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A day at school

Lesson 1

board: blue + yellow = ?; red + yellow = ?; blue + red

= ?; red + white =?

Doing a picture dictation to revise vocabulary.

Hand out the paper. Show pupils how to make a sixsquare grid. Tell them to number the squares 1 to 6.
Write the following words on the board: hat, ball,
rubber, egg, cat, mouth. Say: Draw a rubber in square
one. Draw a cat in square two. When they finish,
pupils label the pictures.

On the right-hand side, write: green, orange, pink,

purple. Point to objects in the room and say: Its pink.
Its orange. Its purple. Pupils then mix the colours as
indicated and write the results. Check their answers.
Say: Blue and yellow make...? Green.

Extra Practise

Review the colours pupils learnt in level one with

their coloured pencils or crayons. Say: Hold up a red
crayon. Continue with the remaining colours. Give
pupils a colour dictation. Say: Colour the cat brown.
Colour the mouth red, etc. Check by asking: Whats
number three? What number is the hat? What colour
is the egg?

Extension

Completing lexical sets

Review the toy, animal and family vocabulary with
the level 1 Flashcards. Draw three columns with the
headings Toys, Animals and Family on the board. Say
one of the headings. Pupils say a word belonging to
the categories. Write it in the appropriate column.
Tell pupils the goal is to write 21 words they learnt
in level 1.

Lesson 2

Extra Practise

Revising the alphabet with a guessing game.

Recite the alphabet with the class as you write it on
the board.
Ask: What is the first letter in your name? Encourage
pupils to use the names rather than the sounds of
the letters.
Describe something on pages 2 or 3. Say: I can see
something that begins with A! Apple. Pupils work
in pairs and repeat the activity.

Extension

Playing with colours.

Explain we can make new colours by mixing other
colours together. Hand out paper. Ask the children
to take out red, blue, yellow and white pencils. Write
colour combinations on the left-hand side of the

Lesson 3

Extra Practise

Consolidating vocabulary.
Tell pupils to look at exercise A again. Ask them
questions about
the pictures: Is Toby wearing a hat? How many pencils
are there? What colour is the ball?

Extension

Game: His or her book?

Collect different items from the pupils desks. Place
them on your table and elicit the words. Hold them
up one by one and invite the owners to identify their
things: Its my rubber. Its my pencil case. Hold up the
items and point to a pupil, asking: Is this your rubber?
Encourage them to reply: No, its his/her rubber.
Return the items to their owners.

Lesson 4

Extra Practise

Adding and subtracting to practise numbers.

Write incomplete series of four numbers on the
board:
10 11 - ? 13. Ask pupils to complete them orally.
Write simple additions and subtractions: 5 + 8=?;
17 2= ?
Ask pupils to solve them mentally and then tell you
the answers. Invite pupils to write the answers on the
board.

Extension

Game: Bingo.
Hand out paper. Show pupils how to make a
nine-square grid by folding the sheet in three, and
the strip in three. Tell them to write
a number between 1 and 20 in each square.
Hand out nine tokens to each pupil. In L1 remind

them how to play Bingo! Explain that they have to

cover the squares when they hear the words. When
all the squares in one horizontal, vertical or diagonal
row are covered, they say: Bingo!
Say the numbers at random slowly twice. Write them
on a piece of paper to make sure you do not repeat
them. Call out numbers until a pupil shouts bingo.
Play the game again. Invite the winner to help you call
out the numbers.

Lesson 5

Extra Practise

Game: Lets dance!

Hand out the number flashcards and explain that
they have to pass them on to other children when
the music starts playing. Play Listening 8 and say: Lets
dance! Pupils dance and pass the flashcards around. Stop
the music and say: Show me fifteen. The pupil with that
flashcard holds it up. Repeat with other numbers.

Extension

Making birthday cards.

Hand out paper. Tell pupils that they are going to
make a birthday card for a classmate, a friend or a
family member. Ask them to copy the birthday wishes
carefully and sign their card. Display the cards around
the room.

Lesson 6

Extra Practise

Order letters to revise vocabulary.

Choose words from the unit and write them in the
wrong order on the board. Point to the first word and
ask: What is it? Pupils take it in turns to guess. If they
guess correctly, they come to the board and rewrite
the word. The rest of the class says Yes or No.

Evaluation

Assessing progress and achievement

Photocopy the unit test from page 2 of the Test
Book and hand it out to each pupil. Follow the steps
outlined on page 16 of the Test Book. The key and
marking instructions are also included on this page.
Ask pupils to complete the test individually. Once
you have corrected their tests, give them back again.
Write the answers on the board and encourage them
to look through their mistakes to see where they have
gone wrong.
They may then take their tests home to show their
parents. Instruct them to file their tests in their English
folders when they bring them back to school.

Stretch and bend!

Lesson 1

practice with another group. Say: Group 1, say the

exercise. Group 2, listen and do! Now change roles!

Revising the lesson vocabulary and improving

spelling.
Write the alphabet on the board. Ask pupils to repeat
it with you. Pupils work in groups of four. Ask pupils
to spell a word: Spell the word leg in your group.
Invite a volunteer to write the word on the board.
Help by saying each letter with the pupil as they write
it. Repeat with toes, fingers, feet, legs.

