Smiles 2 TB p001-140 29
Smiles 2 TB p001-140 29
Smiles 2 TB p001-140 29
2017
5 Health and Body • hair, eyes, ears, nose, mouth It’s got yellow hair.
• a big elephant, a small mouse It hasn’t got ears.
(pp. 60-73)
• bread, pasta, milk, yogurt, meat, eggs, fish, Sweets and cakes are bad for our
sweets, cakes teeth and skin.
• teeth, bones, skin, brain, heart, muscles It’s got a big mouth.
7 The Natural • fish, bird, frog, chimp, horse, cat, parrot, I can jump like a frog!
rabbit, snake Can you run?
Environment • swim, sing, jump, dance, run, climb, fly, hop, What’s your favourite season?
(pp. 88-101) crawl I like swimming.
• summer, autumn, winter, spring There’s a lot of wind.
• snow, rain, wind, the sun is shining Can I fly your kite?
8 My Holidays and • T-shirt, jeans, shorts, skirt, dress, hat, swimming I’m wearing my new blue jeans
trunks, swimsuit, sandals, sunglasses, raincoat, today!
Travel jumper, boots, scarf, gloves, jacket It’s cold.
(pp. 102-115) • It’s hot., It’s cold., It’s sunny., It’s raining., Let’s go to the zoo!
It’s snowing. We can go there by train!
• zoo, pool, funfair, beach, park, mountains It’s winter. It’s snowing.
My Family! Families from Small and big families The King and the Bee \D\
around the (PSHE) (Everyone is good at mother
world something) brother
Class Photos! School Days School Games (P.E.) Aldar Kosse and the \cr\ - \dr\
Greedy Farmer crayon
(Be clever) dragon
My Room! Houses around Mime and sing a song about The Fire Owl (Help others) \T\
the world parts of a house (P.E.) thief
bath
Health and Food from Sounds people make, Blonde Carrie and \f\
Body! around the sounds other things make Brunette Carrie (Real photo
world (Music) beauty is in our hearts) dolphin
A Birthday Card Traditional Food from trees or plants Mummy’s Birthday (Love \tS\
dances (Science) your family) chief
chips
My Favourite National parks Pets and their food The Drum (Be kind and \S\
Season! (Science) giving) sheep
brush
My Holidays! Weather Patterns on clothes (Art) The North Wind and the \w\
conditions in Sun (Don’t show off) whales
different wheels
countries
Activity Book (Key & Instructions) pp. 141(T)-157(T) Vocabulary and Grammar Practice (Key) pp. 158(T)-164(T)
Introduction
Smiles 2 is a modularised course specially designed to introduce young pupils to the English language. Its
highly motivated content ensures that pupils acquire the 21st Century Skills that are necessary in the modern
world. Young learners will be captivated by the adventures of Liam, Lilly and their mischievous pet, Charlie.
Through an array of activities such as stories, songs, games, sticker activities and craftwork, the pupils will find
the learning process enjoyable as they embark on their journey to discover the English language.
COMPONENTS
Pupil’s Book
The Pupil’s Book has been designed to appeal to, as well as involve, the pupils in language learning. New language
is presented in a clear and effective way by means of lively dialogues, songs, chants, games and listening activities.
The Pupil’s Book consists of eight modules.The eight modules, comprised of seven lessons, contain interesting and
captivating topics for young learners, reinforced by meaningful activities, which encourage children to think and
speak in English. Each page promotes active participation and interaction on their part, as well as the development
of their receptive and productive skills.
• Dialogues
Pupils consolidate the language learnt in simple,
yet meaningful and appealing dialogues.
• Smiles Magazine
Our World
The pupils are familiarised with culture and
ways of life in other countries through the Our
World section.
IV
Introduction
Time for CLIL
In the Time for CLIL section, the pupils explore
other fields of study (e.g. Art, Science, P.E., etc)
through English. In this way, the pupils learn
how to use English as a vehicle to approach
other subject matter.
Storytime!
Stories and folktales serve as
useful tools in the classroom.
Telling stories and reading
out loud can build essential
listening skills, teach morals
and entertain. Stories from
different cultures demonstrate
how people from all over the
world are alike.
V
Introduction
• Checkpoint
This section includes activities
consolidating the module in a
fun and creative way. It also
includes activities to help pupils
practise some English sounds
(Sounds Spot!). Upon completion
of the Checkpoint section, the
pupils colour the corresponding
face in the My Smiles Report
according to how well they did.
Activity Book
The Activity Book is in full
colour and contains fun
activities which
consolidate the language
taught in each module.
The Activity Book can be
used either in class or for
homework.
VI
Introduction
The Activity Book also includes:
I Stickers
There are some exercises with stickers in the Activity Book. The type and aim of these exercises vary to give
pupils the chance to practise the new language in a motivating and appealing way. There are also some
reward stickers to give a sense of achievement and satisfaction which can be used whenever the teacher
feels that the pupils should be praised, which should be all the time!
II Board Games
There are eight board games, one per module. The aim of the board games is to provide an atmosphere
of relaxation while consolidating the language learnt.
How to play the Board Games
Divide the pupils into pairs, groups or teams. The pupils take turns to throw the dice. They have to name the
vocabulary items on the square they land on. If they land on a Play again square, they play again. If they
land on a Go back to start square, they go back to start. The winner is the pupil/group/team that reaches
Finish first.
III Sing and do!
This section includes song sheets for those teachers who wish to further exploit the songs in the modules.
They can be covered upon completion of every module or whenever the teacher thinks it is appropriate.
IV My Green Passport
Young learners are naturally curious and
open to learning about nature. The My
Green Passport section gives pupils the
opportunity to learn about nature and the
environment around them. It includes
interesting and fun activities which promote
a greater understanding and respect for
environmental issues.
V Story Cutouts
The story cutouts are at the back of the
Activity Book for the pupils to cut and store in
an envelope. They can be used to present,
practise or consolidate the dialogues in the
modules. During the first lesson, spend some
time helping your pupils to cut them out and
put them in an envelope (provide some
envelopes if necessary). Explain to them that they should always have the envelope with them.
How to Use the Story Cutouts:
• Mime and say words/phrases from the specific story and ask pupils to point to the corresponding picture.
• Pupils themselves say a word/phrase and the rest of the class must point to the corresponding picture.
• Hand out the cards and ask pupils to put them in the correct order.
VII
Introduction
Vocabulary and Grammar Practice
The Vocabulary and Grammar Practice provides additional practice on the language presented in the Pupil’s
Book. The Grammar Practice section can be covered alongside the modules in the Pupil’s Book or whenever
the teacher thinks is necessary.
Certificate of Achievement
This is filled in upon completion of the course. The aim of this certificate is to reward the pupils, as well as give
them a sense of achievement. It can be downloaded from Express Publishing’s website.
My Language Portfolio
My Language Portfolio is used to keep material that the pupils collect and use, along with any extra material
given by the teacher throughout the course. My Language Portfolio has been designed to stimulate and
support the learning of the English language. Its purpose is to help the pupils reflect on, realise their progress
in and improve their language learning.
My Language Portfolio is a tool to accompany the pupils’ language learning throughout their school life and
is suitable for documenting their learning both inside and outside the classroom.
In practice, Language Portfolios may include project work or drawings completed inside or outside the class,
DVDs (with the pupils’ favourite story or with performances of songs, school plays, etc), certificates, reports from
teachers, or even a collection of objects or pictures. It is a collection of material that the learners want to keep
as evidence of their learning. The main emphasis is on the process of learning. As a result, while compiling
their Language Portfolios, pupils learn how to work independently.
How to make a Language Portfolio
During the first lesson, explain to the pupils that they should bring in a folder, which they will have with them at
all times and in which they will keep their Language Portfolio material. For the next lesson, bring in self-adhesive
labels, write My Language Portfolio on them and help your learners stick them onto their folders. Demonstrate
how to store their material in their Language Portfolios and make sure they update it regularly.
Teacher’s Book
The Teacher’s Book provides step-by-step lesson
plans, as well as the answers to the activities in
both the Pupil’s Book and the Activity Book. It
also contains extra ideas on how to present new
words and language patterns, additional
activities and games, as well as audioscripts for
the listening activities.
VIII
Introduction
The Teacher’s Book also includes:
Instruments for Evaluation
Evaluation is an essential part of the learning process. It helps the learners become aware of their progress in
the target language, how much they have achieved and what areas need further practice. Evaluation also
allows teachers to reflect on the validity of their teaching practices and the types of material being used.
In the Instruments for Evaluation, the teacher can find:
• Formative Evaluation Chart: The teacher uses the chart to evaluate the pupils on an activity at any time
during the course and writes the marks obtained with the help of a code. The teacher can also use the
Formative Evaluation Worksheets.
• Cumulative Evaluation Chart: The teacher uses the chart to evaluate the pupils at the end of each module
and writes the marks obtained with the help of a code.
NOTE
The following symbols have been used throughout the course so that the teachers can understand at a glance
what the focus/purpose of the activities are:
i : These activities can be done in two ways, one more demanding than the other, depending on the
strengths and weaknesses of the pupils/classes (Differentiated Instruction).
ii : These activities offer cross-curricular links as pupils learn English while focusing on other subject areas
(e.g. Maths, Science, P.E., etc).
iii : This is a pair work activity.
iv : This is a group work activity. Both pair work and group work activities promote collaborative learning.
v THINK! : These activities develop pupil’s Critical Thinking Skills such as identifying and recalling information,
selecting facts and ideas, etc.
vi : Pupils can display these activities in the classroom.
BOU
vii ME : These are personalisation activities where pupils are given the opportunity to talk and write about
A
T
Story Cards
The teacher can use the cards to present, practise and consolidate the stories. At the back of the cards the
teacher can find useful guidelines as to how to set the scene, present the key language/the characters, etc.
The story cards can also be used in various other ways.
How to Use the Story Cards:
Hand out the story cards or put them up on the board and:
i) mime and/or say words/phrases from the story. Ask pupils to point to the corresponding picture.
ii) ask some pupils to say a word/phrase. The rest of the class must point to the corresponding picture.
iii) play the story again with pauses. Ask pupils to put the cards in the correct order.
IX
Introduction
Teacher’s Multimedia
Resource Pack
The Teacher’s Multimedia Resource Pack
includes:
I Teacher’s Resource Pack CD-ROM
The Teacher’s Resource Pack CD-ROM
provides the teacher with additional
material which may be used in the
classroom for further exploitation of
the language learnt.
II Class CDs/DVD
The Class CDs include all the
recordings for the listening
activities in the Pupil’s Book as well
as the listening activities for the Module tests.
The DVD brings the characters to life, ensuring that the pupils have fun while learning. It is suggested that
you view each module on the DVD upon completion of the corresponding module in the Pupil’s Book.
Smiles 2 Teacher’s Resource Pack CD-ROM is divided into the following sections:
I Reinforcement and Extension Activities
These activities are done upon completion of every module. The pupils can do them on their own or in
groups. They can then file them in their Language Portfolios.
