. eis RTT Mike) old oe, LR New Edition Teacher’s Book OXFORDLorena Roberts Sire New Beligion Teacher’s Book “UNIVERSITY PRESSContents Language summary Introduction Units: 1 Welcome to Happy Street! 2 At school 3 At Happy House 4 At the shop 5 At the park 6 Greg's flat 7 In the street 8 In the playground 9 At the sports centre Classroom games Quizzy / Ziggy masks Vocabulary 12 19 33 45 58 n 83 95 107 119 125 127Language Summary Unit 1 Welcome to Happy Street! Key language for production [Additonal language [Teacher language (eognition) [earning outcomes Pay ck Greg Tatsalgots Rappy vee | Open your CassAaviyBooks at | enily the apy Ser youre inicoet i Prhceshorsrta lWhot this? My name's Look at activity. sta Scuacbe hatin as oe oh wesc jen aie Goodie Sa Tomko Undestanda shot Istening text ‘one two three four five six seven Learn about greetings in a ‘eight nine ten natural British context Hi Participate in games and How are you? activities, Fine, thanks, Bye! See you tomorrow! Unit 2 At school Kay tanguaga for rodacon [Adatoral language | Washer language (wcognfdor | taoring outcome book apn a peel aruer [ool Showme det honletf lo he coos ote annoes ‘aides aon toh ’ een 9 eaarirhe ee Produce simple ‘wh’ questions Can !borrow your ..,please? | B10 8 | Sie be spel and answers Bester ee her pure Les cans bit ead and unrsand sort Pei sslcwr arses iar tarx: | rrearone ee ee Beadnd ee cctaie -|sorrecnmennetn, [Care ~ peapnceia Gel | cart bec ou dete shore ern oss cre a asenaeriit es ioe Eng hn usta Gnade no ——_|YeYourturn now teh South Africa UK USA ice monster computer game : Praduce a simple letter Wheres .. from? magnifying glass Leam about a typical British er Gra scholday Be na eatin fardcpaat ares and isan coiete tas PE rarepperaret “nee How oa your Wesco tchool ately ‘hocltat PElesson_musiclesson Language summary4 Unit 3 At Happy House cardboard box cardboard tube plasticbottie buttons socks Is itmade from (plastic? This is my (trai Ismade from (cardboard). ‘This is my favourite (muscum), It’s great! Puton this (coa. Let's find the ice monster. Wow! city farm shop ‘The London Eye Key language for production | Additional language Teacher language Learning outcomes ‘acar adoll arobot atin a | AtHappy House. How do youspell..? Tentify toys dinosaur playing with a (car) Lookout! eure et te eas by alorry playroom Use your pencil aoateien iwtag? Canyouhearadinosaurroar? | Whatsyourfwourtetoy? | suerte Yes,itis./ No itis. Wait and see! panerhep pened Seree Ita (iocket. Blast off Read and understand short story Hsia dott Tell me what todo. ee know/ don't know. Understand shortlistening texts ‘Are you OK? Stand up! Hands up! Hands | Yee thanks. tm fine Identity recycled materials down! What’ that? Jucea simple letter Turn around! Touch yourheadt | ap eee ee eet Sitdown! Con gous? Learn about some London tourist atred) lary) Gale Conve tn hewal attractions 2 yellow) (rain) Its (col. Participate in games and activities Unit 4 At the shop Key language for production ‘Additional language ‘Teacher language Learning outcomes ‘an apple an orange acake a pear a banana anicecream please Can {have (ten) (bananas), please? How many? ike I don't ike pizza(s) steak pasta biscuits chocolate Yes,please No,thankyou. Do you ike ..? Yes, No. mushrooms peppers olives {one} pounds) How much isi? Uke (pizzas) I don tke (olives). breakfast time lunch time tea time snack toast cereal milk chicken broccoli potatoes ‘ethe shop, Do you want...? an (apple) for your tea Sorry? Anything else? Thank you, Cats/Dogsare great! You want Can Polly) buy school bag football restaurant Ieisntsafet Hold my hand Look! Pusht It’s locked! wonder canteen Whats for tea? Do you want some .. (toast? ‘Can Ihave some (pastal? Start finish What's inthe (basket)? What's this? What number sit? Tdentiy food items Produce questions and statements about food, preferences Lear two chants ead and understand short story texts Understand short listening texts Sdentify English currency Produce a simple letter Lear about typical British mealtimes Participate n games and activites Language summaryUnit 5 At the park Key language for production ‘Additional language Teacher language Learning outcomes Tye got ‘kite aball aplane aboat a bike 2 skateboard Have you gota (bal? Yes,thave. No\I havent. Let's go! Let's play football leven twelve thirteen fourteen fifteen sixteen seventeen cighteen nineteen twenty Have you got a big/small red) (iter? Yes,|have./ No, haven't. ‘Stop ook, and listen! Hold my hand! zebra crossing Isitsafe to crose? Hike (playing in the park. Ive got a (skateboard), It’s (purple and pink). haven't gota (bike). collection «ats dlls shells racing cars ‘tthe park Letsgo tothe (park! can play? Fantastic! Goall Look! hide and seek Don't peek! Close your eyes. ‘Open your eyes. Count. You can't find me! ‘Coming to find yout You're (Ben), walk, don't runt What about you? Ive got an idea! Is just water now! Imbome again! Ive got lots of ciferent dolls. atthe top/bottom of the page Ustenand find... What colours nurnber...? Who has got ..? What happens to..7 Identify colours numbers, and outdoor toys Produce questions and statements about toy possessions Learn a song and a chant Read and understand short story texts Understand short listening texts Produce questions and statements about road safety Produce a simple letter Learn about a common British childrer’shobby Participate in games and activites Unit 6 Greg’s flat Key language for production ‘Additional language Teacher language Learning outcomes ‘table a chair a bookcase a cupboard a bed a wardrobe feathers on the (table) He/she. He/Shoyit isnt... in on under hamster kitchen sitting room bathroom bedroom Flossy’ got Where's the (skateboard)? 