Extension

Extension

Lesson 3

Extra practise

Developing awareness of exercise to keep fit

and healthy.
In L1, ask the class if they exercise at home or at
school. Point to
the pictures on pages 8 and 9. Ask them which
exercise they like the best or which is more difficult.
Pupils work in groups of four. Give out the three
different coloured sentences you prepared. Mix the
words up (Shake your arms!) and put them on your
table. Say: This is the red sentence. Can you put the
words in the correct order? Mime shaking your arms
as a clue to the content of the sentence.
Get a pupil to put the sentence on the board with
sticky tape. Continue in the same way with the other
two sentences.
(Blue- move your feet! Green- bend your legs!).
When all the sentences are on the board, give them
pronunciation practice by drilling the sentences first
slowly and then faster. Extend by taking away a word
and asking the class to say the full sentence. Repeat
this until there are no words on the board.

Lesson 2

Extra practice

Invent a class exercise.

In L1, tell the pupils to invent a short physical exercise
and a command to use before you start the English
class each day. Do an open class demonstration: Listen
and do! Stand up, Shake your leg, Shake your arm,
Move your toes and Shake your foot!
Pupils work in groups of three and invent their own
exercise. When they have finished, ask them to

Developing motor skills.

Hand out paper. Tell the class to draw a picture to
represent their invented exercise. Encourage pupils to
write a word or sentence to add to the picture. When
they have finished make an exercise corner on the
wall by putting all their pictures together.

Extra practice

Developing listening comprehension and

pronunciation.
Say one of the phrases from Listening 14: Move your
arm please! Repeat please. Repeat the process faster,
then slower. Continue with the other phrases.

Extension

Playing a game
Put the pupils cards in a pile face downwards on the
table. Tell the class to watch. Say: Say what it is! Take
a card without letting the pupils see and mime the
movement. Do this with several cards and encourage full
sentences, for example: You cant bend your legs! You
can touch your toes! Invite volunteers to come to the
front, take a card and mime for the class. Focus on the
importance of doing exercise to keep our joints supple.

Lesson 4

Extra practice

Revising materials and objects with a game.

Play Guess my object. Hold one of the pictures from
the previous activity behind your back. Describe one
of the objects, for example: Its small, its made of
rubber and you can stretch it! A rubber band! Pupils
guess the object. Repeat with several objects.
Ask volunteers to come to the front to do the same. If
necessary, help him or her with the language structures
by whispering information the pupil can repeat.

Extension

To develop memory and observation skills.

Take four word cards or make them yourself of

four words from page 12 and four pictures of the

corresponding objects. Put the eight cards face down.
Divide the class into teams. Explain in L1 they are
going to play the memory game. One team turns over
a word card then tries to guess the corresponding
picture card. If they are correct, they keep the set,
if not, they turn the cards over and another team has
a go. This continues until all the cards have been put
into sets.

Lesson 5

Extra practice

Game: True or False

Hold up one of the posters and describe something in
the poster: I can see three elbows! Tell pupils to listen
and decide if your sentence is true or false. Say: Look,
listen then say true or false! Repeat with other joints.

Extension

Counting and developing group cooperation

and responsibility.
Divide the class into groups of four again. Draw a
graph on the board with headings of the different
joints. Explain in L1, that you want them to find some
information from the poster and you want them to
work together as a group to complete it.
Allocate different roles for each member of the group.
Give each one a number: You are number one; can
you copy the graph? You are number two; can you
count the arm joints in the posters? You are number
three; can you count the leg joints? You are number
four; can you write the answers in the graph? Check
understanding of the instructions. Whos going to
copy the graph? Whos going to count the leg joints?
When they have finished, ask all the groups to tell you
what they have found. How many ankles can you see
in the posters?
Emphasize the importance of working together
as a team and respecting other peoples ideas and
participation. They must also be made to understand
that they have to help each other when a classmate is
having difficulty in carrying out a certain task.

Lesson 6

Extra practice

Craft work: making mix and match cards.

Ask pupils to open Pupils Book 2 at page 87 and
display the page in the On-line Digital Book if
available. Elicit the joints and the movements.
In L1, explain that they are going to make mix
and match cards.

Ask pupils to take out their scissors and cut along the
lines. Show the place they need to cut. Encourage them
to colour the small circle joints. As they do this, walk
round the classroom and ask them to name the joints.
When they have finished, ask for two volunteers to
sit at the front of the class. Put the table between
them so they can put their cards on it. Say: Mix and
match your cards! Instruct one pupil to hold the cards
up and say the command. For example, Shake your
hands, Bend your knees. Ask the other pupil to do the
actions. Repeat the procedure vice versa. Invite other
volunteers to play in the same way.

Extension

Pair work
Pupils work in pairs. Tell them to repeat the previous
activity. When they have finished, form new pairs so
the pupils can do the task with different partners.
Monitor closely to help with pronunciation. When
they have done this several times, ask them to tell you
which movement was the most difficult or the easiest.

Lesson 7

Extra practice

Spelling joint words.

Books closed. Ask the class how to spell hand.
Encourage pupils to use the names rather than the
sounds of the words. Write the letters on the board
as the child spells the word.
Ask pupils to turn to page 52 in their Activity Books.
Ask the class to use their Picture dictionaries to check
their spelling. Tell them to put up their hands when
they have found the correct word. Repeat the activity
with other joint words from the unit.

Adventure island

Lesson 1

Extra practice

Dramatising with mime.

Pupils work in groups of four. Assign the roles of
Mother, Father, Ted and Mandy. Play Listening 19 or
20 again, pause after each line so the groups can
repeat it and mime the actions. If you have time,
swap roles and repeat the activity.

Extension

Developing awareness of objects we are

attached to.
Hand out the paper. In L1, tell the class to draw two
possessions they would want with them on a desert
island. Supply the necessary vocabulary in English.
When finished, encourage pupils to show their
pictures to the class and say: Ive got my (teddy) and
my (book). Finally, make a quick survey of pupils
possessions and write a list of their objects on the
board. Which is the most popular one?
Emphasize the importance of taking good care of
personal belongings and sharing them with others.

