24 Starter Unit

2 Sing and do.• Ask children to think of actions for the song (see

suggestions below).• Play the song again for children to sing and do their actions.

Song actionsWelcome back to all our friends – waveFun and learning never end! – punch the airWelcome back, it’s a happy day – wave and smileA day for learning – mime opening a bookA day for play! – jump in the air

3 Listen and read. $ 02• Use the Starter story poster to present the story. Point to

the different characters for children to say the names. Ask them what words they know in the pictures.

• Ask What’s happening in the story? Point to each frame in turn for the class to talk about them.

• Ask children to look at the poster as you play the recording. Point to the speech bubbles while they listen to the words.

• Ask comprehension questions: What is Rosy’s video about? What’s on Billy’s bed? Is Billy in his bedroom?

• Play the recording again for children to listen and read the story in their Class Books.

Further practiceWorkbook page 4$ Student MultiROM • Starter Unit • Song 1

Lesson One CB page 4

Learning outcomesTo recall the main characters from Family and Friends 1To understand a short story

LanguageRecycled: vocabulary and structures from Family and Friends 1Extra: welcome back, learning, end (v)

MaterialsCD $ 01–02; Starter story poster

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Digital classroom • Starter • Song/Story

Warmer• As children come into the class, say Hello. Encourage them

to say Hello to you. Say It’s a new year. Welcome back! • Begin the lesson with some greetings. Ask and answer How

are you? and What’s your name? with individual children. Children then ask and answer the questions in pairs or small groups. (They will revise greetings further in Lesson 3.)

• If the class did Family and Friends 1, talk about the story Ask Who is in the story? Write the names children remember on the board. Ask what they remember about the characters.

Lead-in• Tell children they are going to start with a song. If the class

did Family and Friends 1, ask Can you remember any of the songs from Family and Friends 1?

• Encourage children to say or sing any lines they remember. If they remember a song well, sing it with the class. If they want to sing but can’t remember any of the songs, write up the words to Sing a rainbow and sing it with the class:

Red and yellow, And pink and green, Purple and orange, And blue. I can sing a rainbow, Sing a rainbow, Sing a rainbow too.

1 Listen and sing. $ 01• Ask children to open their Class Books and look at the

three children at the top of the page. Point to each one in turn for children to say their names. (If it is the first time the class have seen these characters, point in turn and say their names for children to repeat – Rosy, Billy, and Tim. Explain that they will see these characters throughout the course.

• Explain that they are going to listen to the Welcome song and then sing it. Play the recording once for children to listen and follow the song in their books.

• Focus attention on the words. Read each line for children to repeat after you.

• Play the recording again for children to sing along.

Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back! Welcome back!Starter Welcome back!

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Starter Unit 25

3 Listen and number. $ 03• Tell children they are going to hear someone describing the

people in Rosy’s family. Ask children to read out the words.• Play the recording. Pause after the first item for children to

find Rosy’s mum. Point out the example 1.• Play the recording through to the end, pausing after each

item for children to write the numbers.

Transcript1 This is Rosy’s mum. She’s got curly hair. It’s brown. 2 This is Rosy’s dad. He’s got short, black hair. 3 This is Rosy’s brother. His name’s Billy. He’s got short, curly hair

and brown eyes. 4 This is Rosy. She’s Billy’s sister. She’s got brown hair. It’s straight. 5 This is Rosy’s grandma. She’s got white hair. 6 This is Rosy’s grandpa. He’s got short, white hair.7 This is Rosy’s aunt. She’s got brown hair and green eyes. 8 This is Rosy’s uncle. He’s got black hair and brown eyes. 9 And this is Rosy and Billy’s cousin. His name’s Tim. He’s got short,

brown hair and green eyes.

ANSWERS(clockwise from left) 2, 1, 6, 5, 7, 8, 9, 3, 4

4 Point and say.• Ask two children to read out the sentences in speech

bubbles. The second child finishes the second sentence in his / her own words. Ask the class to repeat each sentence.

• Children work in pairs. They take turns to point to the people in Rosy’s family and describe them.

• Ask individuals to tell you about the family members.

