in the UK, and elephants
can do playing football in Thailand
count from 11-20 ice cream, a favourite treat, in the UK
describe animals and Italy
talk about food preferences
talk about food that is good for them LANGUAGE FOCUS
talk about fruit and vegetables
Structures
CRAFTWORK Its an elephant.
A bird can fly, but it cant swim.
Pupils will A frog has got four legs.
make animal spinners and play a Sixteen and four is twenty.
game This is a spider. Its got eight legs. It
spell out their favourite treat using can run. Its black.
smarties I like chocolate. I dont like jam.
make fruit/vegetable men/women Do you like lollipops? Yes, I do./No, I
dont.

XIII
Programme (Contents & Syllabus)
Eat tomatoes. Theyre good for you. CRAFTWORK
Im Mr Carrot. Im a vegetable.
Whats your favourite fruit? Bananas! Pupils will
I love bananas!
use templates to draw and dress
An ice cream, please. Here you are.
themselves
Thank you.

Vocabulary OUR SCHOOL


animals: butterfly, elephant, spider,
bird, frog, monkey
Pupils will
numbers: 11-20 learn about the different seasons
food/drink items: chocolate, jam, (Science)
cake, lollipops, juice, sweets match the clothes to Daddy Bear
fruit/vegetables: carrots, potatoes, and Baby Bear according to the
peas, tomatoes, pears, oranges correct size (Maths)

GO GREEN!
Module 4 (Units 7 & 8)
Pupils will
In this module pupils will
talk about water and its importance
talk about talk about scarecrows and their
importance on farms
the weather
seasons
clothes PORTFOLIO
size
Pupils will
listen to draw a picture and write about their
a song presenting and practising the favourite season
weather draw a picture and write about what
a song practising the seasons they are wearing
a dialogue about the characters
having fun on a summer day OUR WORLD
a song presenting and practising
clothes Pupils will talk about
a dialogue about the characters
getting ready to go on holiday the weather in the UK and Greece
traditional clothes in the UK and
learn how to Japan

identify different weather conditions


talk about the seasons LANGUAGE FOCUS
talk about clothes and describe
what they are wearing Structures
talk about size Its hot.

XIV
Programme (Contents & Syllabus)
Whats the weather like today? Its
raining.
Look! Its spring.
Erlinas favourite season is spring
because she loves flowers.
A child needs water.
My favourite season is winter
because I love the snow.
Im wearing my hat and jumper.
Daddy Bears shorts are big.
Take off your shoes. Put on your cap.
Its hot. Im wearing my shoes.
Its red. A T-shirt!
Theyre blue. Jeans!

Vocabulary
weather: Its hot. Its cold. Its sunny.
Its raining. Its snowing.
seasons: spring, summer, autumn,
winter
clothes: boots, jacket, jeans, jumper,
dress, hat, T-shirt, shorts, vest, socks,
cap, shoes

Fun Time
In this section pupils will
consolidate the key vocabulary of
the course

Happy Easter
In this unit pupils will
talk about Easter
play an Easter game

XV
Getting started

Objectives
To reunite the pupils with the characters.
To practise introducing oneself and
greeting others.
Language
In this lesson the pupils will learn to
understand:
Whos this?
This is (Erlina).
Open/Close your books.
In this lesson the pupils will learn to use:
Hello, Im (Sue).
Whats your name?
Extra Materials
Slips of paper with the pupils names;
characters cutouts.

Getting started
Welcome your class by saying Hello! several
times. Present yourself. Say: Hello. Im (Mrs
Adams). Encourage the pupils to greet you
back. Stand in front of a pupil and say:
Hello, Im (Mrs Adams). Whats your name?
Encourage the pupil to respond.
Before going into class
Prepare slips of paper with the names of
Reuniting with the characters
the pupils. (Activities to reunite the pupils with the
characters.)
Pin up the slips of paper with the pupils
names on the classroom walls. Make sure Pupils books closed. Ask the pupils to look at
you pin up the slips of paper in sets of two. the cover of their book. Point to the characters,
Explain the activity. The pupils go around one at a time, and elicit their names.
looking for their names. When they find the e.g. Teacher: (pointing to Willow) Whos this?
corresponding slips of paper, they act out Class: Willow. etc
the following short exchange. Have a class discussion, in L1 if necessary,
e.g. Pupil 1: Hello, Im (Sue). Whats your about what the pupils remember from the
name? previous year. Tell the pupils that they are
Pupil 2: Hello, Im (Jim). going to learn more about the Magic Forest
and their magic friends this year.
Demonstrate this yourself first.
Pupils books open. Say: Open your books at
page four. Write the number 4 on the board
and hold up your book. Ask the pupils to look at
4T the picture. Point to Frosty and ask: Whos this?
Elicit the answer. Then say: Hello, Magic Forest!
Hello, magic friends! Hello, Frosty! Follow the Closing activity
same procedure with the rest of the characters.
Ask the pupils to choose one of their
Play the recording. The pupils listen and characters cutouts (from Fairyland 2A). Say
point to the characters as their names are a name, e.g. Erlina. The pupils with the
mentioned. Play the recording again. The corresponding cutout stand up and leave
pupils listen and sing along. the class. Encourage them to say goodbye
as they leave.
TAPESCRIPT
(pupils wave their hands throughout the song)
Hello, Magic Forest,
Hello, Magic Friends!
Hello, Frosty! Hello, Woody!
Hello, hello again!
Hello, Magic Forest!
Hello, Willow, too!
Hello, Erlina! Hello, Alvin!
Hello, hello to you!
5T
butterfly

1 Match in your notebook. Say.


a d

1 butterfly

2 frog b

3 monkey
c
4 bird

5 elephant

6 spider

2 Sing.
Listen, point to the animals and say.
6 1 Match the words to the animals in your notebook. Then say: Its an elephant. Its a ... .
2 Listen and sing.
Module 3
Unit 5 A butterfly!
Lesson 1 Extension
Think of an animal and say, e.g. Its blue. It
Objectives can fly. Pupils look at the poster and name
To talk about animals and what they can the animal, e.g. bird.
do. Suggested cues: Its blue. It can fly./Its blue.
Language It can swim./Its red. It can climb./Its red. It
In this lesson the pupils will learn to can run./Its green. It can jump.
understand: Pupils books open. Say: Open your books at
What can a bird do? page six. Write the number 6 on the board
and hold up your book. Say the instructions
In this lesson the pupils will learn to use:
twice as you mime them. Play the recording.
Animals: butterfly, elephant, spider,
The pupils listen, point and repeat.
bird, frog, monkey.
Its an (elephant). TAPESCRIPT
A (bird) can (fly), but it cant (swim).
Butterfly, elephant, spider, bird, frog, monkey.
Thats right!
Extra Materials (Activities to practise animals and what they
can do.)
The A butterfly! poster for Presentation
& Practice and Ex. 3 (Extension); 1 Match in your notebook. Say.
Photocopies of the animals and actions
templates from the Teachers Resource Say the instructions twice as you mime them.
Pack for Ex. 4. Ask the pupils to look at the picture. Explain
the activity. The pupils look and match the
words to the animals in their notebook. Check
BEGINNING THE LESSON the pupils answers.
Then pupils point to and name the animals.
Welcome your class by saying Hello!
Encourage the pupils to greet you back. Answers
Review vocabulary from Fairyland 2A Unit 4. 1 b 3 d 5 c
Shout out: Look! I can play the piano. Pupils 2 f 4 a 6 e
mime the action. Keep changing the actions
Its a bird. Its a monkey.
to make the activity fun for the pupils.
Its a butterfly. Its a spider.
Its an elephant. Its a frog.
PRESENTATION & PRACTICE
(An activity to present animals.) 2 Sing.
Say the instructions twice as you mime them.
Listen, point and say. Point to the frog and say: The little green frog
goes la di da di da. The pupils repeat after
POSTER you. Then mime as you say: The little green
frog goes la di da di da and it can jump and
Pupils books closed. Pin up the A butterfly! swim. The pupils repeat after you. Then point
poster on the board. Point to the animals, one to the bird and say: The little blue bird goes la
at a time, and say the words. The pupils repeat di da di da. The pupils repeat after you. Then
after you. Point to the animals in random order mime as you say: The little blue bird goes la
and name them. The pupils repeat after you. di da di da and it can fly and sing. The pupils
repeat after you. Play the recording. The
6(T)
Unit 5 A butterfly!
pupils listen and point to the animals. Play can a bird do? Run? Fly? The pupils say what
the recording again. The pupils listen and the animals can/cant do. Do the first one
sing along, joining in with the actions. with them as an example.

TAPESCRIPT Answers

The little green frog goes (all clap) la di da A bird can fly, but it cant run.
di da A spider can run, but it cant swim.
(all clap) la di da di da (all clap) la di da A frog can jump, but it cant draw.
di da A butterfly can fly, but it cant run.
The little green frog goes (all clap) la di da
di da 4 Make and play.
And it can jump and swim! (mime jumping Before going into class
and swimming)
Photocopy the animals and actions
The little blue bird goes (all clap) la di da
templates from the Teachers Resource
di da
Pack and give a photocopy to each
(all clap) la di da di da (all clap) la di da
pair. The pupils cut the templates and
di da
colour the animals. Use a pencil to put
The little blue bird goes (all clap) la di da
through the centre of the spinners.
di da
la di da di da la di da di da Refer the pupils to the picture and say the
And it can fly and sing! (mime flying and instructions twice as you mime them. Point to
singing) the picture of the children and read out the
example. Hand out the photocopies. Show
Extension
them your models and guide them through
Elicit the colours of the other animals and the cutting and colouring of their spinners.
related actions.
Pupils take it in turns to spin both spinners.
e.g. The little red monkey can climb and jump. The pupils must say whether the animal the
The little blue elephant can swim and run. spinner lands on can or cant do the action
The little pink butterfly can fly and dance. the second spinner has landed on.
The little red spider can run and climb.
As a class, choose one of the animals and ENDING THE LESSON
make a third verse for the song. (An activity to consolidate the language of
e.g. The little red spider goes la di da di da the lesson.)
la di da di da la di da di da
Ask the pupils to choose a couple of verbs from
The little red spider goes la di da di da
the ones they have learned and try to draw
And it can run and climb!
them in a way that shows what they mean.
Play the recording. The pupils sing the song
e.g.
and where there is instrumental music, they
sing their own class verse.

3 Look, choose and say.


Pupils books open. Point to the silhouettes
of the animals and elicit their names. Say the
ACTIVITY BOOK (Optional)
instructions twice as you mime them. Explain
the activity. Point to the bird and ask: What If you wish, you can do Exs 1 and 2 from the
Activity Book during this lesson or the next one.
7(T)
elephant spider bird frog monkey

3 Look, choose and say.

a run a run a jump a fly

b fly b swim b draw b run

4 Make and play.

A bird
cant swim!

Thats right!

3 What can the animals do? What cant they do? Look and choose the right words.
Then say: A bird can , but it cant . 7
4 Use the templates to make the spinners. Play with your friend.
Module 3
1 Find the number and say.

A bird has got two legs,


One bird, two legs.
Six birds, 12 legs.

A spider has got eight legs,


One spider, eight legs.
Two spiders, legs.

An elephant has got four legs,


One elephant, four legs.
Five elephants, legs.

2 Count. Say.

Listen, point to the numbers and say.


8
1 Find the missing number and say. Then listen and sing.
2 How many legs? Count and say: A frog has got legs. Four frogs have got .
Module 3
Unit 5 A butterfly!
Lesson 2 twice as you mime them. Play the recording.
The pupils listen, point and repeat.
Objectives
To present and practise numbers 11-20. TAPESCRIPT
To explore other subject areas: Maths. Eleven, twelve, thirteen, fourteen, fifteen,
Language sixteen, seventeen, eighteen, nineteen,
twenty.
In this lesson the pupils will learn to
understand: 1 Find the number and say.
How many legs has a (spider) got?
Say the instructions twice as you mime them.
In this lesson the pupils will learn to use:
Hold up your book and point to the bird. Elicit its
Numbers: 11-20
name. Ask: How many legs has a bird got? Say:
One (frog) has got (four legs).
One bird has got two legs. The pupils repeat
(Fifteen) and (five) is twenty.
after you. Then ask: Six birds? Encourage the
Extra Materials pupils to say: twelve legs. Repeat with the other
None. two animals from the song. Read through the
incomplete song. The pupils repeat after you.
Answers: 16, 20
BEGINNING THE LESSON
Play the recording. Ask the pupils to listen and
Pupils, in pairs, come to the front. One pupil check their answers. Play the recording again,
says and mimes an action. The other pupil encouraging the pupils to sing along.
mirrors the action.
e.g. Pupil 1: (miming jumping) I can jump. 2 Count. Say.
Im a frog. Say the instructions twice as you mime them.
Pupil 2: (miming jumping) Me, too. Point to the frog and say: One frog has got
etc four legs. Then ask the pupils to complete
your sentences.
PRESENTATION & PRACTICE
e.g. Teacher: One frog, ...
(Activities to present and practise numbers Class: four legs
11-20.) Teacher: four frogs, ...
Class: sixteen legs.
Listen, point and say.
Repeat with chicken and horse.
Pupils books closed. Write the numbers
(11-20) on the board. Point to the numbers, Extension
one at a time, and present them. The pupils
repeat after you. Brainstorm for animals and write them on the
board. The pupils, in pairs, ask and answer
Now, point to a number in random order and questions. Demonstrate this yourself first.
ask a pupil to say the corresponding number.
Ask the rest of the class for verification. e.g. Pupil 1: One ant has got six legs. Two
Repeat for the remaining numbers. ants?
Pupil 2: Twelve legs.
Pupils books open. Say: Open your books at Pupil 2: One cow has got four legs.
page eight. Write the number 8 on the board Four cows?
and hold up your book. Say the instructions Pupil 1: Sixteen legs. etc
8(T)
Unit 5 A butterfly!
Suggested cues: ant, bat, duck, iguana, ENDING THE LESSON
jaguar, lion, mouse, panda, rabbit, cat, dog,
sheep, elephant, spider, bird, frog, monkey. (An activity to consolidate the language of
the lesson.)
3 Listen and choose. My lucky number: Ask the pupils what their
Say the instructions twice as you mime lucky number is. Tell them to write it on a piece
them. Hold up your book, point to and say of paper and decorate it. They present their
each number. Have the pupils repeat after lucky numbers as they leave the classroom.
you. Explain the activity. Play the recording, e.g. Pupil: My lucky number is thirteen.
twice if necessary. The pupils listen, choose
and point to the number they hear. ACTIVITY BOOK (Optional)
As an alternative, have the pupils copy the If you wish, you can do Exs 3 and 4 from the
numbers in their notebooks. The pupils listen Activity Book during this lesson or the next one.
to the recording and put a tick next to the
numbers they hear.

TAPESCRIPT
Thirteen, fifteen, eighteen, eleven, twenty
fourteen.

4 Choose. Say.
Say the instructions twice as you mime
them. Explain the activity. Tell the pupils to
choose two numbers that add up to twenty
and say them aloud. The numbers shouldnt
be repeated.
(Suggested answers)
Sixteen and four is twenty.
Eighteen and two is twenty.
Fifteen and five is twenty.
Thirteen and seven is twenty.
Seventeen and three is twenty.

