Magical World Starter

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Magical World Starter BookTeacher's BookAndrew Reid

Klett Kiadó Kft., Budapest 2012Internet: www.klett.huE-mail: [email protected] jog fenntartva!

Felelős kiadó: Tomaž Račič ügyvezetőFelelős szerkesztő: Barna BeátaLektor: Csath JuditIllusztrációk: Krnács Ágota, Nyilasi AntóniaMellékleteket összeállította: Barna BeátaNyomdai előkészítés: Susán Pál, Susinet Bt.ISBN: 978-615-5258-01-51. kiadás A4321 / 2015 2014 2013 2012

A hangfelvételek az ADSR Stúdióban készültekBudapesten.Hangmérnök: Szabó ZsoltHangok: Patricia Hughes, David A. Hill, Angelika Helena Hill, Christopher Hunyár

A Klett kiadó ezúton mond köszönetet az alább fel-soroltaknak, akik részvételükkel, tanácsaikkal és vé-leményükkel segítséget nyújtottak a Magical World Starter Book összeállításában:Csáki Erika, Szanyi Ilona, Mochnács Dóra, Götz Gréta, Skultéty Zoltánné, Miklóshalmi Péterné, Mesterházy Ág-nes, Rácz Krisztina, Csanády Szilvia, Kovács Anita, Boros Ildikó, Pisch Róbertné, Szekeres Edit, Gulyás Györgyi, Kobzos Éva, Kiss Adrienn, Tóthné Klema Dorottya, Laczkó Andrásné, Pataki Sándorné, Szendrei Orsolya, Kasnyóczki Sándorné, Rozmanné Homoródi Ildikó, Tánczos Enikő, Törökné Balogh Zsófi a, Nagy Péterné, Szmereka Vik-tória, Vlasics Ágnes, Kovács Adrienn, Molnár Hajnalka, Kovács Ferencné, Kolozsyné Grech Judit, Pivók Attila, Deákné Vass Bernadette, Disztlné Szita Gabriella, Czigler Edina, Barabás Istvánné, Baloghné Szigeti Julianna, Ács-né Bezdán Andrea, Csordásné Lantos Lívia Katalin, Dr. Steklács Jánosné, Dubóczi Katalin, Elsässer Hajnal Mária, Gál Edina, Hargitai Adrienn, Laczkó Andrásné, Lőrinczy Tünde, Molnár-Tóthné Lakatos Margit, Pató Szebényi Éva, Ráczné Pincési Julianna, Szabóné Reszegi Éva, Sza-lay Veronika, Szkrajcsics Edit, Tóth-Szalai Judit, Viola Erika

A tankönyv felhasználási jogaival kapcsolatos kéréseket awww.cengage.com/permissions honlapon vagy [email protected] e-mail címen

keresztül nyújthatja be.

Borító: Chimpanzee adult female and infant, endangered, Pandrillus Drill Sanctuary, Cross River State, Nigeria. Photographer: CYRIL RUOSO/JH EDITORIAL/MINDEN PICTURES/National Geographic Stock

Kétoldalas képek: Glowing blue earth at day time – Europe (NASA) – istockphoto.comSolar system model with sun at the center, nine planets and moon orbiting – istockphoto.com

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Contents

General suggestions for teachersContents of the Starter Book

Unit 1 The AlphabetUnit 2 HelloUnit 3 NumbersUnit 4 ColoursUnit 5 School

Remember 1

Unit 6 AnimalsUnit 7 FoodUnit 8 ClothesUnit 9 The BodyUnit 10 Toys

Remember 2

EarthSpaceFun and Games

Track List

ContentsContents

3 INTRODUCTION TO MAGICAL WORLD

Introduction to Magical WorldIntroduction to Magical World General suggestions General suggestions for teachersfor teachers

Welcome to Magical World an exciting new 6 level-course which brings the world of English language learning to life through fascinating images and informative facts that interest and stimulate students. Students cannot feel bored during the lessons; they must be motivated by all these wonders.

Magical World has been designed to take students from beginner to pre-intermediate level.

Course Components

Magical World Starter Book

The Starter Book is divided into ten topic-based units. At the end of fi ve units there is a ‘Remember’ part to revise all the grammar and vocabulary the unit contains. At the back of of Starter Book, there are two extra sections (Earth, Space) with further activities for students.

Students will be highly motivated by the full colour pages, lively illustrations and captivating National Geographic photographs.

Magical World Starter audio-cd

Magical World Starter audio-cd is designed to recycle vocabulary and grammar from each unit in the Starter Book. Native speakers are used in all recordings to ensure clarity and accurate intonation and pronunciation.

Every English teacher dreams of having the ideal class – students who are eager to learn, do everything with pleasure, follow the instructions, don’t make too much noise, and respect them.

Unfortunately, this is only a dream. The real world does not contain classrooms like this and students are not always enthusiastic about your ideas. You’re lucky if you can get them to work as often as it is possible. There are a number of suggestions that can be off ered, however, each teacher must fi nd his or her own style and be fl exible. What works one time might not work the next. Remember, you should fi nd your own personal technique to fi nd success in the classroom. Bear in mind, you have the power to motivate students.

As a teacher, always put this question to yourself: “Would I be enjoying this task or lesson if I were a student in this class?”

General tips for teachers

• Make writing and illustrations on the board neat and legible. Use an easily-read writing style. A clean board is essential.• Make sure to have correct answers on the board.• Do not correct any mistakes students make, but make a note of them to pick up on after they have fi nished the task.• Write the mistakes on the board, without saying who made them, and ask students to correct them. Always rub off the mistake so that the students cannot memorize them.• Always correct students’ pronunciation but never interrupt them.• Explain any words that the students don’t know.• Ask individual students at random round the class.• When there is pairwork or groupwork, always go round the class monitoring students and making sure they are carrying out the task properly.• Encourage students to always fi nd other partner/s to work with so that they can get used to diff erent people’s way of thinking, communication skills and working habits. • Make sure each student do the activities with other partner/s when they do not work individually.• Do not let students get distracted while doing pairwork or groupwork.• Make sure all students have a chance to speak.• If you are short of time, you could assign the task as homework. • Always give homework to students so that they can practise at home too.• Ask parents to support and give help to their child at home. Parental involvement strongly aff ects the language success of children. Parents must be highly encouraged to participate with their children in home language learning activities to promote student achievement.

David A. HillDavid A. Hill

Starter

Student’s book & Workbook

UNIT Topic STRUCTURES

6-9 1 The Alphabet Can you …? I can …

10-13 2 Hello I’m + name

What’s your name?

14-17 3 Numbers number + noun (e.g. two dogs)

How old are you? I’m + number

18-21 4 Colours Number + colour + noun (e.g. two brown dogs)

My favourite + noun + is …

22-25 5 School What’s this? It’s a …

It’s a + colour + noun …

Plural of nouns (/s/, /z/, /ɪz/)

26-27 Remember 1 from Units 1-5

28-31 6 Animals What are they? They’re … + pural noun

32-35 7 Food Is this a/n + noun …?

Yes, it is.

No, it isn’t.

36-39 8 Clothes I’ve got a/n + colour + clothes.

What’s s/he got?

He/She’s got …

40-43 9 The Body Look!

it (for animals)

no (for lack) (e.g. no tail)

44-47 10 Toys Have you got …?

Yes, I have …

No, I haven’t …

48-49 Remember 2 from Units 6-10

50-53 Earth

54-57 Space

58-62 Vocabulary List

63-86 Fun and Games

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Contents

T Topic

VOCABULARY

A ant, B boy, C car, D dog, E egg, F frog, G girl, H hat, I insect,

J jug, K king, L lemon, M monkey, N nut, O octopus, P pencil,

Q queen, R robot, S spider, T tiger, U umbrella, V van, W worm,

X xylophone, Y yo-yo, Z zebra

Hello. Hi.

one, two, three, four, five, six, seven, eight, nine, ten

red, yellow, blue, green, purple, pink, brown, orange, black, white,

dark, light, rainbow

school, classroom, bag, book, chair, desk, pencil, pen, rubber,

pencil case, ruler, crayon, notebook, clock

cool

revision of vocabulary and structures

ant, dog, frog, insect, monkey, spider, tiger, worm, zebra, rabbit,

cat, pig, goldfish, lion, elephant, parrot

egg, lemon, nut, apple, orange, cake, pizza, ice cream, sweet,

sandwich, banana

yum

T-shirt, skirt, jumper, trousers, socks, shoes, hat, scarf, coat,

gloves, umbrella

head, eye, mouth, ear, nose, arm, finger, hand, leg, foot, tail,

body, monster

robot, yo-yo, car, teddy, doll, kite, train, ball, rope, hoop, brick,

dice

birthday, present

revision of vocabulary and structures

ope, hoop, brick,

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A Listen and say track 1

• Draw a simple picture of a kite on the board and pre-teach the word kite.

• Ask students to look at the kites in the book. • Get students to point to A in the fi rst kite. Then

say the English letters B, C, D, E and ask students to point to each kite as you say them.

• Ask students to listen to the recording. While listening, they should point to the correct kite when they hear each letter/word.

• Ask them to listen to the recording again. When you play the recording, stop the CD after each letter/word so that students have a chance to repeat them.

B Listen and sing track 2

• Pre-teach the word song. • Tell students that they are going to listen to the

Alphabet song.• Ask students to look at the letters in the green box. • Play the song. While listening, students should

follow the letters in the green box. • Play the song again and ask students to sing along. • If the students enjoy it, sing the song again,

following the letters in the green box. Pay attention to students’ pronunciation of the English letters. If necessary, remind them of the correct pronunciation.

• Teach the phrase I can.• Model the phrase I can say the ABC and ask

students to repeat.

Extra activity

• Ask students to look at the classroom in the book.

• Ask Can you see a zebra? (yes)

• Ask Can you see a frog? (no)

• Ask Can you see a girl/monkey/tiger? (yes)

• Ask Can you see a dog/hat/robot? (no)

C Play the Alphabet game

You will need a marker pen, and 26 cards, pieces of paper or Post-it notes. Keep these materials for Activity E below.