Lesson 2

Extra practice

Making up different lines for the chorus.

Write the third and fourth lines of the chorus on the
board: We havent got a bath, so we want to go
home. Sing the chorus with pupils. In L1, tell them
that you are going to show them a flashcard and they
will sing the chorus using the new word. Do this with
the five flashcards.

Extension

Developing observation and memory skills.

Give pupils a couple of minutes to memorise the
page. Books closed, ask questions: How many
coconuts are there? Is the sofa next to the armchair?
What colour is the boat?

Lesson 3

Extra practice

Practising the lesson structure.

Ask pupils to pick two of the cards they have just
made. Move around the room asking questions to

each child: Have you got a cooker? Have you got a

sofa? Pupils use short answers to reply. If the answer
is affirmative, they hold up their card. Do this with
as many pupils as possible.

Extension

Drawing ones own house.

Hand out paper and ask the pupils to make a large
plan of their house. Tell them to include the living
room, kitchen, bathroom and their own bedroom.
Then they draw and label the pieces of furniture in
each room.
When they finish, put them in pairs and encourage
them to talk about their picture: Have you got an
armchair in your bedroom?
Yes, I have / No, I havent.

Lesson 4

Extra practice

Revising objects which float or sink with a

matching activity.
Hand out the word cards you have prepared to two
pupils and bring them to the front of the room. Other
pupils take it in turns to show small objects they
usually carry around with them. The pupils with the
cards decide if each object floats or sinks and hold up
the appropriate answer. The rest of the class choruses:
It floats! It sinks!

Extension

Reflecting on the importance of knowing how

to swim.
Make a quick survey of pupils ability to swim. Say:
Can you swim? Raise your hand. Ask them why it is
important to know how to swim: It can save your life.
In L1, ask why we stay afloat when we swim: Our
lungs fill with air. Why do we sink? Our lungs fill with
water.

Lesson 5

Extra practice

Matching words and pictures.

Take out the unit flashcards. Show them one by one
and ask pupils to identify them as you stick them
on the board. Write the word under each flashcard.

Remove all the flashcards and leave the words on the

board. Shuffle the flashcards and give one to a pupil.
Ask him or her to stick it next to the corresponding
word. Do the same with all the flashcards.

Extension

Game: Guess the flashcard!

Divide the class into teams and assign a number to
each. Hand out an envelope with the word cards to
each group and ask them to display their word cards
on a tabletop. Give them some sticky tape. Draw five
columns with the headings Team 1, Team 2, etc, on
the board.
In L1, explain the game. You are going to stick one
flashcard on the board the wrong way round. Teams
decide what the flashcard is and send one member up
to the board to stick the answer in their column. The
aim of the game is to make as many correct guesses
as possible.
Stick the first card on the board. Pupils stick a word
in their column. Turn the flashcard over and check
results. Write a tick or a cross for the result in each
column. Continue this way with all the flashcards you
want to review. When the game is over, count the
ticks with the class and announce the results: Team
one, seven points! etc.

Lesson 6

Extra practice

Dramatising the story using the Story book.

Read out the story and ask pupils to point follow
in their Story books.
Divide the class into two groups and assign a character
to each group. Play Listening 19 or 20, pausing after
each exchange. Ask the corresponding group or groups
to repeat with the appropriate intonation. They then
swap roles. Pupils can then take their Story books home
and retell the story to their families.

Extension

Drawing your own bedroom.

Hand out the sheets of paper and ask pupils to draw
their own bedroom at home. More advanced pupils
can also label the items. When they finish, invite
pupils to show their drawing and say: In my bedroom,
Ive got

Lesson 7

Extra practice

Spelling words from the unit.

Books closed. Ask the class how to spell fridge.
Encourage pupils to use the names rather than the
sounds of the letters. Write each
word on the board as pupil spells it out.

Scarecrows

Lesson 1

Extra practice

Revising the vocabulary.

Begin to write a word slowly, letter by letter. Pupils
shout out the word when they know what it is. When
the words are all written on the board, rub out a letter
from each word.
Ask pupils to tell you what the missing letter is:
Whats the missing letter? Help them by pointing
to the corresponding letter from the alphabet you
left on the board in the warm up stage. Extend by
encouraging them to spell the full word.

Extension

Give out paper. Tell pupils to take out their coloured

pencils and listen and draw. Dictate the words from
the previous activity. When you have finished tell
pupils to colour them.
When they have finished invite a volunteer to come to
the front of the class. Mime one of your words: Class,
can you guess? Yes, its a scarecrow! Do this with
several volunteers. If you have time, ask them to work
with a partner and continue the game.
Finally, give out some sticky tape and tell the pupils
to put their pictures on the wall for display.

Lesson 2

Extra practice

Inventing new clothes for the scarecrow.

In L1, tell the pupils that you want them to choose
some different clothes for one of the scarecrows on
page 26. Tell them they have very old hats and they
dont like their clothes. Give out the pictures from the
previous activity and tell them to choose a scarecrow
and decide which of the clothes they want to give to
one of the scarecrows.
Encourage the pupils to tell you about their scarecrow.
Ask: Which scarecrow do you like? What clothes has
he / she got? Pupils: I like the boy. Hes got a yellow
jacket and a pink hat! Collect the clothes drawings
again for the warm-up in the next lesson.

Extension

Talking about the scarecrows.

