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Hi! Im Toby.
Lesson 1
Your students will: be introduced to the main characters in the book. ask each others names. say their names. say a rap to focus on pronunciation and rhythm. appreciate values: sharing, respect for other cultures (names and their pronunciation). Extra material: No extra material needed.

Get ready...

Audioscript

02
Lorna Toby Daisy Im Lorna! Hello, Sammie! Oh! Sit down, Sammie! Sorry. Hes a crazy dog!

Invite students to go through the book and spot the main characters. Use simple English and gestures. Use L1 if necessary. Say, Look at the banner. Point to and repeat the word banner. Point to the characters and say their names twice. Show the main picture of the story and point to the characters so that students say their names. Correct pronunciation, especially \t\ in Toby, \d\ in Daisy and \dZ\ in Jason.

Daisy Hello. Im Daisy. This is Sammie. Sammie Woof! Jason My names Jason. Toby Hi! Im Toby. Whats your name?

Answers
Daisy 2; Jason 4; Sammie 1; Lorna 5; Toby 3

Go!

Presentation Make a gesture to show students will listen to the story. Repeat listen and read + gesture. Play track 02. Work on each section at a time. Point to the first speech bubble and read it aloud. Ask, Who says this? Sammie? Jason? When somebody says, Sammie say, Yes, good! Point to speech bubble 2. Read it aloud. Say, Hello and introduce yourself. Ask two or three students to introduce themselves. Elicit the text by saying, Imagine youre Daisy. Choose a student to introduce him/her and say, This is... Point to speech bubble 3. Say, Im Toby. or My names Toby. Repeat both sentences with your name and invite two or three students to introduce themselves. They may use other names. Ask other students to say their names. Elicit complete answers. Go on in the same way with speech bubbles 4 and 5. Practice Encourage students to ask their partners names. Invite a student to the front and write Jason on his back with your finger (do not use chalk). He/She should guess the name you have written. Another student should ask, Whats your name? and the first one answers. Do this several times with other students. Read the two speech bubbles from the second scene of the story. Elicit the context in Spanish and repeat the final words, Sit down, Sammie! Hes a crazy dog! Elicit repetition. Activity 1: Read and explain the instructions repeating the word number and showing students, with a pencil, what they have to do. Ask a student to give the instructions in Spanish. Play track 02 again bit by bit. Check answers and correct students work. They will say the numbers in Spanish, so tell them the numbers in English.

Activity 2: Invite students to read the conversation in groups, either simultaneously as you walk around checking or group by group. Confident students can dramatize the situation. Explain to students they are going to copy a summary into their notebooks. Write on the board:

Hello! Im Nick. Whats your name?

Im

Ask students to complete the second speech bubble and read it out. Ask students to focus on the grammar box at the top of page 4 of the Students Book and elicit the meaning. Rap: Ask students to read the rubric and tell you if they know any of the words in it. They should say rap. Then play track 03 and invite them to follow line by line. You can invite them to dance or have a rap contest. Activity Book: page 13, Activity 1. (7 minutes) More fun: You can go back to the rap and make your students gradually replace one word for a mmm sound, like this: First: name/ Hi! Hello! Whats your mmm? / Say hello, play the game. Second: hello / Hi! mmm! Whats your mmm? / Say mmm, play the game. (5 minutes)

Extra time

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Hi! Im Toby.

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Lesson 2
Your students will: ask and answer about other peoples names. use singular possessive adjetives. interact in pairs sharing information about relatives and friends. appreciate values: respect for another culture and others, taking turns to participate. Extra material: Photos of celebrities.

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Ask two or three students their names. You may correct Activity 1 on page 13 of the Activity Book if students did it as homework or you may ask them to do it now and correct it orally. You may also whisper the name of a famous person into a students ear. A second student asks him/her his/her name. As the first student answers, he/she could try to imitate the celebritys tone of voice or gestures.

Practice Activity 1: Read the rubric. Show what students have to do. Elicit an example. Give them a few minutes and correct the work on the board. Answers
1 a, d; 2 b, c

Activity 2: Use the same procedure as in Activity 1. Answers

Ben: Whats his name? His names Ben. Sally: Whats her name? Her names Sally.

Go!