1s fen the (cupboard)? ‘fireplace apainting arug sofa avare bedroom bunk bed radio bridge church river shop village TA Greg’ Mat ‘everywhere kitchen cage washing machine Listen! Clever Flossy! Good dog! Rolling, rolling, rolling .. Stop! Nice smell mwet! Im tiredt No.Try gain. Yes. That's ight Whar’ mode! inyour bedroom? postcard magnet museum Gold Robber eagle Let's follow the car! ‘What's number (one)? Who can you see? ‘What are they doing? What the matter? Where am? Identify Furniture and rooms Produce descriptive sentences Learn two songs Read and understand short story texts Understand short listening texts Learn about homes and furniture through history Produce simple letter Learn about a typical British vilage Participate in games and activities nasesil6 Unit 7 In the street Key language for production Additional language Teacher language Learning outcomes ‘aman awoman agit aboy ‘baby adog Hes/She’ got lona/short/rownyblack/blond hate He/She's (a, fat thin short old young Helshe's + adjective. HeS/She's got... hai artist friends) Dans tall Archies short. He’ got glasses Hes funny! bakers café post box street Inthe steet waiting atthe bus stop Isthat Pam)? ike your att Everybodys out in the street morning sun picture monkey What about your fiends? Come on = up the stairs! Quick! bread rm thiesty Tell me about Can you describe ..? Who has got... Who is tall? ical? Identify people and adjectives of description Produce sentences to describe appearance Learn two songs Read and understand short story texts Understand short listening texts Produce simple letter Appreciate diferent styles of art Learn about a typical British town, Participate in games and activities Unit & In the playground Key language for production Ad ional language Teacher language Learning outcomes jumper aT-shint shoes socks trousers a skirt Whose (hat is this? Thisis Polly) Gumpen. les Polly). This (umper is too... big small long short Whose (iumper) is this? es Pally No,iisnt. How long Is the (side)? les (fourmetres) long. Fm wearing schoo! uniform fancy dress panty Brownie Cub badge uniform Inthe playground. {fm muddy! There’ mud on my (T-shirt) ve got the muddy boy/gil blues! Oh good! ‘There's my (ha ‘Then puton another, Hove this jumper! This jumpers just right That's right! Canyou guess? [think it six centimetres) long frenghter Jecket boots ‘swimming writing dancing reading running riding a bike sweatshirt cap ‘map top floor Whar's wrong? Don't look down! Follow me! ‘What are they playing? Whats the matter? ‘Whose Jumper) i i? Whats... wearing? ‘Whose (jumper is yellow)? Put. ‘What are you wearing? Identify clothes Produce phrases to describe ‘one's appearance Produce questions ‘and statements about ‘measurements Learn two songs Read and understand short story texts Understand shor‘ listening texts Produce. simple letter Lea about a popular youth ‘organization in Britain Participate in games and Language summaryEee Unit 9 At the sports centre Key language for production | Additional language __| Teacher language Learning outcomes ‘ahead anarm aleg afoot | We'eatthesporscentrain | Touch your (heed. ident pars ofthe body (feet ahand a body the sriming pool Can you do this eieaeste cee eas Tecan fleant The woters very cold {ean do ittoo yee ene a eo Yimfeeling brave and bold Produce questions and ane statements about abity see hear ick you legs! orca ra Lear bwo chants jhump t the ight. stent ty phone! Read and understand short story Kicktothe rghit Ang. rst vexs Hands on hip. inact xcapel Understand shor listening teres Bend tothe ight Stop the helicopter Learn about keeping healthy Yes,tcan,/No,teant. Congratulations! - eae a Produce a simple eter swim splay tenis Lear about atypical Bish play football school sports ay Heep heathy! Participate in games and Lave lots of exercise activites |_| fut sleep water | schoot sports day BB | eager spoon ce | heebarow race sackroce | three tagged race Language summaryIntroduction Happy Street is a two-level course for young children. It ‘an be used either as a follow-on from the textless book Happy House or as a first course for children with litle or no previous experience of English. Welcome to Happy Street Happy Street isa fun and colourful place where pupils will share the lives of twins Polly and Jack, their little sister Daisy, and their cat Otto, who some may have met in Happy House. In Hoppy Street 7 pupils will meet the children’s new neighbour, Greg, and his dog, Flossy. ‘The children and their animals interact with a variety of ‘amusing characters as they go out and about in Happy Street. ach unit is based In a new location somewhere in the street, This provides a rich and familiar context for the structures and the lexis the pupils will encounter as they go with the Hoppy Street children to school, to the park, the shop, the sports centre, and various other places along the way. Objectives of the course ‘The main objectives of the course are: * to develop an eagerness to learn, using material which is fun, challenging, varied, and appropriate to the interests and real experiences of the children * to provide childeen with some useful basic vocabulary, structures, and functions of English which will enable them to communicate on a very simple level, both orally and in writing, both about themselves and with reference to the material and the characters in the book ‘+ to develop in children the skills needed to maximize their immediate learning and future progress. As well as providing a balanced and graded approach to the four ‘major skills of listening, speaking, reading, and writing, Happy Street 1 encourages children to use and develop other learning skills such as prediction, deduction, and ‘memorization + to provide a clear record of the children's learning and linguistic development * to provide the teacher with tools for teaching that are clear and simple to use, consistent