11The AlphabetThe AlphabetUnitUnit

page 6-7

Objectives

Reading recognising the English Alphabet (capital and small letters)

Vocabulary A – ant, B – boy, C – car, D – dog, E – egg, F – frog, G – girl, H – hat, I – insect, J – jug, K – kite, L – lemon, M – monkey, N – nut, O – octopus, P – pencil, Q – queen, R – robot, S – spider, T – tiger, U – umbrella, V – van, W – worm, X – xylophone, Y – yo-yo, Z – zebra

Structures Can you …? I can …

Listening and the English Alphabetspeaking the sounds /eɪ:/, /e/, /aɪ/, /əʊ/, /u:/ and /ɑ:/ Way in

• Write A, B, C, D, E, F, G on the board. Model the English pronunciation of the letters.• Ask students to repeat the letters after you.• Pre-teach the word Alphabet.

Extra activity

• Say A and ask students to point to the correct kite.

• Then say H and ask students to point to the correct kite.

• Repeat this with other letters.

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• Ask students to look at the row of children at the bottom of the page.

• Tell them that they are going to play the Alphabet game, like the children they can see.

• Write one letter of the English alphabet on each card or piece of paper.

• Ask each student to take a letter, in random order. • If you have more than 26 students in your class,

some students can work in pairs with the same letter.

• If you have less than 26 students in your class, some students can take more than one letter each, but make sure all the letters are taken.

• Explain how to play the game. Ask students to stand up and walk around the room. Then, when you shout ABC! students should line up in alphabetical order as quickly as possible.

• Play the game and write down how long it takes students to get in order.

• Ask students to say their letters out loud, in order.• Next, ask students to swap letters with other

students. Everyone should have different letters.• Play the game again. Ask students to line up in

alphabetical order more quickly than before.

D Listen and say track 3

This activity practises seven of the most common vowel sounds in English, and introduces students to the phonetic alphabet.• Pre-teach the word sound. • Write the phonetic symbol /eɪ/ on the board. Tell

students that this is a sound in English. Model the sound.

• Ask students to listen to the /eɪ/ sounds on the recording, in the letters A, H, J and K. Then stop the CD.

• Repeat this for each of the other vowel sounds: /i:/, /e/, /aɪ/, /əʊ/, /u:/ and /ɑ:/.

• Play the recording again, stopping the CD after each group of letters. Ask students to say the letters in each group.

• Pay attention to students’ pronunciation of the dipthongs /eɪ/, /aɪ/ and /əʊ/. If necessary, help with the correct pronunciation.

• Explain that the sounds in the letters O and R do not match with any other letters.

E Play the sounds game

You will need a marker pen, and 26 cards, pieces of paper or Post-it notes. You can re-use the materials you used in Activity C above.

• Ask students to look at the rows of children at the bottom of the page.

• Tell them that they are going to play the sounds game, which is similar to the Alphabet game.

• Write one letter of the English alphabet on each card or piece of paper. Take away the O and the R letters and explain that you do not need these letters in the game.

• Ask each student to take a letter (not O or R) in random order.

• If you have more than 24 students in your class, some students can work in pairs with the same letter.

• If you have less than 24 students in your class, some students can take more than one letter each, but make sure all the letters are taken.

• Explain how to play the game. Ask students to stand up and walk around the room. Then, when you shout Sounds! students should get into groups with other students who have the same sounds. For example, the student with the A card should get together with students with the H, J and K cards.

• Play the game and write down how long it takes students to get into sound groups.

• Ask students in each group to say their letters out loud, in order. Pay attention to students’ pronunciation of the diphthongs /eɪ/, /aɪ/ and /əʊ/. If necessary, help with the correct pronunciation.

• Next, ask students to swap letters with other students. Everyone should have different letters.

• Play the game again. Ask students to get into sound groups more quickly than before.

Extra activityIf your students are having problems with the sounds of some English letters (for example, the difference between E and I), you can play this game.

• Write each problem letter on separate pieces of paper, or card.

• Stick the pieces of paper on different walls around the classroom. Put them far apart from each other, if possible.

• Call out one of the letters (for example, E). Students should all run towards the correct letter.

• Continue the game, calling out different letters each time.

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• Say Hello. I’m (your name) to one student. Ask the student to respond to you with Hello. I’m (name).

• Repeat this with two or three students in the class. You can vary this, by saying Hi.

• Ask students to look at the gaps on page 10. Get students to write their name in both gaps.

• Get students to work in pairs. Ask them to practice saying Hello. I’m (name) and Hi. I’m (name) to each other.

Extra activity• Ask students to stand up and walk around the

room. • Students greet each other with either Hello. I’m

(name) or Hi. I’m (name).• Get students to greet as many other people as

they can before they sit down again.

C Listen and say track 5• Students look at the pictures on page 11. • Ask Can you see Jack? and ask students to point at

Jack in the pictures. • Ask Can you see Olivia? and ask students to point

at Olivia.• Write the letters U, F and O on the board. Ask

students to say these letters in English (/ju:ef'əʊ/). • Then, ask students to point at the UFO in the

pictures.• Teach the word alien (/’eɪliən/) and ask students to

point at the aliens in the pictures.• Play the recording. While listening, students should

point to the correct picture.• Play the recording again and stop the CD after each

sentence. Ask students to repeat the sentences. At this point, don’t worry about the diffi cult pronunciation of Quitch (/kwɪtʃ/) and Thog (/θɒg/). These are alien names!

• Pay attention to students’ pronunciation of What’s your name?. Students should use the same intonation as on the recording. If necessary, model and drill this question, to raise students’ awareness of question intonation in English.

D Say• Write the following gapped conversation on the

board:• Hi. I’m ______. What’s your name?• Hello. I’m _______.• Point to yourself, and say Hi. I’m (your name). Then

Warm upBegin each lesson by revising key language from the previous lesson.

Way in• At the beginning of the lesson, greet students in

English. • Say Hello! to each student, wave, and use their

name (for example, Hello Hanna!). You can vary this, by saying Hi!.

A Listen and say track 4• Point to yourself and say your name. Then, greet the class by saying Hi, I’m (your name). • Ask students to look at page 10 in the book. • Say Can you see a girl? and ask students to point at

the girl in the picture. • Say Can you see a boy? and ask students to point

at the boy.• Ask students to listen to the recording, and to look at

Olivia and Jack in the picture.• Say Olivia and ask students to point at the girl in the

picture.• Then, say Jack and get students to point at the boy.• Play the recording a second time, and ask students

to repeat what they hear. Pay attention to students’ pronunciation of Hi, Hello and I’m.

• If necessary, explain that Hello and Hi can both be used when you see friends.

B Write and say• Pre-teach the word name.• Again, point to yourself and say to the class Hello.

I’m (your name).

page 10

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ObjectivesReading Greetings.

Asking what someone’s name is.Vocabulary Hello.

Hi. Structures I’m (+ name)

What’s your name?Listening and Speaking

Saying ‘hello’ and your name.Asking what someone’s name is.Spelling your name.

Writing Spelling your name.

page 10

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write your name in the fi rst gap.• Say Hi. I’m (your name) to one student. Ask What’s

your name? and elicit the student’s name. Write the student’s name in the second gap on the board.

• Get students to work in pairs. • In pairs, they have the conversation you wrote on

the board, using their own names. • Ask students to write down each other’s names in

the gaps on page 12.• Ask students to stand up and walk around the room.

If you have music, play some music as they do this.• Stop the music and ask students to stop walking.

(If you have no music, clap your hands.)• Students greet the nearest person with Hi or Hello

and ask What’s your name?.• Play the music and ask students to walk around the

room again. Then stop the music and ask students to greet the nearest person. Repeat this until students have greeted four or fi ve different people.

• Pay attention to students’ question intonation and give help if necessary.

E Listen and say track 6• Ask students to listen to the recording. While

listening, they look at the pictures on page 12. • Play the recording a second time. While listening,

they point to the characters in the picture, when they hear that character’s name.

• Ask students to listen once again, and to say along. Encourage students to follow the rhythm and intonation of the recording.

Extra activity• Put students in groups of four: two boys and

two girls. Explain that one student in each group is Jack, one is Olivia, one is Quitch and one is Thog.

• Ask the student who is Olivia to say the fi rst line to the other students in the group: Hi, Jack. Hi, Quitch. Hi, Thog. Then the other three students all say Hello, Olivia.

• Students then continue the chant until they fi nish all their lines.

• If students enjoy the chant, ask them to repeat it, getting faster each time.

F Listen and spell track 7 (page 13)• Pre-teach the verb spell.• Write the letters of your name on the board, with a

dash between each letter (for example, D-A-V-I-D). Ask students to say the English letters.

• Ask students to listen to the recording and to read the conversations in the book at the same time.

• Write these names on the board:Q-U-I-T-C-HT-H-O-GO-L-I-V-I-A J-A-C-K

• Ask students to say the letters of each name.

G Write, ask and say Note: It is likely that some students’ names will have letters which do not exist in English (for example, Sz, É or Ö). Explain that English does not have these letters. To keep things simple at this point, ask students to use the nearest equivalents (for example, S, Z, E or O).• Write the following conversation on the board:• What’s your name?• I’m ___________. • Ask one student What’s your name? Then, write

the letters of the student’s name in the gap on the board, with a dash between each letter (for example, B-E-A-T-A). If the student wants to give the surname as well, explain that you will only write the fi rst name on the board.

• Ask students to say the English letters which spell the name.

• Focus students on the gap on page 13 (I’m _______.).

• Ask them to write the letters of their fi rst name, with dashes between each letter.

• Put students in pairs. Get them to practice the conversation. Go round and monitor students as they speak, and give help if necessary.

• Ask students to work with a different partner and repeat the conversation. Praise students for good work.

page 12

page 13

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• Point to number 3, and say three. Hold up three fi ngers. Ask students to hold up three fi ngers. Continue like this until number 10.

• Teach the plural noun ending -s by asking one boy to stand up. Point to the student and say boy.

• Then, ask two boys to stand up. Say boys. Write the words boy and boys on the board, underlining the letter -s.

• Next, ask two girls to stand up. Ask the class to say girl or girls. Then, ask all but one of the girls to sit down. Ask the class to say girl or girls.