II Templates for the craftwork activities in the Pupil’s Book.
III Story Cards: These cards include the stories in the Pupil’s Book. The pupils can use them to make their own
story books.
IV Alphabet Worksheets and word cards for those teachers who wish to revise/present the English alphabet.
V Phonics activities to help pupils master the art of reading.
VI Module Tests to be covered upon completion of the corresponding modules.
Picture Flashcards
The Picture Flashcards illustrate the new vocabulary
items, enabling the teacher to use them for the
presentation of key words, revision, additional practice
and memory games. Flashcards enable the pupils to
make the connection between the visual prompts and
the spoken words and help teachers avoid the use of
translation or lengthy explanations.
X
Introduction
Posters
The posters include the vocabulary of the
modules in thematic areas.There are also cross-
curricular posters to present and practise the
topics in the Time for CLIL section.
How to Use the Posters:
Each new word or phrase is presented with a
picture clearly illustrating its meaning.
Presentation with books closed.
• Put the corresponding poster on the board.
• Point to each item and demonstrate the
word/phrase.
• The pupils listen and repeat together, then
individually.
• Point to the items in random order and elicit
the new word/phrase from the pupils.
Presentation with books open.
• Play the CD. Pause between each word/
phrase.
• The pupils repeat together and individually.
XI
Introduction
V Craftwork
The pupils’ need for a hands-on approach to language learning has been catered for in Smiles 2. Craft
activities, both free and guided, develop the pupils’ hand-eye coordination and fine motor skills. At the same
time, they are given the opportunity to spend some essential time absorbing the new language while creating
things with their own hands.The teacher should always demonstrate what he/she wants the pupils to do. It is
advisable to make a model beforehand to use in class. In the Craftwork sections in the Pupil’s Book the teacher
and the pupils can find an illustration of the material needed as well as an illustration of the final product of
the craft activity. Any templates needed can be found in the Teacher’s Resource Pack CD-ROM.
VI Project Time
Project Time enables the pupils to use the new language in a personalised way by drawing and/or
attaching pictures. The pupils do the exercise orally, then complete the project in class or at home.
VII OUR WORLD
Through the OUR WORLD section, the pupils have the opportunity to explore aspects of life in other countries
and compare them with their own culture.
VIII Time for CLIL
CLIL (Content and Language Integrated Learning) aims to further expose pupils to new ideas and
concepts in curriculum subjects. The Time for CLIL section in the Pupil’s Book presents the new language
with cross-curricular material. The pupils use English to complete the activities related to other subject
areas, such as Art, Science, P.E., etc. This reinforces their language learning and promotes learner
independence and peer cooperation.
How to use the Time for CLIL activities:
Depending on the pupils’ level, L1 can be incorporated into the lesson for purposes of translation and/or
explanation. The words taught are at the teacher’s discretion. Some or all of the items from the target
vocabulary can be selected depending on the level of the class.
• Present the topic and basic vocabulary through the cross-curricular posters.
• Go through the activities in the Pupil’s Book and explain them.
• Elicit/Explain any unknown vocabulary.
• Give the pupils enough time to complete the activity.
• Check the pupils’ answers.
IX Storytime!
Reading stories from around the world helps promote the development of all language skills, communication
and self-expression.
How to present Storytime!:
• Use the picture flashcards and present the new vocabulary.
• Use the story cards and present the story.
• Play the CD.
• The pupils listen and follow along in their books.
• Play the CD again. The pupils repeat together and/or individually.
• Ask pupils to choose a role from the story and read it out loud.
• Do the activities from the Activity Book.
X Checkpoint
This section includes exercises which consolidate the module. Briefly revise the material before the pupils
complete the activities. While looking at the examples in each exercise, elicit the meanings of words and
sentences within the target structures, etc.
XII
Introduction
How to deal with the exercises in the Checkpoint section:
• There is always a sticker activity. Ask the pupils to remove the corresponding stickers and place each
one on the tip of a finger. Go over each item in the exercise and elicit the correct answer by having the
pupils show you with their fingers which sticker is the answer. Ask the rest of the class for verification.
Finally, ask the pupils to attach the corresponding sticker to the correct space. Repeat this procedure
with the remaining items.
• Explain to the pupils what they will do in the remaining exercises. Then, the pupils can:
a do the exercises as written homework for you to correct during the next lesson,
b do some exercises in class and the rest as written homework or
c do all the exercises in class.
Have the pupils work on their own so that they are able to assess their progress. Upon completion of
the Checkpoint section, the pupils record their progress in My Smiles Report. The pupils are then ready
to take the tests from the Teacher’s Resource Pack CD-ROM.
How to deal with My Smiles Report:
• Go through the three faces and elicit what each one illustrates.
• Ask the pupils to colour the corresponding face according to how well they did in the Checkpoint section.
• Ask them, in L1 if necessary, what they liked most in the module and have a brief class discussion.
XI My Green Passport
The My Green Passport section promotes an affinity with nature and makes the pupils more aware of the
environment we live in.
XIII
Introduction
same time, elicit some vocabulary and language patterns. This is also a good time to see if they have
understood everything they have been told or whether there are things which need further explanation.
VI Attention span: A pupil’s attention span is very short, so there is a need for a variety of activities. The best
way to hold their attention is by changing activities every five to ten minutes. At the same time, they tend
to love what is familiar. Thus, you should let a favourite activity go on for as long as they are actively
engaged.
VII The ‘silent’ period: It is possible that young pupils will not produce anything in the target language during
the initial stages. This is a period of adjustment and should not alarm teachers. What we should bear in
mind is that pupils are absorbing the new language and will reproduce it naturally in their own time.
VIII Pronunciation: Young pupils are better at pronunciation than older pupils. That is because they are keener
listeners and they are not afraid to make mistakes. Thus, it is vital that teachers speak clearly, but at a
normal pace. The class should be drilled as a group before moving on to individual practice. In this way,
teachers can correct any pronunciation errors without embarrassing individual pupils, while at the same
time, giving them time to get used to the new sound(s).
Classroom Management
Creating a pleasant environment in the classroom should be one of the teacher’s very first goals. It is a good
idea for the teacher to arrive a few minutes early to welcome the pupils and have something interesting for
the early comers to do. They can listen to the song from the previous lesson, watch the DVD again or play with
the picture flashcards, identifying the book’s characters as well as the vocabulary items already presented.
The teacher should establish his/her policies from the start. Remind pupils to:
• come to class on time,
• bring their Pupil’s Book, etc,
• raise their hands when they want to ask a question and
• wait for their classmates to answer the teacher’s questions before they raise their hands to give their answers.
The teacher should empower his/her learners by:
• teaching classroom language, i.e. the teacher’s instructions, such as open your books, close your books,
etc. Classroom language is the language of communication between teacher and pupils in the classroom
and needs to be taught from day one.
• giving brief and clear oral instructions.The teacher should give or read the instructions. He/She reads them
at a slower pace, providing examples and eliciting examples from the pupils so he/she can be sure that
they know what to do.
XIV
Introduction
encouraging the pupils to imitate you. Play the song again, this time asking the pupils to listen to the
song and repeat after you while doing the actions. Play the song a third time and lead the singing while
the pupils join in.
– Repeat the song/chant without the CD. Keep the rhythm by clapping your hands or snapping your
fingers. Pause before each action and invite the pupils to complete the phrase/sentence for you.
b Using props: Bring visuals or realia to class. Hand out these props to your pupils and ask them to hold up
the prop as soon as they hear the corresponding word in the song.
c Song dramatisations: Having interesting plots and characters, songs frequently offer themselves for further
exploitation through drama. The teacher can dramatise the songs into short sketches, thus motivating
his/her pupils. Assign roles and have the pupils sing their lines. Simple costumes and props can be
prepared and used to make the performance more realistic.
These are just a few suggestions on how to use the songs in the language classroom. Be as inventive as you
can, since pupils love performing.
XV
Programme (Contents & Syllabus)
PROJECT TIME
Pupils will ...
• make a poster about themselves
SMILES MAGAZINE
Our World
Pupils will ...
• talk about famous landmarks in the UK and
Kazakhstan and what shape they are
• draw or find a picture of a famous landmark
from their country and say what shape it is
Storytime!
Pupils will listen to and read ...
• a story from America about how the rainbow
and different colours were created
XVI
Programme (Contents & Syllabus)
CRAFTWORK
Pupils will ...
• make a photo frame
PROJECT TIME
Pupils will ...
• draw a picture of and write about their family
SMILES MAGAZINE
Our World
Pupils will ...
• read about families from around the world
• talk about their friend’s family
• draw or bring a picture of their friend’s family
and present it to the class
Storytime!
Pupils will listen to and read ...
• a story from Russia about a bee helping a king
find the real rose
XVII
Programme (Contents & Syllabus)
PROJECT TIME
Pupils will ...
• present class photos
SMILES MAGAZINE
Our World
Pupils will ...
• read about pupils’ school days
• write about their school day
Storytime!
Pupils will listen to and read ...
• a story from Kazakhstan about a greedy
farmer
XVIII
Programme (Contents & Syllabus)
PROJECT TIME
Pupils will ...
• draw a picture of and write about their room
SMILES MAGAZINE
Our World
Pupils will ...
• talk about houses in the UK, Canada and
Kazakhstan
• draw or find a picture of a house from their
country and present it to the class
Storytime!
Pupils will listen to and read ...
• a story from Canada about an owl helping an
Inuit family get their fire back
XIX
Programme (Contents & Syllabus)
PROJECT TIME
Pupils will ...
• draw a picture of and write what they like
eating and why it is good for them
SMILES MAGAZINE
Our World
Pupils will ...
• talk about food from the UK, Italy and
Kazakhstan
• draw a picture of their favourite dish from
their country and write what’s in it and why it
is good for them
Storytime!
Pupils will listen to and read ...
• a story from Belgium about two sisters
XX
Programme (Contents & Syllabus)
CRAFTWORK/PROJECT TIME
Pupils will ...
• make a birthday card
SMILES MAGAZINE
Our World
Pupils will ...
• talk about traditional dances from Scotland,
Kazakhstan and Spain
• find a picture of a traditional dance in their
country and present it to the class
Storytime!
Pupils will listen to and read ...
• a story from Sri Lanka about a girl trying to find
a present for her mother
XXI
Programme (Contents & Syllabus)
➤ Module 7 Storytime!
In this module pupils will ... Pupils will listen to and read ...
• a story from India about a boy wanting a
talk about ...
drum
• animals and what they can/can’t do
• what they can/can’t do Sounds Spot!
• seasons
• weather • Pupils will practise the sound \S\
PROJECT TIME
Pupils will ...
• draw a picture of their favourite season and
write about what they can do then
SMILES MAGAZINE
Our World
Pupils will ...
• talk about national parks in England, Turkey
and Kazakhstan
• find a picture of a national park in their
country and present it to the class
XXII
Programme (Contents & Syllabus)
PROJECT TIME
Pupils will ...
• draw a picture of and write what they are
wearing
SMILES MAGAZINE
Our World
Pupils will ...