in their presentation ‘and their aims, and that motivate and inspire the teacher » tomeet basic teaching targets as outlined in modern language teaching reforms. Introduction Course components Happy Street 1 has the following components: * Class Book * Activity Book ‘+ Teacher's Book ‘+ Teacher's Resource Pack, which contains 2 posters, 64 colour flashcards, a photocopiable Teacher's Resource Book, and an Evaluation Book + Three audio CDs Class Book This s a 72-page colour book containing all the presentation material you will need for your lessons, including stories, songs, games, and reading texts. There are nine units, each consisting of nine lessons (with the exception of Unit 1, a short introductory unit of four lessons). Activity Book This is an 88-page write-in practice book which reinforces the language presented in the Class Book and provides additional skills work, particularly listening, reading, and ‘writing tasks. Some of the activities require the CD, while for other puzzles and writing tasks the input is all in the book. These activities can be completed either in the classroom or at home. At the end of every unit there is @ self-assessment quiz in which children review the language of the unit and assess their own progress. Teacher's Book ‘The Teacher’s Book contains comprehensive teaching notes for each lesson, including guidelines for the use of English and the children’s own language (L1) in the classroom. ‘The Language summary at the front of the book lists the language content under three different headings and is designed to help you to discriminate easily between different types of language and language use. Key Janguage for production means the essential vocabulary ‘and structures which the children are expected to assimilate and be able to reproduce orally and, where appropriate, in writing. Additional language means the other language which comes up in the stories, songs, and chants. Children should be able to recognize this and individual children will be able to produce different amounts. Finally, Teacher language is the language we suggest the teacher might use in the classroom. Much Of this is instructional, and children will be expected to understand it but not to reproduce it. {At the beginning of each lesson there is a statement of ‘the general aim of the lesson, and a summary of the new language to be covered and of any special materials needed for the lesson, including any preparation required. The standard materials required for every lesson are not listed at the beginning of the lessons, but you will find a list of them in the Materials section further on in this Introduction.The Teacher tip! boxes included in the teaching notes at the end of the section to which they refer offer practical suggestions and advice, so that you can fully exploit a given activity. Occasionally you will find suggestions for additional materials (real toys, real clothes, etc) that you ‘or the children might bring in as an additional resource for the following lesson. ‘The Classroom games section at the back of the book. provides numerous ideas for non book-based games and activities using flashcards, word cards, everyday objects, ‘and the board. Some of the word games and flashcard activities you may also encounter in the lesson notes, However, many of these are useful to practise different vocabulary and structures and since children enjoy playing familiar games again, the Classroom games section makes It easier for you to access them quickly. Teacher's Resource Pack Flashcards ‘The 64 colour flashcards cover the key vocabulary items in Hoppy Street 1. The teaching notes often suggest the use (of flashcards at the presentation stage, since this provides ‘a clear and efficient means of teaching new vocabulary. Many of the TPR activities and games used to practise ‘these key words also require the flashcards. The flashcards are one sided, making it easier to play guessing games and memory games. Posters “The first of the large colour posters provides a bird's-eye view of Hoppy Street and the various locations within the street where each of the units takes place. Its suggested that you use the poster (wich is reproduced an pages 2-3, Of the Cass Book) to introduce each unit. Before opening ‘their books children listen to a verse of the Hoppy Street song and a series of familiar sounds which will give them Aw 1 Presenter: Unit 1, Listening 1. Lista to the Happy Strat song, script Children: Lets all go to Happy Street Happy Street! Happy Steet! Lets all go to Happy street Lets all go today! Everybodys happy in Happy Street Happy Street! Happy Street! Everybodys happy in Happy Streett Lets all go today! Here we are in Happy Street Happy Street! Happy Street! Here we are in Happy Street Here we are today!Unit 1 Listening 2 Look at the Happy Street poster or pages 2-3 in your Claes Book, Voice: Where are we today? ‘We're in. the gardent Teacher tips! Don’t worry about teaching the class to sing the Happy Street song at this stage. They will hear it at the beginning of every unit and will soon become familiar with it and want to sing along, Oxford fF) You can also present the song on an Tools L__ interactive whiteboard using the iTools disk 3 Presentation + Say Open your Class Books at page 4, and demonstrate your instruction. Ask Where's this? invite the class to suggest who the children in the garden might be. Ask them what they think the relationship between the characters is. f necessary, explain that Jack and Polly are brother and sister (twins) and that Greg is a new friend from next door. & Song + Play the dialogue followed by the song. Children listen and follow in thelr books. Explain new words and expressions, ‘+ Hand out flashcards of the three children to three ‘members of the class and ask them to