Invite volunteers to draw the two scarecrows on
the board with their new clothes from the previous
activity. Tell pupils they are going to invent things
about the two scarecrows. Ask questions to elicit
information. Begin with the boy scarecrow. Write the
answers on the board next to the scarecrow as the
pupils tell you: Whats his name? What colour does
he like? What food does he like? Do the same with
the girl scarecrow.
Extend this by rubbing off the answers then asking
the questions again: Can you remember the answers?
Whats his name? etc.

Lesson 3

Extra practice

Developing fine motor skills.

Give out paper. Ask pupils to draw the two pupils
they described in the previous stage: Take out
your coloured pencils. Draw your friends and their
clothes. When they have finished ask them to write,
a sentence or words to describe what their friends
are wearing: Write about your friend. Collect the
drawings for the extension stage.

Extension

Playing a game
Put all the drawings either on the wall or on the table.
Number them. Give out paper. Tell pupils to write the
same numbers on the paper. In L1, explain that you
want the class to stand up, look at the drawing and the
descriptions, guess who drew it and write the pupils
name next to the corresponding number. You may need
to do a class demonstration to show them how to do
this. Monitor closely to help. When they have finished,
or have four or five names next to the numbers, say:
Who is number three? What is he/she wearing? Do this
with several numbers.

Lesson 4

Extra practice

Craft work: Making a spinning top.

Explain in L1 that they are going to make a spinning
top. Show an example of one that you have prepared

beforehand. Ask pupils to open their Student Books

at page 85. Ask pupils to identify the clothes: What
different clothes can you see? Ask pupils to cut along
the lines with scissors. Instruct them to stick it to a
piece of poster paper. This will make it firmer.
Tell pupils: Take out your pencil and watch me! Show
them how to stick the pencil in the hole.
Tell the class to sit in a circle: Hold your spinning top.
Listen then spin! What is the scarecrow wearing?
Spin your top! Pupils spin the top and say the clothes.
Make sure they understand it is the clothing the
top falls on that they have to say. Ask: What is your
scarecrow wearing? What colour is it? What colour
are they?
When they finish, tell the pupils to put their spinning
top inside their English folder to take home and show
their family.

Extension

To develop memory and observation skills.

Put the clothes flashcards around the room with sticky
tape. Put the pupils in pairs. Give out a word card and
some sticky tape to each pair. Tell them to match the
word card with the correct flashcard.
If time allows, when they have finished, take back
all the word cards. Give out blank cards. Allocate
a flashcard for each pair. Tell them to make a word
card for the flashcard. When they have completed
their cards, invite volunteers to show the class their
flashcard, say the word and hold up their word card.

tell the class what it is made of, what colour it is

and when they wear it. Do a class demonstration by
drawing something you would like: This is my new
skirt. Its green and yellow and its made of cotton.
I like it and I wear it in the morning.
Hand out sheets of paper and tell the class to do
the same: Draw your new clothes. When they have
finished invite volunteers to come to the front of the
class to present their new clothes.

Lesson 6

Extra practice

In L1, ask pupils to tell you about their best friend, what
their friend looks like, the clothes they like wearing.
Give out paper. Tell them to write the name of their
best friend and to draw him or her in his/her favourite
clothes: Write the name of your best friend. Say: Draw
your best friend and the clothes he or she likes wearing.
Encourage them to write words or whole sentences. Put
all the pictures on the wall for display.

Extension

Talking about friends.

Ask the pupils to stand up and look at the display. In
L1, tell them to see how many of their best friends
like the same clothes. Play Listening 28 while they do
this. When they have spent several minutes looking
at the pictures, stop the CD and do feedback: How
many best friends like cotton T-shirts? How many have
red hats? etc.

Lesson 5

Lesson 7

Counting clothes.
If your students wear a uniform, give out the pictures
they drew in Lesson 3 and use them to do the following
activity. Ask pupils to look at their own clothes: What
is your skirt made of? What are your shoes made of?
Write on the board: leather belts, cotton socks, rubber
boots, woollen hats. Give out paper. Tell pupils to copy
the phrases. Put them in groups of three. In L1, tell the
pupils you want them to count how many of each item
they can find in the classroom.

Consolidation. My favourite things.

Draw two big T-shirts on the board. In one write the
word ME in the other write MY CLASS FRIEND. Hand
out sheets of paper or tell pupils to use the back of
one of their sheets from a previous activity. Tell them
to copy the words and the drawings.

Extra practice

When they have finished, elicit the numbers and write

them next to the items on the board. Say: How many
leather belts can you find? Save the childrens pictures
for the Wrap-Up activity, Lesson 6.

Extension

Using imagination.
In L1, tell the pupils to imagine they can have one
new item of clothing. You want them to draw it and

Extra practice

In L1, tell the class you want them to draw three of

their favourite things in the ME T-shirt: a colour, some
clothes and some material. When they have done this
put them in pairs. Instruct them to take turns and tell
each other about their favourite clothes, materials and
colours. Monitor closely and encourage them to use full
sentences such as I like red, this is my green skirt, its
made of cotton. I like cotton.
When they have finished, tell them to draw their
friends favourite things in the other T-shirt. They may
then take the drawings home to show their families.

I can play!

Lesson 1

Extra practice

Consolidating vocabulary with

a memory game.
Books closed, ask pupils questions about the pictures
in exercise B: Is number 1 the flute?
What is number 5?

Extension

Doing a class survey.

Ask the class: How many of you can play a musical
instrument?
Put up your hands. Count the hands and encourage
pupils to count with you. Write the number on the
board, under the title We can play! Next, specify the
instrument each child can play: How many of you can
play the piano? Write all the results on the board.
Ask the children to decide which is the most popular
instrument.

