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iln*grm rHE#{ffi*mtmr"mt*
& SgFlmfumusi
Module2: Unirs3 & 4 (pp. 20-31)
ln this modulepupilswill ...
read, learn and talk about ...
r familymembers
. birthdaypresents
r food
r Cecil Mouse'sbirthday
r CecilMouse'spicnic
llsten to ...
. a song about familymembers
. a song practisingfood items
COMPETENCES
earn how to ...
r introducefamilymembers
r wish 'HappyBirthday'andgivegifts
. talk about food preferences
I distinguishbetweenand pronouncethe sounds /k/
and ltll
DESCRIPTORS
prac{ise...

o Thisis
r I likeidon'tlike
[.anguageFocus
,r, Thisis my mummy,Julia.
r And I love my mummyso!
o HappyBirthday!This is for you! A CD! Thankyou!
o How old are you today? I'm eight yearsold!
Craftwork
Pupilswill ...
r makea flowerfor their mothers
llilelcometo Britain!
Rrpils will ...
r readand talk about Mother'sDay and Father'sDay
in the UK
e readand talk aboutfish and chips,Britain'sfavourite
meal
FroiectTime! (About Me!)
Fupilswill ...
. stick or draw picturesof gifts they want to give to
theirfamilyand write about them
o write about their favouritefood and stick dr draw a
pictureof it

ill



Progromme (Contents
& Syllobus)
IPS CHRISTIIiAS!(pp. 4849)

h thls unit puplls wlll ...
o lbten to a Ghdsfrnassong
o makean angelfor their Ghrisfrnastree
o exchaqgeChrisfrnasgreetings

HAPPYEASTER!
(pp. 50-5I)
h t|rb unit pupilswlll ...
o Isilento an Eastersong
o Cay an Eastergame
o nrakean Easterbunny

IHE THREE
BlltY GOATSGRUFH(pp. 5242l.
Prpllu wlll ...
o Hr

and readatradilional Englirfi story

STICKER
STOP(pp. 6368)
h?lls will ...
o rwbe the key vocabularyof 6acfi unit thrwgh the
usc d slidcers

V



r


lnilr A.fiyity Book is in full colour and aims to
=nsordate the languagethat appearsin the Pupil's
3ccr hrough variousexerciseswhich are designed
c -decl the pupil's sense of achievement and
rntoence. At the end of each module,the pupilsand
fe :#pr
have the chance to recycle and further
;crscrriicratethe new language by playing a Board
3d€ Lef's play!). There is also a Nurserysongs
rel=on" which includes some traditional songs
=r-sc*dating the themes of the units. The teacher
:ffir ao these songs upon completion of the
reonding
units or at any time that he/shethinks
e mopriate. In the ActivityBook the pupils can find
t€ ra-rd puppets of the Three Billy Goats Gruff
r.sEters. They can use them to act out the story.

Activity Book. Pupils are also given a copy of the
same cassette/CDto be able to listen to these
recordingsas many times as they want in order to
improvetheir pronunciationand intonation.
The videocassette enables pupils to watch the
characterscome to life and havefun while learning.
The Puppet is provided to add to the children's
enjoyment of the coursebook and to help lower
inhibitions.Childrenfeel less threatenedresponding
to a puppet and are more willing to participatein
activities.The puppet can be used in a variety of

ways:
. To present new vocabulary (e.9. holding up
pointingto words, etc).
flashcards/realia,
r To demonstrateactionsfor TPRsongs and chants.
o To conductshort exchanges.

nn Activity Book can be used either in class or for
itrre'rork upon completion of each corresponding
ffi r Fre Pupil'sBook.
.

ttG Tcacfieds Book gives step-by-steplessonplans,
rsrlcrcefilent and extension activities,together with
tE z safersto the exercisesfor both the Pupil'sBook
ra l-e Activity Book. lt also contains extra ideas on
rH rs presentnew words and languagepatterns,as
rd = the tapescriptsof the listeningactivities.At the
Tgrrilng of the Teacher'sbook, the teachercan find
+ogramme, an analyticalchart of the targets and
"e
;D€fin es of the modules.
-- Tcacfpr's Book also provides notes on how to
ffie story lhe Three Billy Goats Gruff, as well as
c ngEstons for those teacherswho wish to put on an
Ere-t'1/ea/ performance.
r fie Teacher'sBook, the teacherwill alsofind some
eis-= ctrotocopiable material.This includes:
i >car€ word cards: They are to be used while
resenting/consolidatingthe Englishalphabet.

itt lffiule lests, one per module.
I *uttrcopiable material; These are templates for
tra Craftwork,where necessary,as well as the
codes
of Cecil Mouse.The Teacher's Book
lrcnnijes detailed explanations as to where and
rnen to use them.
u, Phofocopiable instruments for evaluation.' For
urnative evaluation and summative evaluation.
Tb Pbture Flashcards illustrate new vocabulary
ers. thussupportingthe spokenwords.Throughthe
r=Ftnuous use of flashcards, the teacher does not
rclr.eto resort to translationor lengthy explanations.
-1-< a greatdeal of time is savedand the pupils learn
tuody. effeclivelyand pleasantly.
--,tashcards can be used for presentation,revision,
*n:irbonalpracticeand memory games.
-r
two double-sidedposters include the key
euhry
of each modulethematically.They can be
r.sd to presentor consolidatethe new language.
TtE Cassette or CD includes all the recordings for
tc hsteningactivitiesin the Pupil's Book and the

Key Feoturesof o Unit
Each unit consistsof six pages. Each page is a suggested
lesson,but the divisionis totally at the teacher'sdiscretion
and dependson the pupils'individualneeds.