9(T)
3 Listen and choose.

a b c
sixteen nineteen seventeen
thirteen fifteen eighteen

d e f
eleven sixteen fourteen
twelve twenty thirteen

4 Choose. Say.

3 15 2 16 13
4 7 17 18 5

+
+ + = +
20 +
= = =
20 20 20 =
20

3 Listen and choose the right number.


4 Choose two different numbers each time and say: and is twenty. 9
Module 3
1 Lets listen. Youve got
1 Frosty, this 2 small legs!
is Cathy!

Hello, Cathy! Yes, but


I can climb!

3 Youve got a 4 Can you fly?


small mouth!

Yes, but No, I cant.


I can eat!

1 Listen to the dialogue and point to the pictures.


10
Module 3
Unit 5 A butterfly!
Lesson 3 to present the story. Explain to the pupils, in L1 if
necessary, that Woody and Frosty meet a
Objectives caterpillar named Cathy which turns into a
To listen to a story about Woody and beautiful butterfly. Point to the caterpillar in the
Frosty meeting Cathy, the caterpillar. To first picture and say: This is Cathy, the
develop listening comprehension skills caterpillar. The pupils repeat after you. Point to
through a dialogue. To consolidate the Cathy in the second picture and say: Youve
language used in the unit. got small legs! The pupils repeat after you. Then
elicit Cathys answer: Yes, but I can climb! The
Language pupils repeat after you. Repeat with the
In this lesson the pupils will learn to remaining pictures.
understand:
Pupils books open. Say: Open your books at
This is Cathy, the caterpillar.
page ten. Write the number 10 on the board
What can Cathy do?
and hold up your book. Say the instructions
She can climb.
twice as you mime them. Point to Cathy, the
In this lesson the pupils will learn to use: caterpillar and ask the pupils to name the
Youve got small legs. actions.
Yes, but I can (climb).
e.g. Teacher: (pointing to Cathy in Frame 2)
Can you (eat)?
What can Cathy do?
No, I cant.
Pupil 1: She can climb. etc
Look! A butterfly!
Play the recording and ask the pupils to point
Extra Materials
to each picture in their book in turn. Show
The A butterfly! poster for Presentation & them what to do by holding up your book
Practice. and pointing. Play the recording again with
pauses for the pupils to listen and follow with
their fingers in the book. Play the recording
BEGINNING THE LESSON again. The pupils listen and repeat, chorally
Write the numbers 11-20 on the board. Let and/or individually. Then individual pupils
the pupils look at them for one minute. Then take roles and read out the dialogue.
ask them to close their eyes. Erase a Point to the first picture on the poster. Ask
number. Ask them to open their eyes. Ask a the pupils to complete your sentences.
pupil to tell you which number you have
erased. Repeat the activity as many times e.g. Teacher: Frosty, this is
as you think is necessary. Class: Cathy! etc

PRESENTATION & PRACTICE Extension

(Activities to present the story and develop Ask for a volunteer to come and point to the
pupils listening skills.) first picture on the poster. Encourage him/her
to say the dialogue. Ask the rest of the class for
1 Lets listen. verification. Repeat with the rest of the pictures.

POSTER

Pupils books closed. Use the A butterfly! poster

10(T)
Unit 5 A butterfly!
Ask the pupils to say whether they like the story
or not. Ask them to tell you, in L1 if necessary,
what they like most.

ENDING THE LESSON


Ask the pupils to draw their own butterfly and
name it. Ask them to make their butterflies
colourful. Encourage them to present their
drawings to the class by saying: This is Betsy.
Shes got a small mouth, but she can eat a lot!

ACTIVITY BOOK (Optional)


If you wish, you can do Ex. 5 from the Activity
Book during this lesson or the next one.

11(T)
Next week Look! A butterfly!
5 Can you 6
see Cathy? No,
I cant.

Its me!
Cathy!

8
And I can
7
dance, too!

Wow! Magic!

Look at me!
I can fly!

11
Module 3
1 Look, point and say.

1 Look, point and say: 1. A green egg.


12
Module 3
Unit 5 A butterfly!
Lesson 4 Pupils books open. Say: Open your books at
page twelve. Write the number 12 on the
Objectives board and hold up your book. Say the
To learn about the life cycle of a butterfly. instructions twice as you mime them. Explain
To consolidate the language learnt in the the activity. Point to the colours and elicit their
unit. To draw their favourite animal. names: 1 A green egg. 2 A pink caterpillar.
3 A yellow chrysalis. 4 A red butterfly.
Language
In this lesson the pupils will learn to Extension
understand:
Present the following sentences and the
Has it got big eyes?
corresponding miming actions:
What colour is it?
Im an egg. (curl, bend your knees and hold
In this lesson the pupils will learn to use: yourself)
egg, caterpillar, chrysalis, butterfly Im a caterpillar. (kneel down and hold your
Im an egg. hands over your head like antennae)
This is a spider. Its got 8 legs. It can run. Im a chrysalis. (mime sleeping)
Its black. Im a butterfly! (mime flying)
Extra Materials Assign roles, i.e. some pupils are eggs, some
Pictures of butterflies for Ex. 1. caterpillars, etc. The pupils, in groups of four,
present the life cycle of a butterfly.

BEGINNING THE LESSON


Play the dialogue from the previous lesson.
The pupils listen and follow in their books.

PRESENTATION & PRACTICE


(Activities to talk about the life cycle of a
butterfly.)

1 Look, point and say.


Pupils books closed. Initiate a class discussion
about butterflies. Show the pictures of the
different kinds of butterflies that you have
brought to class. In L1 if necessary, ask them if
they are aware of the life cycle of a butterfly.
Explain to them that a butterfly starts off as an
egg, which becomes a caterpillar. The
caterpillar eats and grows. It attaches itself to a
twig and forms a hard outer shell called the
chrysalis. Inside the chrysalis, the caterpillar
changes into a butterfly. The butterfly then
emerges from the chrysalis.

12(T)
Unit 5 A butterfly!
sure you display their work somewhere in
2 Listen and number in your the class. Then help them file their drawings
notebook. in their Junior Language Portfolios.
(An activity to practise describing animals
and what they can do.) ENDING THE LESSON
Explain the listening activity. Tell the pupils (An activity to consolidate language of the
they are going to listen and number the lesson.)
pictures of the animals in their notebook. Play a guessing game. Brainstorm for names
Point to the frog picture and ask: Has it got of animals and write them on the board. Ask
big eyes? Elicit: Yes, it has. Then ask: What a pupil to come to the front and choose
colour is it? What can it do? Elicit: Green. It (without the rest of the class knowing) an
can jump. etc Follow the same procedure animal. The rest of the class ask questions to
with the rest of the animals. Play the recording guess which animal it is. Whoever guesses
as many times as you feel is necessary for the correctly, comes to the front and the game
pupils to complete the activity. Check the continues.
pupils answers.
e.g. Pupil 1: (thinks of elephant)
Answers Pupil 2: Has it got four legs?
a frog (4) c monkey (2) Pupil 1: Yes, it has.
b spider (1) d elephant (3) Pupil 3: Has it got big ears?
Pupil 1: Yes, it has.
Then have the pupils describe the animals
Pupil 4: Can it climb?
by saying, e.g. Its got big eyes. It can jump.
Pupil 1: No, it cant.
Its green.
Pupil 5: An elephant!
Pupil 1: Yes! etc
TAPESCRIPT
One: Ive got eight legs. I can run. Im pink. ACTIVITY BOOK (Optional)
Two: Ive got big ears. I can climb. Im red.
If you wish, you can do Ex. 6 from the Activity
Three: Ive got big ears and a big nose. I can
Book during this lesson or the next one.
swim. Im blue.
Four: Ive got a big mouth. I can jump. Im For the next lesson: If you wish, ask the pupils
green. to bring pictures of animal shows in their
country (see Ex. 1 Optional Activity).
3 Portfolio: Draw and write in
your notebook.
(An activity to develop fine motor skills and
consolidate the language of the unit.)
Point to the picture of the spider and ask the
pupils to follow in their books as you read.
Tell the pupils they are going to draw and
write about their favourite animal. Elicit
some of the pupils favourite animals. Once
they finish, they present their drawings to
the class and describe their animals. Make

13(T)
2 Listen and number in your notebook.

b
a

c d

3 Draw and write in your notebook.

This is a spider. Its got 8 legs.


It can run. Its black.

2 Listen and number the pictures in your notebook. Then point and say: a4. Its got big
eyes. It can jump. Its green. 13
3 Draw your favourite animal in your notebook. Present it to the class.
Module 3
1 Choose and say.

Look at the horse. It can ...


a fly! b jump!

Look at the elephants. They can ...


a play football. b swim.
1 Read and choose the correct word. Then say: The horse can ... .
14
Module 3
Unit 5 A butterfly!
Lesson 5 of the most important horse races and shows
take place there. Read the incomplete
Objectives sentence. Ask the pupils to choose and say
To consolidate the language of the unit. which word is correct.
To familiarise pupils with British and Thai Answer
culture. To talk about animals in the UK/
b jump!
Thailand.
Point to the flag of Thailand and say: Thailand.
Language
If you have a map of the world, put it up on the
In this lesson the pupils will learn to board and show where Thailand is. Point to the
understand: picture and ask pupils if they know the sport.
UK, Thailand Elicit or say: Elephant football. Tell the pupils
In this lesson the pupils will learn to use: that elephants are an important part of Thai
Look at the elephants. They can play culture and the Thai way of life and that
football. elephants have a special talent for sports. They
Im a butterfly and I can fly and dance. are taught to play elephant football. In this
Look at me! game the elephants toss around a rather
large ball, using their trunks and competing to
Extra Materials
see who can score the highest. Read the
A map of the world for Ex. 1 (Optional). incomplete sentence. Ask the pupils to choose
and say which word is correct.

BEGINNING THE LESSON Answer

Mime different actions. Ask pupils to answer a play football.


your questions.
e.g. Teacher: (miming climbing) Billy, can Optional Activity
you climb? Ask the pupils if they know any animal shows
Billy: Yes, I can./No, I cant. etc from their country. Ask pupils to bring pictures/
drawings of those shows and have a class
OUR WORLD discussion.
(Activities to familiarise pupils with aspects
of British and Thai culture and explore their
own.)

1 Choose and say.


Pupils books open. Say: Open your books at
page fourteen. Write the number 14 on the
board and hold up your book. Point to the
British flag and elicit the country. Point to the
picture and elicit vocabulary pupils are
familiar with (horse, jump). Then engage in a
discussion about the sport itself, in L1, if
necessary. Tell pupils that there is a long
tradition of horse riding in the UK and some

14(T)
Unit 5 A butterfly!
(Activities to consolidate the language of the ENDING THE LESSON
unit.)
Pupils think of an animal and a related action.
2 Look, read and choose. They come to the front and present themselves.

Say the instructions twice as you mime them. e.g. Pupil 1: Im a butterfly and I can fly and
Elicit the numbers. The pupils look at the dance. Look at me!
pictures and choose the correct word that Note: If you wish, you can do some or all of
matches the picture. Ask individual pupils to the Reinforcement & Extension Activities from
answer. Ask the rest of the class for verification. the Teachers Resource Pack.
Answers
1 a 3 b 5 b
2 b 4 a 6 b
As an extension, name an animal. Ask a
pupil to tell you the number of the circle.
e.g. Teacher: Elephant!
Pupil 1: Three! etc

3 Lets Play!
Tell the pupils they are going to play the
Number Memory game. Explain the game.
Divide the class into two teams. Ask the pupils
to look at the number chart for a few minutes
and memorise where the numbers are. The
pupils close their books. Say a number. Each
correct answer gets one point. The team with
the most points is the winner.
e.g. Teacher: 19.
Pupil 1 Team A: 1C.
Teacher: Correct! Team A gets
1 point. 14.
Pupil 1 Team B: 3A.
Teacher: Wrong! etc

Extension
Have the pupils copy the card in their
notebooks. They can use any numbers from
11-20 to fill their card. Call out numbers 11-20
in random order. As you call out, the pupils
cross out the corresponding number on their
card (only one square each time.) The first
pupil to cross out his/her squares calls out
Bingo and is the winner.

15(T)
2 Look, read and choose.

1 2 3

a frog a spider a horse


b bird b butterfly b elephant
4 5 6

a monkey a butterfly a monkey


b frog b bird b spider

3
A B C
1 12 15 19
2 14 20 17
3 11 13 16
2 Look, read and choose the right words.
3 Play the Number Memory game. 15
Module 3
chocolate

1 Match in your notebook. Say.

1 sweets
2 jam
3 lollipops
4 juice
a
5 chocolate
6 cake
b
c

d e
f

2 Sing.
Listen, point to the food/drink items and say. Then point and say: I like (chocolate). I dont
16 like (jam).
1 Match the words to the items in your notebook. Then point and say: Ive got a sweet tooth.
I love (jam)!
Module 3 2 Listen and sing.
Unit 6 A sweet tooth
Lesson 1 poster on the board. Explain to the pupils that if
someone has a sweet tooth, they like sweets
Objectives and chocolate. Point to the food/drink items,
To present food/drink items. To talk about one at a time, and say the words. The pupils
food preferences. repeat after you. Point to the food/drink items
in random order and name them. The pupils
Language repeat after you.
In this lesson the pupils will learn to
understand: Extension
Do you like (chocolate)?
Mime eating/drinking one of the items. Ask
In this lesson the pupils will learn to use: pupils to guess which item it is.
Food/drink items: chocolate, jam, cake,
e.g. Teacher: (mimes holding a carton of
lollipops, juice, sweets
juice and drinking from a straw)
I like (chocolate). I dont like (jam).
Class: Juice! etc
Ive got a sweet tooth. I love (lollipops)!
Pupils books open. Say: Open your books at
Extra Materials
page sixteen. Write the number 16 on the
The A sweet tooth poster for Presentation board and hold up your book. Say the
& Practice; instructions twice as you mime them. Play the
Smarties for Ex. 4. recording. The pupils listen, point and repeat.
Now, ask them to point and say what they
like/dont like, e.g. I dont like (jam). etc
BEGINNING THE LESSON
Make a rough sketch of an elephants ear TAPESCRIPT
on the board. Pupils ask questions in order Chocolate, jam, cake, lollipops, juice, sweets.
to name your animal. Repeat with as many
animals as you think is necessary. (Activities to practise food/drink items.)
e.g. Pupil 1: Is it big?
Teacher: Yes, it is. 1 Match in your notebook. Say.
Pupil 2: Is it green? Say the instructions twice as you mime them.
Teacher: No, it isnt. Ask the pupils to look at the picture of the Sweet
Pupil 3: Has it got big ears? Monster. Elicit the names of the food/drink
Teacher: Yes, it has. items he is holding and those around him.
Pupil 4: Can it run? Explain the activity. The pupils match the words
Teacher: Yes, it can. to the items in their notebooks. Then pointing to
Class: Its an elephant! the food/drink items encourage the pupils to
Teacher: Correct! etc say, e.g. Ive got a sweet tooth. I love (lollipops).

PRESENTATION & PRACTICE Answer

(An activity to present food/drink items.) 1 c 3 a 5 b


2 f 4 e 6 d
Listen, point and say.
2 Sing.
POSTER Say the instructions twice as you mime them.
Point to and say: Im a Sweet Monster and
Pupils books closed. Pin up the A sweet tooth Ive got a sweet tooth! The pupils repeat after
16(T)
Unit 6 A sweet tooth
you. Then point to and say: I love lollipops A: Do you like chocolate?
and chocolate, too! The pupils repeat after Julie: Oh, yes, I do! I love chocolate!
you. Repeat with the rest of the song. Play the A: How about sweets? Do you like sweets?
recording. The pupils listen and point to the Julie: Yes, I do. I like sweets.
food/drink items. Play the recording again. A: Do you like cake, Julie?
The pupils listen and sing along. Julie: Cake? No, I dont.