Further practiceWorkbook page 5Picture dictionary, Workbook page 124

Lesson Two CB page 5

Learning outcomesTo revise family wordsTo identify people from their descriptionsTo describe people’s appearanceTo act out a story

LanguageRecycled: family words, appearance wordsExtra: black

Materials CD $ 01–03; Starter story poster

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Digital classroom • Starter • Words

Warmer $ 01• Sing the Welcome song from Class Book page 4 and do

the actions.

Lead–in• Ask children if they can remember what happened in the

story. Hold up the Starter story poster to encourage ideas.• Ask questions about the characters, e.g. Who has got green

eyes? Who is two? Who is Rosy’s cousin? Who is Billy’s sister?

1 Listen to the story again and repeat. Act. $ 02• Ask children to look at the story on Class Book page 4. • Play the recording, pausing for children to repeat.• Divide the class into groups of three to play the parts of

Rosy, Tim, and Billy. • Focus attention on the story pictures. As a class, decide

on actions for the story (see suggestions below). Play the recording again for children to do the actions as they listen.

• Children practise acting out the story in their groups. • Ask some groups to come to the front to act out the story.

Story actionsPicture 1: Rosy waves to her video camera. Picture 2: Rosy holds up the camera to film Tim. Tim waves. Picture 3: Rosy holds the video low to film Billy’s photograph. Picture 4: Rosy and Tim walk into Billy’s bedroom, filming.Picture 5: Tim bends down to look under the bed. Rosy looks around for Billy, while Billy ‘hides’ on the bed.Picture 6: Billy jumps up, smiling. Rosy and Tim are surprised.

2 Circle T (true) or F (false).• Ask children to look at the sentences. Ask Has Rosy got

brown hair? to establish that the first sentence is true. Explain that T means the sentence is true, and F means it is false. Point out the example circle.

• Read through the rest of the sentences to check understanding, but tell children not to say the answers yet.

• Children work in pairs to complete the activity.• Check answers with the class.

ANSWERS1 T 2 F 3 F 4 T 5 F 6 F

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26 Starter Unit

Song actionsMonday, Tuesday, Wednesday, Jump! – jump in the airThursday, Friday, down with a bump! – sit down on chairsSaturday, Sunday, let’s say ‘Hi!’ – wave helloDays of the week, let’s say ‘Goodbye!’ – turn around and wave

Optional activity• Tell children that they are going to make their own

version of the song. Write the words to the song on the board with the actions missing.

• Invite different children to suggest new actions, e.g. Monday, Tuesday, Wednesday, clap! Thursday, Friday, Touch your head…

• Fill in the gaps on the board. Sing the new song and perform the new actions with the class.

Culture note: Days of the weekIn Britain, Monday to Friday are days of business, with a large proportion of the workforce working from around nine o’clock until five o’clock, with an hour’s break for lunch. Shops stay open until around six o’clock in the evening, except in major cities. The biggest shopping day is Saturday.

On Saturdays, many children attend clubs or classes of different kinds, such as music or sports, and lots of adults also do outdoor activities. Traditionally, many people would attend church on Sundays. It is still a day for relaxation, when lots of people meet up with their extended family and have a special meal together.

Further practiceWorkbook page 6$ Student MultiROM • Starter Unit • Song 2

Lesson Three CB page 6

Learning outcomesTo greet people and ask questions about themTo introduce someone to a friendTo say the days of the week

LanguageRecycled: days of the weekExtra: bump, down, week

MaterialsCD $ 04

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Warmer• Play Jump! (see page 23) with the class to revise family

words.

Lead-in• Ask children what they can remember about Rosy’s family.

Ask Who is Billy / Tim? How old is Billy / Tim?

1 Ask and answer. • Ask one of the stronger children to come to the front.

Read the speech bubbles together as the class listens. • Say the dialogue again, pausing after each line for the

class to repeat. Encourage children to make the words flow together, avoiding any unnecessary pauses.

• Ask children to work in pairs and say the dialogue with their partner. Monitor and help as necessary.

• Ask some of the pairs to say their dialogues for the class.

2 Look and say. Introduce a friend.• Ask children to look at the pictures. Ask What can you

see? Elicit or explain that the children in the pictures are introducing a friend to someone else.

• Ask a child to stand up and read the first speech bubble to the class, pausing after each sentence so that the class can repeat what they hear.

• Divide the class into groups of three or four. Children take turns to ‘introduce’ their friends to each other.

• Monitor the activity and help with pronunciation.• If you wish, ask some of the children to stand up and

introduce a friend to the class.