VocabularSr
New vocabularyis always presentedthrough flashcards,
postersor realiabeforethe pupils open their books. This
helpsthem understandthe new languagefasterand more
efiiciently.
Presentation with books closed.
o
o
o
o

Pin up the relevantposter/flashcards.
Pointto each pictureand modelthe word/phrase.
The pupilsrepeatafteryou.
Pointto the flashcards/items
on the posterin random
order and elicitthe new vocabularyfrom the pupils.

Presentation with books open.
. Playthe cassette/CD.
o Pupilsrepeat,chorallyand individually.

(

Rattern Fractice

Thenewvocabulary
is alwayspractisedin contextthrough
guessing,
meaningfultasks

suchas drawing,
countingetc.
PatternPracticewith books closed.
o Presentthe new languageorally.Pupilsrepeatafter
you.
o Writeit on the board.
o Providepromptsandelicittherelevant
language
from
thepupils.
. Erasetheexamplefromthe board.
. Pointto the promptsin randomorderand elicitlhe
correctanswers
fromthepupils.

vl l
-ru



ii)
,

. :' = - - 1sat the end of the book containing
: :.: '-- l-, stmasandto Easter.

j -e:s Gruffis a story told in rhymeand
- :
; : r :,
,,ely songs to provide maximum

--: s:-^-.,consistsof very basic vocabulary
, ::+-.--:. to helpthe pupilsunderstand
and
=': s also a PictureDictionaryto be used
-' .' '='.-.1ce. The story and the songs are
' ' .-: :.as*sette/CD,
in two versions.One with a
- - : :. 1- r ole withthe wholestoryon one track.
::::ri 3D the teacher will also find the
: - -: : rf the songsin caseheishedecidesto
-' : :'-,:a: oerformance.
-r,!':-er s Book. the teacher will find useful
- : : -: .vantsto stagethe story.

= : -cils recyclethe keyvocabulary
of each
=- " + -se of stickers.In the Teacher'sBook,
- , -::::::-rs as to whento do theseactivities.

3 , -'. " cP r i n c i p l e sof We l co me S to rte rb
- - : -:':- ansedapproachcatersfor the holistic
- .-' i' :ne pupils. The activitiesare specially
*: : --: the needsof all kinds of learnersand
.n
the pupils'linguistic,
learning-to-learn
:.,---3
- - :r-:-': SkillS
. : ::- :c the followinguponcompletion
of each

:::::. . :-i : ltureswith newvocabularywiththe helpof
in theirbooksas well as throughthe
-'::cns
- -- :-,J,ctureflashcardsand/orposters.
: -:: :-: sounds,pronunciation
and intonationof
- - .. ,=: a-rguage.
- - - - late withtheirpeersin English,exchanging
.- . -':'ration about everydaymatterssuch as
- . : - : -: themselves,identifyingschool items,
- : ::c-rt food,clothes,etc.
-:':-:''lC dialogues,
etc on tape
Shortexchanges,
: - :: :-e set patternsin multi-sensory
tasks.
' i : :'ai competencythroughthe reproduction
of
' - ==:-3ngesand songs.
--.=r-"-E-lG learn Skills
.: : .a- co the followinguponcompletion
of each
- ,:-"::e betterand longeras they are trainedto

iii)
iv)
v)

listento dialoguesand shorttexts in orderto perform
a task.

skim and scan texts and dialogues to locate the
necessaryinformation.
developtheirwritingskills.
familiarise
themselves
with Britishculture.
recordand assesstheirprogressthroughthe Module
Checks"

- Social skills
Uponcompletionof each modulethe pupilswill:
i) want to read fudher in English,encouragedby the
enjoyableadventures
of CecilMouse.
ii) experiencebeing part of a group and obeyingrules
throughthe games.
iii) becomemore responsibleby keepingand updating
their Language PortfoIio.
iv) havea good understandingof Britishcultureand way
of life.
- ClassroomManagement
Establisha pleasantenvironmentin your classroomfrom
the start.Alwaysarrivea few minutesearlyto welcomeyour
pupils and have somethinginterestingto do for the early
comers.For example,they can listento the songyou taught
them the previoustime, they can view the video again,or
they can play with the pictureflashcards,identifyingthe
vocabularyitemsyou havealreadytaughtthem.
Establishyour policiesfromday one.Remindyour pupilsto:
. cometo classon time,