stand where their classmates can see them. Children listen and paint to the cortect card as each character introduces him /hersel. ‘+ Repeat for children to join in with the song where they += Divide the class into two groups, for instance girls and ‘boys. The girls sing Polly’ lines and the boys sing Jack's lines, while you take the part of Greg, 1 audio script Presenter: Unit 1, Listening 3. Class Book page 4. Listen Greg: Hello, Greg, What's your name? Pally: 'm Polly sack And tm Jack. {2 Presenter: Unit Listening 4 Now sing the song: Come and play at our house! Polly and Jack: Come and play at our house! ‘Come and play today! Polly: rm Polly Jac {nd ('m Jack. Greg: My names Greg, Polly and ack: Hello, Greg, Hello, hello, hello, hello! ‘Come and play today. Teacher tip! Oxford {fo ) You can also present the song on an. Hoots interactive whiteboard using the iToo's disk 5 Speaking * Practise the dialogue with the class, then invite two children (a girl and a boy) to come to the front and role- play the dialague with you. Give each child a flashcard Of either Polly or Jack. Using the flashcard of Greg as a mask, turn towards each of the children in turn and say Hello, 'm Greg. What's your name? Invite the children to respond as if they were Polly and Jack. Repeat with three children, each child taking the part of, ‘one of the characters. Practise the dialogue with groups of three children introducing themselves in the same way, but using thelr ‘own names. 6 Listening * Do the first activity together as a class first, making sure children have their pencils down and books closed. Place ‘the flashcards of the three characters on the board, or invite three children to come and hold them up at the front of the class. Put your hand to your ear and say Listen. Repeat the: instruction. Ask Who's this? and play the first example ‘on the CD. Children answer: Greg. Do the same for the other two examples. Say Open your Activity Books at page three and demonstrate your instruction. Indicate the first example answer at the top of the page. Invite the children to Tisten again and circle the correct picture in each row Answers: 1 Greg 2 Polly 3 Jack 1 audio script Presenter: Unit 1, Listening 5. Activity Book page 3 tisten and ce Presenter One reg: Helo, rm Greg Presenter: Two. Poll: Hello 'm Poly. Presenter: Thee Jack: Hello, 'm Jack 1314 7 Writing + 5ay tothe clas Look activity 2 Hold up yout book anu point fo Quizeys computer. ead the txt. Hello tm Guzey. and Fm ziggy Tel te cilren (1) hat theyre gua tbs seeagaeis tiie crt Ziagy Expl tht Guzy always asking questions. Ask the est hey know whet question he ating hee (Whats your name? «Tell the ildren to answer Quizry onthe computer on the fle nend ste ofthe page Calder pcnure orihereches ulna) ate Teacher tip! Ifyou wish you could get the class to make masks of Quizzy and Ziggy, using photocopies of pages 125 and 126, The children could then use the masks to role-play introducing themselves Lesson 2 Structure presentation Children will: ~ read and understand a short story ~ develop listening skills ~ practise asking and answering simple questions = develop writing skills Key language: Who's this? Its. Daisy Otto Flossy Goodbye! Additional language: Oh no! Materials and preparation: Class Book page 5 Activity Book pages 4-5 CDI: Listenings 6-8 Flashcards: Greg Polly Jack Daisy Otto Flossy Masks of Quizzy and Ziggy (optional) 1 Introduction + Place the flashcards of Greg, Polly, and Jack on the board, and for each one ask Who's this? Do you know? * Now hold up the flashcards of Daisy, Otto, and Flossy, and for each one ask Who's this? and say it’s (Daisy), etc. Place these flashcards on the board with the others. Unit 1 Lesson 2 2 Story ‘+ Explain to the class that they are going to hear a story. ‘With books closed play the story straight through and invite the class to tell you (L1) anything they can about it. « Say to the class Open your Class Books at page 5. Hold up yyour book and ask Where's this? Remind children of the ‘expression In the garden. + Play the story again while the children follow in their books. + Invite members of the class to read the story with you. Take the part of Greg. Repeat with different members of ‘the class. * Divide the class into groups of six, each child reading a different part. Allow enough time for children to swap roles 50 that everyone gets an opportunity to read all the text. * Invite groups to come and act out the story at the front of the class, 4 audio script Presenter: Unit 1, Listening 6. Class Book page 5 Usten and read Greg: Who's this? Polly: ts Daisy Greg: Hi Deny 'm Greg Day: Helo! Greg: And who's this? Jacks eto! Otte: Minow! Greg: Oh nol its Fos! reg: Goodbye! Flossy: Woof! Woot! otter Minow! Teacher tip! Oxford fo) You can also present the story on an Fools (interactive whiteboard using the iTools disk 3 Listening * Say to the class Open your Activity Books at page 4. Hold Up your own book. Point to picture 1 in the first activity and ask V/ho’s this? When the class answer It's Otto, use your finger to trace over the line leading to the picture ‘of Otto below and say Yes. I's Otto. Do the same for picture 2, but this time children will have to guess who they think itis. Explain that the top row of pictures show ‘the characters as babies, and that to find out who the babies are they must listen to the audio. Say Listen! (reinforce your instruction by putting your hand to your ear) and do the first example with the class. ith pencils down, play the rest of the audio for children to match the ‘photos! and the pictures by pointing only.« Play the audio again, and give the children time to complete the activity in their books. + Go through each of the examples so that children can check their answers and practise the target language. Hold up your book, point to each example, and ask Who's this? * Children can practise asking and answering in pairs. 