3 Listen and sing. $ 04• Ask children to look at the pictures. Ask What can you see?

Elicit the actions the children are doing (jumping, waving). • Play the recording once for children to listen.• Read each line of the song aloud for children to repeat

after you.• Play the recording again for children to sing along.

4 Sing and do.• Ask children to look at the pictures and decide together

on what the actions should be (see the suggestions). Play the recording for children to listen, sing, and do their actions.

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Starter Unit 27

Transcriptten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

3 Write the numbers.• Ask children to look at the words for numbers in their

books. Read through the list together.• Focus attention on the example. Ask children to write

the number 10 in the air with their fingers. Call out other numbers from the list for children to write in the air.

• Ask children to look at the rest of the numbers. Allow time for them to write the digit form next to each word.

• Go through the answers. Read out the numbers for children to write the digits in the air once more.

ANSWERS ten 10, thirteen 13, seventeen 17, twenty 20, fifteen 15, fourteen 14, eleven 11, twelve 12, sixteen 16, eighteen 18, nineteen 19

Optional activity• If you did the lead-in activity, ask children to look at the

list of numbers on the board. • Invite individual children to come to the front of the

class and write the words next to each number.• When the words are all on the board, rub out the digits

and choose children to write them next to the words.

Further practiceWorkbook page 7Picture dictionary, Workbook page 125Starter test, $ Assessment and Resource CD-ROM$ Student MultiROM • Starter Unit • Words, Grammar$ Student MultiROM • Starter Unit • Listen at home • Track 1 (Words and phrases), Track 2 (Song), Track 3 (Song)

Lesson Four CB page 7

Learning outcomesTo ask and answer questions about toysTo ask and answer questions about coloursTo write numbers 10–20 in digit form

LanguageRecycled: toys, colours, numbers 10–20Extra: white

MaterialsCD $ 04–05

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Digital classroom • Starter • Sentences/Words

Warmer $ 04• Sing Monday, Tuesday, Wednesday, Jump! from Class Book

page 6 to revise the days of the week.

Lead-in• Write the numbers 1–20 on the board in a random order,

with space between each number. Point to the numbers for children to say the words in chorus. Leave the numbers on the board for later in the lesson.

• Ask questions to practise using numbers, e.g. How many tables are there in the room? How many pencils have you got on your desk? How many books have you got in your bag?

1 Look. Ask and answer.• Ask children to look at the picture and name the different

toys they can see (without counting them). Ask Which toys does the girl like? Which toys does the boy like?

• Read the words for toys in the word pool, pausing after each one for children to point to each toy in the picture.

• Choose a child to read out the example dialogue with you. Pause for the class to repeat. Encourage children to flow the words together, avoiding unnecessary pauses.

• Practise more examples, e.g. How many dolls are there?• Remind children that when they talk about more than one

of something, they add s to the end of the word. Model bike and bikes for children to repeat before they start.

• Ask children to work in pairs. They take turns to ask and answer questions about how many of each toy there are.

2 Listen and point. Ask and answer. $ 05• Ask children to look at the exercise and tell you what

they can see (cars). Tell them they are going to listen to someone saying different numbers. They must listen and point to the cars that have the numbers they hear.

• Play the recording for children to listen and point. Repeat.• Ask children to read the colour words in the word pool

aloud. Read them again, pausing after each word for them to point to a car that is that colour and say the number.

• Ask children to look at the speech bubbles. Choose a child to read the dialogue with you. He / She finishes the answer by looking at the picture and saying the colour of car 18.

• Ask the class to repeat the question and answer in chorus.• Ask children to work in pairs. They take turns to ask and

answer questions about the colour of the cars.

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28 Unit 1

Transcriptclassroom, classroom, classroomtable, table, tablecomputer, computer, computerpeg, peg, pegpencil case, pencil case, pencil caseboard, board, board

3 Listen and read. $ 08• Use Story poster 1 to present the story. Point to each

frame in turn for the class to talk about them. Encourage different children to make predictions about the story.

• Ask children to look at the story in their Class Books. Play the recording for them to point to each speech bubble.

• Ask comprehension questions, e.g. What’s in the new classroom? Do the children like their new things? Has Rosy got a new teddy?

• Ask children to look at the story again. They find and point to words from Exercise 1.