• Ask students to listen to the recording. While they listen, students point to the right numbers in the book.

• Ask students to listen again. Stop the CD after each number phrase and ask students to repeat.

• Monitor students’ pronunciation of three and give help if necessary.

• Make sure that students say the plural -s as /z/ in boys, cars, dogs, eggs, frogs, girls and jugs. Make sure that students say the plural -s as /s/ in hats and insects.

Extra activity• If students have a problem pronouncing the /θ/

sound or the consonant cluster /θr/ in three, model the word in stages.

• Show how the tongue almost touches the top teeth, and we blow out, when we say /θ/. Ask students to only practise the /θ/ sound.

• Then say /θ/ followed by /r/. Ask students to practise the sounds separately.

• Model the word three again, asking students to repeat.

• Ask students to cover the letters and words in the middle of the page with a piece of paper or their hands.

• Point at the picture of the ant and say one ant. Ask students to repeat.

• Then point at the picture of the boys and say two boys. Ask students to repeat.

• Repeat this activity for the other numbers and pictures, 3–10.


Way in• Write the numbers 1, 2, 3 in a vertical list on

the board. Say each number. Model the English pronunciation of the numbers.

• Ask students to repeat the numbers after you.• Pre-teach the word numbers.• Next, write the words one, two, three next to each

number on the board. Then repeat each number, pointing to each word as you say it.

A Listen and say track 8 • Ask students to look at the page. Ask Can you

see an ant? and ask students to point at the ant. • Then, ask Can you see dogs? And ask students

to point at the dogs. • Repeat this with the other pictures, but not in the

order they appear on the page. • Write the numbers 1–10 on the board.

• Then, point to the number 1 on the board and say one. Hold up one fi nger. Ask students to hold up one fi nger.

• Next, point to the number 2, and say two. Hold up two fi ngers. Ask students to hold up two fi ngers.

33 NumbersNumbersUnitUnit

ObjectivesReading Numbers 1–10

Asking and saying how old you are

Vocabulary one, two, three, four, fi ve, six, seven, eight, nine, ten

Structures number + singular and plural nouns (e.g. one ant, two dogs)How old (are you)?I’m + numberHow many?

Listening and Speaking

Numbers 1–10Singular and plural nounsAsking and saying how old you are

page 14

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Extra activity• Say a combination of four numbers between 1

and 10. Ask students to write them down (as numbers, not as words).

• Ask students to say the three numbers they wrote.

• Repeat this with four more numbers.

B Listen and point track 9• Ask students to look at the pictures. Say ants and

ask students to point at one of the squares. (They can point at square A or square P).

• Then say six ants and ask students to point at one of the squares. They should point at square P).

• Ask students to listen to the recording. After each number phrase, stop the CD, and ask students to point at the correct square.

• Say the letter of one of the squares (for example, E). Ask the class to say what they see in that square (for example, nine eggs).

Extra activity• Ask students to work in pairs or small groups. • Each student takes a turn to choose a square.

They say the letter (for example, F). • The other student(s) says what they can see

in the square with that letter (for example, four dogs).

C Look and say• Ask students to look at the picture.• Say dogs and ask students to point at the dogs

they can see in the picture.• Say two dogs and write this on the board.• Say jugs and ask students to point at the jugs

they can see in the picture.• Say four jugs and write this on the board.• Then say How many dogs? and write this on the

board. Underline How many. • Repeat How many dogs? and then say two dogs. • Say How many jugs? and get students to say the

answer (four jugs).• Ask How many ants? and get students to say the

answer (ten ants).

• Repeat this with other items in the picture. Ask How many …? and get students to say the answer.

Extra activity• Put students in pairs. • Each student takes turns to ask How many …?

about some of the things in the picture.• The other student replies with the correct answer.• If students ask, be prepared to teach any

unknown items in the picture (for example, basket/baskets, tree/trees, blanket, butterfl y/butterfl ies, etc.).

• At this point, avoid teaching uncountable nouns (for example, water, bread).

D Ask and say track 10• Ask students to look at the picture of Quitch and

Olivia.• Play the recording and ask students to listen and

read the conversations.• Play the recording again and ask students to

repeat the sentences. Pay attention to students’ intonation of the question How old are you?, which should match the intonation on the recording.

• If necessary, explain the meaning of How old are you? before continuing to part E.

E Ask and say• Write How old are you, _______? on the board.• Choose a strong student, and write his or her

name in the gap on the board.• Then, write I’m ______. on the board.• Say to the student How old are you, [name]? and

get the student to answer with I’m plus his or her age. Write the student’s age in the gap on the board.

• Put students in pairs. Get them to ask each other How old are you …? and to answer with their own age.

• When they have fi nished, students write each other’s age and name in the gaps in the book.

page 15

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Extra activity• Ask students to stand up. • Give a time limit (for example, three minutes) and

ask students to walk around the room. In that time, they ask as many people as they can: How old are you?

• Encourage them to use each other’s names, and to use I’m … when giving their answers.

F Listen and say track 11• Play the recording and ask students to listen.

While they are listening, students read the verse in the book.

• Play the recording again and ask students to say along with the rhyme.

Extra activity• If students enjoy the verse, explain the meaning

of each line.• Explain buckle my shoe by bending down and

miming tying your shoelaces. Then, mime knock at the door. Mime pick up sticks from the fl oor, and then lay them straight on an imaginary table. Mime big fat hen by pretending to walk like a large chicken. Encourage students to copy your actions.

• Put students in small groups and ask them to stand up.

• One half of each group to say the numbers (one two, three four). Ask the other half of each group to say the rest of the verse (buckle my shoe, knock at the door) and to mime the actions.

• Play the CD and ask students to say (and mime) their parts of the verse, in time with the recording.

• Play the recording one more time, with students swapping roles.

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ObjectivesReading Colours

Vocabulary red, yellow, blue, green, purple, pink, brown, orange, black, white, favourite, rainbow, dark, light

Structures What’s your favourite colour?My favourite colour is …It’s + colour.


Colours Asking about favourite colours

Writing Favourite colours

Way in• If you have differently coloured board pens or pieces

of chalk, draw some patches on the board in two or three different colours.

• Point at each patch and say the colour (for example, green, red, black, etc.)

• Pre-teach the word colours.

A Look and say track 12• Ask students to look at the coloured patches in the book. • Play the recording. While students are listening, they

should point to each coloured patch.• Play the recording again. Stop the CD after each colour.

Students repeat the name of the colour.• Pay attention to problem sounds (for example, the

double consonant sounds /bl/ and /pl/ in blue and purple, and the /ŋ/ sound in pink). Give extra help if needed.

Extra activity• Point to different colours on students’ clothes and

say the name of the colour.• Say the name of a colour (for example, red) and

ask every student who is wearing something with the colour red to stand up.

• Students sit down. Then, say another colour (for example, black), and every student wearing something with that colour stands up.

• Repeat with four or fi ve more colours, getting faster each time.

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B Listen and colour track 13You will need coloured pens or pencils for students to use. They should be the colours shown on page 18 (not including white).

• Write the numbers 1–10 on the board. Ask students to say the numbers.

• Say red and ask students to pick up a red pen or pencil.

• Now say One is red and ask students to look at the number one in the book. Ask students to colour it with a red pen or pencil.

• Ask students to listen to the recording. As they listen, they fi nd the right number and colour it in. If necessary, stop the CD after each phrase to give students time to colour. (They don’t have to colour in the number six.)

• When they have fi nished, students check their numbers with each other to see if they have the same colours.

C Look and say• Point to the number three and say Three is green.• Next, point to the number ten. Students should say

Ten is brown.• Ask students to cover the phrases in part B.

Go through each number, • 1–10, saying what colour it is.• Put students in pairs or small groups. Each student

takes turns to point at a number. Their partner says the number, and what colour it is.

D Draw and colourYou will need coloured pens or pencils for students to use. They should be the colours shown in this unit (not including white).

• Ask a confi dent student to come to the board. Say four worms and ask the student to draw four worms on the board.

• Ask another student to come to the board. Say four pink worms and ask the student to colour in the worms with pink. (You can change the colour if you do not have a pink pen or chalk.)

• Students look at the book and the six empty boxes. They look at the phrases (four pink worms, etc.) and draw what they read in the empty spaces.

• Students look at each other’s work and see if they have the same answers.

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Extra activity• If students enjoy drawing, play a board race to

practice colours and numbers more.• Put students in two groups. Ask each group to

stand in a line in front of the board. Make sure there are coloured pens or pieces of chalk easily available for students to pick up.

• Say two green worms! The fi rst student in the line in each group runs up to the board and draws two green worms. The fi rst student to fi nish the drawing wins one point for their team. If the drawing is especially good, give an extra point.

• Continue saying phrases with numbers and colours (for example, six blue hats, fi ve red ants!) until each student has had a chance to draw on the board.

• The group with the most points at the end wins the race.

E Colour and writeYou will need coloured pens or pencils for students to use. They should be the colours shown in this unit (not including white).

• Choose your own favourite colour from the colours taught in this unit. Draw a patch of this colour on the board.

• Draw a smiley face next to the patch of colour ☺. Point to the colour on the board and smile. Teach the word favourite (= the thing you like most).

• Write My favourite colour is _______. on the board. Write the name of your favourite colour in the gap.

• Ask students to look at the book. They fi ll in the box with their favourite colour and write the name of this colour in the gap.

F Ask and answer• Point to one student in the class and ask favourite

colour? Get the student’s answer and write it on the board.

• Write What’s your favourite colour? on the board. Explain that What’s = what is.

• Write It’s + the student’s answer on the board. Explain that It’s = it is.

• Ask two or three more students What’s your favourite colour? and elicit their answers, using It’s … .

• Practice drilling the question What’s your favourite colour? with the class. Say colour and ask students to repeat. Then say favourite colour and ask students to repeat. Then say What’s your favourite

colour? and ask students to repeat the whole question.

• Repeat this two or three times, paying attention to students’ pronunciation of favourite (/ˈfeɪvrət/).

• Put students in pairs or small groups. Each student takes turns to ask What’s your favourite colour? and get an answer.