TAPESCRIPT 4 Make and say.


Im a Sweet Monster Before going into class
And Ive got a sweet tooth!
I love lollipops Bring a bag of Smarties to class.
And chocolate, too! Alternatively, ask pupils to bring Smarties
from the previous lesson.
I love jam
And cake and juice! Refer the pupils to the picture and say the
Im a Sweet Monster instructions twice as you mime them. Point
And Ive got a sweet tooth! to the picture of the children and read out
the example. Tell the pupils they are going
(Activities to practise talking about food to use Smarties to form the word of their
preferences.) favourite sweet. Then in pairs, they ask each
other what their favourite sweet is.
3 Listen and choose yes or no.
Note: If you wish, pupils can use beans, peas,
Elicit the names of the food items by pointing Plasticine, etc to spell out their favourite sweet.
and asking: Whats this? Point to the lollipops
and say: I like lollipops. Do you like lollipops? ENDING THE LESSON
Elicit a response: Yes, I do./No, I dont. Repeat
(An activity to consolidate the language of
the procedure with the remaining food items.
the lesson.)
Say the instructions twice as you mime them.
Play the recording, twice if necessary. The Tell the pupils they are going to play a game
pupils listen and complete the task in their called Chinese Whispers. Explain the rules.
notebooks. Check the pupils answers. Approach a pupil at the front desk and
whisper a food/drink item. Ash him/her to
1 no 2 yes 3 yes 4 no
whisper the same word to his/her partner,
Then in pairs, the pupils act out the following who then whispers it to the next pupil, etc.
exchange. Demonstrate this yourself first. Ask the last pupil to call out the food/drink
item. Check if the food/drink said is the
e.g. Pupil 1: Do you like juice?
correct one. Repeat the procedure as many
Pupil 2: Yes, I do./No, I dont. Do you
times as you think is necessary.
like juice? etc
ACTIVITY BOOK (Optional)
TAPESCRIPT
If you wish, you can do Exs 1 and 2 from the
A: Julie, do you like lollipops?
Activity Book during this lesson or the next one.
Julie: Lollipops? No, I dont. I dont like
lollipops.

17(T)
jam cake lollipops juice sweets

3 Listen and choose yes or no.

lollipops

chocolate

sweets

cake

4 Make and say.

Cake! Do you
like cake? Yes, I do.
I love cake!

3 Listen and choose yes or no. Then talk with your friend: Do you like lollipops? Yes, I do./No, I dont.
4 Use smarties to spell out your favourite sweet. Talk with your friend. 17
Module 3
carrots potatoes

1 Look and say.

2 Sing.
Listen, point to the food items and say.
18 1 Point and say: Tomatoes and apples are red. Eat (tomatoes). Theyre good for you.
2 Listen and sing.
Module 3
Unit 6 A sweet tooth
Lesson 2
Listen, point and say.
Objectives
To present and practise food items (fruit FLASHCARDS (20-25)
and vegetables). To talk about food that
is good for us. To explore other subject Pupils books closed. Pin up the flashcards
areas: Health and Safety. on the board, one at a time. Point to the
food items and present them. The pupils
Language
repeat after you.
In this lesson the pupils will learn to
understand: Write the words of the lesson on the board in
What colour are (tomatoes)? random order. Hand out the flashcards to
various pupils. Ask the pupils to come to the
In this lesson the pupils will learn to use: board, one at a time, and pin the flashcards
Fruit and vegetables: carrots, potatoes, next to the corresponding words. Ask the rest
peas, tomatoes, pears, oranges. of the class for verification.
Eat (tomatoes). Theyre good for you.
I like (carrots). Theyre good for me. Pupils books open. Say: Open your books at
page eighteen. Write the number 18 on the
Extra Materials board and hold up your book. Say the
The A sweet tooth poster for the instructions twice as you mime them. Play the
Beginning the Lesson activity; recording. The pupils listen, point and repeat.
Flashcards (20-25) for Presentation &
Practice; TAPESCRIPT
Plasticine for the Ending the Lesson
Carrots, potatoes, peas, tomatoes, pears,
activity.
oranges.

(Activities to talk about food that is good for us.)


BEGINNING THE LESSON
1 Look and say.
POSTER
Hold up your book, point to, and elicit the
Pin the A sweet tooth poster on the board. food items. Say the instructions twice as you
Ask a pupil to come to the board, choose mime them. Ask: What colour are tomatoes?
his/her favourite food/drink item and write Elicit the answer (red). Repeat with the rest
his/her name and favourite food/drink item of the food items. Then point and say:
on the board. Then he/she reports back to Tomatoes and apples are red. Eat tomatoes.
the class. Repeat the activity until all the Theyre good for you. The pupils repeat after
pupils have had a turn. you. Ask pupils to point to and talk about the
rest of the food items.
e.g. Pupil 1: I like chocolate and juice. etc
Eat apples. Theyre good for you.
As an extension, the pupils vote for their
Eat pears. Theyre good for you.
favourite food/drink item.
Eat peas. Theyre good for you.
Eat carrots. Theyre good for you.
PRESENTATION & PRACTICE
Eat oranges. Theyre good for you.
(Activities to present and practise food items.) Eat potatoes. Theyre good for you.

18(T)
Unit 6 A sweet tooth
Extension indicated on the dice. If a pupil lands on the
Oh, no! space, he/she moves back to Start. If a
Divide the class into four groups. Assign a
pupil lands on the Great! space, he/she plays
colour (red, green, yellow, orange) to each
again. Have the pupils copy the colour chart in
group. Ask the pupils to think of and draw
their notebooks. When a pupil lands on a food
pictures of other food items, preferably fruit
item he/she names it and then ticks the
and vegetables, with their corresponding
corresponding colour on the colour chart in
colour. Once the groups have finished
their notebook. The first pupil/team to tick all
drawing their pictures in their notebooks they
four colours on the colour chart is the winner.
glue them on a big poster board creating a
Stress that the aim of this game is not to reach
rainbow of fruit and vegetables.
Finish but to tick all four colours on the colour
2 Sing. chart.
1 peas green
Say the instructions twice as you mime them.
2 orange orange
Point to the rainbow and say: Rainbow food is
3 apple red
good for you. The pupils repeat after you. Then
4 pear green
point to and say: Red tomatoes and apples,
5 Pupils go back to the Start.
too. The pupils repeat after you. Follow the
6 banana yellow
same procedure with the rest of the song.
7 carrot orange
Play the recording. The pupils listen and point 8 tomato red
to the food items. Play the recording again. 9 peas green
The pupils listen and sing along. 10 Pupils play again.
11 orange orange
TAPESCRIPT 12 apple red
Rainbow food is good for you: 13 banana yellow
Red tomatoes and apples, too! 14 carrot orange
Green peas, green pears all for you. 15 pear green
Orange for carrots and oranges, too! 16 tomato red
Yummy potatoes.
Red, yellow, green ENDING THE LESSON
Rainbow food (An activity to consolidate the language of
A rainbow dream! the lesson.)

3 Lets Play! Pupils use Plasticine to make their favourite


food item. Then they talk about it.
Say the instructions twice as you mime them.
e.g. I like carrots. Theyre good for me!
Tell the pupils they are going to play a board
game. Point to each picture on the board
ACTIVITY BOOK (Optional)
game and elicit the names of the food items.
If you wish, you can do Exs 3, 4 and 5 from the
Explain the rules. The pupils play in pairs/teams
Activity Book during this lesson or the next one.
and each player needs a counter (any small
object will do). They place their counters on
Start and throw the dice, saying the number
that comes up. The pupil with the highest
number begins the game by saying My turn!
and moves forward the number of spaces

19(T)
peas tomatoes pears oranges

1 2 3

8 7 6 5 4

9 10 11 12 13

16 15 14

3 Play the Rainbow game.


19
Module 3
1 Lets listen.
Hooray! The
1
Sweet Monster! 2 Yes, I do! I love
chocolate!

Do you like
chocolate?

Do you like
3 lollipops? 4 Yes, I do! I
love lollipops!

1 Listen to the dialogue and point to the pictures.


20
Module 3
Unit 6 A sweet tooth
Lesson 3 poster to present the story. Explain to the
pupils, in L1 if necessary, that the characters
Objectives meet the Sweet Monster and end up getting ill
To listen to a story about the characters from eating too many sweets. Point to the
meeting the Sweet Monster. To develop Sweet Monster and say: Hooray! The Sweet
listening comprehension skills through a Monster! The pupils repeat after you. Ask the
dialogue. To consolidate the language pupils to say what they think the Sweet Monster
used in the unit. has in his bag. Elicit their answers. Point to the
Sweet Monster again and ask: Do you like
Language chocolate? The pupils repeat after you. Point
In this lesson the pupils will learn to to Woody in the second picture and elicit the
understand: answer: Yes, I do! I love chocolate! Repeat with
What has the Sweet Monster got? the remaining pictures.
In this lesson the pupils will learn to use: Pupils books open. Say: Open your books
Do you like (chocolate)? at page twenty. Write the number 20 on the
Whats the matter? board and hold up your book. Say the
My tummy hurts! instructions twice as you mime them. Point
No more sweets! to the food items and ask the pupils to
name them.
Extra Materials
Flashcards (20-25) for the Beginning e.g. Teacher: (pointing to the lollipops in
the Lesson activity; Frame 3) What has the Sweet
The A sweet tooth poster for Presentation Monster got?
& Practice. Pupil 1: Hes got lollipops. etc
Play the recording and ask the pupils to point
to each picture in their book in turn. Show
BEGINNING THE LESSON them what to do by holding up your book
and pointing. Play the recording again with
FLASHCARDS (20-25) pauses for the pupils to listen and follow with
their fingers in the book. Play the recording
Display the flashcards (20-25) on your desk. Ask again. The pupils listen and repeat, chorally
a pair of pupils to come to the front. Give them and/or individually. Then individual pupils
blu-tack and ask them to attach the flashcards take roles and read out the dialogue.
on the board in the order you call them out.
Ask the rest of the class for verification. Repeat Point to the first picture on the poster. Ask
the procedure with more pairs. the pupils to complete your sentences.
e.g. Teacher: Hooray! The
PRESENTATION & PRACTICE Class: Sweet Monster! etc
(Activities to present the story and develop
pupils listening skills.) Extension
Ask for a volunteer to come and point to the
1 Lets listen. first picture on the poster. Encourage him/her
to say the dialogue. Ask the rest of the class for
POSTER verification. Repeat with the rest of the pictures.

Pupils books closed. Use the A sweet tooth

20(T)
Unit 6 A sweet tooth
Ask the pupils to say whether they like the story
or not. Ask them to tell you, in L1 if necessary,
what they like most.

ENDING THE LESSON


Ask the pupils to draw their own sweet tooth
monster along with his favourite sweet in
their notebooks. They present their monsters
to the class and say, e.g. This is (Bigly). Hes
got a sweet tooth. He loves cake.

ACTIVITY BOOK (Optional)


If you wish, you can do Ex. 6 from the Activity
Book during this lesson or the next one.

21(T)
Do you
like cake?
5 6
Yes, I do! I
love cake!

Whats the matter?


7 8 No more sweets!

My tummy
hurts!

21
Module 3
1 Fruit or vegetable? Match in
your notebook.
1
2

3 A B
4

Im Mr Carrot.
2 Make and say.
Im a vegetable.

1 Fruit or vegetable? Look and match in your notebook. Say: (Tomatoes) are (fruit).
22 2 Use the templates to make fruit/vegetable men/women. Talk with your friend.

Module 3
Unit 6 A sweet tooth
Lesson 4 Pupils books open. Say: Open your books
at page twenty-two. Write the number 22 on
Objectives the board and hold up your book. Read the
To talk about fruit and vegetables. To instructions twice as you mime them. Point to
consolidate the language learnt in the the donkey and the baskets and explain the
unit. To draw their favourite fruit and activity. Give pupils some time to complete
vegetable. the activity in their notebooks. Check their
answers. Finally, ask them to name the fruit
Language and the vegetables by saying,
In this lesson the pupils will learn to
e.g. Tomatoes are fruit.
understand:
Is a (carrot) a fruit or vegetable? Answers
Its a (vegetable). 1 A 3 A 5 A
Whats your favourite fruit? 2 B 4 B 6 B
In this lesson the pupils will learn to use:
(Tomatoes) are (fruit). 2 Make and say.
Im (Mr Carrot). Im a vegetable.
Before going into class
This is my garden. Look! Ive got (carrots),
(potatoes) and (tomatoes). Photocopy the fruit/vegetables templates
from the Teachers Resource Pack. Allow
Extra Materials
each pupil to choose one. The pupils cut
Photocopies of the fruit/vegetable the templates and colour the fruit/
templates from the Teachers Resource vegetables.
Pack for Ex. 2.
Refer the pupils to the picture and say the
instructions twice as you mime them. Point to
BEGINNING THE LESSON the picture of the child and read out the
Play the dialogue from the previous lesson. example. Focus the pupils attention on the
The pupils listen and follow in their books. use of Mr for men and Mrs for women. Hand
out the photocopies. Show them your model
PRESENTATION & PRACTICE and guide them through the cutting and
colouring of their fruit/vegetable men/women.
(Activities to talk about fruit and vegetables.)
The pupils hold up their fruit/vegetable
1 Fruit or vegetable? Match in your characters and present them.
notebook. e.g. Pupil 1: Im Mrs Potato. Im a vegetable.
Pupils books closed. Present the words fruit etc
and vegetable. Draw a simple sketch of a
carrot on the board and ask: Is a carrot a
fruit or a vegetable? Elicit: Its a vegetable.
Next, do the same for tomato and ask the
same question. Most likely, the pupils will say
that its a vegetable. Take this opportunity to
tell the pupils that fruits usually have seeds,
whereas vegetables dont.

22(T)
Unit 6 A sweet tooth
3 Talk with your friends. ENDING THE LESSON
Tell the pupils to imagine they each have got
(An activity to practise talking about fruit and
their own garden. Ask them to draw the fruit
vegetables.)
and vegetables growing in their gardens.
Refer the pupils to the picture and say the Have them present their drawing to the class.
instructions twice as you mime them. Point
e.g. Pupil: This is my garden. Look! Ive got
to the picture of the children and read out
carrots, potatoes and tomatoes.
the example. Explain the activity. The pupils
go around the class, ask their classmates
ACTIVITY BOOK (Optional)
what their favourite fruit/vegetable is and
complete a survey in their notebooks. Then, If you wish, you can do Exs 7 and 8 from the
in pairs, they present their findings. Activity Book during this lesson or the next one.
e.g. Tom: Whats your favourite fruit?
Lucy: Apples! I love apples! etc
Tom: Lucy loves apples.

4 Portfolio: Draw and write in your


notebook.
(An activity to develop fine motor skills and
consolidate the language of the unit.)
Point to the picture and ask the pupils to follow
in their books as you read. Tell the pupils they
are going to draw and write about their
favourite fruit and vegetable. Elicit some of the
pupils favourites. Once they finish, they
present their drawings to the class. Make sure
you display their work somewhere in the class.
Then help them file their drawings in their
Junior Language Portfolios.