Optional activity• Play a memory game. Ask children to close their Class

Books and recall the things in Rosy and Tim’s classroom.• Write the words on the board as children name them.• Ask children to look in their Class Books to check..

Further practiceWorkbook page 8$ Student MultiROM • Unit 1 • Words

Lesson One CB page 8

Words

Learning outcomesTo identify common school thingsTo understand a short story

LanguageCore: classroom, table, computer, peg, pencil case, boardExtra: whiteboard, wow

MaterialsCD $ 01, 06–08; Story posters Starter and 1; School things flashcards 1–6

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Digital classroom • Unit 1 • Words/Story

Warmer $ 01• Sing the Welcome song from Class Book page 4.• Ask children what they remember about the story from

the Starter Unit. • Use the Starter story poster to retell the story with the

class. Ask Who’s in Rosy’s video? Where’s Billy?

Lead-in• Use flashcards 1–6 to elicit the vocabulary for this lesson.

Hold them up one at a time and ask What’s this? Model any words that children don’t know. Ask children to point to real objects in the classroom if possible.

• Hold the flashcards up in a different order and repeat.

1 Listen, point and repeat. $ 06• Ask children to look at the school things. Play the first part

of the recording for children to point to the pictures. • Play the second part of the recording, pausing after each

word for children to repeat.• Play the recording all the way through for children to

listen and point and then repeat the words. • Hold up the flashcards in a random order and ask the class

to say the words.

TranscriptListen and repeat.classroom, table, computer, peg, pencil case, boardcomputer, board, table, peg, classroom, pencil caseListen and repeat.classroom, table, computer, peg, pencil case, board

2 Listen and chant. $ 07• Play the recording and teach the chant.• Play the recording a second time for children to repeat the

words in the gaps in the chant. • Repeat, more than once if necessary.• Children say the chant as a class, without the recording.

Our new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new thingsOur new things1

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Unit 1 29

• Rub out the school words in each sentence and replace them with flashcards to elicit sentences with the same pattern, e.g. This is the new classroom. That is a new pencil case. These are new pegs. Those are new computers. Children repeat the new sentences.

• Invite different children to come and change the school words to make new sentences.

• Ask children to look at the story on page 8 again and find examples of the structures from Exercise 2.

3 Write.• Ask the class to identify the school things in each picture.• Focus attention on the first sentence and ask which word

is missing. Elicit the full sentence and write it on the board.• Ask children to look at the rest of the sentences and write

the missing words. Monitor and help as necessary.• Ask children to say the sentences in chorus.

ANSWERS1 Those are bags. 2 This is a ruler. 3 These are pencils. 4 That is a computer.

4 Point and say.• Ask a child to read the words in the word pool for the class.

Then ask a different child to read the complete sentence in the speech bubble.

• Ask children to work in pairs. They take turns to make sentences using the structures in the speech bubbles and the words in the word pool. Tell them to point to those objects in the classroom as they say their sentences.

Further practiceWorkbook page 9Grammar reference, Class Book page 124$ Student MultiROM • Unit 1 • Grammar

Lesson Two CB page 9

Grammar

Learning outcomesTo say and write sentences with This is, That is, These are, and Those areTo act out a story

LanguageCore: This / That is the new computer. These / Those are new tables.

Materials CD $ 08; Story poster 1; School things flashcards 1–6

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Digital classroom • Unit 1 • Grammar

Warmer• Play a game of Where was it? (see page 23) using

flashcards 1–6.

Lead-in• Ask children what happened in the story in the previous

lesson. Show Story poster 1 to encourage recall.• Cover the poster. Ask which school things were in the story.

1 Listen to the story again and repeat. Act. $ 08• Ask children to turn to the story on Class Book page 8 and

check how many of the school things they remembered.• Play the recording, pausing for children to repeat.• Focus on the different actions that the people do in the

story. As a class, choose actions to go with each frame (see suggestions below).

• Play the recording again for children to mime the actions.• Divide the class into groups of three to play the parts of

Rosy, Tim, and Miss Jones. • Let children practise acting out the story in their groups,

then ask a few groups to act out the story at the front.