• talk about weather conditions in the UK,
Kazakhstan and Mexico
• find a picture of their town/city and present it
to the class
Storytime!
Pupils will listen to and read ...
• a story from Greece about the fight between
the North Wind and the Sun
XXIII
1 Sing the Hello song!
(See p. 116)
2 Listen. Repeat.
Talk with your friend.
I’m Berik. This is
my friend, Dana.
Hello, Berik!
Hello, Dana!
4
Module 1
Lesson 1 you. Follow the same procedure and present the rest
of the song. (This is Lilly. Say hello! This is Nanny. Say
Aims hello! This is Charlie. Say hello!)
To practise introductions and greetings; to
introduce/reunite pupils with the characters; Play the CD. The pupils listen to the song. Divide the
to understand and follow commands. pupils into four groups and assign a verse to each
group. Play the song again. The pupils sing the
Language focus assigned verses.Time permitting, play the song a third
• I’m Berik. This is my friend, Dana. Hello, Berik! time for the pupils to sing the song as a class.
Hello, Dana!
• Stand up! AUDIOSCRIPT
Target vocabulary Say hello! Say hello!
• greetings This is Liam! Say hello!
• commands: stand up, sit down, open your Say hello, hello, hello!
book, close your book
Say hello! Say hello!
Extra materials This is Lilly! Say hello!
• Flashcards (1-4). Say hello, hello, hello!
Say hello! Say hello!
This is Nanny! Say hello!
BEGINNING THE LESSON Say hello, hello, hello!
(Activities to introduce oneself and greet others.) Say hello! Say hello!
This is Charlie! Say hello!
Welcome your class by saying Hello several times.
Say hello, hello, hello!
Write your name on the board and introduce yourself
to the class. Point to your name and to yourself and (See the Introduction for further ideas on how to exploit
say: Hello, I’m (Miss Evans). Encourage the pupils to the songs.)
greet you back. Stand in front of a pupil and say:
Hello, I’m (Miss Evans). What’s your name? Encourage 2 Listen. Repeat. Talk with your friend.
the pupil to respond. Repeat with as many pupils as (Track 03 CD1)
you think is necessary.
Point to Berik and Dana, one at a time, and say: This
is Berik and this is Dana. The pupils repeat, chorally
PRESENTATION AND PRACTICE and/or individually. Encourage the pupils to greet
(Activities to present and activate the new language.) them by saying hello to them.
Play the CD. The pupils listen and repeat, chorally
1 Sing the Hello song! (Track 02 CD1) and/or individually. Ask two pupils to read out the
(An activity to present/reunite the pupils with the speech bubbles. Then the pupils act out similar
characters and practise greetings.) exchanges. Check round the class, providing any
necessary help.
Pupils’ books closed. Present/Revise the names of the
characters. Hold up the cover of your book, point to Suggested Answer Key
Liam and ask: Who’s this? Elicit: Liam. Follow the same A: I’m Damir. This is my friend, Gulnara.
procedure and present/elicit Lilly and Charlie. Name B: Hello, Damir. Hello, Gulnara.
the characters in random order. Ask the pupils to
point to them.
Pupils’ books open. Refer the pupils to the characters
in Ex. 1. Point to Nanny Rose and elicit/present her
name. Present the song. Point to Liam and say: This is
Liam. Say hello! Encourage the pupils to repeat after
4(T)
Module 1
• Listen, point and repeat. (Track 04 CD1) Open your books, close your books,
Keep moving!
FLASHCARDS (1-4) Open your books, close your books,
Keep moving!
Pupils’ books closed. Put up the flashcards on the board, Open your books, close your books,
one at a time, and say the corresponding phrases. The Keep moving,
pupils repeat, chorally and/or individually. Then mime We are at school today!
the commands in random order.Ask individual pupils to (See the Introduction for further ideas on how to exploit
say the appropriate command. Ask the rest of the class the songs.)
for verification. Then say each command and ask the
pupils to follow them.
ENDING THE LESSON
Pupils’ books open. Play the CD. The pupils listen,
point to the pictures and repeat the words. Play the (An activity to consolidate the language of the lesson.)
CD again pausing after each command. The pupils Play Simon Says. Explain to the pupils that they are to
repeat, chorally and/or individually. follow the commands only if they are preceded by
Simon Says.
3 Read and number the pictures. e.g. Teacher: Simon says, Stand up!
(The pupils stand up.)
Refer the pupils to the pictures and read the
Teacher: Sit down!
commands. Explain the activity. The pupils number
(The pupils remain as they are.) etc
the pictures. Check their answers.
a 4 b 1 c 3 d 2 ACTIVITY BOOK (Optional)
If you wish, you can do page 4 from the Activity Book
4 Sing the Keep moving song and do! during this lesson or the next one.
(Track 05 CD1)
Mime and say: Stand up, sit down! Keep moving! The
pupils repeat after you. Follow the same procedure to
present the rest of the song.
Play the CD.The pupils listen and look. Divide the class
into two groups and assign a verse to each group.
Play the song and each group sings the assigned
verse. Play the song a third time. The pupils sing and
do the corresponding actions.
AUDIOSCRIPT
Stand up, sit down,
Keep moving!
Stand up, sit down,
Keep moving!
Stand up, sit down,
Keep moving,
We are at school today!
5(T)
stand up sit down open your book close your book
a b
c d
3 It’s a ____________ .
2 It’s a ____________ .
1 It’s a ____________ .
This is a circle
In the air,
This is a circle
On the ground,
A circle, a circle. ...
4 It’s a ____________ .
6
It’s a circle.
Module 1
Lesson 2 Pupils’ books open. Play the CD.The pupils listen, point
to the pictures and repeat the word. Play the CD again
Aims pausing after each word. The pupils repeat, chorally
To identify and talk about shapes. and/or individually.
Language focus
• It’s a circle. 5 Trace the shapes. Then write
• Are you ready? What’s the matter? and say.
Target vocabulary Explain the activity.The pupils trace the shapes.Then they
• shapes: circle, square, triangle, rectangle point to and name the shapes. For stronger classes, the
Cross-curricular links pupils complete the sentences.
• Maths (Ex. 5) Answer Key
Differentiated Instruction 1 circle 3 triangle
• Ex. 5; 2 square 4 rectangle
• Ex. 8 (Extension activity)
It’s a circle. It’s a triangle.
THINK! Thinking Skills It’s a square. It’s a rectangle.
• To interpret visual information (Ex. 8).
Extra materials 6 Sing the Shapes song and do!
• Flashcards (5-8); (Track 07 CD1)
• Story cutouts from the Activity Book for Ex. 8 Draw an imaginary circle in the air as you say: This is a
Extension Activity (Optional). circle in the air. The pupils repeat after you. Then draw
an imaginary circle on the ground as you say: This is a
circle on the ground. The pupils repeat after you. Follow
BEGINNING THE LESSON the same procedure to present the rest of the song.
(An activity to revise the language taught in the previous Play the CD.The pupils listen to the song. Divide the class
lesson.) into four groups and assign a verse to each group. Play
the song again. The pupils sing their assigned verse.
Mime opening a book and elicit the command from
Encourage the pupils to draw imaginary shapes in the
the pupils. Repeat the procedure with the remaining
air and on the ground as they sing.Time permitting, play
commands.
the song a third time for the pupils to sing the song as
Play the Keep moving song from the previous lesson a class.
(Track 05 CD1). Invite the pupils to sing along.
AUDIOSCRIPT
PRESENTATION AND PRACTICE This is a circle
In the air,
(Activities to present and activate the new language.) This is a circle
On the ground,
FLASHCARDS (5-8) A circle, a circle.
This is a square
• Listen, point and repeat. (Track 06 CD1)
In the air,
Pupils’ books closed. Put up the flashcards on the This is a square
board. Point to the shapes, one at a time, and name On the ground,
them. The pupils repeat, chorally and/or individually. A square, a square.
Point to the shapes in random order and elicit the
This is a triangle
appropriate word from the pupils.
In the air,
This is a triangle
On the ground,
A triangle, a triangle. 6(T)
Module 1
This is a rectangle ENDING THE LESSON
In the air,
This is a rectangle (An activity to consolidate the language of the lesson.)
On the ground, Ask two pupils to come to the front of the classroom.
A rectangle, a rectangle. Tell one of the pupils to turn his/her back to the other
(See the Introduction for further ideas on how to exploit pupil.Then ask the other pupil to draw a shape on the
the songs.) pupil’s back using his/her finger, but without saying
what it is. The pupil has to guess the shape. Then they
swap roles. Continue with the rest of the class.
7 Listen and read. (Track 08 CD1)
Set the scene by asking the pupils questions. ACTIVITY BOOK (Optional)
e.g. Teacher: (pointing to picture 1) Is Liam ready? If you wish, you can do page 5 from the Activity Book
Class: Yes! during this lesson or the next one.
Teacher: Yes, Liam is ready! (pointing to Lilly in
picture 2 and shaking head) Is Lilly
ready, too?
Class: No! etc
Play the CD and ask the pupils to listen and follow the
dialogue in their books.
7(T)
circle square triangle rectangle
Yes, Nanny.
Look!
Oh, Nanny!
Help!
3 4
Stand in
the circle.
Are you
ready now?
Oh, yes!
Let’s go!
10 Let’s sing!
Goodbye, Goodbye,
Bye-bye and see you soon!
It’s time to go,
Goodbye to all of you!
8
What colour is it? – It’s ... .
Module 1
Lesson 3 9 Listen and colour. Talk with your
Aims friend. (Track 10 CD1)
To present/revise colours and shapes.
Elicit the shapes from the pupils. Ask them to take out
Language focus their green, yellow, blue and red coloured pencils. Play
• What colour is it? the CD, twice if necessary. The pupils listen and colour
• There’s Mummy. There’s Daddy. But where’s the shapes. Check the pupils’ answers by asking them
Charlie? to tell you what colour each shape is.
Target vocabulary
AUDIOSCRIPT
• colours: red, blue, green, yellow, orange,
pink Look at the circle! Colour the circle blue.
Look at the square! Colour the square red.
Differentiated Instruction Look at the triangle! Colour the triangle green.
• Ex. 10 (Extension activity) Look at the rectangle! Colour the rectangle yellow.
Extra materials Answer Key
• Flashcards (9-14);
rectangle – yellow
• Story cutouts from the Activity Book for Ex. 12
triangle – green
Extension Activity (Optional).
circle – blue
square – red
BEGINNING THE LESSON The pupils then work in pairs. One pupil thinks of one
of the shapes.The other pupil asks for its colour to find
(An activity to revise the language taught in the
it. Then they swap roles. Demonstrate this yourself first.
previous lesson.)
Go around the classroom providing any necessary
Draw the shapes in the air, one at a time, and say the help. Ask some pairs to report back to the class.
corresponding word for each. Repeat one more time.
Suggested Answer Key
Then say a shape and ask individual pupils to draw it
in the air. A: (thinks of circle)
B: What colour is it?
Play the Shapes song from the previous lesson (Track A: It’s blue.