23(T)
3 Talk with your friends.

Whats your
favourite fruit? Bananas!
I love
bananas!

4 Draw and write in your notebook.

My favourite fruit and vegetable!

bananas carrots

3 Talk with your friends. Ask them about their favourite fruit and vegetable.
4 Draw your favourite fruit and vegetable in your notebook. Present it to the class. 23
Module 3
1 Look. Then act.

A banana
ice cream,
please.
Here
you are.

Thank you.
1 Look at the pictures. Then play the Ice cream van game.
24
Module 3
Unit 6 A sweet tooth
Lesson 5 OUR WORLD
(Activities to familiarise pupils with aspects of
Objectives
British and Italian culture and explore their
To consolidate the language of the unit. own.)
To familiarise pupils with British and Italian
culture. To talk about ice cream in the UK 1 Look. Then act.
and Italy.
Pupils books closed. Say: Open your books
Language at page twenty-four. Write the number 24 on
In this lesson the pupils will learn to the board and hold up your book. Point to the
understand: picture of the ice cream cone and read the
UK, Italy sentence. Tell pupils that ice cream is a
In this lesson the pupils will learn to use: favourite of both young and old worldwide.
An ice cream, please. Ask pupils what their favourite ice cream
Here you are. flavour is, if they eat ice cream only during the
Thank you. summer, where they usually buy it, etc. Point
to the British flag and elicit the country. Tell the
Extra Materials pupils that ice cream vans are popular in the
The A sweet tooth poster for the UK during the summer months. Children run
Beginning the Lesson activity; to buy ice cream when they hear the music
Flashcards (20-25) for the Beginning the from the van as it makes its rounds.
Lesson activity; Point to the flag of Italy and present the
A map of the world for Ex. 1 (Optional). country. If you have a map of the world, put
Photocopies of the ice cream cone it up on the board and show where Italy is.
from the Teachers Resource Pack.
Before going into class

BEGINNING THE LESSON Photocopy the ice cream cone template,


one per pupil, from the Teachers Resource
POSTER/FLASHCARDS (20-25) Pack.

Read the exchange and explain the activity.


Pin up the A sweet tooth poster and the
Hand out the photocopies to the pupils. Ask
flashcards (20-25) on the board. Play I spy
the pupils to colour in their ice cream
with the class. Say: I spy with my little eye
according to their favourite ice cream flavour,
something beginning with (p). The pupils
e.g. yellow (for banana), brown (for
look and try to guess the food/drink item.
chocolate), etc. If they wish, they can make
e.g. Teacher: I spy with my little eye up their own ice cream flavour, e.g. green (for
something beginning with p. peas) and red (for tomato). Upon completion,
Pupil 1: Potatoes. pin up the templates on the board or mount
Teacher: No. them on a large piece of construction paper.
Pupil 2: Pears. Ask a pair of pupils to come to the front. The
Teacher: No. pupils, in pairs, act out the exchange.
Pupil 3: Peas.
e.g. Pupil 1: A chocolate ice cream,
Teacher: Yes.
please.
Pupil 2: Here you are.
Pupil 1: Thank you.
24(T)
Unit 6 A sweet tooth
Repeat with as many pupils as you think is ENDING THE LESSON
necessary.
The pupils leave the classroom in pairs telling
(Activities to consolidate the language of the you what they like.
unit.) e.g. Teacher: What do you like, Tod?
Tod: I like chocolate.
2 Look, read and say yes or no. Teacher: What do you like, Robbie?
Say the instructions twice as you mime Robbie: I like bananas. etc
them. Elicit the numbers of the circles. Point Note: If you wish, you can do some or all of
to the pictures and elicit what the pupils the Reinforcement & Extension Activities from
can see. Then the pupils read the words the Teachers Resource Pack.
and say if they match the picture. Ask
individual pupils to answer. Ask the rest of
the class for verification.
e.g. Teacher: One!
Pupil 1: Yes! etc
Answers
1 yes 3 no 5 no
2 no 4 yes
As an extension, name an item. Ask a pupil
to tell you the number of the circle.
e.g. Teacher: Cake!
Pupil 1: One! etc

3 Look, read and choose.


Say the instructions twice as you mime them.
Point to the items and elicit their names. Allow
the pupils some time to complete the task in
their notebooks. Check the pupils answers.
Answers
1 a 3 b 5 a
2 b 4 a 6 b

25(T)
2 Look, read and say yes or no.

1 2

cake jam
3 4 5

chocolate sweets juice


3 Look, read and choose.
1 a fruit b vegetable
2 a fruit b vegetable
3 a fruit b vegetable
4 a fruit b vegetable
5 a fruit b vegetable
6 a fruit b vegetable
2 Look at the pictures. Read the words and say yes or no.
3 Look at the pictures and choose the right words. 25
Module 3
Its hot.

1 Listen and point. Then sing.

1 3

2 Look and match in


your notebook.
a Its hot. c Its sunny. e Its cold.
b Its snowing. d Its raining.
Listen, point and say.
26 1 Listen and point. Then listen and sing.
2 Look at the pictures and match them to the phrases in your notebook. Then say: Its hot.
Module 4 Number 3.
Unit 7 The weather
Lesson 1 conditions (Its hot. Its cold. Its sunny. Its
raining. Its snowing.), one at a time, and
Objectives present them. The pupils repeat after you.
To talk about the weather. Then point to the weather conditions in
random order. The pupils repeat after you.
Language
Pupils books open. Say: Open your books at
In this lesson the pupils will learn to
page twenty-six. Write the number 26 on the
understand:
board and hold up your book. Say the
Can you say?
instructions twice as you mime them. Play the
Who am I?
recording. The pupils listen, point and repeat.
In this lesson the pupils will learn to use:
Weather conditions: Its hot. Its sunny. TAPESCRIPT
Its raining. Its snowing.
Its hot. Its cold. Its sunny. Its raining.
Its (hot). Number (3).
Its snowing.
Whats the weather like today?
Its (raining). 1 Listen and point. Then sing.
Extra Materials
Say the instructions twice as you mime them.
Flashcards (20-25) for the Beginning Ask: Whats the weather like today? Can you
the Lesson activity; say? The pupils repeat after you. Then point to
The weather poster for Presentation & the first picture and say: Its snowing today! The
Practice; pupils repeat after you. Repeat with the rest of
Slips of paper with names for the Ending the pictures. Explain the activity. Play the
the Lesson activity. recording. The pupils listen to the song and
point to the weather conditions mentioned.

BEGINNING THE LESSON Play the recording again. The pupils listen
and sing along, joining in with the actions.
(An activity to review the vocabulary taught
in Unit 6.) TAPESCRIPT

FLASHCARDS (20-25) Whats the weather like today? (point


towards the window)
Pin up the food flashcards (20-25) from Unit 6. Can you say? Can you say? (make an
Name a food item at random. Ask pupils to inquiring gesture)
come to the front, point to and name the food Whats the weather like today? (point
item. Ask the rest of the class for verification. towards the window)
Its sunny! Its sunny today! (face tilted up
PRESENTATION & PRACTICE to an imaginary sun, arms outstretched)

(An activity to present and practise weather.) Whats the weather like today? (point
towards the window)
Listen, point and say. Can you say? Can you say? (make an
inquiring gesture)
Whats the weather like today? (point
POSTER
towards the window)
Its hot! Its hot today! (hold an imaginary
Pupils books closed. Pin up The weather
fan and fan yourself)
poster on the board. Point to the weather
26(T)
Unit 7 The weather
Whats the weather like today? (point Walk around the class monitoring. Ask some
towards the window) pairs to report back to the class.
Can you say? Can you say? (make an
A: Whats the weather like today?
inquiring gesture)
B: Its snowing.
Whats the weather like today? (point
towards the window) A: Whats the weather like today?
Its raining! Its raining today! (mime B: Its cold.
putting up an umbrella) A: Whats the weather like today?
Whats the weather like today? (point B: Its raining.
towards the window) A: Whats the weather like today?
Can you say? Can you say? (make an B: Its sunny.
inquiring gesture)
Whats the weather like today? (point A: Whats the weather like today?
towards the window) B: Its hot.
Its snowing! Its snowing today! (hug
yourself and shiver) 4 Lets Play!
Say the instructions twice as you mime
2 Look and match in your them. Ask the pupils to look at the picture
notebook. and read the speech bubble. Tell the pupils
Say the instructions twice as you mime them. they are going to play the Weather game.
Tell the pupils to read and copy the sentences Say a weather condition, e.g. Its cold. The
in their notebooks. Then look at the pictures in pupils have to mime being cold (hugging
Ex. 1. Explain the activity. The pupils match the themselves, shivering, etc.).
sentences according to what they see in
each picture. Allow them time to complete ENDING THE LESSON
the activity and check their answers. (An activity to consolidate the language of
a 3 b 1 c 2 d 4 e 5 the lesson.)

Invite individual pupils to point to the Before going into class


pictures, say what the weather is like as well
as the number of the picture. Prepare slips of paper with names,
e.g. Tom, Roy, Danny, Sara, Jim.
Its snowing. Number 1.
Its sunny. Number 2. Who am I?
Its hot. Number 3. Put up The weather poster and pin up the
Its raining. Number 4. slips of paper with the names that you have
Its cold. Number 5. prepared next to the people shown in the
poster. Think of a person and mime as you
3 Look and say. say, e.g. Its very hot today! The pupils look at
Say the instructions twice as you mime them. the poster and name the person. Ask a pupil
Point to the picture showing the different to take your place and resume the activity.
weather conditions and read out the
exchange. The pupils repeat after you. The ACTIVITY BOOK (Optional)
pupils, in pairs, practise similar exchanges If you wish, you can do Exs 1 and 2 from the
by pointing to the pictures, and asking and Activity Book during this lesson or the next one.
answering questions about the weather.

27(T)
Its cold. Its sunny. Its raining. Its snowing.

3 Look and say.

Whats the
weather like
today?

Its sunny.
4
Its cold!

3 Look at the pictures and talk with your friend.


4 Play the Weather game. 27
Module 4
spring summer

1 Look, read and match in your notebook.


Then say.
B
A

C D

1 Its winter. It hasnt got leaves.


2 Its spring. It has got flowers.
3 Its summer. It has got green leaves and fruits.
4 Its autumn. It has got brown leaves.
Listen, point to the seasons and say.
28 1 Look, read and match in your notebook. Then point and say: Look! Its spring...

Module 4
Unit 7 The weather
Lesson 2 Pupils books open. Say: Open your books at
page twenty-eight. Write the number 28 on
Objectives the board and hold up your book. Say the
To talk about seasons. To explore other instructions twice as you mime them. Play the
subject areas: Science. recording. The pupils listen, point and repeat.
Language
TAPESCRIPT
In this lesson the pupils will learn to
understand: Spring, summer, autumn, winter.
Whats Erlinas favourite season?
In this lesson the pupils will learn to use:
1 Look, read and match in your
Seasons: spring, summer, autumn, notebook. Then say.
winter. Say the instructions twice as you mime them.
Look! Its (spring)! Point to the pictures and elicit the seasons.
(Erlinas) favourite season is (spring) Read the sentences aloud. Explain the activity.
because (she) loves (flowers). Allow the pupils some time to complete the
Extra Materials activity in their notebooks. Then point to the first
The weather poster for the Beginning picture and say: Look! Its spring! It has got
the Lesson activity; flowers. The pupils repeat after you. Point to the
Flashcards (26-29) for Presentation & rest of the pictures and invite the pupils to make
Practice. similar sentences.
Answers
BEGINNING THE LESSON 1 D 2 A 3 B 4 C

POSTER 2 Whats their favourite season?


Listen and match in your
Write the following sentences on the board notebook.
with some letters missing. Ask the pupils to
copy them in their notebooks and complete Say the instructions twice as you mime them.
them. Check the pupils answers. Ask the pupils to look at the pictures, point to
and elicit the names of the characters and the
e.g. Its h __ t. Its c __ ld. Its s __ nn __. seasons depicted. Then ask: Whats Erlinas
Its r __ __ n __ng. Its s __ __ w __ ng. favourite season? Lets listen! Play the first part
of the recording. The pupils listen and match
PRESENTATION & PRACTICE Erlina to her favourite season. Play the rest of
(Activities to present and practise seasons.) the recording, twice if necessary, for the pupils
to complete the activity in their notebooks.
Listen, point and say. Answers
1 a 2 d 3 c 4 b
FLASHCARDS (26-29)
Point to the picture of spring and say: Look!
Pupils books closed. Pin up the flashcards Flowers. Erlinas favourite season is spring
(26-29) on the board, one at a time. Point to because she loves flowers. The pupils repeat
the seasons (spring, summer, autumn, winter), after you. Point to the rest of the pictures and
one at a time, and present them. The pupils elicit the words snow, rain and sun. Ask pupils
repeat after you. to tell you about the rest of the characters.
Provide any necessary help.
28(T)
Unit 7 The weather
Answers TAPESCRIPT
Frostys favourite season is winter because he Spring is my favourite season
loves the snow. And let me tell you the reason: (wag index
Alvins favourite season is autumn because he finger)
loves the rain. I love spring because I love flowers (smell an
Woodys favourite season is summer because imaginary bunch of flowers)
he loves the sun. Spring is my favourite season!
TAPESCRIPT Summer is my favourite season
A: Erlina? Whats your favourite season? And let me tell you the reason: (wag index
Erlina: Spring. finger)
A: Spring? I love summer because I love the sun (tilt
Erlina: Yes. My favourite season is spring. I head upwards towards an imaginary sun,
love spring because I love flowers. arms outstretched)
Summer is my favourite season!
A: Frosty? Whats your favourite season?
Frosty: Winter. Autumn is my favourite season
A: Winter? And let me tell you the reason: (wag index
Frosty: Yes. My favourite season is winter. I finger)
love winter because I love the snow. I love autumn because I love the rain (mime
putting up an umbrella)
A: Alvin? Whats your favourite season?
Autumn is my favourite season!
Alvin: Autumn.
A: Autumn? Winter is my favourite season
Alvin: Yes. My favourite season is autumn. And let me tell you the reason: (wag index
I love autumn because I love the rain. finger)
I love winter because I love the snow
A: Woody? Whats your favourite
(mime making and throwing a snowball)
season?
Winter is my favourite season!
Woody: Summer.
A: Summer?
Woody: Yes. My favourite season is summer.
ENDING THE LESSON
I love summer because I love the sun. (An activity to consolidate the language of
the lesson.)
Extension
The pupils work in pairs. One pupil traces the
Ask the pupils, in pairs, to act out similar
name of his/her favourite season on his
exchanges about their favourite season.
partners palm with his finger and the other
e.g. Pupil 1: Whats your favourite season? tries to guess the name of the season. Then the
Pupil 2: Winter. pupils change roles. Check round the class.
Pupil 1: Winter? Ask some pairs to report back to the class.
Pupil 2: Yes. I love winter because I love
e.g. Pupil 1: Whats my favourite season?
the snow. etc
(traces the word spring)
3 Sing. Pupil 2: Spring! etc
Say the instructions twice as you mime them.
ACTIVITY BOOK (Optional)
Play the recording. The pupils listen and point
to the corresponding seasons in Ex. 2. Play If you wish, you can do Exs 3, 4 and 5 from the
the recording again. The pupils listen and Activity Book during this lesson or the next one.
sing along, joining in with the actions.
29(T)
autumn winter
2 Whats their favourite season? Listen and match in
your notebook.