Story actionsPicture 1: Rosy and Tim walk into the classroom. Miss Jones points to the tables and chairs. Picture 2: Miss Jones points to pegs. Tim hangs up his coat.Picture 3: Miss Jones points to the new board and computer.Picture 4: The children clap and put their hands in the air to show that they like the classroom.Picture 5: Miss Jones picks up Rosy’s pencil case. Rosy shakes her head.Picture 6: Rosy unzips her pencil case.

2 Look and say.• Focus on the Let’s learn! box. Ask What can you see? • Read the sentences, pausing children to point and repeat.• Write the sentences on the board. Read the sentences

again, pointing to items in your classroom to reinforce meaning. Use some tables that are close to you to show the meaning of these, and some further away to show those. Do the same with this and that. Children repeat again.

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30 Unit 1

3 Sing and do.• Look at the pictures together and choose actions for the

song (see suggestions below).• Play the recording for children to listen and do their actions.

Song actionsWhat’s in the classroom? – raise hands as if asking a questionVerse 1 – point to posters and pictures on the wall and mime opening a bookVerse 2 – mime opening a drawer, then a cupboardVerse 3 – point to door and a window, then a table and chairVerse 4 – point to pegs and mime hanging up a coat

Optional activity• Do Cut and Make 1 (for materials and instructions see

$ Assessment and Resource CD-ROM and Teacher’s Book page 138).

Optional activity• Play Musical cards (see page 23) to revise all the

classroom objects children know. Play the What’s in the classroom? song as children pass the cards round.

Further practiceWorkbook page 10Picture dictionary, Workbook page 125Extra writing worksheet 1, $ Assessment and Resource CD-ROM Cut and Make 1, $ Assessment and Resource CD-ROM$ Student MultiROM • Unit 1 • Words, Song

Lesson Three CB page 10

Song

Learning outcomesTo identify more school thingsTo use classroom words in the context of a song

LanguageCore: poster, picture, drawers, cupboard, CD playerExtra: what, have a look, work (n)Recycled: school things words

MaterialsCD $ 09–10; School things flashcards 1–2, 4, 6–11; Cut and Make 1 (for materials see $ Assessment and Resource CD-ROM) (optional)

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Digital classroom • Unit 1 • Words/Song

Warmer• Play a game of What’s the picture? (see page 23) to practise

the vocabulary learnt so far in the unit.

Lead-in• Use flashcards 7–11 to introduce the new vocabulary. Hold

up the cards one at a time and say the words for children to repeat. Point to real items in the classroom if possible.

• Hold up the cards or point to the items in a different order for children to repeat again.

1 Listen, point and repeat. $ 09• Ask children to look at the pictures in their Class Books.

Play the first part of the recording for children to point to the pictures and say the words.

• Play the second part of the recording for children to repeat. Then play the recording all the way through for children to listen and then repeat.

• Hold up flashcards 7–11 one at a time for individual children to say the words.

TranscriptListen and point.poster, picture, drawers, cupboard, CD player drawers, CD player, poster, cupboard, picture Listen and repeat.poster, picture, drawers, cupboard, CD player

2 Listen and sing. $ 10• Focus on the pictures. Point to the different things and ask

What’s this? Ask children to predict what the song is about.• Play the song all the way through for children to listen. Then

play it again as they follow the words in their books.• Read each line of the song aloud for children to repeat.• Play the recording for children to sing along.

Optional activity• Give flashcards 1–2, 4, and 6–10 to different children. • Play the recording. When a child hears their word

mentioned, they hold their card in the air.

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Unit 1 31

TranscriptListen and point./æ/ /b/ /k/ /d/ /e/ /f/ /g/ /h/ /ɪ/ /ʤ/ /k/ /l/ /m/ /n/ /ɒ/ /p/ /kw/ /r/ /s/ /t/ /ʌ/ /v/ /w/ /ks/ /y/ /z/Listen and repeat./æ/ /b/ /k/ /d/ /e/ /f/ /g/ /h/ /ɪ/ /ʤ/ /k/ /l/ /m/ /n/ /ɒ/ /p/ /kw/ /r/ /s/ /t/ /ʌ/ /v/ /w/ /ks/ /y/ /z/

3 Listen and circle the correct sound. $ 13• Ask children to look at pictures and tell you what they can

see. • Focus attention on the first picture. Ask What is it? (a pen).

Then ask What’s the sound? to elicit /p/. Show them the example circle around the letter p.