07 CD1). Invite the pupils to sing along. B: It’s the circle. (thinks of rectangle)
A: What colour is it?
PRESENTATION AND PRACTICE B: It’s yellow.
A: It’s the rectangle. etc
(Activities to present and activate the new language.)
FLASHCARDS (9-14)
10 Let’s sing! (Track 11 CD1)
Gesture and say: Goodbye, goodbye. The pupils repeat
• Listen, point and repeat. (Track 09 CD1) after you. Then mime and say: Bye-bye and see you
soon! The pupils repeat after you. Follow the same
Pupils’ books closed. Put up the flashcards on the board,
procedure to present the rest of the song.
one at a time, and name the colours.The pupils repeat,
chorally and/or individually. Point to each flashcard in Play the CD. The pupils listen and follow along in their
random order. Ask individual pupils to name the colour. books. Play the song again. The pupils listen and sing
Ask the rest of the class for verification. Point to various along.
items in the classroom. Ask: What colour is it? Elicit their (See the Introduction for further ideas on how to exploit
colours. the songs.)
Pupils’ books open. Play the CD. The pupils listen, point
to the pictures, and repeat the words. Play the CD again
pausing after each word. The pupils repeat, chorally
and/or individually.
8(T)
Module 1
11 Listen and read. (Track 12 CD1) ENDING THE LESSON
Refer the pupils to pictures in the dialogue and set the (An activity to consolidate the language of the lesson.)
scene.
Ask the pupils to take out their red, blue, green, yellow,
e.g. Teacher: (pointing to Daddy in picture 1) Who’s
orange and pink coloured pencils. Name a colour.
this?
Ask the pupils to raise their corresponding coloured
Class: Daddy!
pencils. Repeat with the rest of the colours.
Teacher: There’s Mummy.There’s Daddy. Can you
see Charlie?
ACTIVITY BOOK (Optional)
Class: No!
Teacher: (pointing to Charlie in picture 2) There’s If you wish, you can do page 6 from the Activity Book
Charlie. Sit here and be good. etc during this lesson or the next one.
Play the CD and ask the pupils to listen and follow the
dialogue in their books.
12 Circle.
Explain the activity.The pupils look at the pictures, read
the dialogue silently and circle the right word. Allow the
pupils some time to complete the activity. Check their
answers.
Answer Key
Goodbye, everyone!
Play the CD again pausing for the pupils to repeat,
chorally and/or individually. Assign roles and ask
individual pupils to read the dialogue out loud.
9(T)
blue green yellow orange pink
3 4
Goodbye,
everyone!
10
Module 1
Lesson 4 PRACTICE
Aims (Activities to consolidate the language of the module.)
To consolidate the language of the module; to
talk about themselves; to develop fine motor 13 THINK! Use the code and colour
skills through craftwork; to make a poster about the picture.
themselves.
Explain the activity. Allow the pupils some time to use
Language focus the code and colour in the shapes. Then elicit the
• My name’s ... . , I am ... years old. colours by pointing to the shapes and asking pupils
I am from ... . I like wearing ... . I can ... . to tell you what colour they are.
Target vocabulary
• Consolidation
Cross-curricular links
CRAFTWORK
• Maths (Ex. 13, Craftwork) Before going into class
THINK! Thinking Skills Photocopy the face of a teddy bear template
• To interpret and understand shapes (Ex. 13).
from the Teacher’s Resource Pack CD-ROM,
Extra materials one per pupil. Also, have scissors, glue and
• Flashcards (9-14); coloured pencils ready or ask the pupils to
• Photocopy of the face of a teddy bear bring their own in the previous lesson.
template from the Teacher’s Resource Pack
CD-ROM, scissors, glue, coloured pencils for Tell the pupils that they are going to make the face of a
the Craftwork activity; teddy bear using circles only. Hand out the photocopies.
• Set of cards: 2 squares, 2 circles, 2 triangles Guide them through the cutting and gluing together of
and 2 rectangles for the Ending the Lesson the circles. Go around the classroom providing any
activity; necessary help. While the pupils are doing the craftwork,
• Formative Evaluation worksheet for Module 1, feel free to play any song from the module. Make sure
one for each pupil. you display their work somewhere in the classroom.
FLASHCARDS (9-14)
10(T)
Module 1
(Activities to practise talking about oneself.) ENDING THE LESSON
14 Look, read and complete. Listen and (An activity to consolidate the language of the lesson.)
check. (Track 13 CD1) Ask the pupils to tell the class something that shows
Write the phrase All About Me on the board. Explain who they are (e.g. favourite colour/thing/subject,
what it means. Explain, in L1 if necessary, that there are what they like wearing, etc).
some things that show who we are. e.g. Pupil: My favourite colour is pink.
Write the following on the board:
My name’s ___________ .
Formative Evaluation
I am ___________ years old.
I am from ___________ .
ACTIVITY BOOK (Optional)
My favourite colour is ___________ .
My Family: ___________ If you wish, you can do page 7 from the Activity Book
My favourite things: ___________ during this lesson or the next one.
I like wearing: ___________
My favourite subjects: ___________
I can: ___________
Go through the incomplete list and give examples
about yourself. During this procedure, explain/elicit
any unknown words/phrases.
Refer the pupils to the activity. Go through the list of
the missing words and explain/elicit their meaning.
Allow the pupils some time to complete the poster.
Play the CD, twice if necessary. The pupils listen and
check their answers. Ask some pupils to read out from
the poster.
Answer key
1 eight 3 cap 5 guitar
2 blue 4 bike 6 music
BOU
15
A
T
11(T)
14 Look, read and complete. Listen and check.
• guitar • bike • eight • blue • cap • Music
My name is Sultan.
I am 1) __________ years old.
I am from Astana.
My Family
My mummy: Gulnara
My favourite My daddy: Damir
colour
My sister: Assel
is 2) My brother: Aidar
___________ .
I like wearing:
My favourite things: • my blue trousers
• my 4) ___________
• play football.
• 6) ___________
• say hello/goodbye in English,
• P.E.
Kazakh and Russian.
BOU
15 Over to you: Make an All About Me poster.
A
T
ME
Present it to the class.
11
1 Listen and read.
This is the
Palace of Peace
and Reconciliation
in Kazakhstan. It’s a
pyramid. Each side
is in the shape of
a triangle.
OUR WORLD
(Activities to learn about famous landmarks and their
shapes.)
12(T)
Module 1
TIME FOR CLIL (Art) ENDING THE LESSON
(Activities to talk about realistic and abstract art.) (An activity to consolidate the language of the lesson.)
2 Realistic or abstract? Look and match. Display the pictures of the paintings you have
brought to class on the board. Ask the pupils to say
POSTER which ones are realistic and which ones are abstract.
13(T)
2 Realistic or abstract? Look and match. Art
1 3
T IC
L IS CT
R EA RA
A. B ST 4
A
2 B.
13
A story from America
3 4 Yellow flowers!
How pretty!
A blue river!
How pretty!
5 6
Green grass!
How pretty!
14
Storytime!
Module 1
Storytime! (The Rainbow)
STORY CARDS
Aims
To develop listening and reading comprehension Use the story cards to present the story.
skills through a story; to listen to and read a story
(See the Introduction on how to use the story cards.)
from America about how the rainbow and the
different colours were created.
4 Listen and read. Act out the story.
Language focus
(Track 16 CD1)
• Oh! There are no colours! Now there are
colours everywhere! How pretty! Well done! Play the CD. The pupils listen and follow along in their
books. Play the CD again. The pupils repeat, chorally
Target vocabulary
and/or individually.
• paint, paintbrush, grass, river, bird, rainbow
Read the Smiles Values! and have a discussion with
Extra materials
the pupils, in L1 if necessary, about the moral of the
• Flashcards (15-20);
story. Tell the pupils that it is very important to respect
• Photocopies of the story cards from the
and protect our planet.Tell them that it doesn’t matter
Teacher’s Resource Pack CD-ROM, one set
if your contribution is big or small. What really matters
per pupil.
is to help one another with whatever abilities you
have, just like the little birds did when they helped to
make the world prettier. That way, we can all respect
BEGINNING THE LESSON and protect our colourful planet!
(An activity to introduce the theme of the lesson.) Put up the story cards in random order. Ask the pupils
Ask individual pupils to tell you their favourite colour. to come and put the cards in the right order. Play the
Point to objects in the classroom and ask pupils to CD for verification.
name the colours. Write the word rainbow on the Assign roles and allow the pupils, in groups, some time
board and elicit/explain its meaning. If you wish, to rehearse. Ask the groups to act out the story. They
teach the colours of the rainbow during this stage. can use the story cards for help.
[An easy way to remember the order of the colours
of the rainbow is by memorising the acronym Extension Activity (Optional)
VIBGYOR (violet, indigo, blue, green, yellow, orange
and red).] Then have a class discussion, in L1 if Before going into class
necessary, on what the world would be like without
colours (boring, dull, etc). Explain to the pupils that Photocopy the story cards from the Teacher’s
they are going to read a story from America about Resource Pack CD-ROM, one set per pupil.
how the rainbow was created.
Hand out the story cards. Ask the pupils to colour them
and use them to make their own story books.
FLASHCARDS (15-20)
14(T)
Module 1
ENDING THE LESSON
(An activity to consolidate the theme of the lesson.)
Project: My rainbow
Ask the pupils to use their colouring pencils and draw
and colour their own rainbow. Display the pupils’ work
around the classroom.
15(T)
paint paintbrush grass river bird rainbow
7 8
9 10 Well done,
little birds!
Wow! What a
pretty rainbow!
Respect and
protect our 15
colourful planet!
1 Complete. Then find the at the back of the book!
1 stand up 3 open y________
our book
2 sit d__________
own 4 c_________
lose your book
1 2
3 4
2 Write.
o r a n g e r e d
y e l l o w g r e e n
b l u e p i n k
16
3 Listen and draw.
2
1
bl fl
My Smiles Report
17
1 Complete. Then say.
4 __________
3 __________
2 __________
5 __________
1 grandpa
This is
my family!
2 Sing the My family song!
(See p. 116)
Come and meet my family,
Come and meet my family!
18
This is my mummy/daddy/...
Module 2
Lesson 1
1 Complete. Then say.
Aims
To introduce family members. Refer the pupils to the picture and explain the activity.
Allow the pupils some time to complete the activity.
Language focus Then the pupils in the role of Liam point to the family
• This is my family. members and present them. Explain to the pupils that
• Hello, Mummy! they can refer to the sentence at the bottom of their
• Hello, Daddy! Pupil’s Book for help. For weaker classes, the pupils
Target vocabulary can simply identify the family member. Check their
• family members: mummy, daddy, sister, answers.
brother, grandma, grandpa Answer Key
Differentiated Instruction 2 sister 4 mummy
• Ex. 1; 3 grandma 5 daddy
• Ex. 3 (Extension activity)
(This is my) grandpa.
Extra materials (This is my) sister.
• The My Family poster; (This is my) grandma.
• Story cutouts from the Activity Book for Ex. 4 (This is my) mummy.