Lesson 2

Extra practice

Revising the vocabulary with mime.

Say and mime: Lets play the guitar! Pupils do the
same and repeat. Then mime playing the drums,
piano, flute, dancing, singing and elicit the correct
suggestion.

Extension

Developing observation and memory skills.

Give pupils a couple of minutes to memorise the page.
Ask questions: How many people can you see? How
many boys can you see? What colour is the piano?

Lesson 3

Extra practice

Practising the lesson structure.

Ask pupils to pick one of their picture cards. Move
around the room making suggestions to each child:
Lets sing! Lets play the flute! Pupils reply in the
affirmative or negative, according to the card they
are holding. Make sure they use the appropriate
intonation each time. Do this with as many pupils as
possible.

Extension

Making a simple musical instrument.

Ask pupils to take out their plastic water bottle. Tell
them they are going to make a maraca. Divide the
class into two groups. Hand out about half a dozen
pebbles to each child in the first group. Tell them to
put the pebbles into the bottle and close it tightly. Ask
the second group to put about two handfuls of sand
into each bottle using a funnel. Make sure the tops
are screwed on tightly. Collect the maracas for use in
the next class.

Lesson 4

Extra practice

Revising musical concepts with a matching

activity.
Ask four pupils to stand at the front of the class. Give
each student a word card. Other pupils take it in turns
to play the maracas slowly, quickly, loudly or softly.
The pupils with the cards decide whether the sound is
fast, slow, loud or soft and hold up the card. The rest
of the class call out the answer.

Extension

Making up different rhythms.

Divide pupils into groups of four. Ask them to
make up some music and dance routine using their
maracas. When they finish, ask them to perform their
dances one by one for the whole class.

Lesson 5

Extra practice

Matching words and pictures.

Take out the unit flashcards. Show them one by one
and ask pupils to identify them as you stick them on
the board. Write the word under each flashcard. Then
remove all the flashcards and leave the words on the
board. Shuffle the flashcards and give one to a pupil. Ask
him or her to stick it next to the corresponding word.
Continue in the same way with the remaining flashcards.

Extension

Game: Guess the flashcard!

Divide the class into teams and assign a number to
each. Draw five columns on the board. In each one,

write the headings Team 1, Team 2, etc. Hand out

an envelope with the word cards to each group and
ask them to display their word cards on a table. Give
them some sticky tape.
In L1, explain the game. You are going to stick one
flashcard on the board the wrong way round. Teams
decide what the flashcard is and send one member up
to the board to stick the answer in their column. The
aim of the game is to make as many correct guesses
as possible.
Stick the first card on the board. Pupils stick a word
in their column. Turn the flashcard over and check
results. Quickly write a tick or a cross for the result
in each column. Play with as many flashcards as
possible. When the game is over, count the ticks with
the class and announce the results: Team one, seven
points! etc. Ask them how they could represent this
information in a bar graph.

Lesson 6

Extra practice

Dramatising the story using the Story book.

Read out the story and ask pupils to point follow in
their Story Books.
Divide the class into two groups and assign a
character to each group. Play Listening 31 or 32,
pausing after each exchange.
Ask the corresponding group or groups to repeat it with
the appropriate intonation. They then swap roles.
Pupils can then take their Story Books home and retell
the story to their families.

Extension

Illustrating the song.

Hand out paper and ask pupils to draw a picture of
themselves in the morning or at night. Tell them the
musical instruments that are named in the song can
be represented as characters. More advanced pupils
can label the different items in their drawings. When
they finish, invite pupils to show their drawing and
talk about it.

Lesson 7
Wrap-up

Reflecting on the unit.

Ask different pupils to read the word they have
chosen and to name their best activity and favourite
page. Play Listening 10. Ask pupils to sing and wave
goodbye as they listen to Halleys good-bye jingle.

Extra practice

Spelling words from the unit.

Books closed. Ask the class how to spell guitar.
Encourage pupils to use the names rather than the
sounds of the letters. Write each word on the board
as pupils spell them out.

Vegetable world

Lesson 1

Extra practice

Revising the vocabulary.

Put the flashcards from the previous activity on the
board. Give out a word card and some sticky tape to
each pair. Tell them to stick the word card next to the
correct flashcard: Put the word next to the correct
picture.
When they have finished, take down the word cards.
Invite volunteers to spell the words. Write them out
as they say the letters. If you feel this is too difficult,
write the words on the board and omit a letter in each
one. Ask the children to say which letter it is.

Extension

Using imagination.
Give out paper. Tell pupils to create their own garden:
Draw your garden. Draw some vegetables in it.
As they do this, walk around the classroom asking
questions: Whats this vegetable? Have you got any
carrots in your garden? What vegetables have
you got?
Invite volunteers to come to the front of the class to
present their garden to the others. Collect the pictures
to use in Lesson 3 in the extra practice stage.

Lesson 2

Extra practice

Doing a class survey.

Put some food flashcards on the board then write
Do you like? and elicit possible questions. Point to
one of the flashcards to stimulate ideas if necessary.
Do this several times. Ask two volunteers to come to
the front. Invite them to ask and answer questions.
Say to pupil A: Listen and repeat. Do you like chicken?
Now ask your friend.Pupil A: Do you like chicken?
Pupil B: Yes, I do; No, I dont. Help with pronunciation
and intonation.
When you have finished, tell pupils to walk around
the class and find out what food other pupils like:
Stand up and ask your friends. Encourage them to
move around and to use different food to ask
the question.