1 Presenter: Unit 1, Listening 7. Activity Book page 4 Listen and join Audio script / Answers Voice One, GGrog’s Mum: Who’ this? Mum: ItsOtto Voice: Two. Greg's Mum: And who's this? um: Ex. oh its Poly! Voice: Three. Greg's Mum: Who's this? ‘Mar ‘ahh. t's Jack! Voice: Four. {Greg's Mumm: Who's this? Mum: Wes Daisy! voice: Five. Mum: And who's this? Greg's Mum: Ha! Hal It's... Greg! Voice: Six. Mum: Ahh! Who's this? GGrog's Mum: It's Flssy Teacher tip! To make the activity more fun, you could use the Quizzy and Ziggy masks to ask and answer questions here and in similar activities throughout the book. 4 Speaking © Go round the class pointing to different children and asking Who's this? Children answer ft’. Invite volunteers to ask their classmates the same question. 5 Listening [2°] « Hold up your Activity Book at page 4. Say Look at activity 2. Point to each of the pictures and invite the class to ‘ell you (L1) what each character is doing. Explain that ‘each of these activities makes @ distinctive noise. Ask the children to make the noises they think the characters are making. Point to the text. Explain to the class that they are going ‘to hear a noise on the CD and they must decide who is ‘making the noise in order to circle the correct words. Do ‘the first example with the class. Children continue the activity on their own. Repeat the audio as necessary. ‘+ When children have finished the activity, play the audio again. This time pause after each example and ask Who's ‘this? for the children to check their answers. script Presenter: Unit Listening 8. Activity Book page & Usten, read and cle. Cone, (toy bricks collopsing and Daisy giggling) Two. (lossy barking) Three. (TV football match) Commentator: Gwen shoots... and it's a gaalt Jock: Hooray! Voice: Four. (Polly playing the recorder) Voice: Five. (Greg drinking through a strow) Voice: Six, (Otto miaowving) Answers 1 its Daisy. 2 Ws Flossy. 3 Ws Jack. 4 It’s Polly 5 IesGreg. 6 Irs Otto. 6 Class game + Hold up each of the character flashcards and ask Who's, this? Children answer It’ ‘After asking each question, place the cards on the board face down. Point to the cards in random order land ask the question again. This time the children try to remember which is the flashcard for each character. Divide the class into two teams. Six members of one ‘team come to the front and hold up the flashcards for the class to try to remember. Tell them to turn over the cards and stand in a different order. Each child asks a member of the other team Who's this? Ifthe child from the other team answers correctly he / she wins 2 point for that team, if not, a point is gained by the team asking the questions. Continue for teach of the six cards, then repeat the game with six ‘members of the other team asking the questions. 7 Writing ‘+ Hold up your Activity Book at page 5 and point to the picture of Daisy on Quizzy's computer screen in the third activity. Read the question Who's this? and invite the class to read out the answer. * Go through the second two examples orally with the children before they write in their books. * On the final computer screen, children draw another Happy Street character or a friend in the class and write the answer to Quizzy’s question. Teacher tip! Ifyou feel the class need more practice in writing the question and answvers, place the flashcards ofthe characters on the board and invite volunteers to come and write the question and answers for each card. Unit 1 Lesson216 Lesson 3 Language development Children wi = review numbers one to ten = sing a song = recognize and read number words — develop writing skills ~ play Bingo Key languag one two three four five six seven eight nine ten Additional language: game boll skittles Materials and preparatior Class Book page 6 Activity Book pages 6-7 CD1: Listening 9-11 Before the lesson, make flashcards for numbers 1-10. Write each number clearly on a large piece of card. If possible, laminate the cards to make them more durable. Place the flashcards of the numbers 3-10. around the room in random order. Make word cards for words one to ten. Write each word clearly on a large piece of card. If possible, laminate the cards to make them more durable. 1 Presentation ‘+ Hold up the flashcard of number 1" and put it on the board. Point to the card and say one, Do the same with "21. Then look around you as if you have lost something and, with a puzzled expression, ask Where's three? Look ‘round the room and invite the class to help you. Say Ah, three. Thank you! to the child who brings you number three, Repeat for the rest of the numbers up to 10, Point to each of the numbers, first in order then at. random, and invite the children to say each number as you point to it. Do this with the whole class and then with individual children. 2 Song + Say Open your Class Books at page 6. Point to each of ‘the characters and ask Who's this? Then ask Where's this? See if the class can remember In the garden. Invite the lass to tell you (L1) what the children are doing. Explain ‘that in English this game is called skittles and you play it with 2 boll and ten skittles, Invite the class to count the skittles with you, Unit 1 Lesson 3 * Close books and play the song. Invite the children to listen and raise their hands every time they hear a number. Repeat. This time children hold up the correct number of fingers when they hear each number word. ‘= Open books and play the song again. This time the class listen and follow the words in their books, Explain all the new words and expressions. ‘+ Repeat the song for children to join in, first with the numbers only, then with as much of the song as they can. 1 audio seript Presenter: Unit 