Extension Activity (Optional). (This is my) daddy.
19(T)
mummy daddy sister grandma grandpa
1 2 Close your
eyes!
Hello,
Mummy!
OK.
Hello,
Daddy!
4 Hello, Liam!
3
Hello, Lilly!
Open your
eyes now. Nanny. This
is Grandma
and this is
Grandpa.
20(T)
Module 2
AUDIOSCRIPT
Come to my tree house, Extension Activity (Optional)
Come with me! • For stronger classes: Select a short exchange from
A table and a chair, the dialogue for the pupils to act out in pairs. Allow
Come and see! them some time to rehearse their exchanges.
Encourage them to come to the front and perform
Come to my tree house,
their exchanges.Alternatively, assign roles and have
Come with me!
the pupils come to the front and act out the whole
A bed and a radio,
dialogue.
Come and see!
• For weaker classes: Ask the pupils to take out the
(See the Introduction for further ideas on how to exploit
story cutouts. Ask them to shuffle them. Play the
the songs.)
dialogue for the first frame. Ask the pupils to show
you the corresponding cutout.
7 Listen and read. (Track 24 CD1)
Set the scene by asking the pupils questions about ENDING THE LESSON
what they can see in the pictures.
e.g. Teacher: (pointing to picture 1) Where are Liam, (An activity to consolidate the language of the lesson.)
Lilly and Charlie? In the ... Tell the pupils that you will play a game called In
Class: ... tree house! my tree house. Ask the pupils to think about what items
Teacher: (pointing to the chair in picture 1) they would like to have in their tree house. Ask individual
What’s this? pupils to report back to the class. Alternatively, they can
Class: A chair! draw a picture and present it.
Teacher: Yes! A red chair! e.g. Teacher: What’s in your tree house, Andrew?
Teacher: (pointing to the table in picture 2) Andrew: A red radio!
What’s this? Teacher: That’s nice! etc
Class: A table.
Teacher: What colour is it? ACTIVITY BOOK (Optional)
Class: Yellow! etc
If you wish, you can do page 13 from the Activity Book
Play the CD and ask the pupils to listen and follow the during this lesson or the next one.
dialogue in their books.
8 THINK! Complete.
Explain the activity.The pupils look at the pictures, read
the dialogue silently and complete the phrases. Check
the pupils’ answers.
Answer Key
1 A red chair! 2 A yellow table!
Play the CD again pausing for the pupils to repeat,
chorally and/or individually. Then ask individual pupils
to read the dialogue out loud.
21(T)
tree house chair table radio bed
Oh, it’s
That’s lovely!
nice.
3 4
What’s this,
Liam?
It’s a radio,
Grandpa. Listen!
Dear ___________,
My name’s Dana. I’m 8 years old. I’m from Astana. I’ve got a
brother, but I haven’t got a sister. My best friend is Berik. He
is in my class.
A B
22
Module 2
Lesson 3
Aims
To talk about family and friends.
Language focus
• My name’s Dana. I’m from Astana. I’ve got
a brother. My best friend is Berik. This is my
friend Nurlan.
Target vocabulary
• Consolidation
FLASHCARDS (21-25)
22(T)
Module 2
10
BOU
Answer the email about yourself. ENDING THE LESSON
A
T
ME
Include a picture. (An activity to consolidate the language of the lesson.)
Explain the activity. Allow the pupils some time to Say: I’ve got one brother, but I haven’t got a sister. Ask
complete the email in their books. Alternatively, assign the pupils for whom the sentence is true to stand up
it as homework. Ask the pupils to write the email on a and come to the board. Repeat with some variations
piece of paper and attach photos. During the next of the sentence until all the pupils have come to the
lesson ask some pupils to present their emails to the board and are ready to leave the class.
class. Note: Ask the pupils to bring pictures of their friends
Suggested Answer Key for the Craftwork activity at the next lesson.
Dear Dana,
My name’s Korkem. I’m eight years old. I’m from Aktau. ACTIVITY BOOK (Optional)
I’ve got two brothers and one sister. My best friend is If you wish, you can do page 14 from the Activity Book
Akbota. She’s in my class. during this lesson or the next one.
Bye for now.
Korkem
11 Let’s play!
Tell the pupils that they are going to play a game. Point
to the picture and read out the speech bubbles. The
pupils repeat after you. Explain the game. Ask the pupils
to sit in a circle. Choose a pupil (Pupil A) to stand in the
middle of the circle with his/her eyes closed. Choose a
pupil from the circle (Pupil B) to say: Good morning, your
Majesty! Pupil A tries to guess the name of the pupil.
Encourage him/her to say, e.g. This is my friend, Saule.
Finally, Pupil A returns to the circle, Pupil B stands in the
middle of the circle and the game continues. Repeat
the game until all the pupils have had a chance to play.
23(T)
BOU
10 Answer the email about yourself. Include a picture.
A
T
ME
Dear Dana,
My name is ______________ . I’m __________
years old. I’m from _____________________ .
I _______________________________________
_______________________ . My best friend is
_______________________________________ .
_______________________________________ .
Bye for now.
_______________
11 Let’s play!
Good morning,
your Majesty!
This is my
friend Nurlan.
23
12 Listen and number.
d
a
24
This is my friend ... .
Module 2
Lesson 4 Answer Key
a 4 b 3 c 2 d 1
Aims
To consolidate the language of the module; to
develop fine motor skills through craftwork; to CRAFTWORK
produce a project about family.
Before going into class
Language focus
• Consolidation Photocopy the photo frame template from the
Target vocabulary Teacher’s Resource Pack CD-ROM, one per
• Consolidation pupil. Also, have scissors, glue and coloured
pencils ready to use or ask the pupils to bring
Cross-curricular links their own from the previous lesson.
• Art (Craftwork)
Extra materials Tell the pupils that they are going to make a photo frame
• Photocopy of the photo frame template and attach the picture of their best friend. Hand out the
from the Teacher’s Resource Pack CD-ROM, photocopies. Guide them through the cutting of the
scissors, glue, coloured pencils for the photo frames and the gluing of the photos. Alternatively,
Craftwork activity; the pupils can draw a picture of their best friends. Go
• Formative Evaluation worksheet for Module 2, around the classroom, providing any necessary help.
one for each pupil. While the pupils are doing the craftwork, feel free to play
any song from the module.
PRACTICE
(Activities to consolidate the language of the module.)
12 Listen and number. (Track 25 CD1)
Refer the pupils to the pictures of the children and their
names. Explain the activity. Play the CD, twice if necessary.
The pupils listen and number. Check their answers.
AUDIOSCRIPT
One
This is my friend Berik.
Two
This is my friend Kairat.
Three
This is my friend Assel.
Four
This is my friend Saule.
24(T)
Module 2
13 Find and circle. Match. ENDING THE LESSON
Explain the activity. Revise the family words (grandma, (An activity to consolidate the language of the lesson.)
grandpa, mummy and daddy). The pupils find, circle
The pupils, in pairs, take turns and say a family
and match the words to the corresponding family
member’s name and the other has to guess who it is.
members. Check their answers.
Demonstrate this yourself first.
Answer Key e.g. Pupil: Tracy!
grandma, grandpa, mummy, daddy Teacher: Your mummy?
Pupil: No!
BOU Teacher: Your sister?
PROJECT TIME
A
T
25(T)
13 Find and circle. Match.
k l
d yj
d
abg gh ida
ra n d m yd
a c d g ra n d p a e f m u m m
BOU
A
T
ME
25
1 Listen and read.
Aims
To learn about families from the UK and
Kazakhstan; to explore other subject areas
(PSHE); to talk about small and big families.
Language focus
• This is my friend Betty. This is her mummy
Susan and her daddy Patrick.
Target vocabulary
• big, small
Cross-curricular links
• PSHE (Ex. 1)
Extra materials This is my friend Karlygash.
• A map of the world for Ex. 1; This is her mummy Gulnara and her daddy Nurlybek.
• The Families Big and Small poster. This is her brother Aidar and her little sister Ayaulym.
OUR WORLD
(Activities to learn about families from the UK and
Kazakhstan.)
2 Big or small? Look and write the Tell the pupils that they are going to play a
numbers. game called Chinese Whispers. Explain the rules.
Approach a pupil at the front desk and whisper a
POSTER word from the module. Ask him/her to whisper the
same word to the pupil who is sitting next to him/her,
Pupils’ books closed. Put up the Families Big and who then whispers it to the next pupil, etc. Ask the last
Small poster. Point to the picture on top and count the pupil to call out the word. Check his/her answer.
family members. Say: One, two, three ... sixteen. A big Repeat the procedure as many times as you think is
family. The pupils repeat after you. Repeat the necessary.
procedure for the remaining pictures. Then point to
the picture of the zebra family and ask the pupils to
count along with you. Say: One, two, three. A small
family. The pupils repeat after you. Repeat the
procedure for the remaining pictures.
Pupils’ books open. Point to the first picture and ask the
pupils to count and say how many members there are
(three). Ask: Is it a small family or a big family? Elicit: A
small family. Repeat the procedure with the picture of
the big family.
Explain the task. The pupils look at the pictures and
write the numbers in the boxes to indicate if each
family is a big or small family. Check their answers.
Answer Key
1 a small family 4 a small family
2 a big family 5 a small family
3 a big family 6 a big family
27(T)
PSHE
a SMALL family
a BIG family
1 2
5
6
4 27
A story from Russia
I’m sorry,
Mmm ... a my King!
rose ... OUCH!
Silly bee!
3 4
Where’s the
real rose?
Hello, my
King!
28
Storytime!
Module 2
Storytime! (The King and the Bee)
STORY CARDS
Aims
To develop listening and reading comprehension Use the story cards to present the story.
skills through a story; to listen to and read a story
(See the Introduction on how to use the story cards.)
from Russia about how a bee helps a king.
Language focus 3 Listen and read. Act out the story.
• I’m sorry, my King!
(Track 28 CD1)
• Where’s the real rose?
Play the CD. The pupils listen and follow along in their
Target vocabulary
books. Play the CD again. The pupils repeat, chorally
• rose, king, bee, clever
and/or individually.
Extra materials
Read the Smiles Values! and have a discussion, in L1 if
• Flashcards (26-29);
necessary, with the pupils about the moral of the story.
• Story cards;
Tell pupils that though we may think that something
• Photocopies of the story cards from the
small like a bee may not appear to be clever or useful,
Teacher’s Resource Pack CD-ROM, one set
but it is not true.
per pupil.
Put up the story cards in random order. Ask the pupils
to come and put the cards in the right order. Play the
CD for verification.
BEGINNING THE LESSON
Assign roles and allow the pupils, in groups, some time
(An activity to introduce the topic of the story.)
to rehearse. Ask the groups to act out the story. They
Draw simple sketches of a bee and a king on the can use the story cards for help.
board. Point to the sketch of the bee and say: bee.