o bringtheirPupil'sBook,LanguagePortfolio,
etc
e raisetheirhandswhentheywantto ask a questionor
answerone,
. wait for their classmatesto answeryour question(s),
beforethey raisetheir hand to give their answer.
Empoweryour learnersby:
o teachingclassroomlanguage,that is, the Teacher's
instructions,such as open your books, close your
books,work in palrs etc, the Pupil'sinstructions,that
is,the rubrics,and the pupils'questionsand answers
to the teacher.
Classroomlanguageis the languageof communication
betweenthe teacherand the pupils in the classroomand
needsto be taughtfrom day one.
o Give brief and clear oral or written instructions.Always
give or readthe instructionsyourself.The pupilsshould
not be askedto read the instructionsto the activitie in
the book aloud. Read them at a slower pace yourself,
providingexamplesand elicitingexamplesfrom the
pupilsso thatthey are sureof whatthey haveto do.
o In caseyou decideto assignhomeworkmakesureyou
do it 10 minutesbeforethe end of the lesson.so vou can
a) read the instructions,
b) give adequateexamples,
c) elicitexamplesfrom the pupils,and
d) ask them if they haveany questions.
'
pupils
Onlythen can we be surethatthe

will know how to
do theirhomework.

IX


--{

-qrson 1

Extenslon
Say a letter from a to f. Ask a pupil to look at the
Alphabet poster and say the correspondingword.
Repeatthe procedureas many times as you think is
necessary.

,hr
ilirilriltMtrrr9 oneself, greetings, introducing
ll1llllfiilrurililh*
d ile +habet aJ.
lrrfiilr'nmnu
c,.. A G br apple. This is Masid. Who's
lillillllrs''
IMm _ta.r boks.

Drawa big 2 on the board, point to it mime and say:
Open your books at page tilo.

Apple, boy, cat, dog, egg, fly.


Er...*

Pupils' books open. Readand mime the instructions.
Makesurethe pupilsunderstandwhat they haveto do.
Playthe chant on the cassette/CD.Pupilslistento the
chant the first time. Then, play the chant again,
encouragingthe pupilsto join in. Pointto the lettersand
words ontheAlphabefposteras they are beingspoken.

mtu
tuppet (Warm-up), the Alphabet
;l@@il'E( - $s of paper with the letters a-f and
lttfi r oilryAE
words, twelve clothes pegs
rf,mlrtr
E:M@G C sfiilg (Follow-up).

rn

ilntii"$-Up

Extension

muttum a Mucelreacquaint
with the characters,
d
and greet others.)
'nmlr@ucE
riltltlk@ur rElrE on the board and introduceyourself
m thc ffi.

Foirt to your name on the board and to
q@r{Ed rd ry Hello, I'm (MrssRoberts). Say Hello
repeat,chorallyand individually.Have
ryn *en
mruLnftse at a time, stand up and introduce
lllllrmtr
ilhMrir,@|eswhile the rest of the class greets them
Tta

r,,{: >-d
lgss

r

:r

lldlo,l'm Mark.
fbrrrr, Mark.

-Frcr--

ifumtTe ilppet of Masid to introduce the exchange
Wrhm'Ennarne? My name's.... Hold upthe puppet
trlrtrF- n the role of Masid, What'syour name? (fry
@ =ra'r€ your voice so it's apparent that it's Masid
wfr{rlltTfq:
Arr$ver:My name's (MrssRobeds). Holding
lFc 1rE€t address the question to a pupil and
iltrar4e
them to answer.Do the same with the rest

nr fE Jass. When you think that the pupils are
iw,rmiirfrr
rnugh with the question and answer, give
1lE f,-ots tlte puppet in turn so that they can both ask
ilittr i'srer.

L :'Qi5 ENTATION
& PRACTICE
Er T) Llstenond chont. Oapescript
01)
ilArlnni"ircs
to prcsentlpncfise /effersa-t and theirwords.)

T
qC:
books closed. Pin up the Atphabetposteron
tlE Erd. Point to the picture of and read the word
uB€ Say: opple tepal/. Invite the children to
a class,then individually.Pointto the
fi6F a and say: a /a/. lnvite a choral response to
leqr rnh. then an individual response. Write the
N6F. on the board so that the pupilscan see how it
$ Erred. Repeatthe procedureand presentthe rest
r t€ €ters and their words (b-f).

Once the pupilsfeel confidentenough,invitethem to
repeat the chant without the cassette/CD,while you
point to the letters and the words on the Alphabet
poster. Keep the rhythm by clapping your hands or
snappingyour fingers.


.