Extension

Making decisions.
In L1, tell pupils that they have to decide which party
they want to go to and that depends on the best
food. Tell them to stand up and look at the party
baskets on the wall: Look, which party food do you
like? When they have done this ask volunteers to tell
you which they like: Which party basket do you like? I
like number 2, its got
Do a small graph on the board with the numbered
baskets and elicit the numbers from the pupils to
find out which has got the highest number of votes.
Finally, ask whose basket it is and get the class to clap
for the pupil with the best party food basket idea.

Lesson 3

Extra practice

Developing reading comprehension skills.

Write numbers 1-4 on the board and say: Listen.
What vegetable is it? Read one of the definitions you
have prepared beforehand: This vegetable is orange,
its long and it is very good for you! Carrot. Write the
word next to number one.
Pupils work in groups of three or four. Hand out
the remaining definitions: Read and decide which
vegetable it is.
Ask volunteers to name the corresponding vegetable.
Write them up on the board as they tell you.
Encourage the whole class to spell the words as you
do this: How do you spell lettuce?

Extension

Developing fine motor skills.

Draw a sunflower on the board. Hand out half sheet
of paper.
Tell the class to draw their own sunflower. Go round
eliciting information about the sunflowers: What
colour is it? Is it big or small? Is it a vegetable or a
flower?
When they have finished, ask them to write something
about it: Write about your sunflower. Monitor closely
to help when necessary. When they have finished,
invite volunteers to show their picture and read their
sentences about the sunflower to the class.

Lesson 4

have finished, display these posters around the class

or in the school hallway.

Doing a role play.

In L1, explain that some of them are going to go
shopping and others are going to sell their food.
Pupils work in pairs. Give a picture of some food to
one of the pupils in each pair. Tell his or her partner
that he/she is going to buy some food. Invite a
volunteer pair to come to the front of the class.
Allocate roles to each pupil: You are going shopping.
Listen then repeat. Can I have two tomatoes, please?
You are the shop assistant. Listen and repeat. Thats 3
euros, please.

Extension

Extra practice

Ask each pair to repeat the phrases without you. Point

and say: Repeat the question. Repeat the price. Invite
other pairs to repeat the activity.
When they have finished, tell them to change roles.

Extension

Making a pizza.
Draw a large pizza base on the board. Explain that
you want to make a nice pizza. Elicit suggestions from
the pupils: What can we put in the pizza? As they
tell you write or draw the food they say inside the
pizza. Write: This is my pizza. Its made of cheese and
tomatoes under your picture.
Give out paper. Instruct the children to create their
own pizza and salad: Make your own pizza. Monitor
closely and when they have finished. Encourage them
to write something about their picture
Ask the children what kind of food they like. Draw a
smiling face and a sad face on the board. Write the
words I like and I dont like under your faces. Hold
up a picture of a tomato. Smile and say: Mmm, I
like tomatoes. Put on a sad face. Hold up a picture
of a cake and say: I dont like cake. Repeat at least
three times with different foods. Ask the children to
express their preferences. You may have to help with
vocabulary at this point.
Talk to them about the importance of eating a lot of
fresh fruit and vegetables to help keep them fit and
healthy.

Lesson 5

Extra practice

Comparing posters.
Divide the class into new groups of four, making sure
you have a mixture of pupils from activity B. Tell them
to show and talk about their posters in groups: Look
at your posters, tell your friends about it. When they

Picture dictation.
Tell pupils to take out their coloured pencils. Hand
out paper. Say: Listen and draw. Dictate the following
sentences: Two small red tomatoes, Three big yellow
bananas, One green lettuce, Four long carrots. When
they have finished, ask them to label the food. Say:
Write the name of the fruit or vegetable.
Ask pupils to turn to page 54 of Activity Book 2. Ask
the class to use their picture dictionaries to check the
spelling of one of the words they have written: Check
your spelling in the picture dictionary. Tell them to
put up their hands when they have found the correct
word.

Lesson 6

Extra practice

Craft work: Making a spinning top.

Explain in L1 that they are going to make a spinning
top. Show an example of one that you have prepared
beforehand. Ask pupils to open their Student Books at
page 83: What different parts of a plant can you see?
Ask pupils to take out their scissors and cut along
the lines. Show the place they need to cut. Instruct
them to paste it onto a small piece of poster paper
and cut off the remaining paper around the top. This
will make it firmer and enable them to use it as many
times as they wish in the future.
Tell the pupils to take out a pencil. Show them how to
stick the pencil in the hole. Monitor closely while they
do this.
Sit all the pupils in a circle: Hold your spinning top.
Listen then spin! Whats this plant? Can you eat it?
Spin your top! Pupils spin the top. Make sure they
understand it is the plant part the top falls on that
they have to say. Continue with the same procedure.
Ask the following questions: What vegetable is this?
Can you eat it? What part of the plant is it? What part
of the plant can you see? What colour are they?
When they finish, tell the pupils to put their spinning
top inside their English folder to take home and show
their families how to play.

Extension

Learning about plant growth.

Show the pupils the seeds. In L1, tell them you are
going to mime and you want the pupils to tell you
what you are doing. Mime planting the seed: Look,

what do we do first? Plant the seed. Whats next?

Mime the following: water the seed, pick the plant,
eat the plant.
Invite volunteers to mime the order and the rest to
say the action. Do this several times until they have
memorized the planting routine. Repeat a second
time and write it on the board. Leave it to help with
the activity book exercise.

Lesson 7

Extra practice

Revising the unit vocabulary.