The pupils repeat after you. Point to the sketch of the Extension Activity (Optional)
king and repeat the procedure.Tell the pupils they are
going to read a story about how a bee helps a king. Before going into class
Ask the pupils to say what they know about bees and Photocopy the story cards from the Teacher’s
how they think a bee can be useful to a king. Have a Resource Pack CD-ROM, one set per pupil.
class discussion, in L1 if necessary.
Hand out the story cards. Ask the pupils to colour them
FLASHCARDS (26-29) and use them to make their own story books.
28(T)
Module 2
ENDING THE LESSON
(An activity to consolidate the language of the lesson.)
Read out a few sentences spoken by a character in the
story. Ask individual pupils to tell you who said them.
e.g. Teacher: Silly bee!
Pupil 1: The King! etc
Note: If you wish, have the pupils close their books
during this activity.
29(T)
rose king bee clever
5 6
I don’t know.
Everyone, big or
small, is clever in 29
their own way!
1 Find the at the back of the book! Then look, read
and number.
grandma 2 grandpa 1
30
2 Read and circle.
This is my mother
brother with my brother!
mother
My Smiles Report
31
schoolbag
2
3
6
5
PRESENTATION AND PRACTICE 2 Sing the I’m ready for school song!
(Track 32 CD1)
(Activities to present and activate the new language.)
Point to school items and say: A book, a pencil, a pen.
POSTER Put them in my bag today! The pupils repeat after you.
Follow the same procedure and present the rest of
• Listen, point and repeat. (Track 31 CD1) the song.
Pupils’ books closed. Put up the School Days poster Play the CD. The pupils listen to the song. Play the CD
on the board. Point to the schoolbag, pen, pencil, again. The pupils listen and sing along.
book, ruler and rubber one at a time, and say the
corresponding words. The pupils repeat, chorally AUDIOSCRIPT
and/or individually. Point to each item in random A book, a pencil, a pen:
order. Ask individual pupils to name the item. Ask the Put them in my bag today!
rest of the class for verification. I’m ready for school, hurray, hurray!
Pupils’ books open. Play the CD. The pupils listen, point (See the Introduction for ideas on how to exploit the
to the pictures and repeat the words. Play the CD again songs.)
pausing after each word. The pupils repeat, chorally
and/or individually.
32(T)
Module 3
3 Listen and read. (Track 33 CD1) ENDING THE LESSON
Get the scene by asking the pupils questions about (An activity to consolidate the language of the lesson.)
what they can see in the pictures. Collect some school items, e.g. pencil case, pen, pencil,
e.g. Teacher: (pointing to Lilly and Liam in picture one) book, etc. Ask a pupil to come to the front and close
Who are they? his/her eyes. Give him/her one of the objects to identify.
Class: Lilly and Liam! Repeat with as many pupils as you think is necessary.
Teacher: Yes! They’re at school! Bye, Lilly! Bye, Liam! e.g. Teacher: (giving a pencil) What’s this?
etc Pupil 1: It’s a pencil! etc
Play the CD and ask the pupils to listen and follow along
in their books. ACTIVITY BOOK (Optional)
If you wish, you can do page 20 from the Activity Book
4 THINK! Circle. during this lesson or the next one.
Allow the pupils some time to complete the activity.
Check the pupils’ answers.
Answer Key
Hi, Jake.
Play the CD again pausing for the pupils to repeat,
chorally and/or individually. Assign roles and ask
individual pupils to read the dialogue out loud.
33(T)
pen pencil book ruler rubber
1 Bye, Lilly! 2
Bye, Liam!
Hi, Jake.
This is Lilly.
Bye!
Hello, Lilly!
Oh,
Charlie!
34(T)
Module 3
7 Listen and read. (Track 36 CD1) ENDING THE LESSON
Set the scene by asking the pupils questions about (An activity to consolidate the language of the lesson.)
what they can see in the pictures.
Write some school items on the board with some
e.g. Teacher: (pointing to the elephant in picture two)
missing letters. Ask some pupils to come to the board
What’s this?
and complete the words. Ask the rest of the class for
Class: It’s an elephant. etc
verification.
Play the CD and ask the pupils to listen and follow
along in their books. ACTIVITY BOOK (Optional)
If you wish, you can do page 21 from the Activity Book
8 Circle. during this lesson or the next one.
Explain the activity. Allow the pupils some time to
complete the activity. Check their answers.
Answer Key
Yes, it is.
35(T)
teacher classroom pencil case desk sharpener
1 2
Hello, I’m
Daisy. What’s
your name?
What’s this?
It’s an elephant.
My name’s
Lilly. This is my
pet, Charlie.
3
No, Lilly. It’s a
schoolbag!
c f
a d
36
Module 3
Lesson 3 Pupils’ books open. Explain the activity. Allow the
pupils some time to match the pictures to the words.
Aims Play the CD.The pupils listen and check their answers.
To talk about buildings around a school and
road signs. Answer Key
1 f 2 c 3 a 4 e 5 b 6 d
Language focus
• Turn right. You can’t ride a bike here.
• What is there around your
Target vocabulary
• statue, house, school, fountain, street, park
school? In groups draw and present to
• Walk., Wait.,Turn left.,Turn right.,You can park the class.
here., You can’t ride a bike here. Explain the activity. Allow the pupils some time to work
in groups and produce their projects. The pupils then
Cross-curricular links present their work. Make sure you display their work
• Geography (Ex. 9) somewhere in the classroom.
THINK! Thinking Skills Suggested Answer Key
• To apply previous knowledge (Ex. 10).
This is our school.There is a house and a park around it.
Extra materials
• The Around School poster.
POSTER
36(T)
Module 3
10 THINK! Colour the traffic lights. ENDING THE LESSON
(An activity to consolidate the language of the lesson.)
Explain the activity. Explain to the pupils that these are
traffic lights for pedestrians. All over the world there are Name a road sign, e.g. Turn left. Ask a pupil to come
different signs, but they all help people cross the to the board and point to the street sign on the poster.
streets safely. Allow the pupils some time to colour in
the traffic lights. Check their answers. ACTIVITY BOOK (Optional)
Answer Key If you wish, you can do page 22 from the Activity Book
during this lesson or the next one.
Walk – Pupils colour the second figure green.
Wait – Pupils colour the first figure red.
11 Match.
Explain the activity. Allow the pupils some time to
complete the activity. Check their answers.
Answer Key
1 d 2 b 3 a 4 c
37(T)
10 THINK! Colour the traffic lights.
11 Match.
1 3 a Turn right.
ere.
b You can park h
ab ike here.
2 4 c You can’t ride
d Turn left.
38
Module 3
Lesson 4
Aims
CRAFTWORK
To count school items; to present class photos. Before going into class
Language focus
• There are two big schoolbags. Photocopy the bookmark template from the
• I’m from Almaty, Kazakhstan. This is my Teacher’s Resource Pack CD-ROM, one per pupil.
classroom. This is my teacher. Also, have coloured pencils and scissors or ask
the pupils to bring their own in the previous lesson.
Target vocabulary
• Consolidation
Tell the pupils that they are going to make a
Extra materials bookmark. Hand out the photocopies. Guide them
• Photocopy of the bookmark template from through the cutting and colouring of the bookmarks.
the Teacher’s Resource Pack CD-ROM for the Go around the classroom providing any necessary
Craftwork activity; help. While the pupils are doing the craftwork, feel free
• Formative Evaluation worksheet for Module 3, to play any song from the module. Make sure you
one for each pupil. display their work somewhere in the classroom.
PRACTICE
(Activities to practise counting and talking about class
photos.)
12 How many? Look, count and write.
Pupils’ books open. Elicit the school items in the
pictures. Explain the activity. Allow the pupils some time
to complete the activity. Check the pupils’ answers.
Answer Key
schoolbags 2 rulers 5 sharpeners 5 books 2
ME
Refer the pupils to the project and the picture. Ask the
pupils to tell you what they can see. Explain that they Formative Evaluation
are going to do a project about their class photos.
They can use real photos or draw pictures. They can ACTIVITY BOOK (Optional)
also write a brief description. Assign the project for If you wish, you can do page 23 from the Activity Book
homework. During the next lesson, encourage the during this lesson or the next one.
pupils to present their projects to the class. Make sure
you display their work somewhere in the classroom.
Then help them file their drawings in their Language
Portfolios.
Suggested Answer Key
My School My Classroom
39(T)
14 Class Photos! Read and circle.
BOU
A
T
ME
39
1 Listen and read.
OUR WORLD
(Activities to learn about school days from around the
world.)
40(T)
Module 3
TIME FOR CLIL (P.E.) ENDING THE LESSON
(An activity to talk about school games.) (An activity to consolidate the language of the lesson.)
41(T)
P.E.
skipping
hopscotch
tug-of-war
1 2
Please
can you
give us some
wheat? We
are very
hungry!
No! This is
my wheat! I haven’t got any
wheat for you.
3 4
Are you
Aldar Kosse?
42
Storytime!
Module 3
Storytime! (Aldar Kosse and the Greedy Farmer)
4 Listen and read. Act out the story.
Aims (Track 42 CD1)
To develop listening and reading comprehension
skills through a story; to listen to and read a story Play the CD. The pupils listen and follow along in their
from Kazakhstan about a greedy farmer. books. Play the CD again. The pupils repeat, chorally
and/or individually.
Language focus
• Please can you give us some wheat? Look! Read the Smiles Values! and have a discussion, in L1
The sky is falling down! if necessary, with the pupils about the moral of the
story. Explain to the pupils that the farmer is very
Target vocabulary greedy and too confident about himself. So he acts
• wheat, dinner, sky, fall down, silly before he thinks and as a result he hasn’t got the
Extra materials wheat anymore.
• Flashcards (30-34); Put up the story cards in random order. Ask the pupils
• Story cards; to come and put the cards in the right order. Play the
• Photocopies of the story cards from the CD for verification.
Teacher’s Resource Pack CD-ROM, one set
per pupil. Assign roles and allow the pupils, in groups, some
time to rehearse. Ask the groups to act out the story.
They can use the story cards for help.
FLASHCARDS (30-34) Hand out the story cards. Ask the pupils to colour them
and use them to make their own story books.
• Listen, point and repeat. (Track 41 CD1)
Pupils’ books open. Put up the flashcards on the board,
on at a time, and say the corresponding words. The
pupils repeat, chorally and/or individually. Point to each
flashcard in random order. Ask individual pupils to say
the word. Ask the rest of the class for verification.
Pupils’ books open. Play the CD.The pupils listen, point
to the pictures and repeat the words. Play the CD
again pausing after each word for the pupils to repeat
chorally and/or individually.
STORY CARDS
42(T)
Module 3
ENDING THE LESSON
(An activity to consolidate the language of the lesson.)
Write a few words from the story on the board. Ask the
pupils to write the words in alphabetical order as fast
as they can in their notebooks. The first pupil to do so
is the winner.
43(T)
wheat dinner sky fall down silly
5 6
Be clever. Think 43
before you act!