• Ask students to stand up. Give a time limit of three minutes. Ask students to walk around the class and ask What’s your favourite colour? to as many people as they can.

• At the end of the activity, fi nd out which colour is the favourite for the most people in the class.

G Colour and writeYou will need coloured pens or pencils for students to use. They should be the colours shown in this unit, plus dark blue and light blue.

• Teach the word rainbow. You can draw a rainbow on the board, if you have enough pens/chalk.

• In Hungarian, talk about the colours of the rainbow, and what order they appear in (red, orange, yellow, green blue, indigo, violet). The last two colours may be diffi cult and are not commonly used. You can call blue ‘light blue’, indigo ‘dark blue’ and violet ‘purple’.

• Explain that not every colour can be ‘dark’ or ‘light’. The colours red, green and blue can be dark or light. The colours black and white cannot.

• Ask students to look at the picture of the rainbow. They colour in the rainbow with the seven colours, including light blue and dark blue.

• When students have fi nished, they can compare their rainbows with other students.

• Ask students to look at the spaces underneath the rainbow. On the fi rst set of spaces, ask students to write the letters R, E and D, using a red pen or pencil, to spell the word RED.

• Students complete all the other gaps with the colours of the rainbow.

H Listen and say track 14• Ask students to listen and read with the rainbow

verse.• Play the recording again. Students say along at the

same time.• Tell students that they will say the verse again. Put

students into two groups, A and B. Ask the students in group A to say the colours. Ask students in group B to say Rainbow. Everyone can say the last two lines (Colours of the rainbow).

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• Students say the verse together, with half the class saying the colours, the other half saying Rainbow, and the whole class fi nishing the last two lines. Encourage students to have a good rhythm by conducting them yourself.

• Ask students to swap lines, and repeat the verse again.

I ColourYou will need coloured pens or pencils for students to use. They should be the colours shown in this unit (not including white).

• Ask students to look at the picture. Say one and ask students to fi nd where 1 is in the picture. Say one is red.

• Show students that they should colour in red where they see 1.

• Ask students to look at the numbers and colours at the bottom of the page. Read them out: one is red, two is blue, three is green, etc.

• Students colour in the picture, matching the colours with the numbers.

• When students have fi nished, they can show their pictures to each other.

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Warm upBegin this lesson by revising numbers and colours from the previous lesson.

ObjectivesReading School words

Vocabulary school, classroom, bag, book, chair, desk, pencil, pen, rubber, pencil case, ruler, crayon, notebook, clock, cool

Structures What’s this?It’s …


Talking about classroom objectsPlural -s sounds /s/, /z/ and /ɪz/

Writing Describing classroom objects

Way in• Write the name of the children’s school on the

board. • Pre-teach the word school.

A Look and listen track 15• Ask students to look at the picture. • Play the recording. Students listen and read the

conversation between Thog and the children.• Write the word school on the board. Say the word,

and ask students to repeat.

B Look and listen track 16• Ask students to look at the picture. • Play the recording. Students listen and read the

conversation between Quitch and the children.• Write the word classroom on the board. Point

around the room in which you are teaching and say classroom. Ask students to repeat.

C Listen and say track 17You will need a bag and a book to demonstrate the target language to students.

• Ask students to look at the pictures. • Play the recording. Students listen and read the

conversations.• Play the recording again. Students listen and repeat

each line.

• Write What’s this? on the board. Say the phrase, and ask students to repeat. If students have problems pronouncing the /ð/ in this, give extra help.

• Write It’s a _____. on the board. • Hold up a bag in front of the class. Point to it, and

ask What’s this? Encourage students to answer with It’s a bag.

• Hold up a book and ask What’s this? Encourage students to answer with It’s a book.

D Listen, ask and say track 18• Hold up a book and point to it. Ask students What’s

this? and then say It’s a book. Repeat the word book and write it on the board.

• Focus students on the pictures on the book. Point to the picture of the chair and say a chair.

• Play the recording. While students are listening, they look at each picture in the book and read each phrase.

• Play the recording again, stopping the CD after each phrase so that students can repeat them.

• Write the following conversation on the board: What’s this? It’s a ______. Point to the clock in the book. Ask What’s this? Encourage students to answer with It’s a clock.

• Put students in pairs. Each student takes turns to point to a picture and ask What’s this? Their partner answers with It’s a … .

E Ask and say track 19• Focus students on the picture in the book. • Play the recording and ask students to listen and

read the conversation in the book between Thog and Olivia.

• Point to the same chair you used in part D. Ask students What’s this? and then write It’s a ______ chair on the board. Point to the gap and elicit a colour which could be written in it (for example, brown, black, etc.). Write the colour in the gap on the board.

• Ask students to turn to part D on page 23 in the book. Point at the picture of the chair and ask What’s this? Elicit the answer It’s a brown chair.

• Point to the picture of the desk and ask What’s this? Elicit the answer It’s a green desk.

• Repeat this for the other pictures.

55 SchoolSchoolUnitUnit

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F Listen and say track 20• Hold up a book and say one book. Then, hold up

two books and say two books. Write book and books on the board. Underline the plural -s in books.

• Hold up a pen and say one pen. Then, hold up two pens and say two pens. Write pen and pens on the board. Underline the plural -s in pens.

• Now hold up a pencil case and say one pencil case. Then, hold up two pencil cases and say two pencil cases. Write pencil case and pencil cases on the board. Underline the plural -s in pencil cases.

• Model and drill the following words with students: book, books (/s/); pen, pens (/z/); pencil case, pencil cases (/ɪz/). If students have problems pronouncing the different plural -s sounds, give extra help.

• Focus students on part F in the book and play the recording. While students are listening, they read the phrases in the book and look at the pictures.

• Play the recording again. Stop the CD after each phrase and ask students to repeat.

• Hold up a book and say one book. Then, hold up two books and say two books. Write book and books on the board. Underline the plural -s in books.

G Look and say• Focus students on part G in the book. Point to

picture 1 and say three bags. Ask students to repeat. Now say three red bags and ask students to repeat.

Extra activity• Point to the other pictures (2–6) and give wrong

information. Ask the class to correct you. • For example, point to picture 2 and say two pink

pens? Students should correct you with six black pens!.

• Continue until students have correctly described all six pictures to you.

• Point to pictures 2–6 and say what you can see (2 six black pens, 3 eight green rubbers, 4 fi ve yellow notebooks, 5 two blue pencil cases, 6 seven brown desks). Students listen and repeat.

• Put students in pairs. Each student takes turns to point at a picture. Their partners say what they can see in the picture. Go round and monitor that students can pronounce the plural -s sound correctly. Give extra help if necessary.

H Draw and colour• Focus students on the dotted lines in the book.

Ask them fi rst to join the dots to make two pictures (of a pencil case and a bag).

• Ask students to colour in the pencil case and the bag. They can use any colour they like.

• Ask students to complete the gaps under each picture. They should also write the colour of the object (for example, It’s a red pencil case. or It’s a green bag.).

• Put students in pairs. Write What’s this? on the board. Students take turns to point to each other’s pictures and ask What’s this? Students answer with It’s a … .

I Listen and say track 21

• Focus students on part I in the book. Point to the desk and ask What’s this? Elicit the answer It’s a desk. Repeat this with the other six objects.

• Play the recording. Students listen and read the verse in their books.

• Teach the phrase school is cool if necessary (= school is good, you like it).

• Play the recording again. Ask students to say along.

Remember 1Remember 1A Write • Ask students to write the missing letters of the

alphabet in the gaps. (Answers: d, j, n, q, w, y).

Extra activity• Divide the class into two groups. • Ask each group to line up in front of the board.

Make sure the fi rst student in each line has a board pen or some chalk.

• Write the English alphabet letters (A–Z) twice on the board. Ask the fi rst student in each line to close their eyes. Then rub out four letters in each of the two alphabets on the board.

• Ask the students to open his or her eyes, then run to the board and add in the four missing letters. The fi rst student to fi nish wins a point for their team.

• Repeat this until each student has had a chance to play.

B Write• Ask students to complete the conversation.

(Answers: name, Hello/Hi).

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Extra activity• Ask students to stand up and walk around the

room. • Give a time limit of three minutes. Students greet

as many people as they can and say their names.

C Write the numbers• Ask students to complete the gaps with either a fi gure

or a word. (Answers: one, 5, seven, 8, four, 9).

Extra activityFor this activity, you will need 10 sheets of paper and something with which you can stick them to the wall. • Write the numbers 1–10 on separate sheets of

paper. Stick the papers on the walls around the classroom.

• Ask students to stand up and stand in the middle of the room.

• Call out a number (for example, three!). Students run as quickly as they can to the number three on the wall. Then, call out another number (for example, ten!) and students run to the number ten.

• Repeat this for the other numbers, making sure not to call out the numbers in numerical order.

D Draw• Ask students to read the phrases and create a

drawing in the spaces. • Praise students who can understand the English

phrases, even if they are not good at drawing.

E Write• Ask students to look at the pictures and write what

they can see. They should write the colour as well as the number of the objects. Encourage them to spell out the numbers, not write fi gures. (Answers: fi ve yellow hats, eight brown eggs, two blue insects, ten orange ants.)

Extra activityYou will need coloured board pens or chalk.

• Divide the class into teams. Ask students to watch as you draw something on the board.

• Take a coloured pen or piece of chalk, and start to draw an object (for example, a yellow book). The fi rst team to call out what it is you are drawing wins one point.

• Repeat this with several other objects (for example, two red spiders, three white hats).

• The team with the most points at the end wins.• •

F Colour• Ask students to read the phrases and then colour in

the pictures correctly.• When students have fi nished, they can show their

pictures to each othe r.

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Warm upBegin this lesson by revising classroom words from the previous lesson.

ObjectivesReading Animals

Vocabulary animal, ant, dog, frog, insect, monkey, spider, tiger, worm, zebra, rabbit, cat, pig, goldfi sh, lion, elephant

Structures a and anWhat’s that?It’s a/an …What are they?They’re …What colour are they?What’s your favourite animal?My favourite animal’s ...


Talking about animals

Writing Describing animals

Way in• Draw some animals on the board. These should be

animals that students know in English (for example, ant, monkey, tiger).