1 a

3
b

2
c

3 Sing.

2 Listen and match in your notebook. Then say: (Erlinas) favourite season is ... because
(she) loves ... . 29
3 Listen and sing.
Module 4
1 Lets listen.
Its hot and sunny.
1 2

Lets go
Whats the weather
for a swim.
like today?
3 4

Look, Woody. Two ice creams,


Ice cream! please!
1 Listen to the dialogue and point to the pictures.
30
Module 4
Unit 7 The weather
Lesson 3 to present the story. Explain to the pupils, in L1 if
necessary, that Woody and Frosty are enjoying
Objectives a hot and sunny day. Point to sun in the first
To listen to a story about the characters picture and ask: Whats the weather like
enjoying a hot and sunny day. To today? The pupils repeat after you. Point to the
develop listening comprehension skills second picture and elicit: Its hot and sunny.
through a dialogue. To consolidate the The pupils repeat after you. Repeat with the
language used in the unit. rest of the pictures.

Language Pupils books open. Say: Open your books


at page thirty. Write the number 30 on the
In this lesson the pupils will learn to
board and hold up your book. Say the
understand:
instructions twice as you mime them. Ask the
Two ice creams, please.
pupils to identify the characters, weather
Whats the matter?
conditions, etc.
Poor Frosty!
e.g. Pupil 1: (pointing to Frosty in frame 1)
In this lesson the pupils will learn to use:
Whats the weather like today?
Whats the weather like today?
etc
Its hot and sunny.
Summer is my favourite season! Play the recording and ask the pupils to point
to each picture in their book in turn. Show
Extra Materials
them what to do by holding up your book and
Flashcards (26-29) for the Beginning pointing. Play the recording again with
the Lesson activity; pauses for the pupils to listen and follow with
The weather poster for Presentation & their fingers in the book. Play the recording
Practice. again. The pupils listen and repeat, chorally
and/or individually. Then individual pupils
take roles and read out the dialogue.
BEGINNING THE LESSON
Point to the first picture on the poster. Ask
FLASHCARDS (26-29) the pupils to complete your sentences.
e.g. Teacher: Whats the weather like ...
Pin up flashcards 26-29 from Lesson 2 on the Class: today? etc
board. Write the corresponding words below
the seasons in random order. Invite the Extension
pupils to come to the board and match the
Ask for a volunteer to come and point to the
words to the flashcards by drawing lines.
first picture on the poster. Encourage him/her
to say the dialogue. Ask the rest of the class
PRESENTATION & PRACTICE for verification. Repeat with different pupils for
(Activities to present the story and develop the rest of the story.
pupils listening skills.)

1 Lets listen.

POSTER

Pupils books closed. Use The weather poster

30(T)
Unit 7 The weather
Ask the pupils to say whether they like the story
or not. Ask them to tell you, in L1 if necessary,
what they like most.

ENDING THE LESSON


(An activity to consolidate the language of
the lesson.)
Freeze!
Divide the class into four groups and assign a
season to each one. The pupils, in groups,
think of actions associated with the allocated
season, e.g. summer: swimming, sunbathing,
etc. Explain the activity. The pupils mime doing
the actions but freeze into position when they
hear you say Freeze!

ACTIVITY BOOK (Optional)


If you wish, you can do Ex. 6 from the Activity
Book during this lesson or the next one.

31(T)
Whats the
5 Frosty! Oh no! 6 matter?
Look! Poor
Frosty!

Alvin! Woody! Summer is my


7
Come on!
8 favourite season!

Oh, Frosty!

31
Module 4
1 Who needs water? Look, choose and say.

a b c d

e g h
f

1 Look, choose, then say: A (child) needs water.


32
Module 4
Unit 7 The weather
Lesson 4 what the pupils can see in it, e.g. What can
you see? (A dog, a boy, a tree, etc.). Whats
Objectives the weather like? (Its raining.) etc Explain the
To talk about the importance of water. To activity. Ask the pupils to look at the pictures
consolidate the language learnt in the and say which person/animal/thing needs
unit. To draw a picture of ones favourite water in order to live and/or grow. Ask
season. individual pupils to answer. Ask the rest of the
class for verification. Repeat with different
Language pupils for all the pictures.
In this lesson the pupils will learn to
Answers
understand:
What can you see? child, dog, bird, frog, tree, flower
Who needs water? Then point to the picture of the child in the
Whats your favourite season? book and say: A child needs water. The
In this lesson the pupils will learn to use: pupils repeat after you. Ask individual pupils
A (child) needs water. to tell you who/what needs water.
My favourite season is (winter) because Answers
I love (the snow).
a A child needs water.
Extra Materials b A dog needs water.
None. c A bird needs water.
d A frog needs water.
e A tree needs water.
BEGINNING THE LESSON h A flower needs water.
Play the dialogue from the previous lesson.
The pupils listen and follow in their books. Optional Activity
The pupils, in groups, design a poster for the
PRESENTATION & PRACTICE conservation of water. Decorate the school/
(Activities to talk about the importance of classroom with them.
water.) e.g.

1 Who needs water? Look, choose


and say.
Pupils books closed. Ask your pupils, in L1 if
necessary, what would happen if there was no
water on earth. Could we live without water?
Have a discussion about the importance of
water in nature, farming, etc. Explain that in
this lesson they will learn about who/what
needs water in order to survive.
Pupils books open. Say: Open your books at
page thirty-two. Write the number 32 on the
board and hold up your book. Say the
instructions twice as you mime them. Point to
the picture and ask various questions about
32(T)
Unit 7 The weather
2 Look and say. 3 Portfolio: Draw and write in your
(An activity to talk about seasons.)
notebook.
(An activity to consolidate the language of
Say the instructions twice as you mime them.
the unit.)
Explain the activity. Point to the pictures and
elicit the items. Ask individual pupils to read Point to the picture and ask the pupils to follow
the text aloud. in their books as you read. Tell the pupils they
are going to draw/make and write about their
As an extension, you can ask pupils to talk
favourite season in their notebook. Make sure
about their mother, father, brothers and/or
you display their work somewhere in the class.
sisters.
Then help them file their drawings in their
(Suggested answers) Junior Language Portfolios.
My mummys favourite season is spring
because she loves flowers. ENDING THE LESSON
My daddys favourite season is summer Chinese Whispers
because he loves the sun.
Explain the game. Whisper a season to a
My brothers favourite season is autumn
pupil. The pupil whispers the word to the next
because he loves the rain.
pupil and so on. The last pupil says the word.
My sisters favourite season is winter because
she loves the snow.
ACTIVITY BOOK (Optional)
Optional activity If you wish, you can do Ex. 7 from the Activity
Book during this lesson or the next one.
Tell the pupils you are going to do a class
survey. Copy the table below on the board. For the next lesson: If you wish, ask the pupils
Ask a pupil: Whats your favourite season? Elicit to bring pictures depicting different weather
the response, e.g. spring. Write his/her name, conditions in their country (see Ex. 1 Optional
draw a smiley face, a line, etc below the word Activity).
SPRING on the table. Ask the rest of the pupils
to come, one at a time, to the board and write
his/her name, draw a smiley face, etc under
their favourite season and say, e.g. My
favourite season is (summer). Once they finish,
pupils add up and find the classs favourite
season.

33(T)
2 Look and say.

My mummys favourite season is

because

she loves !

3 Draw and write in your notebook.

My favourite season is winter because


I love the snow.
2 Look, read and say.
3 Draw your favourite season in your notebook. Present it to the class. 33
Module 4
1 Look, read and match in your notebook.

A Its hot and sunny. B Its raining.

1 Look, read and match in your notebook.


34
Module 4
Unit 7 The weather
Lesson 5 Pupils books open. Say: Open your books at
page thirty-four. Write the number 34 on the
Objectives board and hold up your book. Point to the
To consolidate the language of the unit. British flag and elicit the country. Point to the
To familiarise pupils with British and Greek Greek flag and present the country. If you
culture: to talk about the weather in the have a map of the world, put it up on the
UK/Greece. board and show where Greece is. Ask the
pupils if they know anything about the
Language weather in these countries, e.g. if its cold or
In this lesson the pupils will learn to hot, etc. Point to the pictures and read out the
understand: texts. Explain to the pupils that the weather in
UK, Greece the UK is much different than the weather in
umbrella Greece. In the UK it rains a lot and its usually
sunshine cold, whereas the weather in Greece is mostly
What season is it? hot and sunny. Then point to sentences A and
B and have the pupils read them out loud. Tell
In this lesson the pupils will learn to use:
them to match the sentences in their
Its (autumn).
notebook. Allow them time to complete the
Extra Materials activity and check their answers.
A map of the world for Ex. 1 (Optional); Answers
Flashcards (26-29) for the Ending the
Lesson activity. 1 B 2 A

Optional Activity
BEGINNING THE LESSON Ask pupils to bring pictures/drawings depicting
Ask the pupils to present the drawings they different weather conditions in their country
made in the previous lesson. and have a class discussion.

OUR WORLD
(Activities to familiarise pupils with aspects of
British and Greek culture and explore their
own.)

1 Look, read and match in your


notebook.
Pupils books closed. Ask the pupils, in L1 if
necessary, what the weather is usually like in
their country. Explain to them that today
they are going to learn about the weather
in two countries.

34(T)
Unit 7 The weather
(Activities to consolidate the language of the ENDING THE LESSON
unit.)
FLASHCARDS (26-29)
2 Look, read and say yes or no.
Say the instructions twice as you mime them. Pin up the flashcards of the seasons (26-29)
Elicit the numbers of the circles. Point to the on the board. Ask a pupil to come to the front.
pictures and elicit what the pupils can see. Tell him/her to choose one of the pictures and
Then the pupils read the sentences and say if mime being there. The rest of the class tries to
they match the picture. Ask individual pupils guess the season. Demonstrate this yourself
to answer. Ask the rest of the class for first. Whoever guesses correctly, comes to the
verification. front and continues the game.

e.g. Teacher: One! Its cold! e.g. Pupil 1: (thinks of spring and mimes
Pupil 1: Yes! etc picking flowers and smelling
them)
Answers Pupil 2: Spring! etc
1 yes 3 yes 5 yes Note: If you wish, you can do some or all of
2 no 4 no the Reinforcement & Extension Activities from
the Teachers Resource Pack.
Extension
Name a weather condition. Ask a pupil to
tell you the number of the circle.
e.g. Teacher: Its raining.
Pupil 1: Four! etc

3 Match in your notebook.


Say the instructions twice as you mime them.
Ask the pupils to match the pictures to the
corresponding words in their notebook.
Answers
a 2 b 3 c 1 d 4

35(T)
2 Look, read and say yes or no.
1 2

Its cold. Its raining.


3 4 5

Its snowing. Its hot. Its sunny.

3 Match in your notebook.


a c 1 summer

2 winter

b d 3 autumn

4 spring
2 Look at the pictures. Read the words and say yes or no.
3 Match the pictures to the right words in your notebook. 35
Module 4
boots

1 Look, read and match in


your notebook.

1 jacket
2 boots
3 hat a
4 jumper
5 jeans
d

b
c

2 Sing.

Listen, point to the clothes items and say.


36 1 Look, read and match the words to the clothes in your notebook.
2 Listen and sing.
Module 4
Unit 8 Looking good!
Lesson 1 poster on the board. Point to the items of
clothing (boots, jacket, jeans, jumper, dress,
Objectives hat), one at a time, and present them. The
To present and practise items of clothing. pupils repeat after you. Then point to the
clothes in random order. The pupils repeat
Language after you.
In this lesson the pupils will learn to
understand: Extension
No. Thats wrong.
Point to items of clothing worn by pupils. Elicit
Thats right.
their names in English.
In this lesson the pupils will learn to use:
Clothes: boots, jacket, jeans, jumper, Pupils books open. Say: Open your books at
dress, hat. page thirty-six. Write the number 36 on the
Im wearing my (jumper) and my board and hold up your book. Say the
(jeans). instructions twice as you mime them. Play the
(Youre wearing) boots! recording. The pupils listen, point and repeat.
Extra Materials
TAPESCRIPT
Flashcards (26-29) for the Beginning the
Lesson activity; Boots, jacket, jeans, jumper, dress, hat.
The Looking good! poster for
Presentation & Practice; 1 Look, read and match in your
Templates from the Teachers notebook.
Resource Pack for Ex. 4 (Craftwork). Say the instructions twice as you mime them.
Point to the picture and elicit the names of the
items of clothing (jumper, jacket, jeans, boots,
BEGINNING THE LESSON hat). The pupils look at the words and match
(An activity to review the vocabulary taught them to the pictures. Allow them some time to
in Unit 7.) complete the activity. Check pupils answers.
Answers
FLASHCARDS (26-29)
1 d 2 c 3 e 4 a 5 b
Pin up the flashcards of the seasons (26-29)
from Unit 7. Say a season at random. Ask pupils
2 Sing.
to come to the front, point to and name the Point to one of the pictures and say: Im
season. Ask the rest of the class for verification. looking good. Im looking great! The pupils
repeat after you. Then say: Im wearing my
PRESENTATION & PRACTICE new clothes! The pupils repeat after you.
(Activities to present and practise items of Point to and elicit the items of clothing
clothing.) mentioned in the song.
Say the instructions twice as you mime
Listen, point and say. them. Play the recording. The pupils listen to
the song and point to the clothes as they
POSTER are mentioned in the song (jumper, jacket,
jeans, boots).
Pupils books closed. Pin up the Looking good!
36(T)
Unit 8 Looking good!
Play the recording again. The pupils listen Team B Pupil 1: A!
and sing along, joining in with the actions. Teacher: Thats right. 1 point for
Team B. etc
TAPESCRIPT
4 Make and play.
Im looking good (both hands on chest)
Im looking great! (both arms outstretched) Before going into class
Im wearing my new clothes (run hands
Photocopy the templates from the
down sides.
Teachers Resource Pack, one per pupil.
Im looking good (both hands on chest)
Im looking great! (both arms outstretched) Point to the pictures and read out the speech
From my feet up to my nose! (bend to bubble. Hand out the photocopies and the
touch feet, come up to touch nose) drinking straws and tell the pupils that they
are going to draw and dress themselves.
Jumper, jacket, (point to items/flashcards) Guide them through the cutting, gluing and
Jeans, boots colouring of their templates. Then the pupils
Im looking great (both hands on chest) hold up their templates and say what they
Im looking good! (both arms outstretched) are wearing. Demonstrate this yourself first.

3 Choose. Say A or B. ENDING THE LESSON


Say the instructions twice as you mime them. (An activity to consolidate the language of
Point to pictures A and B and elicit the items the lesson.)
of clothing. Refer the pupils to the words
underneath the pictures and explain the Explain the activity. Ask a pupil to come to
activity. The pupils look at the words 1-6 and the board. He/she thinks of an item of
say A or B. Ask individual pupils to answer. clothing and mimes putting it on. The class
Ask the rest of the class for verification. tries to guess the item of clothing. Repeat
with as many pupils as you think is necessary.
Answers
e.g. Pupil 1: (mimes putting on boots)
A 1, 4, 5 B 2, 3, 6 Pupil 2: (Youre wearing) boots! etc

Game (Optional) ACTIVITY BOOK (Optional)


Play a guessing game. Divide the class into If you wish, you can do Exs 1 and 2 from the
two teams, A and B. Allow the pupils some Activity Book during this lesson or the next one.
time to look at the pictures before they close
their books. Say a sentence, e.g. Im wearing
my jeans. The teams take it in turns saying
which child, A or B, is wearing the item of
clothing. Each correct guess wins a point.
The team with the most points wins.
e.g. Teacher: Im wearing my jacket.
Team A Pupil 1: A!
Teacher: No, thats wrong.
Im wearing my dress.