1 Listen and colour.
44
3 Look and complete.
a __u__
6 st__ t e
u e
3 ho__s__
c __
1 s__ h oo__
l
4 p__
a __k
r
2 s__r__
t e __t
e o __
5 f__ u nta__n
i
cr dr
My Smiles Report
45
1 Look, read and write. Talk with your friend.
1 2
1 Mummy’s in the
_
__________________ .
e
2 Grandma’s in th
_
__________________ .
e
3 Grandpa’s in th
_
__________________ .
Where’s Charlie?
He’s in the house!
The house! He’s in the house!
46
Where’s Mummy? – She’s in the kitchen.
Module 4
Lesson 1 men. Then ask the pupils to complete the sentences.
Allow the pupils some time to complete the activity.
Aims Check the pupils’ answers.
To identify parts of a house.
Answer Key
Language focus
• Where’s Mummy? 1 kitchen 2 bedroom 3 garden
• She’s in the kitchen. Explain the activity.The pupils, in pairs, talk about where
Target vocabulary the people in the pictures are. For weaker classes, write
• parts of a house: kitchen, bedroom, garden on the board: Where’s ...? She’s/He’s in the ... . Ask the
question. Have the pupils repeat after you. Explain to the
Differentiated Instruction pupils that they can refer to the question and answer
• Ex. 1; on the board or at the bottom of the page for help. Go
• Ex. 4 (Extension activity) around the classroom providing any necessary help.
Extra materials Ask some pairs to report back to the class.
• The My House poster;
Suggested Answer Key
• Story cutouts from the Activity Book for Ex. 4
Extension Activity (Optional). 1 A: Where’s Mummy?
B: She’s in the kitchen.
2 A: Where’s Grandma?
BEGINNING THE LESSON B: She’s in the bedroom.
(An activity to revise the vocabulary from the previous 3 A: Where’s Grandpa?
module.) B: He’s in the garden.
Ask a pupil: Can I have your (pen), please? Encourage
the pupil to do so. Say: Thank you. Repeat with other
2 Sing the Where’s Charlie? song!
pupils and other school items. (Track 46 CD1)
Gesture with your hand and say: Where’s Charlie?
PRESENTATION AND PRACTICE Then draw a simple sketch of a house on the board,
point to it and say: He’s in the house! The house! He’s
(Activities to present and activate the new language.) in the house! The pupils repeat after you. Follow the
same procedure to present the rest of the song.
POSTER
Play the CD. The pupils listen to the song. Divide the
• Listen, point and repeat. (Track 45 CD1) class into three groups and assign a verse to each
group. Play the song again for the groups to sing the
Pupils’ books closed. Put up the My House poster on assigned verses.Time permitting, play the song a third
the board. Present the rooms (kitchen, bedroom, time for the pupils to sing the song as a class.
garden). Point to each room in random order. Ask
individual pupils to say the word. Ask the rest of the AUDIOSCRIPT
class for verification. Where’s Charlie?
Pupils’ books open. Play the CD. The pupils listen, He’s in the house!
point to the pictures and repeat the words. Play the The house! He’s in the house!
CD again pausing after each word.The pupils repeat, Where’s Mummy?
chorally and/or individually. She’s in the kitchen!
The kitchen! She’s in the kitchen!
1 Look, read and write. Talk with
Where’s Daddy?
your friend. He’s in the bedroom!
Point to picture 1 and ask: Where’s Mummy? Elicit: The bedroom! He’s in the bedroom!
She’s in the kitchen. Follow the same procedure for (See the Introduction for further ideas on how to exploit
pictures 2 and 3. Focus the pupils’ attention on the the songs.)
use of she for women and girls and he for boys and 46(T)
Module 4
3 Listen and read. (Track 47 CD1) ENDING THE LESSON
Set the scene by asking the pupils questions about (An activity to consolidate the language of the lesson.)
what they can see in the pictures.
Write the following questions and answers on the
e.g. Teacher: (pointing to picture 1) Who’s this?
board in jumbled order:
Class: Charlie!
Teacher: Where is Charlie? Where’s Mummy? She’s in the kitchen.
Class: In the garden! Where’s Daddy? He’s in the bedroom.
Teacher: (pointing to picture 3) Where’s Mummy? Where’s Charlie? He’s in the house.
Class: She’s in the kitchen! etc Ask the pupils to match the questions and answers.
Play the CD and ask the pupils to listen and follow the
dialogue in their books. ACTIVITY BOOK (Optional)
If you wish, you can do page 28 from the Activity Book
4 Tick (✓). during this lesson or the next one.
Explain the activity.The pupils look at the pictures, read
the dialogue silently and tick the right answer. Check
the pupils’ answers.
Answer Key
bedroom
Play the CD again pausing for the pupils to repeat,
chorally and/or individually. Ask individual pupils to
read the dialogue out loud.
47(T)
kitchen bedroom garden
1 2
Where’s
Charlie, Mummy?
come here!
She’s in the
kitchen.
3 4
5
Where’s
Charlie?
Oh, no!
He’s in the
house!
48
Where’s Grandpa? – He’s in the ... .
Module 4
Lesson 2 Extension
(Activities to present and activate the new language.) Boy: Where’s Mummy?
Girl: She’s in the bedroom.
POSTER Boy: Where?
Girl: In the bedroom. Mummy’s in the bedroom.
• Listen, point and repeat. (Track 48 CD1) Answer Key
Pupils’ books closed. Put up the My House poster on Grandma is in the bathroom.
the board. Point to the rooms and the bath, one at a Daddy is in the living room.
time, and say the corresponding words. The pupils Mummy is in the bedroom.
repeat after you. Point to each item in random order. Write on the board: Where’s ... ? She’s/He’s in the ... .
Ask individual pupils to name them. Ask the rest of the Ask the question. Have the pupils repeat after you.
class for verification.
48(T)
Module 4
Explain the activity. The pupils, in pairs, talk about Class: In the kitchen!
where the people in the picture are. Explain to the Teacher: Is Charlie in the kitchen?
pupils that they can refer to the question and answer Class: No, he isn’t. etc
on the board or at the bottom of the page for help.
Play the CD and ask the pupils to listen and follow the
Go around the classroom providing any necessary
dialogue in their books.
help. Ask some pairs to report back to the class.
Suggested Answer Key 8 Circle.
A: Where’s Grandpa? Explain the activity.The pupils look at the pictures, read
B: He’s in the kitchen. the dialogue silently and circle the right sentence.
A: Where’s Daddy? Check the pupils’ answers.
B: He’s in the living room. Answer Key
A: Where’s Mummy? No, he isn’t.
B: She’s in the bedroom.
Play the CD again pausing for the pupils to repeat,
A: Where’s Grandma? chorally and/or individually. Ask individual pupils to
B: She’s in the bathroom. read the dialogue out loud.
Set the scene by asking the pupils questions about ACTIVITY BOOK (Optional)
what they can see in the pictures.
If you wish, you can do page 29 from the Activity Book
e.g. Teacher: (pointing to picture 1) Look! Nanny is
during this lesson or the next one.
with Lilly and Liam.
(pointing to picture 2) Where are they?
49(T)
living room bathroom bath
1 2
Is Charlie
in the living
room?
Is he in the
kitchen?
No, he isn’t.
No, he isn’t.
3 4
Is he in the
bedroom?
Is he in the
bathroom?
Yes, he is.
No, he isn’t. Look! He’s in
the bath!
8 Circle. Is Charlie in the living room? Yes, he is. / No, he isn ’t. 49
9 Look, read and match. Then listen and check.
1 There’s a skateboard
2 There are two watches
3 There’s a computer
4 There are two balls
5 There’s a camera
6 There’s a robot
50
Module 4
Lesson 3 Pupils’ books open. Refer the pupils to the picture and
elicit where the items are. Allow the pupils some time to
Aims complete the activity. Check the pupil’s answers.
To talk about personal things; to talk about
location; to say where things are from. Answer Key
1 a 2 d 3 f 4 b 5 c 6 e
Language focus
• There’s a skateboard in the toy box. This is
my skateboard. Those are Lilly’s dolls. 10 Look and say.
• Where’s the teddy bear from? It’s from the Place one book on your desk. Point to it and say: This
UK. is my book. Write the sentence on the board. Underline
Target vocabulary the word in bold. The pupils repeat after you. Stand
• skateboard, watch, computer, ball, camera, further away from the book, point to it and say: That is
robot my book. Write the sentence on the board. Underline
the word in bold. The pupils repeat after you. Explain
Extra materials the use of this to talk about things that are near us
• The In My Room poster. and that to talk about things that are further away
from us. Follow the same procedure and present these
and those.
BEGINNING THE LESSON Refer the pupils to the picture and elicit the items.
(An activity to revise the language from the previous Read the example and explain the activity. Ask pupils
lesson.) to make sentences as in the example.
Write some words on the board with some letters missing, Answer Key
e.g. k __ __ c __ e __ . Ask a pupil to come to the board This is my train and these are my robots.
and complete the word. Ask the rest of the class for That is Lilly’s computer and those are Lilly’s cameras.
verification. Repeat with other pupils and other words.
Play the Follow me song from the previous lesson
(Track 50 CD1). Invite pupils to sing along.
POSTER
51(T)
11 Where is it from? Listen and read. Talk with your friend.
This is a teddy
This is a balero.
bear.
It’s a toy from Mexico.
It’s from the UK.
It’s from
the UK.
51
12 THINK! Where’s Charlie? Match. Say.
garden
bedroom
living room
kitchen
bathroom
52
Module 4
Lesson 4 3 Charlie is in the living room.
4 Charlie is in the bathroom.
Aims 5 Charlie is in the garden.
To consolidate the language of the module; to
develop fine motor skills through craftwork; to
produce a project about a bedroom.
CRAFTWORK
Language focus
• Follow me! Before going into class
• Where am I?
• In the bedroom! Photocopy the house template from the
Teacher’s Resource Pack CD-ROM, one per
Target vocabulary pupil. Also, have scissors, glue and coloured
• Consolidation pencils ready to use or ask the pupils to bring
their own in the previous lesson.
THINK! Thinking Skills
• To interpret and match visuals to Explain to the pupils that they are going to make a
information (Ex. 12). house. Hand out the photocopies of the template.
Cross-curricular links Guide them through the cutting, gluing and colouring
• Art and Design (Craftwork) of the house. Go around the classroom as the pupils
do the craftwork and ask questions about the parts of
Extra materials the house, e.g. What colour is it? etc. During this stage,
• Photocopy of the house template from the feel free to play any song from the module. Make sure
Teacher’s Resource Pack CD-ROM, scissors, you display their work somewhere in the classroom.
glue, coloured pencils for the Craftwork
activity;
• Formative Evaluation worksheet for Module 4,
one for each pupil.
PRACTICE
(An activity to consolidate the language of the module.)
52(T)
Module 4
13 Let’s play! ENDING THE LESSON
Refer the pupils to the pictures and explain that they (An activity to consolidate the language of the lesson.)
are going to play a game. Ask two pupils to come to Tell the pupils to draw and colour their favourite part
the front of the classroom. Tell the class that one pupil of the house from those illustrated in the book. Then,
is going to mime an action while saying Follow me! the pupils present their drawings to the rest of the
Follow me! Where am I? and the other pupil has to class.
guess where he/she is. Repeat with as many different e.g. Pupil: This is my living room.
pupils as you think is necessary.