Presentation Show the banner on page 4 of the Students Book. Point to the first picture and say, This is Toby. His name is Toby. Elicit repetition. Point to Jason. Say, This is Jason. Ask, Whats his name? Do the same with Sammie. Ask different students about the names of the boys in the class. Do the same with the female characters in the banner and then move on to the girls in the class. Pairwork: Show photos of celebrities and ask students to find out what their names are. Draw a boys face and a girls face on the board. Write:

Activity Book: page 13, Activity 2. You may wish to set this activity for homework but remember to read and explain the rubric. Provide an example. Personalization Activity 3: Invite students to try and find the All about me! section in other parts of the book. Explain that this section is dedicated to them. Read the rubric and invite students to work in pairs once they have finished drawing. Monitor their work. Answers
Students own answers.

More fun: You can go back to the rap in Lesson 1 and ask students to rap slowly first and then faster and faster or louder and louder, replacing words with sounds. (5 minutes) You may write the following words on one side of the board so that fast finishers can write them in the correct order: name / My / is / Alex. your / is / What / name?

Extra time

Her names Sally.

His names Peter.

(7-8 minutes)

Ask a student to read out from the board.

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Hi! Im Toby.

Lesson 3
Your students will: learn the numbers from 1 to 10. introduce themselves and say how old they are. be involved in listening comprehension activities. Extra material: No extra material needed.

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Point to the different characters in Lesson 1 and ask their names. Ask students their own names. Point to the banner on page 6 of the Students Book and tell students they are going to do the listening activity 1. Ask students to open their books on page 6. Play track 04 and invite them to repeat what they hear. Correct pronunciation: \t\ in ten, \ks\ in six, etc.

participate and it provides variety! You should think carefully about who you call as very shy students may not be a good choice. If you want to make a shy student talk, ask him/her to work with his/her best friend. You may use one side of the board to write some mathematical calculations in which students can write the numbers they have learnt, for example: 10 - 7 + 2 + 3 = 8 (eight). (5 minutes) Group game: Draw a big number triangle and divide students into two teams. Call out the name of one member of the first team and say a number which the student has to find and circle in the triangle. It will look like this: o two tenoz fivfoures sixghtivetgo allsoneuejninei threefivesgbdtehd sgdeightsevenmvcju (8-10 minutes)

Extra time

Go!

Activity 1: Play track 04 again and elicit group repetition. Write a few numbers on the board and invite different students to say them aloud. Again, correct pronunciation. Activity 2: Read the rubric and play track 05 to elicit an example. Audioscript/Answers

05

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

Activity 3: Elicit in L1 what students think they have to do. They are likely to make the right guess. Allow 5-8 minutes to do the activity. Check answers and correct on the board to check spelling. Answers
F I V E Y O U M L L H S P S I X R O N E I Y D M U E F V L B I A E J C N C T W O A T V Z T F I N E U Q F N R E I K N M G H

R W E

A G

1 one; 2 two; 3 three; 4 four; 5 five; 6 six; 7 seven; 8 eight; 9 nine; 10 ten

Activity 4: Ask students to look at Diego and Anna and read aloud what they are saying. Say your name and your age. Invite different students to do the same. It is very important that different students should be invited to the front for several reasons: it creates movement and thus gives the lesson good rhythm, it allows the teacher to make kinetic students

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Lesson 4
Your students will: ask and answer how old other people are. be introduced to the Fish & Chip comic strip and have fun reading it. use plural personal pronouns. appreciate values: respect for the elderly. Extra material: Photos or pictures of famous cartoon characters and celebrities with a number (1 to 10) on the back to show age.

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Write some sums on the board for students to work out the results. Introduce Charlie Chip and Mr Fish. Ask students to look at other episodes of this comic strip and elicit in L1 what they imagine Charlie is like. Explain that Fish and Chips is a traditional English meal, usually served as shown on the story icon. In the comic strip Charlie is an athlete who is always with his coach, Mr Fish. If you live in a Spanish speaking country, associate Chip with its Spanish equivalent and its figurative meaning.

Hold in your hand pictures of famous cartoon characters or celebrities your students may like. Invite a student to pick out a picture and tell another one to ask his/her age. To see if the student who is answering has given the correct answer, turn the picture over and show the number on the back. Finish reading the story. Make sure you discuss the value old people deserve respect. Play track 06 and invite different students to read the text aloud. You may play track 06 again if necessary. Write on the board:

Go!