37(T)
jacket jeans jumper dress hat

3 Choose. Say A or B.

1 boots 3 jacket 5 dress

2 jeans 4 hat 6 jumper

Im wearing
my jumper
4 Make and play.
and my jeans.

3 Look at the pictures. Read the words and say A or B.


4 Use the templates to draw and dress yourself. Then take roles and talk with your friend. 37
Module 4
T-shirt shorts vest

1 Match in your notebook. Say.


8

7
2 B

3 6

4 5

Listen, point to the clothes items and say.


38 1 Match the clothes to Daddy or Baby Bear in your notebook. Then say: Daddy Bears
shorts are big.
Module 4
Unit 8 Looking good!
Lesson 2 the items of clothing (T-shirt, shorts, vest, socks,
cap, shoes), one at a time, and present them.
Objectives The pupils repeat after you.
To talk about items of clothing. To explore Pupils books open. Say: Open your books at
other subject areas: Maths. page thirty-eight. Write the number 38 on the
Language board and hold up your book. Say the
instructions twice as you mime them. Play the
In this lesson the pupils will learn to
recording. The pupils listen, point and repeat.
understand:
Take off your (shoes).
TAPESCRIPT
Put on your (T-shirt).
T-shirt, shorts, vest, socks, cap, shoes.
In this lesson the pupils will learn to use:
Clothes items: T-shirt, shorts, vest, 1 Match in your notebook. Say.
socks, cap, shoes.
big/small Revise the words big and small. Point to the
(Daddy Bears) shorts are (big). flashcard of the T-shirt and mime as you say:
a big T-shirt. The pupils repeat after you.
Extra Materials
Repeat with small.
The Looking good! poster for the
Beginning the Lesson activity; Say the instructions twice as you mime them.
Flashcards (30-35) for Presentation & Point to the pictures of Daddy Bear (B) and
Practice and for the Ending the Lesson Baby Bear (A), as well as the pictures of the
activity. clothing items (1-8). Elicit the names and the
sizes of the clothing items, e.g. a big (T-shirt), a
small (T-shirt), etc. Ask the pupils to match the
BEGINNING THE LESSON clothes to Daddy and Baby Bear. Allow them
some time to complete the activity in their
POSTER notebook. Then point to the picture of the big
shorts and say: Daddy Bears shorts are big.
Pin up the Looking good! poster on the The pupils repeat after you. Individual pupils
board. Invite a pupil to come to the board. point to and make sentences orally in class.
Say an item of clothing. The pupil points to Provide any necessary help with the use of is
and names it. Ask the rest of the class for or are. Ask the rest of the class for verification.
verification. Repeat with as many pupils as Answers
you think is necessary.
A 2, 5, 6, 7
B 1, 3, 4, 8
PRESENTATION & PRACTICE
Baby Bears shorts are small.
(Activities to present and practise items of
Daddy Bears T-shirt is big.
clothing.)
Baby Bears T-shirt is small.
Daddy Bears shoes are big.
Listen, point and say.
Baby Bears shoes are small.
Daddy Bears vest is big.
FLASHCARDS (30-35) Baby Bears vest is small.

Pupils books closed. Pin up the flashcards


(30-35) on the board, one at a time. Point to

38(T)
Unit 8 Looking good!
TAPESCRIPT
2 Look, read and match in your
notebook. Get ready, Get ready to go (take position
as though beginning a race)
Present the phrases take off and put on. Say: Get ready for some fun (wave arms in air)
Take off your shoes. The pupils repeat after Get ready, get ready to go (take position
you. Mime taking off your shoes. Then say: as though beginning a race)
Put on your shoes. The pupils repeat after Get ready, everyone! (point around the
you. Mime putting on your shoes. Drill your room)
pupils by giving them similar instructions. The
pupils mime the actions. Take off your shoes (mime taking off shoes)
Take off your socks (mime taking off socks)
e.g. Teacher: Take off your jumper. Get ready for some fun!
Class: (mime taking off their jumpers) Put on your T-shirt (mime putting on T-shirt)
etc Put on your cap (mime putting on cap)
Say the instructions twice as you mime them. Get ready for the sun! (arms outstretched)
Ask the pupils to look at the sentences and
the pictures and elicit the names of the items ENDING THE LESSON
of clothing shown (shoes, socks, T-shirt, cap). (An activity to consolidate the language of
Ask the pupils to match the sentences to the the lesson.)
pictures in their notebooks. Allow them some
time to complete the activity. Check their FLASHCARDS (30-35)
answers.
Answers Place the flashcards of the items of clothing in
random places around the classroom. Next to
1 b 2 a 3 d 4 c
each flashcard write a number from 1-6. Tell
the pupils to walk around the classroom, while
3 Sing. you play the song from Ex. 3. Stop the music
Say the instructions twice as you mime them. and call out a number. The pupil who is
Say enthusiastically: Get ready to go. Get standing the closest to the flashcard whose
ready for some fun! The pupils repeat after number you have called out, names the item
you. Then mime as you say: Take off your of clothing on that flashcard.
shoes! The pupils repeat after you. Repeat
with the rest of the actions from the song. ACTIVITY BOOK (Optional)
Play the recording. The pupils listen to the If you wish, you can do Exs 3 and 4 from the
song and point to the corresponding Activity Book during this lesson or the next one.
actions in Ex. 2, as they are mentioned in the
song (Take off your shoes. Take off your
socks. Put on your T-shirt. Put on your cap.).
Play the recording again. The pupils listen
and mime the actions as they sing along.

39(T)
socks cap shoes

2 Look, read and match in your notebook.

1 Take off your shoes.

2 Take off your socks.

3 Put on your T-shirt.

4 Put on your cap.

d
b

3 Sing.

2 Match the sentences to the pictures in your notebook.


3 Listen and sing. 39
Module 4
1 Lets listen.
Its holiday Put on your
1 time! Come on! 2
jumper.
Get ready!

Wow! Im
3 Put on your 4 looking good!
jacket. OK!

Me, too!

1 Listen to the dialogue and point to the pictures.


40
Module 4
Unit 8 Looking good!
Lesson 3 poster to present the story. Explain to the
pupils, in L1 if necessary, that the characters
Objectives are getting ready to go on holiday. Point to
To listen to a story about the characters Willow in the first picture and ask: Whos this?
getting ready to go on holiday. To Elicit: Willow. Say, as you point to the
develop listening comprehension skills calendar: Its holiday time! Repeat with the
through a dialogue. To consolidate the rest of the pictures.
language used in the unit. Pupils books open. Say: Open your books at
Language page forty. Write the number 40 on the board
and hold up your book. Say the instructions
In this lesson the pupils will learn to
twice as you mime them. Ask the pupils to
understand:
identify the characters.
Its holiday time!
Come on! Get ready! e.g. Pupil 1: (pointing to Erlina in frame 1)
Happy holidays! (This is) Erlina! etc
In this lesson the pupils will learn to use: Play the recording and ask the pupils to point
Put on your (jumper). to each picture in their book in turn. Show
Im looking good! them what to do by holding up your book
Im wearing my (new hat)! and pointing. Play the recording again with
pauses for the pupils to listen and follow with
Extra Materials
their fingers in the book. Play the recording
Flashcards (30-35) for the Beginning again. The pupils listen and repeat, chorally
the Lesson activity; and/or individually. Then individual pupils
The Looking good! poster for take roles and read out the dialogue.
Presentation & Practice.
Point to the first picture on the poster. Ask
the pupils to complete your sentences.
BEGINNING THE LESSON e.g. Teacher: Its holiday
Class: time! etc
FLASHCARDS (30-35)
Extension
Hand out the flashcards of the previous lesson
Ask for a volunteer to come and point to the
in random order. Ask the pupils, one at a time,
first picture on the poster. Encourage him/her
to come to the board, pin up the flashcard
to say the dialogue. Ask the rest of the class
and write the corresponding word below it.
for verification. Repeat with different pupils for
Ask the rest of the class for verification.
the rest of the story.
PRESENTATION & PRACTICE
(Activities to present the story and develop
pupils listening skills.)

1 Lets listen.

POSTER

Pupils books closed. Use the Looking good!

40(T)
Unit 8 Looking good!
Ask the pupils to say whether they like the story
or not. Ask them to tell you, in L1 if necessary,
what they like most.

ENDING THE LESSON


Provide each child with a piece of A4 paper
and ask them to draw an item of clothing of
their choice and present it to the class.
e.g. Pupil 1: Its a (T-shirt). etc

ACTIVITY BOOK (Optional)


If you wish, you can do Ex. 5 from the Activity
Book during this lesson or the next one.

41(T)
OK! Get
Im wearing ready to go!
5 my big boots! 6

Im wearing
my sun hat!

41
Module 4
1 Look, point and say.

1 Point and say: Hes wearing a yellow hat, ...


42
Module 4
Unit 8 Looking good!
Lesson 4 Pupils books open. Say: Open your books
at page forty-two. Write the number 42 on
Objectives the board and hold up your book. Say the
To talk about scarecrows on farms. To instructions twice as you mime them. Point to
consolidate the language learnt in the the picture and ask various questions about
unit. To draw a picture of oneself wearing what the scarecrow is wearing, e.g. What is
different clothes. he wearing? (A hat, a jumper, a jacket,
jeans and shoes.). Explain the activity. Ask
Language individual pupils to describe what the
In this lesson the pupils will learn to scarecrow is wearing. Ask the rest of the
understand: class for verification.
scarecrow
Answers
What is he wearing?
Hes wearing a yellow hat.
In this lesson the pupils will learn to use:
Hes wearing a green jacket.
Hes wearing a (yellow) hat.
Hes wearing a red jumper.
Its (hot). Im wearing my (shorts).
Hes wearing blue jeans.
Extra Materials Hes wearing orange shoes.
A picture of a scarecrow.

BEGINNING THE LESSON


Play the dialogue from the previous lesson.
The pupils listen and follow in their books.

PRESENTATION & PRACTICE


(Activities to talk about scarecrows on farms.)

1 Look, point and say.


Before going into class
Have the picture of the scarecrow ready
to use.

Pupils books closed. Pin up the picture of the


scarecrow on the board, point to it and say:
scarecrow. Ask your pupils, in L1 if necessary,
what they know about scarecrows, where
and why they are used (people use them on
farms and fields to keep birds away). Ask the
pupils if they have ever seen a scarecrow.

42(T)
Unit 8 Looking good!
2 Listen and choose. ENDING THE LESSON
The pupils talk about the clothes they are
Say the instructions twice as you mime them.
wearing today.
Point to the pictures and elicit the items of
clothing, as well as what the weather is like e.g. Pupil 1: Im wearing my blue T-shirt and
(e.g. Its raining. Shes wearing a jacket. etc). my white shoes. etc
Explain the activity. Tell the pupils they are
going to listen and choose the right child. ACTIVITY BOOK (Optional)
Play the recording as many times as you If you wish, you can do Exs 6 and 7 from the
think is necessary for the pupils to complete Activity Book during this lesson or the next one.
the activity in their notebooks.
For the next lesson: If you wish, ask the pupils
Answers to bring in pictures of traditional costumes in
1 a 2 b 3 a their country (see Ex. 1 Optional Activity).

TAPESCRIPT
1 Girl: Its raining. Im wearing my jacket.
2 Boy: Its hot and sunny. Im wearing my
cap.
3 Boy: Its cold and its snowing. Im wearing
my boots.

3 Portfolio: Draw and write in your


notebook.
(An activity to consolidate the language of
the unit.)
Point to the picture and ask the pupils to
follow in their books as you read. Tell the
pupils they are going to draw a picture in
their notebook and write a description of
what they are wearing. Make sure you
display their work somewhere in the class.
Then help them file their drawings in their
Junior Language Portfolios.

43(T)
2 Listen and choose.

3 Draw and write in your notebook.

Its hot!
Im wearing
my shorts.

2 Listen and choose the right picture.


3 Draw what you are wearing today in your notebook. Present it to the class. 43
Module 4
1 Choose.

kilt
1 Hes wearing a .
cap

jacket
2 Shes wearing a .
kimono

1 Choose the right word.


44
Module 4
Unit 8 Looking good!
Lesson 5 pupils if they know anything about traditional
clothes in these countries. Point to the kilt in
Objectives the first picture and say: kilt. The pupils repeat
To consolidate the language of the unit. To after you. Explain to the pupils that the kilt is a
familiarise pupils with British and Japanese traditional piece of tartan cloth in the shape
culture: to talk about traditional clothes in of a skirt, usually worn by men in Scotland.
the UK/Japan. Then point to the kimono in the second
picture and say: kimono. The pupils repeat
Language after you. Explain to the pupils that the
In this lesson the pupils will learn to kimono is the national costume of Japan
understand: and that it is worn by women, men, and
UK, Japan children. Then point to the sentences and
kilt, kimono have the pupils choose the correct item (kilt,
kimono) and write it in their notebook.
In this lesson the pupils will learn to use:
(He)s wearing a (kilt). Answer
Extra Materials 1 kilt 2 kimono
A map of the world for Ex. 1 (Optional);
Pictures of traditional costumes from Optional Activity
around the world for the Ending the Ask pupils to bring pictures/drawings of
Lesson activity. traditional costumes from their country and
have a class discussion.

BEGINNING THE LESSON


Ask the pupils to present the drawing they
made in the previous lesson.

OUR WORLD
(Activities to familiarise pupils with aspects
of British and Japanese culture and explore
their own.)

1 Choose.
Pupils books closed. Ask the pupils, in L1 if
necessary, to talk about traditional clothes
in their country. Explain to them that today
they are going to learn about traditional
clothes in two countries.
Pupils books open. Say: Open your books at
page forty-four. Write the number 44 on the
board and hold up your book. Point to the
British flag and elicit the country. Point to the
Japanese flag and present the country. If
you have a map of the world, put it up on the
board and show where Japan is. Ask the
44(T)
Unit 8 Looking good!
(Activities to consolidate the language of the ENDING THE LESSON
unit.)
Before going into class
2 Look, read and choose.
Find pictures of traditional costumes from
Say the instructions twice as you mime them. around the world and cut them in half.
Elicit the numbers of the circles. The pupils
look at the pictures and choose the correct Hand out the pictures of traditional costumes.
word that matches the picture. Ask individual Ask the pupils to go around and find their
pupils to answer. Ask the rest of the class for matching pairs. Upon completion, ask them
verification. to guess where the traditional costumes are
from. Provide the correct answers.
Answers
Note: If you wish, you can do some or all of
1 a 3 a 5 a
the Reinforcement & Extension Activities from
2 b 4 b 6 a
the Teachers Resource Pack.
Extension
Name an item of clothing. Ask a pupil to tell
you the number of the circle.
e.g. Teacher: Dress.
Pupil 1: One! etc

3 Lets Play!
Point to and elicit the items of clothing in the
picture and their colour. Have a pair of
pupils read the example. Ask the pupils to
look at the items of clothing for some time
before they close their books. Divide the
class into two teams, A and B. A pupil from
each team says a colour and a pupil from
the other team has to name the item of
clothing. Each correct answer wins a point.
The team with the most points wins.
e.g. Team A Pupil 1: Its red!
Team B Pupil 1: A T-shirt!
Teacher: Correct. 1 point for
Team B.
Team B Pupil 2: Theyre blue.
Team A Pupil 2: Shorts! etc

45(T)
2 Look, read and choose.