• Ask students to give you the name of each animal in English.

• Teach the word animals.

A Look and say track 22

Extra activity• Before students look at the page, write the word

animals on the board.• Write the following letter on the board, with two

gaps after it: a _ _. • Ask students What’s the animal? and to give you

the extra two letters (answer: ant).• Repeat this game with some other animals, which

students should know from the book so far: dog, frog, insect, monkey, etc.

Animals Animals 66UnitUnit

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• Ask students to look at the pictures in the book.• Play the recording. While students are listening,

they look at the animals in the book and read the words.

• Play the recording again. Stop the CD after each animal and ask students to repeat the word.

• Write a dog on the board. Then, write an ant. Circle the words a and an. Then underline the d in dog and the a in ant.

• Write __ spider on the board. Ask the class what goes before spider: a or an (answer: a).

• Next, write __ insect on the board and repeat the question.

• Explain that we can use an before words starting with a, e, i, o and u (vowels).

• Put students in pairs. Write What’s this animal? on the board. Students take turns to point to an animal in the book and ask What’s this animal? Encourage students to answer with It’s a … or It’s an … .

B Listen and say track 23 • Ask students to look at the pictures. • Play the recording. Students listen and look at the

animals and the words.• Play the recording again. Stop the CD after each

animal and ask students to repeat the word. • Put students in pairs. Students take turns to point to

an animal in the book and ask What’s this animal? Encourage students to answer with It’s a … or It’s an … .

C Colour • Ask students to look at the pictures in part B again. • Then, ask students to look at the animal and colour

words in part C. • Teach the word grey and remind students what dark

means.• Ask students to colour in the animals with the

correct colour (a white rabbit, a black and white cat, etc.).

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• Students can show their drawings to each other when they have fi nished.

Extra activity• Point to the rabbit in part C. Ask What’s this?• Elicit the answer (a white rabbit) and write it on

the board. Write a rabbit white on the board, and explain that the colour goes fi rst.

• Point to the goldfi sh. Ask What’s this?• Elicit the answer (an orange goldfi sh) and write

it on the board. Write a orange goldfi sh on the board, and explain that we say an because orange starts with an o.

• Put students in pairs. Students take turns to point to an animal in the book and ask What’s this? Encourage students to answer with It’s a … or It’s an … and the colour (for example, it’s a white rabbit, it’s an orange elephant).

D Look and say track 24• Hold up a book and point to it. Ask students What’s

this? and elicit the answer It’s a book. Repeat the question What’s this? and write it on the board.

• Point to a chair (which is not near to you). Ask What’s that? and elicit the answer It’s a chair. Repeat the question What’s that? and write it on the board.

• Underline this and that. Point to the book and say this, then point to the chair and say that. Explain that we can use this for things which are near us, and that for things which are not near us.

• Focus students on the picture and the conversation between Jack and Quitch.

• Play the recording and ask students to listen and read.

• Play the recording again and ask students to repeat the conversation.

E Look and write • Focus students on the pictures. • Point to the tiger in the book and say What’s that?

Elicit the answer It’s a tiger. And ask students to complete the gap with a tiger.

• Repeat with the pictures of the lion and the zebra.

F Look and write track 25• Ask students to look at the picture in the book. Ask

Can you see a girl? and ask students to point at the girl.

• Focus students on the parrots. Point to one parrot and ask What is this? Write the word parrot on the board.

• Now point to all the parrots and ask What are they? Write the word parrots on the board and underline the plural -s.

• Play the recording. While students are listening, they read the conversation in the book.

• Play the recording again. This time, ask students to fi nish the last sentence with the correct colour.

• Explain that they’re = they are. Model the pronunciation of they’re and give extra help with the /ð/ sound if necessary.

Extra activity• If students need more practice of the difference

between this and they, play this game.• Begin to draw an animal (for example, a worm)

on the board. Ask students to guess what you are drawing. Elicit the answer It’s a worm.

• Begin to draw two animals on the board (for example, two elephants). Ask students to guess. Elicit the answer They’re elephants.

• Ask one or two confi dent students to come to the board to continue the drawing game. The other students guess what they are drawing.

G Draw and colour. Look and say. You will need coloured pens or pencils for students to use.

• Focus students on the empty box on the page. • Ask students to choose an animal they like. In the

box, they should draw two or more of these animals. • Next, ask students to colour in the animals. They

can use different colours if they want.• Put students in pairs. They take turns to look at

each other’s animals, and to ask and answer the questions underneath the picture of the parrots: What are they? They’re …, etc.

• When students have fi nished asking and answering the questions, put students in different pairs to repeat the activity.

• Ask students to write the questions and the answers underneath their own picture in the book.

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H Ask, answer and write track 26• Remind students of the word favourite.• Focus students on the picture and the conversation

between Jack and Olivia. Point to the animal and ask What’s this? Elicit the answer It’s a cat.


• Point out that animal’s = animal is. • Focus students on the table. Ask them to write their

name next to Me. • Next, ask students to write their favourite animal in

the next column. Go round and monitor students. Give help if necessary.

• Ask one student What’s your favourite animal [name]? Elicit the answer. Then write the student’s name, and the animal he or she said, on the board.

• Put students in pairs. Each student takes turns to ask each other What’s your favourite animal? They then write their partner’s name next to 1. in the table, and their partner’s animal in the next column.

• Ask students to stand up and stand in the middle of the room. Give a time limit of four minutes. Students walk around and ask four more people What’s your favourite animal? They write the people’s names, plus their animals in the table.

• Get feedback from the whole class about students’ favourite animal. Find out which animal is the favourite for most people in the class.

I Listen and say track 27• Focus students on the pictures of the animals. Ask

What are they? Elicit the answer a dog, an ant, a frog and an elephant.

• Play the recording. While they listen, students read the verse in the book.

• Play the recording again. Students say along.• Divide the class into two groups, A and B. Ask the

students in group A to say My favourite animal – It’s a dog. Ask students in group B to say My favourite animal – It’s a frog. A and B students then take turns to say A dog and A frog. Continue the rest of the verse with A students chanting about the ant, and B students chanting about the elephant.

• Play the recording and ask the groups to say along with their parts of the verse.

• Ask groups to change lines. Play the recording again, with students saying along.

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Warm upBegin this lesson by revising animal words from the previous lesson.

ObjectivesReading Food

Vocabulary food, egg, lemon, nut, apple, orange, cake, pizza, ice cream, sweet, sandwich, banana, yes, no

Structures What’s this?It’s a/an … Is this a/an …?Yes, it is.No, it isn’t.What’s your favourite food?My favourite food’s …


Talking about food

Writing Describing food

Way in• Draw a picture of an egg on the board. Then write

E _ _. Ask students to say the missing letters to complete the word (EGG).

• Repeat this with the words lemon and nut. • Pre-teach the word food.

A Look and say track 28• Ask students to look at the picture and conversation

between Quitch and Jack.• Play the recording. While students are listening, they

read the conversation in the book.• Point to the picture of the egg. Ask What’s this? Elicit

It’s an egg.• Put students in pairs. They take turn to ask each

other about the other two foods (lemon and nut). Encourage them to use each other’s names.

B Listen and say track 29• Ask students to look at the pictures.• Play the recording. While students are listening, they

follow the pictures and read the words.

• Play the recording again. Stop the CD after each food, and ask students to repeat the word.

• Point out to students that we use an in front of apple, orange and ice cream.

• If necessary, help with the pronunciation of sandwich /'sænwɪdʒ /. Show students that we do not always pronounce the /d/ in the middle, and that we pronounce the ch as /dʒ/.

Extra activity• Put students in pairs.• Ask one student in each pair to draw one of

the foods from the page. It doesn’t need to be a very good drawing. The student asks his or her partner What’s this, [name]? Their partner guesses what the food is.

• Students then swap roles.

C Look and say track 30• Ask students to look at the conversation between

Thog and Olivia. • Play the recording. While students are listening, they

read the conversation in the book.• Ask students to look back at part B on page 32.

Point to the apple and ask What is it? Elicit the food plus the colour (It’s a red apple.).

• Put students in pairs. They take turns to point to a food on page 32 and ask What is it? Encourage them to say the colour or colours of the food in their answers (for example, It’s a purple and green ice cream).

D Look say and write • Focus students on the pictures. Point to the pizzas

and ask What are they? Write this question on the board. Elicit the answer They’re fi ve pizzas. and write this on the board. Point out that there is a plural -s on the end of the word pizzas.

• Repeat this with the other foods (answers fi ve apples, nine bananas, eight sweets, four sandwiches, three ice creams).

• Point out that we say one sandwich but two sandwiches. Highlight that we use -es at the end of the word. (To demonstrate why, you could try saying sandwichs, which is almost impossible.)

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• Put students in pairs. They take turns to ask What are they? about the foods, and answer.

• When students have fi nished, they write the answer in the space under each food picture.

E Listen and say track 31 • Hold up a book and ask the class Is this a banana?

Elicit a negative response from the class. Write Is this a banana? on the board. Next to this, write No, it isn’t!

• Next, hold up a pen and ask Is this a banana? Elicit the answer No, it isn’t.

• Hold up a book and ask the class Is this a book? Elicit a positive response. Write Is this a book? on the board. Next to this, write Yes, it is.

• Make sure students understand yes and no by pointing to the words on the board and nodding or shaking your head.

• Say yes and ask the class to all nod their heads. • Say no and ask the class to all shake their heads.

• Focus students on the pictures and conversations in the book.

• Play the recording. While students are listening, they read the conversations.

• Play the recording again. Stop the CD after each line, for students to repeat. Make sure that students’ question intonation is the same as on the recording, and give extra help if necessary.

F Ask and answer• Ask students to look at the foods in the book. • Point to the picture of the pizza and ask Is this a

sandwich? Elicit the answer No, it isn’t. It’s a pizza.• Repeat this with one or two more food pictures until

students understand the activity.• Put students in pairs. Students take turns to point

at one of the food pictures and ask Is this … ? plus the words below the picture. Their partner should respond with No, it isn’t. It’s a … and the correct name for the food.