(Ex.D Troceond colour.
(An activity to consolidate lettersa-f.)
Readand mime the instruc'tions.Make sure the pupils
understandwhatthey haveto do. Pointto the first letter
and ask: Whichlefteris iP Elicil:A/el Ask them to trac€
the lettersand colour in the picturesusing a different
coloured pencil each time or using a colour from the
ones in the respectivepictures.Allow the pupils some
time to completethe task.Go aroundthe class,helping
them and commentingon their work.
Extenslon
Ask pupilsto look at their completedtask and say:A
is for apple, B is for boy, etc.

lc. ronow-up
(MY ATPHABET
WASHTNGUNE)

Betorego,nginto class
Prepareslips of paper with the letters a-f and their
correspondingwords. Bringto classthe right number
of clothespegs (12)and a pieceof string.
o Hang up the string somewherein the class where it
will be easily accessedby the pupils. Hand out the
slips of paper with the letters and the words in
random order. Ask the pupils to get into pairs (the
letterwith the correspondingword). Then, ask them

to hang them on the alphabet washing line in
alphabeticalorder.

2T



Pupils' books open. Readand mimethe instructions.
Makesurethe pupilsunderstandwhatthey haveto do.
Playthe chanton the cassette/CD.
Pupilslistento the
play
the
first
time.
Then,
chant
the chant again,
encouragingpupilsto join in. Pointto the lettersand
wordson theAlphabetposteras theyarebeingspoken.

: : - : - I :ne lettersof the alphabet n-s.
-, '-'rii
* -:-.i:+ 'f':-s: \ is for nose.
- i[*-]= ,",o*ta.y:
Nose, orange, pen, queen,
: r--. -E-3ea s: Tne Alphabet poster (Warm-up,
: ':':::: es, one per pupil,of Blngo grids

Extension

Oncethe pupilsfeelconfidentenough,invitethem to
repeatthe chant withoutthe cassette/CD,while you
point to the letters and the words on the Alphabet
poster.Keepthe rhythmby clappingyour hands or
snappingyourfingers.

.

- -: ::c'and greetthe pupilsas theyarrive.
":: ',- '3. tew lettersg-m.)

j* :
'

(An activityto consolidate lettersn-s.)
Readand mimethe instructions.
Makesurethe pupils
understandwhatthey haveto do. Do an examplewith
the pupils.Allowsometimefor them to completethe
task.Then.check their answers.

.; -: :rers fromthe previous
lesson.Pinup the
- :.--n'::,r:r,'on the board,pointto eachletterand
: :-: s :c say the letterand, if you wish, the
i

-

I

!

1 nose
2 robot

r r / n7A
rrvrv,

I , *= ,-a^: t,,omLesson2 (Iapescript02) and ask
-- : -: .:: singalong.

-.-ii ri+l 'j

:;i :r oresentand practise/effersn-s and their

i ::eeS iOn

l. : ener.from n to s. Ask a pupil to look at the
- ---::€: posterand say the correspondingword.
:.:.::: :he procedureas manytimesas you think is
,;j_-="t lf you wish,you can revisethe lettersa'm
..

5 orange
6 sun

Once the pupils feel confidentenough, write the
words they were taught in this lessonon the board in
random order. Each word should have one letter
missing- preferablynot the one missingin Ex. 6.

Also. draw a box on the board and in it write all the
lettersmissingfrom the words at randomorder.Invite
the pupilsto cometo the boardand fill in the missing
letters,choosingfrom the lettersprovidedin the box.

i -sten and chant. Oopescript
03)

: : :': s.: ihat the pupilscan see how it is formed.
:=:=:: :re procedureand presentthe rest of the
:-:-: :^J theirwords(o-s).

3 pen
4 queen

Extension

& FR A C TIC E

r"-E s oooks closed. Pin up lhe Alphabetposteron
-+ :,:.:': Pointto the pictureof and readthe word
' .. Say:nose.Invitethe childrento respond
--':
:: r r :SS
tnen individually.
Pointto the lettern and
: - :- Invitea choral responseto begin with,

(Ex.6) Recdond complete.


FGLLOW-UPinMHABET
BINGOI

tl

i'

-!,

-- -l
g:Yg
:lY "t"-1-i
_9:j"f:

/._-

i Draw a grid, four squaresacross and four squares j
and photocopyone grid
i down (16squaresaltogether)
r per pupil.
o Handout the grids.Ask the pupilsto write8 letters(a-s)
in any squarethey like.Saythe letters(a-s)in random
order.The first pupil to cross out his/hereight letters,
callsout Bingo and is the winner.

a cig 4 on the board,pointto it, mimeand say:
,cur booksat page four.

4T




-{

JueSSOn 1
-io sridfy coloursand shapes.

{lF

'sE
What'sthis? Show me blue!
rlilhlhm
:@mil s -(? What colour is your triangle?
'4rmilil

th4r Afarp
A red heart.A bluetriangle.A
ffirlrncs
I geen square.A pink circle.
m,tn ffi
The Coloursand Shapesposter
,B; -'. l:o,red pencils.Photocopiesof a grid
urumm il srtqrred shapes(Follow-up).

Pupils' books open. Hold up your book, pointto and
elicitthe shapesand the colours.
e.g. Teacher: What'sthis?
Class: A red heaft. etc
Play the cassette/CD.The pupils listen and point to
the shapes in their books. Play the cassette/CD

again, making pauses.The pupils listenand repeat,
chorally and individually.Check their pronunciation
and intonation.