1 2 3

a dress a shorts a socks


b hat b jeans b boots

4 5 6

a T-shirt a hat a shoes


b jumper b cap b vest

Its red.

A T-shirt!

2 Look, read and choose the right words.


3 Play the Memory game. 45
Module 4
1 Point and say.

46
Round-up
teams, take turns finding an item in the
Objectives picture. Each correct answer gets one point.
To consolidate the key vocabulary of the The team with the most points wins.
course. e.g. Teacher: I spy with my little eye,
Vocabulary something beginning
with a \\.
mummy, daddy, brother, sister, bedroom,
Pupil 1 Team A: Arm!
bathroom, living room, kitchen, garden,
Teacher: Correct! 1 point for
robot, computer, bike, TV, lamp, clock,
Team A. etc
square, circle, rectangle, triangle, head,
arm, tummy, leg, foot, clap your hands,
II. CATEGORIES
nod your head, stamp your feet, wave
your arms, butterfly, elephant, spider, bird, Draw some columns on the board, e.g.
frog, monkey, chocolate, jam, cake,
lollipops, juice, sweets, carrots, potatoes, butterfly bedroom jacket
peas, tomatoes, pears, oranges, Its hot.,
Its cold., Its sunny., Its raining., Its
snowing., spring, summer, autumn, winter,
boots, jacket, jeans, jumper, dress, hat,
T-shirt, shorts, vest, socks, cap, shoes

Ask the pupils to work in pairs/groups and find


Note: Round-up aims to consolidate the
more items in the picture that can go with the
vocabulary of the course. The teacher can
ones given. They can copy the chart or draw
spend some time at the end of the school year
simple sketches in their notebooks. Ask the
on this section. Alternatively, the teacher can
pairs/groups to report back to the class.
cover the section gradually upon completion
of every unit/module. e.g. butterfly: elephant, spider, bird, frog,
(animals)
PROCEDURE bedroom: bathroom, living room, kitchen,
(parts of a house)
Have a class discussion. Hold up your book,
jacket: jeans, jumper, dress, hat, T-shirt,
point to an item, e.g. carrots and ask: What
(clothes)
colour are they? Elicit: Orange. Then ask: What
are they? Elicit: Carrots. Continue with as many
III. MIME THE WORD
items as you feel necessary. If you wish, you
can ask the pupils to write the words in their Ask the pupils to look at the picture. Divide the
notebooks. Write the words on the board so class into two teams, A and B. Explain the
the pupils can check their spelling. game. Mime one of the items in the picture
and the pupils in teams take turns finding
Here are some suggested games/activities
which item it is. Each correct answer gets one
the teacher can do with the pupils.
point. The team with the most points wins.
I. I SPY e.g. Teacher: (mimes clapping hands)
Pupil 1 Team A: Clap your hands.
Ask the pupils to look at the picture. Divide
Teacher: Correct! 1 point for
the class into two teams, A and B. Explain
Team A. etc
the game. You say a letter and the pupils, in

46(T)
Round-up
IV. WORDS IN A HEART
Draw a big heart on the board. Ask the pupils
to do the same in their notebooks. Ask the
pupils to draw the items they like, want to
have, etc in the hearts. Then pupils present
their drawings to the class.

V. TELEPATHY
Divide the class into two teams, A and B. Think
of an item and say the name of the unit, e.g.
Looking good! The teams take turns finding
which item it is. Each correct answer gets one
point. The team with the most points wins.
e.g. Teacher: (thinks of a dress)
Looking good!
Pupil 1 Team A: (Is it) a T-shirt?
Teacher: No!
Pupil 1 Team B: (Is it) a dress?
Teacher: Yes! 1 point for Team B.
etc

47(T)
47
Fun Time 5
(see Fun Time Key & Instructions Section)
1 Look and say: a or an.

bat

duck
rabbit

zebra

jaguar

lion fox

snail ant

48
iguana
2 Look, read and choose. 5

a twenty a fifteen a eleven


b two b sixteen b nineteen

a twelve a eighteen a thirteen


b fourteen b seventeen b sixteen

3 Count and choose.

A eleven + nine =
B twenty twelve =
C twenty two =
D five x three =
E ten + seven =
49
5
4 Read and say yes or no.

A butterfly can fly. yes no

An elephant can climb. yes no

A spider can swim. yes no

A bird can fly. yes no

A frog can jump. yes no

A monkey can draw. yes no

5 Look, read and answer.

1 Can he jump? 2 Can it run?

3 Can they draw? 4 Can she climb?

50
6 Look, count and say.
5

one elephant

51
Fun Time 6
1 Read and match in your notebook.
A I dont like chocolate. I like jam.
B I like cake and lollipops.
C I dont like cake. I dont like sweets.
D I like carrots. I like chocolate.
E I like jam. I dont like potatoes.
F I like carrots. I dont like cake.
G I dont like peas. I like lollipops.
H I dont like jam. I like tomatoes.

52
2 Look and make sentences. 6

1 I/sweets 4 I/peas

2 We/bananas 5 They/sandwiches

3 She/apples 6 We/chocolate

3 Answer about yourself.

1 Do you like chocolate 5 Do you like carrots?


cake? 6 Do you like jam?
2 Do you like ice cream? 7 Do you like lollipops?
3 Do you like peas? 8 Do you like apple
4 Do you like tomatoes? juice?
53
6
4 Read and number in your notebook.
1 Sweet monsters live in
the Magic Forest.
2 They eat chocolate, cake
and sweets.
3 They dont like vegetables.
4 They love children.
5 They dont like
dentists.

b c d e

5 Now read again and answer.


1 Do Sweet Monsters live 3 Do they like vegetables?
in the Magic Forest? 4 Do they love children?
2 Do they eat chocolate? 5 Do they like dentists?
54
6 Find the differences in picture B and say.
6

In picture B I can see three apples.

7 Look, read and answer.

1 Do they like music? 2 Does he like sweets?

3 Does she like 4 Do they like


chocolate? football? 55
Fun Time 7
1 Whats the weather like? Point and say.

2 Look, read and match in your notebook.

A B C

1 In the USA its cold and its snowing.


2 In Greece its hot and sunny today.
3 In the UK its cold and its raining.
56
3 Which picture? Look, read and choose
7
A, B or C.

A
B

1 Its hot. 6 Its cold.


2 He likes snow. 7 She likes ice cream.
3 Its raining. 8 Its snowing.
4 Its sunny. 9 Shes got an umbrella.
5 The leaves are yellow. 57
7
4 Look and say.

My daddys favourite season

is because

he loves !

My sisters favourite season

is because

she loves !

58
5 Find the odd one out!
7
A hot
B autumn C frogs
sunny spring birds
summer winter rabbits
snow butterflies flowers

6 Look, read and choose.

1 2 3

a Its snowing. a Its summer. a Theyre trees.


b Its raining. b Its winter. b Theyre flowers.

4 5 6

a Its hot. a Its spring. a Its a butterfly.


b Its cold. b Its autumn. b Its a bird.
59
Fun Time 8
1 Look and match in your notebook.

1 hat

2 jeans

3 jumper

4 boots

5 dress

6 jacket

2 Look, read and answer.


Are they socks? Is it a cap?

Is it a hat? Is it a T-shirt?

Are they jeans? Are they shoes?

60
3 Look, read and choose.
8

a She is reading. a She is flying.


b She is running. b She is drawing.

a It is snowing. a They are jumping.


b It is raining. b They are swimming.

a He is playing football. a They are wearing jeans.


b He is riding a bike. b They are wearing boots.
61
8
4 Look, read and answer.

1 Is Becky wearing
shorts?
2 Are Larry and Bob
playing? John

3 Is Kate wearing a
red cap?
4 Is John playing the
guitar? Becky

5 Is Sara wearing a Kate

T-shirt?
6 Are Sara and Jill
drawing?
Larry

Bob

Jill
Sara
62
5
8
A B C D

Im wearing 2A!
a blue cap!

63
1 Play Easter Bingo!

1 Play Easter Bingo!


64
Happy Easter
ENDING THE LESSON
Objectives
CRAFTWORK
To talk about Easter; to play an Easter
game. Tell the pupils they are going to make an
Easter card. Show them your model. Write
Language
Happy Easter! on the board. Hand out pieces
In this lesson the pupils will learn to of paper and have the pupils fold the paper
understand: in half. They decorate and colour their card
Happy Easter! any way they like. They can use the words
In this lesson the pupils will learn to use: and pictures on p. 64 for ideas. Go around
bunny, egg, basket, chick, flowers, the class and help if needed.
chocolate, cake, lamb, butterfly, spring,
bonnet, Easter Sunday, nest, sweets,
bee, hot cross bun
Extra Materials
None.

BEGINNING THE LESSON


Greet the pupils and say Happy Easter! as
they are arriving.
Write the word Easter on the board. Ask the
pupils to tell you, in L1 if necessary, words
that come to their mind when they think of
this celebration and write them on the
board. During this stage present/elicit words
such as bunny, egg, basket, chick, flowers,
chocolate, cake, lamb, butterfly, spring,
bonnet, Easter Sunday, nest, sweets, bee, hot
cross bun.

PRESENTATION & PRACTICE


1 Play Easter Bingo!
Refer the pupils to the pictures and explain
the game. Tell the pupils to choose 10 items
from the grid and write them in their
notebooks. Then call out ten items in random
order. If a pupil hears an item that he/she
has written down, he/she puts a tick next to
it. The pupil that ticks all of his/her items says
Bingo and is the winner.

64(T)
Fun Time Key & Instructions
Fun Time 5 the task in their notebooks. Check the
pupils answers. As an alternative, ask
1 Look and say: a or an. individual pupils to say the answer and
ask the rest of the class for verification.
Read the instructions and explain the
task. Allow the pupils some time to look 1 Yes, he can.
at the pictures and then have individual 2 No, it cant.
pupils say the answer. Ask the rest of the 3 No, they cant.
class for verification. 4 Yes, she can.

a duck, a bat, a rabbit, a jaguar, a fox, 6 Look, count and say.


an iguana, an ant, a snail, a lion, a zebra
Have a picture discussion with the class.
2 Look, read and choose. Point to and elicit the animals. Read the
instructions and the example, and explain
Read the instructions and explain the task. the task. Ask individual pupils to answer.
Allow the pupils some time to copy the Ask the rest of the class for verification.
numbers and complete the task in their
notebooks. Check the pupils answers. 6 butterflies
3 dogs
20 a 12 a 5 birds
15 a 17 b 4 frogs
19 b 13 a

3 Count and choose. Fun Time 6


Read the instructions and explain the
task. Allow the pupils some time to do 1 Read and match in your
the task in their notebooks. Check the notebook.
pupils answers. Read the instructions and explain the task.
A twenty D fifteen Allow the pupils some time to complete the
B eight E seventeen task in their notebooks. Check the pupils
C ten answers.
A 3 C 1 E 6 G 2
4 Read and say yes or no. B 4 D 5 F 8 H 7
Elicit the animals and what they can do,
e.g. swim, fly, etc. Read the instructions 2 Look and make sentences.
and explain the task. Allow the pupils Read the instructions and explain the task.
some time to read the sentences. Ask Allow the pupils some time to complete
individual pupils to answer. Ask the rest the task in their notebooks. Check the
of the class for verification. pupils answers.
1 yes 3 no 5 yes 1 I like sweets.
2 no 4 yes 6 no 2 We dont like bananas.
3 She doesnt like apples.
5 Look, read and answer. 4 I dont like peas.
Read the instructions and explain the task. 5 They like sandwiches.
Allow the pupils some time to complete 6 We like chocolate.

65(T)
Fun Time Key & Instructions
3 Answer about yourself. Fun Time 7
(Pupils own answers.)
1 Whats the weather like? Point
4 Read and number in your and say.
notebook. Read the instructions and explain the
Point to the Sweet Monster and ask task. Elicit different types of weather. Ask
pupils if they remember who he is. Have individual pupils to answer. Ask the rest
a picture discussion and have pupils of the class for verification.
read the sentences aloud. Read the 1 Its hot. 4 Its raining.
instructions and explain the task. Allow 2 Its sunny. 5 Its cold.
the pupils some time to complete the 3 Its snowing.
task. Check the pupils answers.
1 c 2 e 3 d 4 b 5 a 2 Look, read and match in your
notebook.
5 Now read again and answer. Read the instructions and explain the
Read the instructions and explain the task. task. Elicit the weather in the pictures.
Allow the pupils some time to complete Allow the pupils some time to complete
the task. Check the pupils answers. the task in their notebooks. Check the
pupils answers.
1 Yes, they do.
2 Yes, they do. A 2 B 3 C 1
3 No, they dont.
4 Yes, they do. 3 Which picture? Look, read and
5 No, they dont. choose A, B or C.
Read the instructions and explain the task.
6 Find the differences in picture B Have a picture discussion. Allow the pupils
and say. some time to complete the task in their
Read the instructions and explain the notebooks. Check the pupils answers.
task. Have a picture discussion. Elicit the 1 B 4 B 7 B
items in picture A. Allow the pupils some 2 A 5 C 8 A
time to look at the two pictures. Ask 3 C 6 A (C) 9 C
individual pupils to answer. Ask the rest
of the class for verification. 4 Look and say.
In picture B I can see: 3 apples, 5 lollipops, Read the instructions and explain the
2 pears, 3 potatoes and 6 sweets. task. Point to the pictures and ask the
pupils to describe them Ask individual
7 Look, read and answer. pupils to answer. Ask the rest of the class
Read the instructions and explain the task. for verification.
Allow the pupils some time to complete My daddys favourite season is winter
the task in their notebooks. Check the because he loves snow!
pupils answers.
My sisters favourite season is spring
1 Yes, they do. 3 No, she doesnt. because she loves flowers!
2 Yes, he does. 4 Yes, they do.

66(T)
Fun Time Key & Instructions
5 Find the odd one out! 3 Look, read and choose.
Read the instructions and explain the Read the instructions and explain the task.
task Allow the pupils some time to Allow the pupils some time to complete
complete the task in their notebooks. the task. Check the pupils answers.
Check the pupils answers.
1 a 3 b 5 a
A snow 2 b 4 a 6 b
B butterflies
C flowers 4 Look, read and answer.
Read the instructions and explain the
6 Look, read and choose. task. Allow the pupils some time to look at
Read the instructions and explain the task. the sentences and the pictures. Ask
Allow the pupils some time to complete individual pupils to answer. Ask the rest of
the task in their notebooks. Check the the class for verification. As an alternative,
pupils answers. have the pupils write the answers in their
notebooks.
1 b 3 b 5 b
2 a 4 a 6 a 1 No, she isnt.
2 Yes, they are.
3 Yes, she is.
Fun Time 8 4 No, he isnt.
5 Yes, she is.
1 Look and match in your 6 No, they arent.
notebook.
Read the instructions and explain the task.
5 Lets Play!
Elicit the items of clothing. Allow the pupils Read the instructions and the example.
some time to complete the task in their Explain the game. The pupils play in
notebooks. Check the pupils answers. pairs. The pupils take turns. One pupil
says what he/she is wearing (from the
1 a 3 b 5 d
clothes in the grid) and the other says
2 f 4 c 6 e
where that item of clothing is located on
the grid. Each correct answer gets one
2 Look, read and answer.
point. As an alternative, divide the class
Read the instructions and explain the task. and have the pupils play in teams.
Elicit the items of clothing. Allow the pupils
e.g. Pupil 1: Im wearing a red dress.
some time to complete the task in their
Pupil 2: 1C!
notebooks. Check the pupils answers.
Pupil 1: Thats right!
1 Yes, they are. Pupil 2: Im wearing blue boots.
2 No, it isnt. Pupil 1: 1B!
3 No, they arent. Pupil 2: Thats wrong! etc
4 Yes, it is.
5 No, it isnt.
6 Yes, they are.