Extra activity• Ask students to work in pairs.• Students take turns to ask the correct question

(for example, Is this a pizza?). Their partner should answer with Yes, it is.

G Ask, answer and write track 32• Focus students on the picture and conversation

between Jack and Olivia.


• Point out that food’s = food is. • Focus students on the table. Ask them to write their

name next to Me. • Next, ask students to write their favourite food in the

next column. Go round and monitor students. Give help if necessary.

• Ask one student What’s your favourite food [name]? Elicit the answer. Then write the student’s name, and the food he or she said, on the board.

• Put students in pairs. Each student takes turns to ask each other What’s your favourite food? They then write their partner’s name next to 1. in the table, and their partner’s animal in the next column.

• Ask students to stand up and stand in the middle of the room. Give a time limit of four minutes. Students walk around and ask four more people What’s your favourite food? They write the people’s names, plus their food in the table.

• Get feedback from the whole class about students’ favourite food. Find out which food is the favourite for most people in the class.

H Listen and say track 33• Ask students to look at the pictures. Point to each

food and ask a deliberately wrong question. For example, for the pizza picture, ask Is this a banana? and elicit the answer No, it’s a pizza! Do this for all the pictures.

• Play the recording. While students are listening, they read the verse.

• Explain that yum is the sound we make when we think a food is good.

• Play the recording again and students say along.

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• Pick up a blue book and say I’ve got a blue book. Hold it close to you, to demonstrate your possession of the book.

• Repeat this by picking up a pen, a bag, etc., and saying I’ve got … .

• Write I’ve got … . on the board and ask students to say the phrase. You could explain that I’ve got = I have got.

• Hold up your book again and say I’ve got a [colour] book. Then, point to a different student who has a differently coloured book, and say You’ve got a [colour] book.

• Write You’ve got … . on the board.• Ask a confi dent boy and girl to come to the front of

the class. Point at the boy, without looking at him, and say He’s got … [an item of clothing]. Write He’s got … on the board.

• Do the same with the girl, but say She’s got … and write this on the board.

• You could explain that He’s/She’s got = He/She has got.

B Listen and say track 35• Play the recording. While students listen, they look

at the items of clothing and the words.• Play the recording again. Stop the CD after each

phrase and ask students to repeat.• If students ask, explain that trousers, socks, shoes

and gloves are all plural. There are always two of them (or two legs, in the case of trousers). We don’t need to use a in front of plural words, but we can say a pair of (trousers, socks, shoes, gloves, etc.).

• Put students in pairs. They take turns to point at themselves, their partner, or other people in the class, and make sentences with I/You’ve got … or He/She’s got.

• Encourage them to talk about items of clothing or classroom objects, and to use colour words as well.

C Colour and write• Students will need a range of coloured pens or

crayons to do this activity.

• Focus students on the picture. Say hat and ask students to point at the hats they can see. Repeat this with some more clothes words (for example, shoes, skirt, scarf).

Warm upBegin this lesson by revising food words from the previous lesson.

ObjectivesReading Clothes

Vocabulary clothes, T-shirt, hat, skirt, jumper, trousers, scarf, socks, shoes, coat, gloves, he, she

Structures I’ve got a/an …What’s he/she got?He/She’s got a/an …


Talking about clothesSaying what you have/haven’t got

Writing Describing what people have got

Way in• Ask two confi dent students – one boy and one girl –

to come to the front of the class.• Point to one of the boy’s items of clothing, and say

what it is (e.g. a white shirt, black trousers). Then write these words on the board.

• Do the same with the girl, and write the clothes words on the board.

• Teach the word clothes.

A Listen and repeat track 34• Ask students to look at the pictures and

conversations in the book. • Say red and ask students to point to something red

(they should point at Olivia’s red T-shirt). Then, say green and encourage students to point at Jack’s jumper.

• Play the recording. While students are listening, they read the conversations in the book.

• Play the recording again. Stop the CD after each line and ask students to repeat.

• To check students’ understanding, say T-shirt and ask students to point at the T-shirt in the picture. Do the same with skirt, hat, trousers, jumper and scarf.

88 ClothesClothesUnitUnit

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• Ask students to choose their own colours to colour in the boy’s and the girl’s clothes.

• When they have fi nished, students write sentences about the clothes below the pictures, starting with He’s got … or She’s got … . Encourage them to write a list, not very short sentences. For example He’s got a red scarf, blue trousers, a brown hat and white shoes.

• Go round and monitor students’ writing. Pay attention to their use of commas if they wrote a list.

• Students show their drawings to each other and read out their sentences.

D Listen and say track 36• Point to a boy who is wearing an item of clothing

taught in this unit. Say What’s he got? Elicit a number of correct answers, for example, He’s got a blue jumper.

• Write What’s he got? on the board. Underline the word he.

• Then ask What’s she got? and point to a girl in the class. Encourage a range of correct answers.

• Write What’s she got? on the board. Underline the word she.

• Focus students on the pictures and conversations in the book.

• Play the recording. While students listen, they read the conversations.

• Play the recording again. Stop the CD after each line and ask students to repeat. Pay attention to students’ intonation of the questions, which should be the same as on the recording.

E Ask and answer• Put students in pairs. Ask students to turn to

page 37 and look at their drawings. • Students take turns to look at their partner’s drawing

and ask and answer What’s he got? and What’s she got?

• Ask students to change partners and repeat the activity.

F Look and say• Put students in pairs. Focus them on the six children

in the book. • Students take turns to point to one of the children

and ask What’s she/he got? Their partner answers, with as much information about clothes and colours as possible.

Extra activity• Divide the class into two groups.• Ask the groups to stand up in two horizontal lines,

facing each other. • Ask students to work with the person next to

them.• Students take turns to point to another student

in the opposite row, and ask What’s he/she got? Their partner answers with as much information as possible.

G Look and say• Focus students on the picture in the book. • Say Jack and ask students to point to Jack in the

picture. Repeat this with Olivia and Liz. You could explain that Liz is the shop owner.

• Write What’s Jack got? on the board. Elicit one or two correct answers (for example, brown shoes, red trousers).

• Rub out Jack and write Liz on the board. Ask What’s Liz got? Elicit one or two correct answers (for example, fi ve brown coats, eight blue skirts).

• Put students in pairs. Students take turns to ask What’s Liz/Oliva/Jack got? Encourage them to answer with as much information as possible.

H Listen and say track 37• Ask students to look at the pictures. Point to each

item of clothing and ask a deliberately wrong question. For example, for the T-shirt picture, ask Is this a black T-shirt? and elicit the answer No, it’s a white T-shirt! Do this for all the pictures.



Extra activity• If students enjoy the verse, ask them to do it

again.• Put students in small groups with four or six

students in each.• Half the students in each group should say the

four questions (make sure students understand which are the questions in the verse). The other half should say the answers.

• Play the recording again and students chant along with their lines.

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99 The BodyThe BodyUnitUnit

Warm upBegin this lesson by revising clothes words from the previous lesson.

ObjectivesReading Parts of the body

Vocabulary a body, a head, an eye, a mouth, an ear, a hand, a fi nger, a leg, a foot, an arm, a nose, no, it

Structures What’s it got?It’s a …It’s got a …It’s got no …


Talking about parts of the bodyAsking what something is, and what it has got

Writing Describing parts of the body

Way in• Ask students to stand up. Put your hands on your

head and say head. Students copy your moves. • Next, hold up your hands and say hands. Students

copy you. • Repeat with other parts of the body: eye, mouth, ear,

fi ngers, arm, nose, etc.• Pre-teach the word body.

A Listen and say track 38• Ask students to look at the picture of Jack in the

book.• Play the recording. While students are listening, they

follow the words in the book. Stop the CD after all the body parts have been named.

• Play the recording again. Stop the CD after each body part. Ask students to listen and repeat the words.

• Focus students on the speech bubble. • Play the recording and ask students to read the

words in the speech bubble.• Play the recording again and ask students to write in

the missing words.• Play the recording one more time, for students to

check their answers, if necessary.

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Extra activity• Ask students to stand up. • Read out Jack’s speech bubble, starting with

This is my body, and I’ve got …. • When you say a part of the body (for example,

one head), shake or move it. Ask students to do the same.

•

B Listen and say track 39• Ask students to look at the picture and the

conversation between Quitch and Olivia. • Play the recording. While students listen, they follow

the conversation in the book.• Explain the word tail by pointing at the dog’s tail. • Play the recording again. Ask students to repeat the

lines.• Explain that we use he and she with people. We can

use it with animals, like dogs.

C Ask and answer track 40• Ask students to look at the picture and the

conversation between Thog and Jack. • Play the recording. While students listen, they follow

the conversation in the book.• Explain the word no by writing the numbers 1–5 on

the board. Before the number 1, write the number 0. Explain that we can use the word no to mean ‘0’.

• Play the recording again. Ask students to repeat the lines.

• Remind students that we can use it with animals.

• Focus students on animals 1–8 at the bottom of the page. Point to 1 and ask What is it? Elicit the answer It’s a pig.

• Ask What’s it got? and elicit a correct answer, for example, It’s got four legs, and no arms. Write this conversation on the board.

• Put students in pairs. They take turns to talk about each animal, asking What is it? and What’s it got?

• Go round and monitor, giving help if necessary.

D Draw, colour and write • Draw a cartoon ‘monster’ on the board. Give it a

lot of unusual features (for example, two heads, fi ve eyes, three legs, etc.). Use different colours if possible.

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• Write some sentences about the monster. Start with It’s got …

• Ask students to help you complete the sentences about the monster. Build up a short description (for example, It’s got two heads, fi ve yellow eyes …).

• Ask students to make their own cartoon ‘monsters’ and write sentences about it, starting with It’s got … . Encourage students to include colours in the descriptions as well (for example, It’s got one green ear …).

E Look and say• Ask students to give their monster a name.• Put students in pairs. They take turns to show their

pictures and talk about their monsters.• Ask students to work with another partner and

repeat the task. This time, they cover their sentences and talk about the monster from memory.

F Read and cut• Ask students to look at the circle of letters on the

page. • Tell students that there are ten body words. Ask

them to take a pen and draw a line to ‘cut’ between where one word ends and the next one begins.