Pupils work in pairs or groups of three. Hand out the
alphabet sets, one for each pair or group. Say: Listen,
can you spell the word? S, t, e, m. Ask a pair or group
to show the class the answer: Hold up the letters. If it
is correct ask them to come up to the board to write
it. Do the same with plant, sunflower and garden.
In L1, ask the pupils if they can remember the words
with a letter used more than once: How many es are
there in lettuce? Ask each group to give you a letter
from the word to spell it. Invite a volunteer to stick the
letters to the board. Do this with carrot, asparagus,
seed and tomato. Do repetition to work on improving
pronunciation.

My town

Lesson 1

Extra practice

Revising the story.

Read out different lines from the story and elicit the
characters name each time.

Extension

Developing awareness of town and country.

Hand out paper. In L1, tell pupils to think about the
town they live in and the countryside around it. Ask
them to draw either one or the other. When they finish,
they label their picture Town or Country. Encourage
individual pupils to show their pictures to the class and
say: This is my town. There are big buildings and shops.
Display these pictures around the class.

Lesson 2

Extra practice

Game: Odd one out.

Show pupils the flashcards of the places and elicit the
words. Continue in the same way with the vegetable
flashcards. Play odd one out with both sets of
flashcards. Choose four flashcards from the same set
and one that does not belong. Say the words while
showing the corresponding flashcard. Pupils listen and
identify the odd one out.

Extension

Developing observation and memory skills.

Give pupils a couple of minutes to memorise the
page. Books closed, ask: Are there two animals in the
picture? Is there a school? Is there a scarecrow? Are
there children? What colour is the hospital?

Lesson 3

Extra practice

Practising the lesson structure.

Ask pupils to pick one of the cards they have just
made. Move around the room describing the card to
each child: There are parks. There are streets. Pupils
reply in the affirmative or negative, according to the
card they are holding. Do this with as many pupils as
possible.

Extension

Game: Sequences.
The aim of this game is to have pupils remember
sequences of flashcards. Take out the unit flashcards
and the flashcards of the furniture. Show them one
by one and elicit the words. Next, take four cards
from a set. Say the words in the same order several
times, then ask pupils to repeat them. Show them the
flashcards in order to confirm their answers. Collect
the flashcards, shuffle them and play again. More
advanced groups can play with more than four cards.

Lesson 4

Extra practice

Revising the vocabulary with a matching activity.

Hand out the word cards you have prepared to four
pupils and bring them to the front of the room. Other
pupils take it in turns to say the name of a place. The
pupils with the cards decide which vehicle stops there
and hold up the appropriate card. The rest of the class
choruses: The bus stops at the bus stop.

Extension

Drawing vehicles one knows.

Hand out paper and ask pupils to draw a vehicle they
use as well as the place where they get on it. When
they finish, invite them to show their drawing and say:
I take the coach at the coach station.

Lesson 5

Extra practice

Matching words and pictures.

Take out the unit flashcards. Show them one by one
and ask pupils to identify them as you stick them on
the board. Write the word under each flashcard. Then
remove all the flashcards and leave the words on the
board. Shuffle the flashcards and give one to a pupil.
Ask him or her to stick it next to the corresponding
word. Continue in the same way with all the
remaining flashcards.

Extension

Game: Guess the flashcard!

Divide the class into teams and assign a number to
each one. Hand out an envelope with the word cards

to each group and ask them to display their word

cards on a tabletop. Give them some sticky tape.
Draw five columns with the headings Team 1, Team 2,
etc, on the board.
In L1, explain the game. You are going to stick one
flashcard on the board with its back to the class.
Teams decide what the flashcard is and send one
member up to the board to stick the answer in their
column. The aim of the game is to make as many
correct guesses as possible.
Stick the first card on the board. Pupils stick a word
in their column. Turn the flashcard over and check
results. Quickly write a tick or a cross for the result in
each column. Do this with all the flashcards. When
the game is over, count the ticks with the class and
announce the results: Team one, seven points! etc.
Represent this information in a bar graph.
For the next class, prepare photocopies of blank
16-square grids like the one in Pupils Book 2 page 53.

Lesson 6

Extra practice

Dramatising the story using the Story Book.

Read out the story and ask pupils to point follow in
their Story Books. Divide the class into two groups
and assign a character to each group. Play Listening
47 or 48, pausing after each exchange. Ask the
corresponding group or groups to repeat it with the
appropriate intonation. They then swap roles. Pupils
can then take their Story books home and retell the
story to their families.

Extension

Making a map of the town.

Hand out the photocopies of the grids and help
pupils label their grid A-D and 1-4. List the buildings
mentioned in the text: schools, hospital, parks, fire
station and shops on the board. Tell them to place the
items in any square they wish. When they finish their
map, they ask and answer questions in pairs: Is the
hospital in B-3? Where are the parks?

Lesson 7
Wrap-up

Reflecting on the unit.

Ask different pupils to read the word they have
chosen and to name their best activity and favourite
page. Play Listening 10. Ask pupils to sing and wave
goodbye as they listen to Halleys good-bye jingle.

Extra practice

Spelling words from the unit.

Ask the class how to spell street. Encourage pupils to
use the names rather than the sounds of the letters.
Write each word on the board as pupil spells it out.

Where do people live?

Lesson 1

Extra practice

Describing where you live.

Draw a house on the board. Begin describing your
house to the pupils. As you do this add features
around the house: This is my house. I live in this
house. My house h as got a garden and its near the
seaside. Encourage the pupils to tell you about your
house. Help by pointing to the features: Look, what
can you remember about my house? Theres a garden
and you live near the seaside. Is my house in the
forest or near the seaside?