? Gx.2) Listen.Draw.Talkwith gour|riend.
07)
ffopescript
(Activitiesto practiseshapesand colours.)

A"i\!-UP
dlt *,,,r
illtd rl tu cbor and greet the pupils as they arrive.
lffinlr
ffirury b tetiew the alphabet.)
turnqtE atshabet song (Iapescript 05) from the
$umtrnllodrb, encouragingthe pupilsto sing along.
uttmuG
a x.(tl to come to the board. Spell a word. The
munl ar{gs tfp word. Then,ask the pupilto read the
mrc. Reped the procedure with as many pupils as
?rimlRsi*rlle

r.{:

*dEr

A-P-P-L-E
F.-ptl: (Writes fhe /effers and reads out the
word apple.)


E- )RfSENTATION
& PRACTICE
Ar;ru'6festo presentand activate the vocabularyof the
l@ss6tr1j
I

+

Er. l) Listen.Point. Repeat.(Topescript
06)
J-' :

=H

Aryfs' books closed. Pin up the Colours and
Sases poster on the board. Point to the head and
sq4the word.The pupilsrepeatchorally.Do the same
#i!- all the shapes (square, triangle, star, circle).
aan. point to the shapes at random and elicit the
mopriate word from the pupils. Now, point to the
.wt again and say: Red! A red heart. The pupils
Eed chorally.Presentthe rest of the colours in the
sarr'le way (a blue triangle, a white star, a green
ta-a,re, a pink circle). Then, point to the shapes at
?lTdom and ask the pupils to say both the correct
taoe and colour.
= g. Teacher: (pointingto square)What'sthis?
Pupil: A squarc.
Teacher: Whatcolour is iP
Pupil: Green. etc

}aw the shapes in the air and say the appropriate
rqd for each one. Repeatone more time. Then,say
a shapeand ask individualpupilsto mime it.
Draw a large 6 on the board. Point to it, mime and
say: Open your booksat page six.

Pupils' books closed. Point to the shapes on the
poster,one at a time.Ask a pupil: Whatcolouris your
(triangle)?Elicitthe answer:(Blue!)Writethe question
and answeron the board.The pupilsrepeat,chorally
and individually.Repeatthe procedurewiththe restof
the shapes.
Puplls' books open. Play the cassette/CD.The
pupils listenand follow the exchangein their books.
Play the cassette/CDagain, making pauses. The
pupils repeat,chorallyand individually.Check their
pronunciationand intonation.
Referthe pupils to the pictureand explainthe task.
Ask the pupilsto drawshapeson a sheetof paperand
colourthem.Allow some time for the pupilsto do so.
Then,the pupils,in pairs,ask and answerabout their
drawings.Go round the class while the pupils are
doing the task to provideany necessaryhelp. Then,
ask some pairs to report back to the class.
e.g. Pupil 1: Whatcolour is your (circle)?
Pupil2: Red! etc

Hurvr)
lc. rouow-up (sHnpe
Before going into class

Preparea grid as shown below and photocopyone per
group.Preparea set of colouredshapes,one per group.
A blue heart

A yellowstar
A red square
A white triangle
A green circle
o Divide the class into groups. Pin up the sets of
colouredshapes in jumbled order around the walls.
Handout one grid per group. Explainthe activity.The
pupils,in groups,go aroundthe classto find a shape
that correspondswith each phrase on their grid.
Everytime they find one they put a tick next to the
correctphrase.
\

6T



-:
.\,rr-ns;
cresent/revise numbers 1-10. To
:r = :: =ening comprehensionskillsthrough a
,,.,'l -: sng a song and do the actions.To
- ': - --: s:': ai skills.
focus: one, two, me and you. Numbers
-fl-r3t-ta,ge
- '-,: srnissing?

-$-3m uocabulary:Numbers1-10.
1r,T?
Photocopiesof stars(Varm-up).A
-- :r:-aterials:
=:'ow-up).

Four, five, do the /Ve. (holding hands with your
partnertouchone shoulderthenthe other)
Sri seven, eight, wait, wait, wait! (make a stop sign
withthe palmof your hand)
Nine,ten, /et'sstafi again! (beckon)
Playthe song.The pupils,in pairs,sing and do the
actions.
Variation
The pupilsare in pairs.Thefirstpupilsaysand shows
the numberson his/herfingersand the other pupil
does the actions.Then,the pupilschangerolesand
the activityis resumed.