1, Listening 9, Class Book page 6. Sing the song: A gama in the garden. {A game in the garden — one, two, ‘A game in the garden thre, ‘Aggame in the garden — four, five, Give the ball to me, ‘A-game in the garden six, seven, ‘A game in the garden - eight. ‘A.game inthe garden nine, ten, Hurry! ean’ wait, One, two, three, four five, sx, Seven, eight, nine, ten Knock the skittles over, ‘And start the game again. Teacher tipt Oxford f Fools 3 Listening + Tell the children to point to the skittles at the bottom ‘of the page, and demonstrate by holding up yaur own book. Explain to the class that they must listen to the CD and point to the correct skittles in their books as they hear the numbers on the audio, + Play the first line of the audio for the children to point to the correct skittles in their books. ‘* When you are sure that all the children have understood the activity, play the rest of the audio. Repeat as often as necessary. >) You can also present the song on an. _ interactive whiteboard using the iTools disk 1 Audio script Presenter: Unit 1, Listening 10. Class Sook page 6 Listen and point. ‘one ~twe ~ three ~ four ~five~six~ seven ~ eight ‘one ~thvee = five ~seven = nine = two ~ four ~sik~ ten ~eight ‘our~six-t0~nine-~soven one eight ten tree - te nine ~ three ~ four ~ eight ten ~ two ~six~five ~seven ~ one six~ four = eight ~ one ~ seven = ten = three =nine ~ five ~two nine ~ ten& Listening ++ Say Open your Activity Books at page 6. Hold up your ‘own book and point to Quizzy in the first activity. Ask Who's this? In L1, ask the class if they have ever done this type of puzzle. Can anyone explain what they have to do? (loin the dots to reveal an object.) Can anyone ‘guess what the object is going to be? Explain that they ‘must listen to the CD, and join the numbers in the order they hear them. Play the audio while children join the ‘numbers to reveal Quizzy's rocket. Repeat as necessary (the text is repeated once on the audio) 4 audio script Presenter: Unit 1, Listening 11, Activity Book poge 6. stan and join the dots. Quizzy’s computer: two... five... eght...nine... three... ten. Si. On. Four. seven. WO 5 Reading * Demonstrate the second activity with the class by doing the first example together. Hold up your book. Point to ‘each of the skittles and as you do so invite the class to say the numbers. Use the model answer to demonstrate how they should draw a line from the number word to the correct sittle. * Children continue the activity on their own, using the Class Book to help them identify the words if necessary. 6 Class game * Play this game with two sets of word and number cards, 1-5 and 6-10. Hold up each of the word cards for numbers one to five and invite the class to read the words. Now show the number flashcards 1-5 in random order, and invite the class to call out the numbers. Divide the class into two groups, for instance boys and gitls. Hand out ‘the word cards to five girls and the number flashcards to five boys. Explain to the class that you are going to play a ‘game in which itis the class against you, the teacher. Demonstrate the game. Call out the name of one boy and ‘one girl, Both children must hold up their cards and say the number. Ifthe two numbers match, those cards are out of the game and you win a point. f they don't match, the class wins @ point. Continue until all the first set of| word / number pairs have been found, then play with the second set. Add up the scores to decide the winner. Teacher tip! Qprord (RD Word card templates are also available Fools U_- as printable pdfs on the Tools disk. 7 Writing + Say tothe cls Look ot Activity Book page 7. Point to the Hrd oct ad ine a peer af het all YOU what sort of puzzle this is and suggest how to solv (U1). Refer the class back to activity 2, page 6, to check the spelling of each number before completing the crossword. * While the children are completing the puzzle, monitor and help as necessary. Use this opportunity to work with individual children, giving extra help where itis needed, 8 Class game ‘+ Ask the class if anyone knows the game, Bingo. Invite volunteers to explain the game to the rest of the class (L). ‘Tell the children to write six numbers from 1-10 on their Bingo cards. When they have done this, use the flashcards to call out numbers at random by placing them on the board face down and inviting volunteers to select a card. If children hear a number they have on ‘their Bingo card they cross it out. The first child to cross ut all his/her numbers wins the game. Teacher tips! At this stage you might feel itis appropriate for some children to do Reinforcement activity 1 (Teacher's Resource Book page 2). This can be done at any time after this lesson. See notes on Teacher's Resource Book page 37 ‘To give the children further practice and consolidate the language of the unit you may wish, at ths stage or later, to use ‘some of the games and activities specifically designed for this purpose (See the Classroom games section, pages 119 to 124). Lesson 4 Sophie’s World Children wil — meet Sophie and her friend George — read words and short phrases of greeting ~ practise exchanging greetings = develop writing skills — learn about British culture Key language: Hil Bye! How are you? Fine, thanks. See you tomorrow! Additional language: Sophie George Materials and preparation: lass Book page 7 Activity Book page 8 CDI: Listening 12 Unit 1 Lesson 41 Presentation «Tell the class they are going to read about some new friends. Ask the children to open their Class Books at page 7, and to look at the photographs. What do they see? Where are the children? Who is meeting them? * Play the audio straight through while the children listen. Point to the photographs in the Class Book and ask Who's this? in order and at random, for the children to give you the names of the characters. * Play the audio again while the children follow in their lass Books, 1 Audio script Unit 1 Listening 12. Class Book page 7 Sophie's world Halot Usten and read Hello, Sophie. How are your? Fine, hanks Hi, mum 1 Goodby, Goodbye, See you tomorrow! Bye, George! 