Introduction Elicit the context of this episode. You may use L1. Point to the last picture and introduce the word athlete. Model pronunciation for students to repeat. Play track 06 and ask students to follow the text. Presentation Activity 1: Model the first exchange, How old are you? Im seven. Use one of your cartoon character or celebrity pictures and pretend to have a conversation with it. Say, How old are you? Im... The picture should have a label with the number corresponding to his/her age on the back. Show it. Ask two or three students how old they are. Invite other students to ask and answer in the same way. Practice Get six small slips of paper. Write an English name on each and a mathematical calculation for students to calculate the ages. Invite one student to the front. Ask him/her, Whats your name? He/She should say the name on the slip. Then ask, How old are you? He/She works it out, eg: 4 + 4 + 6 - 2 2 = 6 (six). Do this several times with different slips of paper. Remember to pitch calculations at the level of your students. Go on with the story. Point to the characters and read each part aloud. Make a gesture for old or translate it to make sure students understand, but its not to be taught for production here. Point to one student and ask other students how old he/she is using the third person singular. If they just tell you the number, elicit a complete answer, eg I am seven.

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He is seven How old are you? I am

She is ten. How old are you? I am

Elicit the use of he and she. Invite students to copy the grammar summary into their notebooks. Activity 2: Elicit the idea of plurality and first/third person in L1. Practise by asking different students, How old are you? (pointing to several students in a group) and How old are they? (pointing to another group of students). Ask students to complete the activity. Check orally. Answers
How old are we? Were ten. How old are they? Theyre eight. How old are you? Students own answers

Activity Book: page 13, Activity 3. (7-8 minutes) Dramatise the story. (5 minutes)

Extra time

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Start

Hi! Im Toby.

Lesson 5
Your students will: be involved in a reading comprehension activity. write about peoples age. have fun singing a song. Extra material: No extra material needed.

Quick recycling

Say the word old and invite a student to ask a question with it, How old are you? Another student answers it. Do this several times with different students.

Get ready...

Start drawing a number on the board slowly. Give students the chance to guess what number it is. Do the same with two or three more numbers and then invite a student to the board to do the same. Alternative activity: Silent modelling. Move your lips as if you were actually saying a number but do not produce any sounds. The idea is that students should guess the number by reading your lips.

Activity 3: Ask students in L1 if they like singing and what kind of music they like. Tell them they are going to listen to a very nice song but first theyll have to show you that they remember the numbers. Read the rubric and explain it if necessary. Allow students a few minutes to do the activity. Check answers and correct on the board. Write the verse number and the sets of numbers. Activity 4: Play track 07 and invite students to follow the text in silence. Explain the second line of each verse. Use L1 if necessary. Play the first part of the song again and ask students to sing with you. Correct pronunciation. Do the same with the rest of the song. Answers
Verse 1: 1 2 3 / 4 5 6 Verse 2: 1 3 5 7 9 / 2 4 6 8 10

Go!

Presentation Activity 1: Point to different students and ask questions like, Whats her name?, How old is she? Explain in English what students are supposed to do. You may draw a on the board to show correct information or True and a to show incorrect information or False. Allow students about 5-8 minutes and correct on the board. Answers
1 False; 2 False; 3 True; 4 True; 5 False; 6 False

Activity Book: page 14, Activity 4. (5-7 minutes) More fun: You can play the song again and ask students to replace all the words ending in \i\ with one clap. Then replace those ending in \ks\ with two claps and so on.

Extra time

Activity 2: This activity is connected to the previous one. Students have the answers but have to write the questions. Explain that students should not use he or she if the name has not been mentioned before, so point out that they are expected to use a name in the question. Allow students 5 minutes to do the activity. Check answers and correct on the board. Answers
1 How old is Matt? 2 How old is Lorna? 3 How old are Toby and Daisy?

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Hi! Im Toby.

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Lesson 6
Your students will: learn vocabulary about school objects. learn the alphabet. be involved in listening comprehension activities. do craft work and use it for communication activities. Extra material: Cardboard for the alphabet.

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Give answers so that students ask the questions, eg: My name is... Activity 1: Ask students if they already know any of the words in the activity. As they say the words they know, correct pronunciation. Play track 08 and ask students to listen, read and repeat the words. Elicit group and individual repetition.

Activity Book: page 14, Activity 5. (5-7 minutes) Pairwork: Students may use the cardboard alphabet to play with the English words most people know, ie sale, chips, hot dog, please, taxi, sandwich, etc. Students can play in pairs: one of them puts the first and last letter of the word he/she has chosen on the desk and the other (5-7 minutes) student has to guess the missing letters.

Extra time

Go!