(Ex.5) Let'sptag!
:'' :," ::'redoor and greetthe pupilsas they arrive.
:- ?::',-:i to reviewcolours.)
l-n '-.t photocopystars (as many as the pupils).
-:,-': :'-: one star to each pupil and ask them to
: : :,-r-:-eq-lany colour they have learned.Play the
i:--: -:,"i Lesson2 (lapescript08) and ask the
: *;iis :c hold up their star when they hear the
:r:'--:,3iding colour, Play the song again and
+fcr:,,-a3ethe pupilsto sing along.
'


:li

ffi 4,1;p,7:4[.{lf-"[i

d--:i':es to presentlrevise
numbers1-10.)

ir

4) Sing ond do. (Tapescript
09)

>:o,ils'books closed.Writethe numbers1-10on the
:,:,a': one at a time.Pointto and say each number.
--+ :-oils repeatafter you. Point to the numbers
=:=-- and say them fasterthis time.The pupilsrepeat
r:':'=-.r' Pointto the numbersin randomorder and
:*ii :-e pupils to say the appropriatewords. Then,
r.,. rdrvidualpupilsto countfirstfromone to ten and
:-+- cackwards.
l'-=,,,a large8 on the board.Pointto it, mime and
;=, Cpenyour booksat page eight.
$.rpils'books open. Pointto and elicitthe numbers.
-: r up your book and pointto the pictureof Masid
=-,: ris sister,Bibi. Say:Look! Ihis is Masid and his
: ::er. Bibi. They'redoing the jive! Read the song, a
: -'ase at a time.The pupilsrepeatafteryou.
: ar the cassette/CD.
The pupilslistenand followin

:-: r books. Play the song again.The pupils listen
:^: singalong.
Extension

(A Circle-Timeactivityto consolidatenumbers 1-70.)
Referthe pupilsto the illustration,
read the question
and explain/elicit
what it means.Explainthatthey are
goingto play a game.Havethe pupilssit in a circle.
Tellthe pupilsthattheywillclosetheireyesand count
to ten out loud with you. Whilethey havetheir eyes
closed,you will pat someoneon the shoulderand
he/shewill go out of the class.Whenthey open their
eyes againthey will haveto tell you who is missing
fromthe circle.Playthe gamefor as longas you wish
e.g.
Teacher: Whois missing?
Whocan it be?
Who can count to ten with me?
Teacher& Class: One,tvvo,... ten.
Teacher: John, who is mrsslng?
John: Mary.
Teacher: That'sright. etc
i ( l i i l " i ', '', 'r

l 1 ''

l l r . , ', -


Bringa soft ballor prepareone out of paper.
Have the pupils stand in a circle with you in the
centre.Throwthe ball to a pupil and say a number.
The pupilthrowsthe ballbackto you whilesayingthe
next number.Demonstrate
this yourselffirst.Aftera
whileask a pupilto take your placeand resumethe
game.Keepchangingthe pupilin the centre.
e.g. Teacher: (throwingthe ballto a pupil) Five!
Pupil: (throwingthe ball back to the teache)
Sx/
Teacher: (throwing the ball to another pupil)
Nine!
Pupil: (throwingthe ball back to the teacher)
Ten! etc

l:rronstrate the followingactionswith a pupil.
:'e. two,me and you! (pointto yourself,then to your
: alner)
3^e. fwo, three,you and me! (point to your partner
r^C then to yourself)

8T



- r<50n

5


lmrr; .iiooucffde
the languageof the unit. To
lilhltttt*&mm
gr$ with Britishculture(to learnabout
lth flffiq fui- To developwriting skills through
mlilr ilhrili'ls abouttheir favouritecolou).
I rumtmmrm
- Eu : This is the UnionJack. lt's the
iltlilqnr
lhllllffifffill@;
lUft
thrcrite colour is yellow.
I
The UnionJack,flag,favourite.
. llll[ldEy
llh

A piece of canvas(Follow-up).

4f,-M-UP
1tffi[n
"l+t
ltffi rofiQ b revFuwthe language taught in Lesson4.)
-

-

f,

projects(Follow-up:My House)the

fuEsnedthe
firre
rnade
;ut
in the previous lesson without
ffidng tnh names. Ask the pupils to identify their
,lromiDllr@ilb
d

outfrom the Cecil Mouse episode.

I[ttm a iFge 10 on the board. Point to it, mime and
ry' fui pur books at page ten.

m-{COME TO BRITAIN!

Optionalprojectwork
Ask the pupilsto draw and colourthe flag of their
country.Helpthemwiththecoloursif necessary.
Ask
them to spot the differencesin coloursand shapes
betweenthe UKflagand theirownflag.Allowsome
useof Ll if necessary.
Then,theycan presenttheirdrawingin class.They
canalsousethetextin theirbooksas a modeltotalk
abouttheirownflag.

rrmr
[c"pno"rrcr
(Ape rsonali sation activity.

)

. Read.Then,write aboutgou.
Referthe pupilsto the projecton page 10 and
commenton the pictures.Ask the pupils,in L1 if
necessary,what other items in yellow they can
thinkof.
Explain
to thepupilsthattheyhaveto do thesamefor
you
theirfavouritecolouron page 11.Alternatively,
canaskthe pupilsto producetheirprojecton a piece
of paper.Theycan usethe picturesyou haveasked
themto bringor makedrawings
andcolourthem.Go
roundthe classas the pupilsworkon theirprojects
andprovideanynecessary
help.

lflurlsres b familiarisepupils with Britishcuftureand
Fil tljr

own.)