• Answers: hand, leg, arm, foot, fi nger, head, eye, ear, mouth, nose.

Extra activity• Ask students to make their own circle of letters. • They choose ten body words and write them in

a circle, with no space between words. • Students give their circles to a partner, who

tries to fi nd the words.• You could use this to practise any other

vocabulary from the book (for example, colour words, or animal words).

•

G Listen and say track 41• Ask students to look at the pictures. Point to each

item of clothing and ask a deliberately wrong question. For example, for the tiger picture, ask Is this a pig? and elicit the answer No, it’s a tiger! Do this for all the pictures.



Extra activity• If students enjoy the verse, ask them to do it

again.• Put students in small groups with four or six

students in each.• Half the students in each group should say the

fi ve questions (make sure students understand which are the questions in the verse). The other half should say the other lines.

• Play the recording again and students chant along with their lines.page 42

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• Play the recording again. Stop the CD after each line and ask students to repeat the words.

• Put students in pairs. They take turns to point at toys 1–10 and ask What’s that? Encourage them to use colours in their answers (for example, it’s a red car, it’s a brown teddy).

C Listen and colour track 44• Students will need a range of coloured pens or

crayons for this activity.

• Point to each picture and ask What’s that? Elicit the word for each picture (a hoop, a teddy, a kite, a yo-yo, a robot, a brick).

• Explain that students will need pens or crayons in the following colours: red, green, yellow, purple, orange, blue.

• Play the recording. Stop the CD after each line, and ask students to colour in each picture correctly. (Answers: a red robot, a green kite, a yellow hoop, a purple brick, an orange teddy, a blue yo-yo).

• Students show each other their drawings.

D Ask, answer and write track 45• Remind students of the word favourite.• Focus students on the picture and the conversation

between Jack and Olivia. Point to the toy and ask What’s this? Elicit the answer It’s a rope.


• Point out that toy’s = toy is. • Focus students on the table. Ask them to write their

name next to Me. • Next, ask students to write their favourite toy in the

next column. Go round and monitor students. Give help if necessary.

• Ask one student What’s your favourite toy [name]? Elicit the answer. Then write the student’s name, and the toy he or she said, on the board.

• Put students in pairs. Each student takes turns to ask each other What’s your favourite toy? They then write their partner’s name next to 1. in the table, and their partner’s toy in the next column.

• Ask students to stand up and stand in the middle of the room. Give a time limit of four minutes. Students walk around and ask four more people What’s your favourite toy? They write the people’s names, plus their toys in the table.

1010 ToysToysUnitUnit

• Warm upBegin this lesson by revising body words from the previous lesson.

ObjectivesReading Asking about toys

Describing toysVocabulary toys, a car, a teddy, a doll, a kite,

a train, a ball, a rope, a hoop, a brick, a dice, happy birthday, present

Structures What’s that?It’s a …Have you got a …?Yes, I have. No, I haven’t.


Asking about toysDescribing toysAsking what you have got

Writing Toys and numbers

Way in• If you have some toys in the classroom, place them

on a table in front of the class. Hold up each toy and ask What is it? Elicit any correct answers.

• Alternatively, draw some toys on the board (for example, a teddy, a kite, a yo-yo) and elicit the names for each word.

• Teach the word toys.

A Listen and say track 42• Focus students on the pictures and the

conversations.• Play the recording. While students are listening, they

read the conversations in the book.• Play the recording again. Stop the CD after each

line and ask students to repeat.

B Listen and say track 43• Ask students to look at pictures 1–10 at the bottom

of the page. • Point to picture 1 and ask What’s that? Elicit the

answer It’s a car. or It’s a red car.• Play the recording. While students are listening, they

look at the pictures and the words in the book. Point out that in picture 9, we can see many bricks.

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• Get feedback from the whole class about students’ favourite toy. Find out which toy is the favourite for most people in the class.

E Look and say• Focus students on pictures 1–6. • Point to picture 1 and ask What are they? Elicit the

answer four dolls.• Repeat this for pictures 2–6. Elicit the answers

seven kites, nine hoops, fi ve ropes, eight balls and three teddies.

• If necessary students with the pronunciation of the plural -s. This is pronounced /z/ with dolls, balls and teddies. It is pronounced /s/ with kites, hoops and ropes.

• Write teddy on the board and underline the letter y. Then write teddies and underline the letters ies. Then write y ➔ ies and explain that we don’t write teddys.

• Ask students to write the correct phrase under each picture. For example, write four dolls under picture 1.

• Put students in pairs. They take turns to ask What are they? about each picture, and give the correct answer.

F Listen and say track 46• Focus students on the pictures and conversations in

the book. • Play the recording. While students listen, they read

the conversations.• Play the recording again. Stop the CD after each

line and ask students to repeat. Pay attention to students’ intonation of the questions, which should be the same as on the recording.

• Point out that haven’t = have not.

G Ask and answer• Put students in pairs. They take turns to ask

each other about toys, using Have you got a … ? Encourage them to answer with Yes, I have. or No, I haven’t.

Extra activity• For stronger classes, encourage students to give

more information in their answers. For example:• A: Have you got a teddy?• B: Yes, I’ve got two teddies. One is brown, and

one is blue.•

• Ask students to stand up. • Give a time limit of four minutes. Students walk

around the room and ask as many people as they can one question about toys, for example, Have you got a teddy?

H Listen and say track 47• Explain the words birthday and present.• Focus students on the picture and conversation in

the book between Quitch and Jack. • Play the recording. While students listen, they read

the conversations.• Play the recording again. Stop the CD after each

line and ask students to repeat.

I Look and say • Focus students on birthday presents 1–6. • Point to picture 1 and ask What is it? Elicit the

answer It’s a robot.• Put students in pairs. They take turns to point to

each picture and ask What is it? answering with the correct toy word.

J Listen and say track 48• Ask students to look at the pictures. Point to each

toy and ask a deliberately wrong question. For example, for the teddy picture, ask Is this a train? and elicit the answer No, it’s a teddy! Do this for all the pictures.



Remember 2 Remember 2 A Write• Ask students to write the missing words in the

conversations. (Answers: What’s; It’s). If students write What is or It is, this would also be correct.

B Write (page 48)• Ask students to colour in each picture in any way

they want. • Ask students to write a description under each

picture, including the colours they used (for example, 1 a blue ruler; 2 a brown desk, etc.).

Extra activity• Put students in pairs. • Students take turns to point to a picture and ask

What’s this? Students reply with It’s a plus the colour and the name of the object.

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C Write • Ask students to write a description under each

picture, including the colours and the number of things they can see (answers: 1 six orange goldfi sh; 2 four pink pigs; 3 two grey elephants; 4 eight black spiders; 5 three brown monkeys; 6 six white rabbits).

D Write• Ask students to write the missing words in the

conversations. (Answers: What; They’re/They are).

E Write• Ask students to look at the picture and write the

body words in the spaces (answers: nose, ear, hand, arm, foot).

Extra activity• Put students in groups. • Think of a body word and, for each letter in

the word, write a short line on the board. For example, for feet, write _ _ _ _ .

• Ask each group in turn to say a letter which might be in the word. If the students say a letter which is not in the word (for example, A), then play passes to the next group. If students say a letter which is in the word (for example, E), then write these letters on the lines.

• The fi rst group to say correctly what the word is gets one point.

• Continue until you have played with all the body words from the book.

F Colour (page 49)• Ask students to write a description under each

picture. Encourage them to use a or an (answers: 1 a lemon; 2 a sandwich; 3 an ice cream; 4 a sweet; 5 a nut).

Extra activityYou will need coloured board pens or chalk.

• Divide the class into teams. Ask students to watch as you draw something on the board.

• Take a coloured pen or piece of chalk, and start to draw a food (for example, a banana). The fi rst team to call out what it is you are drawing wins one point.

• Repeat this with several foods (for example, a sandwich, a lemon).

• The team with the most points at the end wins.

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A Look at page 50–51. Find. • Ask students to look at the picture on pages 50–51.• Teach the word Earth. Ask students to use the letters

E-A-R-T-H to write the word in the spaces. • Say the word and ask students to repeat. Give help

with the sounds /ɜ:/ and /θ/ if necessary.

B Crosswords• Ask students to look at the animal pictures. • Point to each picture and ask What is it? and elicit

the correct answer for each one. • Ask students to do the crossword by writing in the

animal words. (Answers: cat, elephant, spider, zebra, lion, octopus, tiger, pig, goldfi sh, rabbit, monkey, insect, ant).

• Check the answers when students have fi nished. • Ask students to look at the shaded boxes. Ask

what words they can fi nd, looking down the boxes (answer: the blue planet). Explain this phrase by asking What colour is the Earth? (blue) and teaching that the Earth is a planet.

EarthEarth[Extra activities][Extra activities]

C Circle• Ask students to look at the photos of the animals. • Point to each animal and ask What is it? You may need

to teach some of the words: lion (cub), giraffe, shark, panda, koala (bear), zebra, monkey, rhino(ceros).

• Say the words and ask students to repeat them. • Ask one or two students What’s your favourite animal?

and point to the animals on the page. Encourage them to answer with My favourite animal’s … and the name of the animal.

• Ask each student to circle their favourite animal on the page.

• Put students in small groups. They take turns to ask and answer What’s your favourite animal?

D Project work• You will need two large sheets of paper for each

student.• Ask students to look at the picture on pages 50–51.• Teach the word Hungary. Ask students to point to

where Hungary is. If students don’t know, show them the approximate area.

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B Crosswords

C

L P N

S R

R

O

O P

I

D

B

O

I C

A

A TE E H A T

P I D E

Z E B A L I N

C T A U S T G E R

P I G G O L F I S H

R A B I TM N K E YN S E T

N T

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• Give students each two large sheets of paper. Ask them to fold them in half to make a booklet.

• Explain that students should prepare a scrapbook about Hungary. Let them choose exactly what they can prepare, but give some ideas. For example, students can make a scrapbook about their favourite place in Hungary, about their home town, or about animals in Hungary.

• Let students take the papers home. Explain that they can draw on the paper, or cut out pictures from newspapers and magazines and stick them on the paper to make a scrapbook.