Presentation Activity 2: Explain to students that they will listen to the alphabet. Ask them to follow silently. Play track 09 and then start working with four or five letters at a time. After students have heard the letters several times and repeated them, ask if they can account for the different colours (letters with the same vowel sound have the same colour). Practice Ask two or three students to spell their names. Say, Spell and start saying the letters one by one. Use English only. Ask a student to spell your name. Point to the characters in the book and say, Spell his/her name, please. Activity 3: Read the rubric and ask a student to explain what they have to do. Play track 10 and invite different students to draw the right object on the board. Audioscript/Answers
R-U-B-B-E-R P-E-N-C-I-L B-O-O-K

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Activity 4: Analyse the photo in this activity using L1. Tell students they are going to make the alphabet using the cardboard they have brought (unless you want them to do it at home) and then ask them to play in pairs. Give an example.

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Start

Hi! Im Toby.

Lesson 7
Your students will: learn classroom language: imperative forms. develop listening comprehension strategies. have fun as they use the language in games. Extra material: No extra material needed.

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Write about twenty-five letters on the board. Ask students to say words using those letters. They should come to the board to write them. Tell students to look at the icons in Activity 1 as you read them out. Elicit individual and group repetition. In order to make sure students have understood, give instructions and check they do what you say.

Go!

Introduction Activity 1: Explain the rubric. Draw a tick on the board as you explain what students have to do. Then play track 11. Audioscript
1 Teacher 2 Teacher Class 3 Teacher Voice 1 Teacher

Check students answers and correct on the board. You may wish to tell students to number the icons 1-8 to avoid confusion. Practice Activity 2: Tell students you are going to play Simon says and show them the picture in the activity to elicit what they think theyll have to do. Play the game with the different classroom instructions. Activity 3: Exchange roles and pretend you are a student. Invite different students to the front to pretend they are the teacher. Activity Book: Page 14, Activity 6. (5-7 minutes) Activity Book: Page 15, Activities 7 and 8. (10-14 minutes) Activity Book: Page 15, Activity 9. (5-8 minutes) Check answers and correct on the board. You may play Simon doesnt say (Simon just mimes the action), ie: a student goes to the front and he/she has to mime an action. Another student gives the order and the rest perform the action. (8 minutes) Alternative activity: Write two columns on the board as follows: Stand Open He is My names Sara. nine. up. your book.

Extra time

11

Sit down, please. Open your books. Read the story. Close your books, please. Stand up. Say the alphabet. A, B, C, D, E... Listen to the numbers. One, two, three, four, five, six, seven, eight, nine, ten. Now write the numbers, please.

Answers Class 1 Class 2 Class 3 Students have to match the beginning of the sentence with its appropiate ending. Bear in mind that the idea of this activity is to integrate everything students have seen. (8 minutes)

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Lesson 8
Your students will: read about Pythagoras. use numbers to solve sums and problems. break and generate new codes. Extra material: No extra material needed.

Quick recycling Get ready...

Sample answers
6 + 10 9 = 7 3 + 10 4 = 9

Write the numbers students know on the board. Invite students to say them aloud. They then walk around asking the age-question they learnt. You may correct the previous activities. Focus students attention on the title of the page. Teach the words maths and easy. Ask in L1 if they like this subject or whether they find it easy or difficult. Use gestures to convey meaning.

Activity 3: Tell students what a code is and invite them to break the one given in this activity. Just give them a brief explanation. Once the students have broken the code, discuss orally. Answer
How old is Meg? She is six.

Go!

Presentation Point to the picture on top and tell students who the man was. Invite them to tell you and their classmates what they know. Teach new vocabulary only when necessary. Students read. If you wish, ask leading questions to check comprehension. Then read and make them repeat the notions written in the oval. Write some calculations on the board and read them aloud for students to see how the new words work in the target language. Activity 1: Explain the whereabouts of the activity. In pairs, students solve the calculations. Invite some students to write their answers on the board for class correction. Then pairs prepare some other incomplete calculations for their classmates to solve. Walk around and monitor, giving help only when necessary. Answers
3+6=9 4+5=9 8-3=5 93=3 24=8

Mini-project: Invite students to create new codes using numbers. Encourage them to write their codes on a poster and bring it to school so that their classmates can use it as a fun activity. You may also invite them to prepare a PowerPoint presentation with their new code to be projected on a white board or a wall.

Activity 2: Students are to use the given numbers in order to get the result given. Tell them they can use whatever calculation they want. Again, invite them to provide new examples for their classmates to use and solve. Let them walk around to find if other students have done the problems in a similar way. Write some of their exponents on the board for class correction.

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