.M[E
boolts open. Hold up your book and pointto
tmE
ild its colours as you read outthe text. Read
illlltlttc
M 4a!n with pauses.The pupils repeat,chorally

. rrrrc r6*Adly.
Check the pupils' intonation and
onotrurcatbn. Then, pupils read the text aloud.

r0T



4 l -e! s a n 1

.

rillllllt|Innnnnu
iln mW'S.Fe numberS 11-20.

(An activityto reviseand consolidatenumbers1-20.)

lbtls; What'stwelveplustwo? Fourteen.
d!{mmuury:
-lMuqptmfrf
fiunmm

Pupils' books closed. Write the following on the
board: 12 + 2. Underlinethe + symboland say p/us.
The pupils repeatafteryou. Then, say twelve plustwo.
The pupilsrepeatafteryou.Then,write12 + 2 = ? and
ask Whaf'stwelve plustwo?The pupils repeat,chorally
and individually.Write anotheradditionon the board
and invitethe pupilsto ask and answerchorallyand/or
individually.Erasethe model questionfrom the board

and repeatthe procedurewith some moreadditions.

Numbers11-20.

flr[,flltrflfi
r'$dth= d@r and greet the pupils as they arrive.
ilrililr'
Mfls,'dtiw rstiew the language taught in Unit 1.)

Pupils' books open. Play the cassette/CD.The
pupils listen to the exchange.Play the cassette/CD
again with pauses for the pupils to repeat chorally
and individually.
Ask the pupilsto do the additions.
Go round the class to provide any necessaryhelp.
Checkthe pupils'answers.Then, the pupilsask and
answerin pairs.

mrrultm
lre :r-+*Lsto presenttheir projectfrom Lesson5
"ll ,&skindMdual pupils to tell the class what
l"rnnnr
iimilcLrte colour
rflilllr[iflllil

*r;r,,i,i

ls;;
Wy


(Ex.2) Listen.Find the number.Tolk with
gour Jriend.(Tapescript
12)

is.

What's your favourite colour, Mary?
My favourite colour is) red!

0@
ilIiltulrrffi
fi s-r'r€y about the class'favourite colour.

A: What'sten plus one?
B: Eleven!

I ;.::,:'.TATION& PRACTICE

A: What'stwelveplus six?
B: Eighteen!

lllllin[ilmrlw@es
tu presentand activate the vocabularyof the

A: What'seight plus eight?
B: Sixteen!

iitilfllMmrr.,,

A: What'sthirteenplus two?

B: Fifteen!

iE!" 1l f{rite. Listen and repeat.
"lwmrript 11)
ndr"
books closed. Write on the board the
lr!ilrilTm 'l 1-20,one at a time. Pointto, read and say
'lf,,rprr--r'rbers.The pupils repeat, chorally and
rmdilurum-all$.
Say a number.Ask a pupilto come to the
mmm. rornt to and say the correct word.
Ecndixr
eurrm:ca numberon the boardand say the word.Ask
liltnw
eucris to call out yes or no.
* g -acfrer: (pointingto number 18)Eighteen.
Dugls: Yes/
-=cher: (pointingto number 12) Twenty.
Fr-rpils:No/ etc
inmrwa ierge 12 on the board. Pointto it, mime and
irutrir3c,erl yOUrbOOkSat page twelve.
ormifis'books open. Hold up your book and pointto
.1rfirm
1-rnrbersand words in Ex. 1. Explainthe task to
llrnrr
:L6':l's.Allowthem some time to fill in the missing
'Tnru""r,'trEs-rs
in the spaces provided.Go round the class
mnr ::-eck their answers.
4 'i


19

A: What'sseventeenplus three?
B: Twenty!
I

ffilNG*J
{ FJUSABER
ie. F*LLOW-UF

mef**$ses
ffef*re gisi$F€r
Draw a grid, three squares across and two squares
down (6 squaresaltogether)and photocopyone grid
per pupil.
o Hand out the grids. Ask the pupils to write any six
numbersfrom 11-20in randomorder.Callout numbers
11-20 in random order. The pupils cross out the
numbersas they hearthem.Thefirstpupilto crossout
all the numberscalls out Bingo and is the winner.
Note: Tell the pupils to bring the headband they
made as a project in Unit 1 Lesson 2 for the next
lesson.
ff you wish, the pupils can do the My Numbers!
activity at the StickerSfop (p. 63). Explain to the
pupilsthat they haveto find the missingnumbers.

DIB*ne cassette/CD.The pupils listen and look in
tmeraooks. Playthe cassette/CDa second time with

lm sF-s for the pupils to repeat chorally and
rrro'*'dj{.Jally.
Checktheir pronunciationand intonation.