• Play the recording for children to listen to the words and circle the correct sounds.

• Play the recording a second time for children to complete or check their answers.

Transcript1 /p/ pen 2 /l/ lion 3 /d/ dog 4 /g/ goat 5 /æ/ apple 6 /s/ sofa

ANSWERS1 p 2 l 3 d 4 g 5 a 6 s

Optional activity• Put School things flashcards 1–11 on the board. Point

to the flashcards one at a time for children to say the sound that the word begins with in chorus.

• Repeat, asking individual children to say the sounds.

Further practiceWorkbook page 11$ Student MultiROM • Unit 1 • Phonics

Lesson Four CB page 11

Phonics

Learning outcomesTo revise the letters of the alphabet To identify upper- and lower-case forms of lettersTo identify sounds the letters make at the start of words

LanguageRecycled: letters of the alphabet; words from phonics lessons in Family and Friends 1Extra: game, touch, knee, feet

MaterialsCD $ 11–13; School things flashcards 1–11

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Digital classroom • Unit 1 • Phonics

Warmer• Ask children if they can remember the alphabet. Recite

it as a class. You can revise the whole alphabet with the alphabet song from Family and Friends 1.

• Write up the letters in capitals as children say them.• Invite different children to come to the board and write

the lower-case forms next to each letter. Point to each letter in turn and ask the class what sound it makes at the beginning of a word.

Lead-in• Ask children to look at the pictures. Point to each one and

ask children what the girl or boy is doing.• Elicit or teach the words knee, feet, and head. Children point

to their knees, feet, and heads as you say the words.• Practise the actions with the class. Say Touch your head /

feet / knee. Close your eyes. Count to ten.

1 Listen and chant. $ 11• Play the recording for children to listen and follow the

chant in their books.• Read the chant line by line for children to repeat each line

in turn.• Play the recording for children to join in. • Play the recording once more. This time children do the

actions as they chant. Repeat.

Optional activity• Play a game of Simon says… (see page 23) using the

commands from the chant.

2 Listen, point and repeat. $ 12• Ask children to look at the letters in their books. Tell them

that they are going to hear a recording of the sounds that the letters make at the beginning of words.

• Play the first part of the recording for children to listen and point to the letters.

• Play the second part of the recording for children to repeat the sounds.

• Play the recording all the way through for children to point and then repeat.

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32 Unit 1

• Ask children to find the part of the text that gives them the answer (upstairs). Draw a circle around upstairs on the board. Show children the example answer in their books.

• Read through the rest of the questions with the class and check understanding.

• Let children complete the activith then check answers.

ANSWERS1 upstairs 2 3C 3 14 4 Mrs Cooper 5 pictures 6 Yes, there is.

Optional activity• Read out some true and false statements about the

story. Children listen and write T or F in their notebooks for each statement.: Peter’s classroom is small. (F) His teacher is a man. (F) There are lots of pictures and posters on the wall. (T) Peter sits next to the teacher. (F)

Culture note: British classroomsMany classrooms in British schools have a whiteboard, which the teacher writes on with board markers. Most classrooms also have an interactive whiteboard, where exercises are created and manipulated using a computer.

At primary school, children usually stay in the same classroom with the same teacher for all of their lessons. They each have a drawer for their work, and there are usually pegs in the classroom to hang bags and coats on.

At secondary school, children go to a different classroom with a different teacher for each subject. They usually have a locker to put their books in at the start of the day. They take out the books they need before each lesson.

Further practiceWorkbook page 12

Lesson Five CB page 12

Skills Time!

Skills development Reading: read a text describing pictures; read for specific words

LanguageRecycled: vocabulary and structures seen previouslyExtra: bright, wall, sit, with, swimming pool

MaterialsCD $ 10, 14

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Digital classroom • Unit 1 • Reading

Warmer $ 10• Sing What’s in the classroom? from Class Book page 10.• Ask different children to tell you something about their

classroom, e.g. There are posters. There’s a computer.

Lead-in• Point to the picture of the boy at the top of the text and

explain that his name is Peter. • Ask children to look at the pictures. Ask what they think

the text is about (Peter is describing his school).• Encourage children to make predictions about Peter’s

school, e.g. There are pictures in the classroom.

1 Point to things you can see in a school. Say the words.• Ask children to look at the pictures again in pairs. They point

to the different classroom objects and say the words.