67(T)
Tapescripts
Unit 5 A: Do you like chocolate?
Julie: Oh, yes, I do! I love chocolate!
Ex. 2 p. 6 A: How about sweets? Do you like
The little green frog goes la di da di da la sweets?
di da di da la di da di da Julie: Yes, I do. I like sweets.
The little green frog goes la di da di da A: Do you like cake, Julie?
And it can jump and swim! Julie: Cake? No, I dont.

The little blue bird goes la di da di da la di


Ex. 2 p. 18
da di da la di da di da
The little blue bird goes la di da di da la di Rainbow food is good for you:
da di da la di da di da Red tomatoes and apples, too!
And it can fly and sing! Green peas, green pears all for you.
Orange for carrots and oranges, too!
Ex. 3 p. 9 Yummy potatoes.
Red, yellow, green
Thirteen, fifteen, eighteen, eleven, twenty,
Rainbow food
fourteen.
A rainbow dream!

Ex. 2 p. 13
Unit 7
One: Ive got eight legs. I can run. Im pink.
Two: Ive got big ears. I can climb. Im red. Ex. 1 p. 26
Three: Ive got big ears and a big nose. Whats the weather like today?
I can swim. Im blue. Can you say? Can you say?
Four: Ive got a big mouth. I can jump. Im Whats the weather like today?
green. Its sunny! Its sunny today!

Whats the weather like today?


Unit 6 Can you say? Can you say?
Ex. 2 p. 16 Whats the weather like today?
Its hot! Its hot today!
Im a Sweet Monster
And Ive got a sweet tooth! Whats the weather like today?
I love lollipops Can you say? Can you say?
And chocolate, too! Whats the weather like today?
Its raining! Its raining today!
I love jam
And cake and juice! Whats the weather like today?
Im a Sweet Monster Can you say? Can you say?
And Ive got a sweet tooth! Whats the weather like today?
Its snowing! Its snowing today!
Ex. 3 p. 17
A: Julie, do you like lollipops?
Julie: Lollipops? No, I dont. I dont like
lollipops.

68(T)
Tapescripts
Ex. 2 p. 29 Autumn is my favourite season
A: Erlina? Whats your favourite And let me tell you the reason:
season? I love autumn because I love the rain
Erlina: Spring. Autumn is my favourite season!
A: Spring? Winter is my favourite season
Erlina: Yes. My favourite season is spring. And let me tell you the reason:
I love spring because I love I love winter because I love the snow
flowers. Winter is my favourite season!
A: Frosty? Whats your favourite
season? Unit 8
Frosty: Winter.
Ex. 2 p. 36
A: Winter?
Frosty: Yes. My favourite season is winter. Im looking good
I love winter because I love the Im looking great!
snow. Im wearing my new clothes -

A: Alvin? Whats your favourite Im looking good


season? Im looking great!
Alvin: Autumn. From my feet up to my nose!
A: Autumn? Jumper, jacket,
Alvin: Yes. My favourite season is Jeans, boots
autumn. Im looking great
I love autumn because I love the Im looking good!
rain.

A: Woody? Whats your favourite Ex. 3 p. 39


season? Get ready, Get ready to go
Woody: Summer. Get ready for some fun
A: Summer? Get ready, get ready to go
Woody: Yes. My favourite season is Get ready, everyone!
summer.
I love summer because I love the Take off your shoes
sun. Take off your socks
Get ready for some fun!
Ex. 3 p. 29 Put on your T-shirt
Put on your cap
Spring is my favourite season Get ready for the sun!
And let me tell you the reason:
I love spring because I love flowers Ex. 2 p. 43
Spring is my favourite season!
1 Girl: Its raining. Im wearing my jacket.
Summer is my favourite season 2 Boy: Its hot and sunny. Im wearing my
And let me tell you the reason: cap.
I love summer because I love the sun 3 Boy: Its cold and its snowing. Im
Summer is my favourite season! wearing my boots.
69(T)
Instruments for Evaluation
Evaluation plays an integral part in the Cumulative evaluation
learning process, and it is more efficient
The results of cumulative evaluation are
when based on the systematic observation
recorded on the pupils cumulative evaluation
of the pupils throughout the course. It
chart [page 72(T)].
provides valuable information that reflects
their progress in the acquisition of receptive In the Pupils Book the last page of the unit is
and productive skills as well as their attitude used for cumulative evaluation. However, in
towards their own learning experience. It order to obtain reliable information, the
also allows teachers to reflect on the validity formative evaluation marks, work done
of their teaching practices and the types of throughout the unit participation and
material being used. attitude should also be taken into account.
The process is basically divided into three In order to complete the chart, write down
parts: initial evaluation at the beginning of the pupils names and record the results
the course, formative evaluation which is using numbers or letters in the corresponding
done on a daily basis, and cumulative columns. The code for formative evaluation
evaluation upon finishing a unit. can also be used here.
In Fairyland 2B the evaluation activities are
included in both the Teachers Book and
the Pupils Book.

Initial evaluation
This evaluation centres mainly on the pupils
reports from the previous school year, as the
information should help the teacher find out
about the strategies they are able to use.

Formative evaluation
Any exercise a pupil does can be used for
this type of evaluation. The results are then
recorded on the pupils formative evaluation
chart [page 71(T)].
Make as many photocopies as you need
and complete the charts as indicated. Write
the names of the activities you are going to
evaluate (for example, the dialogues,
language games, craft activities, and so
on) and write the marks obtained with the
help of the following code:
the pupil recognises and produces
the language
the pupil recognises but does not
produce the language correctly
the pupil does not recognise the language

70(T)
Evaluation chart for games and activities (formative evaluation)

Name of game/activity: .............................................................................................................


Aim of game/activity: .................................................................................................................
Unit: ..................................................... Lesson: ..................................... Course: ...................

Pupils name: Mark and comments


1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Evaluation criteria:

71(T) Express Publishing PHOTOCOPIABLE


Evaluation chart for each unit (cumulative evaluation)

Unit:
..............................

Date:
..............................

Pupils names
Course:
..............................

Aims:
The pupil is able to ...
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1
2
3
4
5
6
7
8
9
Marking criteria:

Attitudes:
1
2

Express Publishing PHOTOCOPIABLE


3
Marking criteria: Yes No I Improving

72(T)
Activity Book Key & Instructions
MODULE 3 the correct number underneath each
picture. Check their answers.
Unit 5 A butterfly!
1 fourteen 3 twenty
2 four 4 sixteen
1 Read and find the stickers.
Then, individual pupils point to and make
Read the instructions and explain the
sentences orally:
activity. Ask individual pupils to read the
words (1-4). Ask the pupils to find the A frog has got two eyes.
corresponding stickers from the sticker Seven frogs have got fourteen eyes.
section and show them to you for
A monkey has got one mouth.
verification before sticking them in the
Four monkeys have got four mouths.
appropriate spaces.
An elephant has got four legs.
2 Look and () or (). Five elephants have got twenty legs.
Read the instructions and explain the A rabbit has got two ears.
activity. Point to the elephant swimming Eight rabbits have got sixteen ears.
and ask: Can an elephant swim? Elicit:
Yes, it can. Ask the pupils to put a tick in 5 Look. Write and draw.
the corresponding circle. Point to the Read the instructions and explain the
elephant flying and ask: Can an elephant activity. Ask individual pupils to look at
fly? Elicit: No, it cant. Ask the pupils to put the pictures and the half-finished
a cross in the corresponding circle. Allow sentences. Ask the pupils to find the
the pupils some time to do the same for animals in the pictures and complete
the rest of the animals. Then pupils point the sentences. Check their answers.
to and make sentences orally in class.
1 butterfly 4 frog
Answers 2 elephant 5 spider
A bird can fly, but it cant ride a bike. 3 monkey
A spider can run, but it cant draw. Then pupils draw an animal and complete
A frog can jump, but it cant play football. the sentence.
A monkey can climb, but it cant sing.
6 Complete. Colour.
3 Match. Colour.
Ask the pupils to read the speech
Read the instructions and explain the bubbles and complete the sentences.
activity. Ask the pupils to match the Allow the pupils some time to complete
numbers to the words. Then ask them to the activity. Check their answers. Then
colour in each number according to the ask the pupils to colour in the pictures.
colour of the corresponding word.
Check their answers. 1 eight, run (red spider)
2 two, fly (pink butterfly)
4 How many? Count. Write. 3 two, jump (yellow rabbit)

Read the instructions and explain the


activity. Point to the pictures A-D and the
words underneath. Ask the pupils to
count the parts of the body and write

73(T)
Activity Book Key & Instructions
Unit 6 A sweet tooth Answers
Tomatoes are good for you.
1 Circle. Find the stickers. Milk is good for you.
Allow the pupils some time to circle the Carrots are good for you.
word. Then tell the pupils to find the Juice is good for you.
corresponding stickers from the sticker Oranges are good for you.
section and show them to you for Cheese is good for you.
verification before sticking them in the
appropriate spaces. Check their answers. 6 Read and ().
Answers: cake, juice, lollipops Ask the pupils to read the speech bubble
and look at the pictures. The pupils tick
2 Trace. the food items Betty likes/loves. Check
their answers.
Ask the pupils to look at the pictures (1-4)
and read the question in each one. The The pupils tick: potatoes, carrots, oranges,
pupils trace the correct answer according tomatoes, chocolate
to the picture. Check their answers.
7 Circle the same.
1 Yes, I do. 3 No, I dont.
2 No, I dont. 4 Yes, I do. Read the instructions and explain the
activity. Ask the pupils to look at the
3 Write. pictures (1-4) and circle two items in
each set that are the same. Check their
Ask the pupils to look at the numbers and
answers.
the corresponding letters. Refer them to
the pictures (1-3) and ask them to use the
code to write what each child says.
Check their answers.
1 I LOVE CARROTS!
2 I LIKE PEARS!
3 I LOVE PEAS!

4 Look. Circle.
Point to the picture and the words and
ask the pupils to circle the food items
they see. Check their answers.
The pupils circle: peas, pears, apples, 8 Colour the fruit red and the
oranges, carrots, potatoes vegetables green.
5 Join. Read the instructions and explain the
activity. Ask the pupils to find and colour
Focus the pupils attention on the use of the fruit words red and the vegetable
is with singular nouns and are with words green. Check their answers.
plural nouns. Point to the table and ask
the pupils to join the words to make Fruit (red): pears, oranges, bananas
sentences. Check their answers. Vegetables (green): carrots, peas,
potatoes

74(T)
Activity Book Key & Instructions
MODULE 4 6 Match.
Unit 7 The weather Read the instructions and explain the
activity. Allow the pupils some time to
1 Look. Trace. draw lines and complete the jigsaw
puzzle. Check their answers.
Read the instructions and explain the
activity. Point to each picture and elicit 7 Look. Draw.
the weather. Have the pupils trace the
correct word to complete the sentences. Read the instructions and explain the
Check their answers. activity. Ask the pupils to look at both
pictures and tell you whats missing from
1 hot 3 raining the second picture. Allow the pupils
2 snowing 4 cold some time to draw the missing items on
the second picture. Then pupils colour
2 Whats the weather like? Read. the picture.
Circle.
Allow the pupils some time to circle the
right pictures, A or B. Check their answers. Unit 8 Looking good!
1 B 2 A 3 A 1 Look and (). Colour.
3 Find. Colour. The pupils look at the picture and tick
the items of clothing they see. Then they
Read the instructions and explain the colour the items of clothing. Check their
activity. Point to the word winter and answers.
elicit its colour (blue). Then point to the
word winter within the grid. Ask the The pupils tick: jeans, dress, jacket, jumper
pupils to do the same for the other three
seasons. 2 Read. Complete.
Read the instructions and explain the
4 Read and find the stickers. activity. Ask the pupils to look at the
Ask individual pupils to read out the pictures and the speech bubbles, and
sentences (1-4). Ask the pupils to find complete the sentences with the
the corresponding stickers from the missing words. Allow the pupils some
sticker section and show them to you for time to complete the activity. Check
verification before sticking them in the their answers.
appropriate spaces. 1 hat, dress
2 jeans, boots
5 Look. Trace. 3 wearing a red, yellow
Point to pictures A and B and elicit the
seasons. Ask the pupils to trace the 3 Find the stickers. Play with your
correct words in the sentences and check friend.
their answers. Ask the pupils to find the missing stickers
A autumn, rain B winter, snow from the sticker section and show them to
you for verification before sticking them in
the appropriate spaces. Then, have a

75(T)
Activity Book Key & Instructions
pair of pupils read out the exchange and 7 Write.
explain the game. The pupils, in pairs,
Read the instructions and explain the
play the game. Check round the class.
activity. The pupils write the rhyming
words. Check their answers.
4 Draw lines.
Answers
Ask the pupils to look at the pictures (1-4)
and read out the sentences. The pupils frog dog peas cheese
match the sentences to the corresponding square hair bike like
pictures. Check their answers. blue shoe
1 Take off your socks.
2 Put on your hat.
3 Take off your jacket.
Board Games (3-4)
4 Put on your vest.
For rules on how to play the board games,
see the Introduction, p. IV.
5 Circle 5 differences.
Point to pictures A and B and ask the
pupils to find and circle 5 differences.
Then, ask the pupils to point to the
pictures and say: (Hes) wearing (a
yellow cap in Picture A). (Hes) wearing
(a yellow hat in Picture B).
Answers
Hes wearing a yellow cap in Picture A.
Hes wearing a yellow hat in Picture B.
Hes wearing blue boots in Picture A.
Hes wearing yellow boots in Picture B.
Hes wearing a green jumper in Picture A.
Hes wearing a red jumper in Picture B.
Shes wearing a yellow dress in Picture A.
Shes wearing a pink dress in Picture B.
Shes wearing red shoes in Picture A.
Shes wearing red boots in Picture B.

6 Look. Circle.
Read the instructions and explain the
activity. Point to the pictures and the
sentences. Ask the pupils to circle the
right words in each sentence. Check
their answers.
1 Theyre 3 Its
2 Its 4 Theyre

76(T)
MINISTERUL EDUCAIEI NAIONALE

FAIRYLAND 2B Teachers Book


Fairyland 2B is a course for young learners of English.
Pupils follow the adventures of Woody and Frosty and
their friends from the Magic Forest.

Components
Pupils Book
Digital Book
Jenny Dooley Virginia Evans
Activity Book
Teachers Book

Jenny Dooley - Virginia Evans


Picture Flashcards
Posters
Teachers Resource Pack

Pre: 9,00 lei (Partea I i II)

ISBN 978-1-4715-3361-7
Express Publishing

Uniscan Grup Educaional