Suggested Answer Key Formative Evaluation
A: (thinks of kitchen and mimes eating) Follow me!
Follow me! Where am I? ACTIVITY BOOK (Optional)
B: In the kitchen! etc If you wish, you can do page 31 from the Activity Book
during this lesson or the next one.
BOU
PROJECT TIME
A
T
ME
Refer the pupils to the project and the picture. Tell the
pupils that they will be drawing their bedroom. Refer
them to the sentences. Tell them to do the same for
their projects. Assign the project as homework. During
the next lesson, invite pupils to present their projects to
the class. Make sure you display their work somewhere
in the classroom. Then help them file their drawings in
their Language Portfolios.
Suggested Answer Key
53(T)
In the
13 Let’s play! bedroom!
Follow me! Follow
me! Where am I?
BOU
A
T
ME
53
1 Listen and read.
in
This is an ig loo
Canada.
It’s co ld there!
Look at this
yurta in
Kazakhstan!
Cross-curricular links
• Geography (Ex. 1)
Extra materials
• A map of the world for Ex. 1;
• The Get active poster.
OUR WORLD
(Activities to familiarise the pupils with houses from
various countries.)
2 Listen and point. Then sing the This is Ask the pupils to form pairs. Explain that they will play
my house song! (Track 55 CD1) a game called Mirror Me! One pupil mimes a part of a
house and the other pupil tries to copy him/her. Invite a
POSTER pair to the front of the classroom and demonstrate the
game to the rest of the class. Continue with as many
Pupils’ books open. Put up the Get active poster on pairs as you think is necessary.
the board. Point to the actions one at a time, say what
they are (bend, stretch, jump, twist, run) and mime
them. Then have the pupils mime the actions as you
say them again.
Draw a large house on the board. Present: door,
window, chimney and smoke by pointing to the
corresponding items.The pupils repeat after you. Point
to the corresponding items in random order. Ask
individual pupils to name the item. Ask the rest of the
class for verification.
Pupils’ books open. Present the lyrics of the song in
the following manner:
This is my house, (put your arms above your head,
making a triangle)
This is the door! (make a square in the air around
your head)
The windows are clean, (make small circular
movements in the air with your left hand)
And so is the floor! (mime cleaning the floor)
Outside there’s a chimney (both arms stretch above
head)
As tall as can be, (stretch and stand on tiptoes)
With smoke that goes up – (make small circular
movements in the air with your left index finger)
Come and see! (beckon)
Read the instructions and explain the activity. Play the
CD. The pupils listen and point. Play the CD again. The
pupils sing along.
(See the Introduction for further ideas on how to exploit
the songs.)
55(T)
P.E.
2 Listen and point. Then sing the
This is my house song!
(See p. 117)
Stay here!
Look after the fire!
OK, Daddy!
Bye!
Bye,
Mummy!
3
4 That’s a nice fire.
Let’s take it.
Come on!
Let’s play!
56
Storytime!
Module 4
Storytime! (The Fire Owl)
Aims STORY CARDS
To develop listening and reading comprehension
skills through a story; to listen to and read a story Use the story cards to present the story.
about how an owl helped an Inuit family get
back their fire. (See the Introduction on how to use the story cards.)
56(T)
Module 4
ENDING THE LESSON
(An activity to consolidate the language of the lesson.)
57(T)
fire owl play
Where’s
5 the fire?
6
7
Look! 8
Our fire!
Always help
other people!
57
1 Do the crossword puzzle.
1
L
2
K I T C H E N
V
I
3
G A R D E N
G
4
B E D R O O M
O
O
5
B A T H R O O M
th
My Smiles Report
127
59
1 Complete. Then draw, colour and say.
60
It’s got yellow hair.
Module 5
Lesson 1 1 Complete. Then draw, colour and say.
Aims Explain the activity. Ask the pupils to read and complete
To identify and talk about parts of the face. the sentences. Check the pupils’ answers.
Language focus The pupils then read the sentences and complete
• It’s got yellow hair. the face of the teddy bear. Go around the classroom
• Nanny, look at my ballerina! She’s got blue providing any necessary help.
eyes!
Answer Key
• Look at my toy soldier! He’s got brown hair!
1 hair 3 ears 5 mouth
Target vocabulary 2 eyes 4 nose
• parts of the face: hair, eyes, ears, nose, mouth
Write the following on the board: It’s got ................ .
Differentiated Instruction Explain its meaning. Ask the pupils to come to the
• Ex. 4 (Extension activity) front and present their completed drawing.
Cross-curricular links
• Art (Ending the lesson activity)
2 Sing the Teddy Bear song! (Track 62 CD1)
Draw a simple sketch of a teddy bear on the board.
Extra materials
Point to it and say: I’m a very funny teddy bear. The
• The My Face poster;
pupils repeat after you.Then show two fingers, point to
• Story cutouts from the Activity Book for Ex. 4
your eyes and say: I’ve got two eyes. The pupils repeat
Extension Activity (Optional).
after you. Follow the same procedure to present the
rest of the song.
Play the CD. The pupils listen to the song. Divide the
BEGINNING THE LESSON pupils into four groups and assign a verse to each
(An activity to revise the language from the previous group. Play the song for the groups to sing the
module.) assigned verses.Time permitting, play the song a third
time for the pupils to sing the song as a class.
Write some words on the board, e.g. kitchen. Ask a
pupil to come to the board, mime a corresponding
AUDIOSCRIPT
action and say the word. Ask the rest of the class for
verification. Repeat with other pupils and other words. I’m a very funny teddy bear,
I’ve got two eyes
And a lot of hair!
PRESENTATION AND PRACTICE
I’m a very funny teddy bear,
(Activities to present and activate the new language.) I’ve got two ears
And a lot of hair!
POSTER
I’m a very funny teddy bear,
• Listen, point and repeat. (Track 61 CD1) I’ve got a nose
And a lot of hair!
Pupils’ books closed. Put up the My Face poster on
the board. Point to and name the parts of the face.The I’m a very funny teddy bear,
pupils repeat after you. Then point to the parts of your I’ve got a mouth
face and ask the pupils to call out the appropriate And a lot of hair!
word. Name a part of the face. Ask a pupil to point to it (See the Introduction for further ideas on how to exploit
on his/her face. Ask the rest of the class for verification. the songs.)
Pupils’ books open. Play the CD.The pupils listen, point
to the pictures, and repeat the words. Play the CD
again pausing after each word. The pupils repeat,
chorally and/or individually.
60(T)
Module 5
3 Listen and read. (Track 63 CD1) ENDING THE LESSON
Set the scene by asking the pupils questions about (An activity to consolidate the language of the lesson.)
what they can see in the pictures.
Ask the pupils to draw and colour a face. Explain
e.g. Teacher: (pointing to picture 1) Where is Charlie’s
to them that it can be a teddy bear, an alien, a monster,
teddy bear? Is it in the toy box?
etc. Go around the classroom providing any necessary
Class: No.
help. Upon completion of the activity, the pupils present
Teacher: (pointing to picture 2) What has Lilly got?
it to the class and describe it.
Class: A ballerina!
e.g. Pupil 1: It’s got green hair, yellow eyes, a nose
Teacher: What colour eyes has the ballerina got?
and a mouth. etc
Class: Blue. etc
Play the CD and ask the pupils to listen and follow the ACTIVITY BOOK (Optional)
dialogue in their books. If you wish, you can do page 36 from the Activity Book
Note: If you wish, you can explain to the pupils that during this lesson or the next one.
we can use he or it for our toys that are male and she
or it for our toys that are female.
4 Circle.
Explain the activity. The pupils look at the pictures,
read the dialogue silently and circle the right word.
Check the pupils’ answers.
Answer Key
blue
Play the CD again pausing for the pupils to repeat,
chorally and/or individually. Ask individual pupils to
read the dialogue out loud.
61(T)
hair eyes ears nose mouth
1 2
Nanny, look at my
ballerina! She’s got
blue eyes!
3 4
Look at my
toy soldier! He’s
got brown hair!
Oh, look
at Charlie’s
teddy bear!
62
It’s got ... . It hasn’t got ... . – It’s number ... .
Module 5
Lesson 2 after you. Then point to the mouse and say: a small
mouse, bringing your hands closer together to explain
Aims small. Encourage the pupils to mime your action and
To describe facial features; to talk about size. repeat after you. Say big or small and ask the pupils to
Language focus show the difference in size by miming.
• Teddy hasn’t got any eyes! Pupils’ books open. Play the CD. The pupils listen, look
• Yes, it has! It’s got two big eyes! at the pictures and repeat the phrases. Play the CD
• I’m big. again pausing after each phrase. The pupils repeat,
Target vocabulary chorally and/or individually.
• a big elephant, a small mouse
5 Listen and number. Talk with your
Differentiated Instruction friend. (Track 65 CD1)
• Ex. 8 (Extension activity) Read the instructions and explain the activity. Prompt
Cross-curricular links the pupils to give you a description of each toy.
• Art (Ending the lesson activity) e.g. Teacher: (pointing to toy A) It’s got a nose. Is it
big or small?
Extra materials Class: Small.
• Flashcards (38-39); Teacher: It’s got two eyes. Are they big or small?
• Story cutouts from the Activity Book for Ex. 8 Class: Small.
Extension Activity (Optional). Teacher: Has it got any ears?
Class: No.
Teacher: It hasn’t got any ears. etc
BEGINNING THE LESSON
Tell the pupils they are going to listen and number the
(An activity to revise the language taught in the previous toy that is being described. Play the CD, twice if
lesson.) necessary. Check their answers.
Ask a pair of pupils to come to the board. One pupil
names a part of the face and the other touches the AUDIOSCRIPT
corresponding part on his/her own face. Ask the rest One: It’s got big ears. It’s got a big nose! It hasn’t got
of the class for verification. Resume the activity with any eyes!
as many pairs as you think is necessary. Two: It’s got small eyes. It’s got a small nose! It hasn’t
got any ears!
Play the Teddy Bear song from the previous lesson
Three: It’s got small eyes! It’s got big ears! It hasn’t got
(Track 62 CD1). Invite the pupils to sing along.
a nose!
63(T)
a big elephant a small mouse
Teddy hasn’t
got any eyes!
4
3 Yes, it has!
It’s got a small
nose.
Teddy hasn’t
got a nose!
Charlie is very
happy now. Thank
you, Nanny.
pasta
b They’re bad for our teeth
vegetables
and fish
e They’re good for our
POSTER
64(T)
Module 5
65(T)
10 Look, read and colour.
le s Bre
a b
et ad
eg ,
V
Ri
d
ce
an
,P
t
ota
Frui
toes, Pasta
Me Egg
at s
t
ur
,F
h,
og
is
e,Y
es
an Sweets Che
dC ,
akes Milk
65
11 Big or small? Look and write.
66