2 Reading + Read out each exchange and invite the class to repeat after you. Invite the class to tell you what you say when you meet someone, and what you say when you're leaving them, Invite individual children to read out the exchanges. Divide the class into groups of four to practise the dialogues, changing roles each time. Monitor and listen to individual groups, helping particularly with pronunciation and intonation. Encourage the children +0 ‘act’ the dialogues not simply ‘say’ them, by using intonation and actions suited to the words on the page. * Invite volunteers to come to the front and act out the dialogues for the whole class. 3 Speaking * Invite four children to come to the front of the class and practise the exchanges, using their own names. Children do the same in their groups, swapping roles to give all the children a chance to become familiae with these key pphrases for social interaction. Unit 1 Lesson 4 4 Writing ‘= Say Open your Activity Books at page 8. Point to the instruction and invite a volunteer to read it out for the class. Can anyone explain what they have to do? Point to the words in the box at the top of the page and invite another volunteer to read them out to the class. ‘+ Do the first example together with the class. Ask Who's this? Is it George? (No, it's Sophie). Explain that they should fill in the missing word on the line. Run through the rest of the activity orally before the children work on their own to complete the speech bubbles in their books. © Check answers as a class 5 Writing + Ask the children to look at the second activity. Point to the speech bubbles and ask What is she saying? for each. Run through the exercise orally before inviting the children to write the missing words in the speech bubbles, Monitor and help where necessary. + Check answers as a class. Teacher tips! \While the children are working, use this quiet time to move around the class working with individual to review the language of the lesson ‘You could use Extonsion activity 1 Teacher's Resource Book page 3) in this lesson or for homework. ‘You might also lke to end the lesson and the unit with 2 flashcard game. See the Clossroom gomnes section, pages 1190 128 ‘The children can now do the Unit 1 test ee Evaluation Book page 3). The answer key is on page 4 of the Evaluation Book2 At school Learning outcomes Identify school objects, colours, and numbers Produce simple ‘wh’ questions and answers Learn two chants Read and understand short story texts Understand short listening texts Identity where English is spoken around the world Produce a simple letter Learn about 2 typical British school day Participate in games and activities 1 2 3 4 5 6 7 8 9 Lesson 1 Language presentation | Children will: ~ identify a lexical set of school objects | = ask and answer simple ‘wh’ questions ~ saya chant = develop listening skills ~ recognize and read words for school objects = complete sentences with words for school objects Key languag | abook apen a pencil aruler a rubber a pencit-case What's this? Itsa. Additional language: Look! Here we are. Good morning. At school. Pick it up now! Materials and preparation: Class Book pages 2-3, 8 Activity Book page 9 D1: Listenings 13-16 A.book, a pen, a pencil, a ruler, a rubber, and a pencil-case in your own bag Flashcards: book pen pencil ruler rubber pencil-case Happy Street 7 poster 1 Introduction * Set the scene for the lesson. Use the Happy Street 1 poster or pages 2-3 of the Class Book. Talk about the picture with the children (Lt), then point to the schoo! and ask Where's this? Introduce the expression At school. * Play the CD of the Happy Street song for Unit 2 (Ustening 13). Repeat as necessary. ++ Ask the children Where ore we today? and see if anyone can answer At school. * Invite the children (L1) to tell you anything they can about the school. How is it similar to / different from their school? Who do they think they will see at school? 1 Audio script Pretenter: Unit 2. Listening 12, Listen tothe Happy Street sons. ‘Then, look at the Hoppy Street poster or pages 2-3 in your Class Book. Children: Let's all go to Happy Street Happy Street! Happy street! Lets all go to Happy street! Let all go today! Voice: Where are we today? ‘Miss Davis: Good morning! Children: Good morning, Miss Davist Voice: We're at. school! Teacher tip! Oxford fou can also present the song on an Tools (1 interactive whiteboard using the Tools dk 2 Presentation *+ Hold up the bag containing the various classroom objects, ‘you are going to teach in this lesson. Explain to the class (L1) that this is the bag you bring to school each day. Invite the class to guess (L1) what you might have in your bag, but do not answer yes or no at this stage. unit2 Lesson1 19‘Gradually pull out each object in turn, revealing it bit by bit. Ask What's this? When the children answer correctly In Lt, say Yes, it’s a (pencil). ‘+ Repeat for each of the objects. + Invite the children to place their own school things on their desks. (Don’t worry if some of the children don’t have all the objects!) Call out Show mea (ruler), ete. 3 Chant + Say Open your Class Books at page 8, and demonstrate your instruction. Ask Where's this? (At schoo). Invite the ‘children to tell you (L1) what's happening in the picture. * Point to each of the objects that have fallen out of Greg's bag and ask What's this? * Play the chant straight through on the CD. Invite the lass to hold up the correct object when they hear it on the CD. * Repeat. This time