127



{ -e s s on 3
,ltlffinn:l

Pupils' books open. Play the cassette/CD.
The
pupilslisten,pointin theirbooksandrepeat.

rtod.rce school objects. To distinguish

f. ard.€/.
@uuuTr@

rocts: What'sthis? lt's a pen.
q*k!l:
tF
Book,pencil,eraser,sharpener,
smob€gL pencilcase.
'rilluilm
trqrqt

o Now, draw and talk with gour Jriend.
Hand out a sheetof paperto each pupil.Ask them to

draw any classroomobjectthey like from the ones in
Ex. 5. Read out the exchangein Ex. 5. The pupils
repeatchorally.Then, pupils in pairs,act out similar
exchangesabout their drawings. Demonstratethis
yourselffirst.
e.g. Teacher: What'sthis?
Pupil: /t's a (uler). elc

4nn ut:rialg
Flashcards of the classroom
lluuurtu$rE€lsd paper,one per pupil (Ex.5). Slips
rillrtllm@tr
ffir &tewordsof the lesson(Follow-up).

1 ; \I U P
furnc ay fc door and greet the pupils as they
f,tlnmm,

lfl/fur
diry b EUiew the language taught in Lesson2.)
@r'Blre srp from Lesson2 (l-apescript13) and ask
llttnG
@!sfs b sing and do the actions. Play it as many
flltrlmws
@ you feel is necessary.
4m mduidral pupils to come to the front and mime
tur miiEa The class must guess what the pupil is

.


Gx. 6) Readand sag.Then,write.
(An activity to identify the sounds il and /0/.)
Say and write the numbers, two, three, ten and
thirteen on the board. Have the pupils listen and
repeata coupleof times.Elicitthe differencebetween
the soundsltl and/0/.Then,ask the pupilsto writethe
words in the correctcolumn.
t /t/
two
ten

th tel
three
thirteen

@rilE:.

: ;:SE NTA T I O&
N PRACTICE
P[r ffilury to present and activate the vocabulary of

IC. FGLLOW-UP
B*fare gofrigrin{c cf,=ss

;irflm*4eo.l_l

Writethe words of the lessonon slips of paper.

.


El- 5) Listen.Point. Repeat.(Tapescript14)
hF
boolrs closed. Pin the following flashcards
.llc Jr the board: pen, book, pencil, eraser,
sllueE4 ruler, schoolbag,pencilcase. Point to the
.M,
one at a time, and say the corresponding
,ron:s- The pupils repeat after you. Hand out the
pupils.Askthe pupilstocometo
Mtovarious
tjre !€d, one at a time, show their flashcardand say
lte sresponding word. Ask the rest of the class for
usnfrcailion.

o Hand out the slips of paperwith the words to various
pupils.Pin up the flashcardswith the school itemson
the board.Pointto a flashcardand ask the pupil who
has the correspondingword to come to the board
and stick their slip of paper next to the flashcard.
Repeatthe activitywith as many pupilsas you think is
necessary.
Note: lf you wish, the pupils can do the At School!
activityfrom the SfickerSfop (p. 64). Ask the pupils to
show you the stickers before sticking them on the
correspondingsquare.

E4nion
-ane a flashcard (e.9. schoolbag) and partly cover it.
$or it to the pupils. Ask: What's this? Elicit: lt's a
ffi)thag. Repeatthe procedurewith the rest of the

srml objects.
lrar a large 14 on the board. Pointto it, mime and
sa1"Openyour booksat page fourteen.

147



-{

EO,n

lr

5

;,/)hrTlf,o@
the languageof the unit.To
I
rilr
British culture (learn about
F
.dfiffi;c*hrtl-To
dwelop writing skillsthrough
ahut their schoolday).
1 rord
ffig
Tnttrilnffil' [rqscfrcolbag

there is ...


Scfroolitems.
lilme.

r

HEwtE languagebught in Lesson4.)
@O
.Hpilsbtte
pupils.Ask them to read and act

fom Lesson 4.

L*---

$=i]#_:(A pe rsonali sationactivity.)

Read.Then,write aboutgou.
Refer the pupils to the project on page 16 and
comment on the pictures.Ask the pupils, in L1 if
necessary,what other items can be found in a
schoolbag.
Explainto the pupilsthat they haveto do the samefor
you can
their school items on page 17.Alternatively,
ask the pupilsto producetheir projecton a pieceof
paper.They can do drawingsand colourthem in. Go
roundthe classas the pupilswork on their projects
and provideany necessaryhelp.


haQe
16 m the board. Pointto it, mime and
at page sxfeen.
ry:rffilurDoorrs

'ffiCOfiTE TO BRITAIN!
Sbldliafise pupils with Britishculture and
ffiEantt.)

-H .

tF
E
open. Referthe pupilsto the picture
rilrdl-H.
Readthete)ilagainwithpausesfor
rhF$b
Check
leped, chorallyand individually.
lhrmrrifim
Then,pupilsread
and intonation.
ilhifltd.

i

lluFctwork
,ffi ilF Ffas to draw and colour in their school.
llh, $l an present their drawing in class. They
cr&tsethe

text in their books as a model and
.ry&f
teiown school.

t6T