• Encourage students to bring their completed scrapbooks to the next lesson.

• Put the scrapbooks around the classroom. • Ask students to look at the scrapbooks and ask What’s

this? What are they? about the pictures they can see inside. Help with any new vocabulary in English.

• When students have seen every scrapbook, ask the class What’s your favourite?

SpaceSpaceA Look at page 54–55. Match. • Remind students of the word planet. • Ask students to look at pages 54–55. Point to each

object and ask What is it? Don’t worry too much at this stage if students cannot answer.

• Students match words 1–11 to each of the objects. • Model the words 1–11 and ask students to repeat.

Help students with the pronunciation of Uranus and Neptune.

• Ask Is the Sun a planet? and elicit the answer No, it isn’t.

• Ask Is Mars a planet? and elicit the answer Yes, it is. Repeat this with the Moon and another planet.

• Remind students that Mars is missing from the picture. Put students in pairs. Each student takes turns to cover a planet with their hand or a piece of paper. The other student says which planet is now missing.

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1. Mercury · 2. Pluto · 3. Jupiter · 4. Mars · 5. Uranus · 6. Venus

7. Earth · 8. Saturn · 9. Sun · 10. Neptune · 11. Moon

58

210 3

6

9

117

4

1

33

B Wordsearch• Ask students to fi nd words about space. If they need

help, do the fi rst one as an example. Show that MARS appears in the fi rst line, starting three letters from the left. Tell students that words can go down as well as across.

C Find the UFO and colour• Explain that Thog and Quitch need some help to fi nd

their UFO so that they can go home.• Students draw a line through the maze, starting with

the arrow, and ending at the bottom near the UFO.• Ask students to colour in the picture of the UFO in any

way they want. When they have fi nished, students can show their pictures to each other.

D Project workTell students that they will need some paper, coloured pencils, scissors, string, sticks and glue.

• Ask students to look at the picture on pages 54–55.• Ask What’s your favourite planet? • Put students in small groups. Explain that they should

make a mobile from the paper, pencils, etc. showing the different planets.

• For homework, ask students to make colourful planets from the paper and scissors, with both sides of the paper coloured in.

• Encourage students to bring in their mobiles for the next lesson. Display the mobiles around the classroom.

• Ask students to walk around the classroom and ask What is it? about the planets they can see.

• When students have done that, ask What’s your favourite?

Vocabulary listVocabulary list• Ask students to turn to the Unit X Vocabulary List on

page XX. • Put students in pairs. They take turns to say an

English word (in the fi rst column). Without looking in the book, their partner says the Hungarian words (in the second column).

• When students have fi nished, ask them to cover the English words. Then, they translate the Hungarian words into English, writing the English words in the third column. After they have done this, they can uncover the fi rst column and check.

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D T M A R S U L D J O P K Y

C E N T G D G D E P I L J R

A W E V E N U S S H T A U B

E B P C A K Z A E B U J P Q

E G T O R N D T R J K Z I E

R F U L T V M U T S P C T B

R A N L H L H R D E L B E J

E Y E M I R B N Q I U W R B

A R E O Y C L E X C T T R J

S I L O E R G R S O O R C E

U R A N U S N U X B C B R K

N M E R C U R Y R A T L Z O

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Unit 1

• Use any time after you have fi nished Unit 1, part B, to help students remember the English alphabet.

• Cut along the dotted lines to make two bookmarks.

• Ask students to look at bookmark A. • Ask students to sing the Alphabet Song, following the

letters on the bookmark.• Now, ask students to look at bookmark B. • Ask students to colour in each character in any way

they want. • Encourage students to put their bookmarks inside

their books, to remember what page they were looking at last.

Unit 2

• Use any time after you have fi nished Unit 2.• Cut along the dotted lines to make eight separate

story cards.

• Put students in pairs. • Ask students to put their eight story cards face up on

their desk.• Focus students on the picture. Explain that this is the

last part of a story.• Students can draw on the other cards, to make any

story they want, but their story has to fi nish with the picture of Jack and Olivia looking at the UFO.

• Students work in pairs to fi ll in the other seven cards. • When they have fi nished, rearrange the class, so that

each pair of students are sitting with another pair in a group of four.

• Ask students to mix up their story cards and give them to the other pair. The other pair tries to put the story in order, telling the story as they go along.

• When they have fi nished, they swap roles.

Unit 3

• Use any time after you have fi nished Unit 3 to help students remember English numbers.

• Cut along the dotted lines to make two sets of picture cards and number cards.

• Put students in pairs. • Ask students to mix up their cards and put them all on

the table face down.• Students take turns to turn over two cards. They

say what they can see (for example, an ant, fi ve). If the two cards do not match, then the student turns the cards back face down. If the cards match (for example, two boys, two) then the student can keep the cards.

• Play continues until all the cards have been matched together.

• The student who has the most cards at the end is the winner.

Unit 4

• Use any time after you have fi nished Unit 4 to help students remember English colours.

• Cut out each fi gure on the page to make a set of 26 people.

• Put students in small groups of three or four people. • Ask students to mix up their cards and put them on

the table face down.• One student in each group takes turns to say a colour

(for example, blue). Then, they turn over a piece of paper. If the boy or girl on the paper is wearing anything blue, then the student can keep that paper. If not, then the paper has to be turned back face down.

• Play continues until all the papers have been collected.

• The student who has the most papers at the end is the winner.

Fun and gamesFun and gamespage 65

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35

Unit 5

• Use any time after you have fi nished Unit 5.

• Ask students to look at the timetable. • Students fi ll in the top row of the timetable with

the days of the week. Teach Monday, Tuesday, Wednesday, Thursday, Friday.

• Students then fi ll in the rest of the timetable with their school lessons, and the times they have the lessons. Go round and help students with words to talk about school subjects (for example, English, Maths).

Unit 6

• Use any time after you have fi nished Unit 6 to practice the names of English animals.

• Cut out each animal to make two sets of 20 cards.

• Put students in pairs.• Focus students in the 20 animal cards. • Go through each animal and make sure students

know their names. Write the animal names on the board if necessary (answers: dog/puppy, koala (bear), tiger, dolphin, butterfl y, cats, shark, giraffe, frog, rabbit, monkey, panda (bear), lion (cub), parrot, goat, squirrel, zebra, snake, cat, rhino(ceros)).

• Ask students to mix up their cards well.• Teach the word snap! (= it is the same).• Students take turns to place one animal card down on

the table, without looking at their set fi rst. If both cards are the same, the student who says Snap! fi rst can ‘win’ the cards. If the student can say the name of the animal, they can keep them. They put their winning cards to one side. If both cards are not the same, students take the cards back and mix them with the others in the set.

• Play continues until all the animals have been collected.

• The student who has the most animals at the end is the winner.

Unit 7

• Use any time after you have fi nished Unit 7 to practice What’s this? What are they?

• Focus students on page 79. • Ask students to colour in the drawing. They can use

any colours they want.• When they have fi nished, ask students to draw other

things on the picture. They can draw anything they want, but encourage them to use words from the unit (for example, butterfl y, umbrella, kite).

• When students have fi nished, put them in pairs.• Students show their pictures to each other. They take

turns to look at their partner’s picture, point to things they can see, and ask What’s this? or What are they?

• Encourage students to answer with It’s a … or They’re … .

Unit 8

• Use any time after you have fi nished Unit 8 to practice the names of English clothes.

• Cut along the dotted lines to make sets of cards for each pair.

• You will need some sellotape and glue for students to use.

• Put students in pairs.• Ask students to colour in the children any way they

want. Encourage them to use a range of colours. • Show students how to stick one of the children onto

the puppet template with glue. Then, show them how they can wrap the puppet around a fi nger to make a fi nger puppet with a sellotape.

• In pairs, students take turns for their puppets to talk to each other. Encourage them to greet each other with their puppets and say their puppets’ names.

• Students then take turns to let their puppets talk about their clothes. Encourage students to use I’ve got a/an … and the colour of the clothes.

• When students have fi nished, they can stick another character onto the puppet template.

• Repeat this until all the puppets have talked about themselves.

Unit 9

• Use any time after you have fi nished Unit 9.

• Teach the word family. Then, teach the words mother, father, daughter, son, sister, brother, grandmother and grandfather.

• Focus students on page 83. Ask What can you see? and elicit the answer mother and son/daughter.

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• Ask students to draw the rest of the family, with the father, grandfather, sister, etc.

• When students have fi nished, they can show their family pictures to each other.

Unit 10

• Use any time after you have fi nished Unit 10.• You will need a dice for each group.

• Put students in groups of three or four. • Each goup looks at the board game. Give each group

a dice to use. Students will need something to use as a counter (for example, a coin).

• Ask all students to put their counters on the fi rst square, which shows Quitch and Thog.

• The fi rst student rolls the dice, says the number, and moves that many squares.

• Students take turns to roll the dice and move their counter. The fi rst student to reach the last square and the UFO is the winner.

RulesIf students land on a picture square, they should look in the book to fi nd where that picture appears.• First picture (page 4). If students land here, they can

throw their dice and play again, because Quitch and Thog have met Jack and Olivia, and have become friends.

• Second picture (page 8). If students land here, students have to miss a turn. Quitch and Thog are are at a picnic, and stay there for a while.

• Third picture (page 1). If students land here, they should roll the dice once again. They say the number. Then, they should say that number of toys (for example, yo-yo, kite, etc.). When they have done this, they can have another turn.

• Fourth picture (page 15). If students land here, they should sing the rainbow song on page 15. When they have done this, they can have two extra turns.

• Fifth picture (page 17). If students land here, they should say what colour are Jack’s clothes. When they have done this, they can have an extra turn.

• Sixth picture (page 22). If students land here, they should say what Jack and Thog can see. When they have done this, they can go forward two squares.

• Seventh picture (page 25). If students land here, they should miss a turn. Jack and Thog want to play with a ball, so you have to wait for them.

• Eighth picture (page 29). If students land here, they should throw the dice again. They say the number. Then, they should say that number of classroom words (for example, notebook, pencil case, etc.). When they have done this, they can go forward three spaces.

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Magical World Starter

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