play the first verse only while the class follow the words in their books. Place the flashcard of ‘the pencil on the board. Play the remaining verses in ‘tum, and for each one invite a volunteer to come to the front and place the correct flashcard on the board, so that you have all the flashcards on the board in the correct order from left to right. * Use the flashcards as prompts for each verse. Play the CD again and invite the class to join in. 1 audio script Presenter: Unit 2Lstening 14, Cass Book page & Say the chant: Look! Wat's this? Polly: Look! Whats this? Its pencil a pencil Hey, Greg! Your pencil! Pick it up now! Look! What's this? Its a pen, 2 pen. Polly: Look! What’ this? fs rubber, ruber Jack: Look! What this cule, ruler Polly: Look! What’ this? its penci-ase,« penci-case Jack: Look! Whats this? Its © book, 8 book Teacher tipt Oxford ( ‘You can also present the chant on an. FTools |__ interactive whiteboard using the Moos clk. 4 Listening ‘+ Hand out the flashcards of the six classroom objects to six ‘members of the class and ask them to stand where their classmates can see them and hold their cards up. ‘Call out the names of the objects in random order and, ask the children to point to the correct flashcard as they hear each word. 20 unit2 Lesson + Say Now look at the bottom of Class Book page 8 and point to the pictures of the classroom objects. Play the CD while the children listen and point to the pictures in their books. 1 audio script Presenter: Unit, Listening 15. Class Book page 8 Listen and point. Quizzy: a pencil-a pena rubber—a ruler a penci-case— Sook aeen anspor ase sree penal epenel-cue—< is) FiSbat—aperel—aboek— Sruler iider—a penta beck npn ~s pecan Takia a book a rubber~a penci~@ pena rler~ oped Teacher tip! Oxford fF You can abso present the vocabulary on an Tools L__ interactive whiteboard using the flashcard presentation and games in the relevant section of the Tools dek 5 Listening + Demonstrate the first activity with books closed. Invite a volunteer to come to the front and place all six flashcards of the classroom objects on the board. As you hhand the volunteer each card, ask What's this? When all six cards are on the board draw a box below each one, for children to add numbers. * Play the CD, stopping after each example, and invite a volunteer to come to the board and write the correct ‘umber below each flashcard. After each one ask the class Is that right? + Remove the cards from the board and rub out the pumbers, Say Open your Activity Books at page 9. Play the CD again. This time the children complete the activity, in their books. + Check children’s answers by asking e.g. What's number ‘one? Children reply its @ pencil-case. Say Well done! for any correct answers and Try again! for any incorrect attempts. 1° audio script Presenters Unit 2, Listening 16, Activity Book page 8. Listen and number Number ane? ‘a pencibcase Number two? Quizzy: Number three? Q's computer: a rulerQuizzy: Number four? Qs computer: a rubber Quizzy: Number five? (Qs computer: a pen Quizzy: Number six? Qscomputer. pencil 6 Writing + Say to the class Look at activity 2. Hold up your book, and pointing to each picture ask What's this? + Tell the children to join the dots in numerical order to find the answers. * Children complete the questions and answers under each picture. Monitor and help as necessary, paying particular attention to spelling. Teacher tip! ‘To give the children further practice and consolidate the language of the unit you may wish, at this stage or later, to use some of the games and activities specifically designed for this purpose (see the Classroom games section, pages 119 t0 124), Lesson 2 Structure presentation Children wi ~ read and understand a short story | ~ listen for specific information | ~ develop spelling skills | ~ complete a dialogue | Key language: Can | borrow your. Yes. Here you are! Thank you! please? Additional languag: OK. Materials and preparation: Class Book page 9 Activity Book pages 10-11 CD1: Listenings 17 and 18 ‘The classroom objects and flashcards from Lesson 1 1 Presentation Hfyou can, use a pencil or pen that doesn't write. Try to write, and make it clear that the pen or pencil doesn't ‘work. Approach one of the children and ask, (Francisco), can I borrow your pencil / pen, please? ‘Look around you, in your bag, etc. as if you have forgotten your book, then ask @ pupil, (Marto), can J borrow your book, please? Look at the book for a few seconds, return it and say Thank yout Repeat for other classroom objects. 2 Story Presenter Say to the class Open your Class Books at poge 8. Hold up your own book and ask Where's this? (At schoo!,) Point {to each of the characters and ask Who's this? Invite the children to guess who the woman is in the final frame, Tell them its the teacher and that her name is Miss Davis. Tell the class to look at the page and invite volunteers to ‘ell you (L1) what they think happens in the story. Play the story on the CD while children follow in their books. H necessary, correct the class's original version of the story using questions (L1) to check children’s understanding Play the story again, checking that the class understand any unknown expressions. Invite volunteers to read out the parts of each of the characters Divide the class into groups of four to practise the story, taking it in turns to read the text for each of the different characters. Invite volunteers to act out the story. > audio script Unit 2, Listening 17, Class Book page 8. Lsten and eead. whoops! Jacks Can | borrow your rubber, please? Poll: Yes. Here you are! Jacki Thank yout Jacki Oh no! My pencil Jade Can | borrow your pencil, please? Greg: OK. Here you are! Jade Thank you. Jack Uboht Miss Davis: Books, please! Thank you, Jack! Miss Davis: Jack! 21 Unit 2 Lesson 2