ANSWERSclassroom, tables, chairs, board, pictures, posters, drawers, windows, book, pupils

2 Listen and read. $ 14• Explain that you are going to play a recording. They

should listen and follow the words in their books. It doesn’t matter if they don’t understand all the words.

• Play the recording. Children listen and follow the text.• Play the recording a second time. Check comprehension

by asking simple questions, e.g. What school does Peter go to? What’s in the classroom? What else is in the school?

Optional activity• Ask children to read the text again and find as many

classroom words as they can (classroom, pictures, posters, tables). Write the words on the board.

• Ask them to close their books and tell you one thing about each object, e.g. Peter’s classroom is upstairs.

3 Read again. Circle the correct word.• Explain to children that they are going to do an exercise

where they choose the right answer out of two options.• Write the first question on the board with the two

possible answers. Ask a child to read it aloud to the class. Ask Is it upstairs or downstairs?

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Unit 1 33

• Ask different children to read the words in the word pool. • Invite a child to the front. Read the questions and answers

in the speech bubbles together for the class to repeat. • Ask children to work in pairs. They practise asking and

answering questions using the words in the word pool.

3 Underline the capital letters at the start of the sentences. Circle the capital letters at the start of the names.• Ask children to close their books. Copy the example

sentences from the Class Book onto the board.• Call a child to the front of the class. Ask him / her to

underline the capital letter at the start of both sentences.• Call another child to come and circle the capital letter at the

start of the name in the second sentence (check that both M and C are circled as there are two parts to the name).

• Let children complete the activity, then check answers.

ANSWERS1 My name’s Peter. 4 This is Rosy’s pencil case.2 This is my school. 5 Those are your pegs.3 Thank you, Miss Jones. 6 This is Tim.

NOTE: Go to Workbook page 13 for children to write about their classroom. The Workbook provides a writing task after every Lesson 6.

Further practiceWorkbook page 13 (children write about their classroom)$ Fluency DVD • Skills Time! Speaking • Unit 1Values worksheet 1, $ Assessment and Resource CD-ROM Unit 1 test, $ Assessment and Resource CD-ROM$ Student MultiROM • Unit 1 • Listen at home • Track 4 (Words and phrases), Track 5 (Song), Track 6 (Phonics)

Lesson Six CB page 13

Skills Time!

Skills developmentListening: identify people and objects from descriptionsSpeaking: ask and answer questions about a pictureWriting: identify and write capital letters at the start of sentences and names; write about your classroom (Workbook)

LanguageRecycled: vocabulary and structures seen previously

MaterialsCD $ 10, 15; School things flashcards 1–11; $ Fluency DVD Unit 1

v.1

v.1a

v.1b

v.2

(apx size for use within 10pt body text)

v.3

v.4 v.4a

Digital classroom • Unit 1 • Writing

Warmer $ 10• Play Musical cards (see page 23). Use What’s in the classroom

from Class Book page 10 and flashcards 1–11

Lead-in• Ask children what they remember about Peter’s school

from the previous lesson. Ask Where’s Peter’s classroom? What’s in Peter’s school? Encourage children to describe Peter’s school in as much detail as they can.

• Look at the picture on page 13 and let children describe it.

1 Listen and number. $ 15• Tell children they are going to hear a girl describing her

classroom. They don’t have to understand every word. Play the recording for children to point to the people and things.

• Play the recording again, pausing after item 1. Ask children which person is described (the blond girl).

• Continue the recording, pausing for children to number the people and things in the order they hear them.

TranscriptHello. My name is Sally. I go to Parkside School. 1 Can you see me? I’ve got long hair. It’s blond. 2 Our teacher is Mrs Smith. She’s got curly hair. 3 My friend is Will. He’s got short, black hair. 4 We’ve got a big whiteboard in our classroom.5 There are two windows in the classroom. 6 There is one door. On the door is a poster. It says Welcome to

Primary 2.

ANSWERS(clockwise from left) 5, 4, 6, 2, 1, 3

Optional activity• Children watch Fluency DVD Unit 1, speaking section.

NOTE: Children can prepare for Exercise 2 by watching the Fluency DVD, which has a speaking section for every unit.

2 Point, ask and answer.• Focus on the picture again. Ask How many children / chairs

/ whiteboards are there?

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