Extension

Drawing a house.
Give out paper. Tell pupils to draw their own house:
Draw your house and where you live. Monitor and
encourage pupils to tell you about their home: Do
you live in the mountains? Is there a park near your
house? When they have finished put the drawings on
the wall for display.

Lesson 2

Extra practice

Aballoon journey.
In L1, explain that the pupils are going to go on a
balloon journey. Tell them they can take some things
with them on the journey. Write the following on the
board: a friend, a vegetable to eat, some clothes, an
animal and something from your bedroom.
Tell the pupils to write the name of one thing from
each category on the picture near the balloon.
Monitor closely to provide guidance. When they have
finished ask volunteers: What have you got in your
balloon? Ive got

Extension

Developing imagination.
Invite the pupils to sit in a circle near you with
their drawings. Take your drawing also. In L1,
tell the pupils you are all going to go on a balloon
journey together: Lets go and see different places.
Begin creating the journey. As you tell the story
encourage pupils to mime the actions: Look, we are in
the sky in the balloon. The balloon is over the seaside.

Look, theres the sea! I can smell the sea. Continue

with the story until you have incorporated as many
places as time allows.

Lesson 3

Extra practice

Drawing a landscape.
Give out a sheet of paper to each pupil. In L1, tell
them you are going to describe a landscape and they
have to draw it: Take out your pencils. Listen and
draw. This is in the forest. There are lots of big trees.
There is a balloon in the sky. Its over the forest. When
they have finished, invite volunteers to come to the
board to draw the landscape. Encourage the class
to describe the landscape: What can you see? Theres
a balloon.
Extend this by asking the pupils to help you make a
different one on the board: Lets make a different
landscape! Encourage volunteers to tell you what to
draw by asking questions: Where is it? What can you
see? Who lives there?

Extension

Playing a game.
Play True or False. In L1, explain that you are going to
say a sentence about landscapes and the pupils have
to decide if it is true or false: Listen, say true or false.
Use the following sentences: The dessert has got lots
of water! False. There are fish in the sea. There are
trees in the forest. You can see cities in the desert.
You could extend to inviting volunteers to say
sentences for the class to continue the game longer if
time permits.

Lesson 4

Extra practice

Learning about water.

Draw a house on the board. Elicit the rooms in the
house and write them on the board. Ask them to tell
you where you can find water in your house: Which
rooms have got water? The kitchen, the bathroom.
Ask: How many times do you use the water? Elicit in
the morning, in the afternoon and at night.
In L1, ask them why we need water in these rooms
and encourage them to talk about how much water

they use, for example, do they have a bath or a

shower and what do they do when they clean their
teeth, do they turn the tap off or leave it running, etc.

Extension
Show the flashcard of the desert. In L1, tell them
about why the desert hasnt got any vegetation and
what happens to the desert when it rains: hundreds
of different coloured flowers come out.
Give out the paper folded in half. Tell pupils to take
out their coloured pencils: Take out your coloured
pencils and draw the desert on one side. Elicit the
colour and what they can see there: What colour is it?
Yellow. Can you see any plants or flowers? No. When
they have done this, tell them to imagine it has rained
a lot and to draw the desert on the other side of the
paper after the rain. Monitor closely and encourage
them to use different colours. Put the pictures on the
wall for display.

Lesson 5

Extra practice

Game: Guess where?

Hold up one of the Places in Nature poster and
describe one of the places: There is a valley and I
can see a river. Ask the pupils to guess what you are
describing. Repeat with other posters.

Extension

Creating places.
Hand out pieces of different coloured plasticine. Pupils
work in pairs. Tell them you are going to say a place
and they have to create a plasticine replica: Make a
big mountain. Do this with several different places.

Lesson 6

Extra practice

Craft work: Making a landscape cube.

Ask pupils to open Pupils Book 2 at page 81 and
display the page in the On-line Digital Book if
available. Elicit the places. In L1, explain that they are
going to make a landscape cube. Show them one you
have prepared beforehand.
Ask pupils to take out their scissors and cut along
the lines. Show the place they need to cut. Give out
glue and instruct them to paste it on a piece of poster
paper. Show them how to cut off the extra paper.
The poster paper will make the cube much firmer and
the children will be able to use it over and over again.
Explain how to join the edges to form a cube. Take
one of the cubes and say: Look, do it like this.
You may need to help them with this, so monitor

closely to make sure they put the glue along the

appropriate lines.
When they have finished, ask for two volunteers to sit
at the front of the class. Put the table between them,
so they can put their cube on it. Tell one of them to
roll the cube: Roll your cube! When it stops say: Ask
your friend a question. Where is this? What can you
see? Invite the second pupil to provide a response,
depending on the picture. Ask for other volunteers to
come up to do the same.

Extension

Pair work
Pupils work in pairs. Tell them to repeat the previous
activity. When they have finished form new pairs so
the pupils can do the task with different partners.
Monitor closely to help with pronunciation. In L1,
when they have done this several times, ask them to
say how many places they talked about. Finally, ask
them which is their favourite place and why.

Lesson 7

Extra practice

My favourite things.
Give out sheets of paper. Tell pupils to take out their
coloured pencils: Take out your coloured pencils. In L1
explain that you are going to ask a question and they
have to draw their answer. Use the following questions:
Whats your favourite place? Whats your favourite
vegetable? Whats your favourite colour? Whats your
favourite animal?
When they have completed their drawings, invite a
volunteer to ask another pupil in the class. Do this
several times then tell the class to stand up and ask
and answer the questions: Stand up, ask and answer
the questions.

Animals in the wild

Lesson 1

Extra practice

Playing True or False.

Say a sentence about a frame in the story. Pupils have
to decide if its true or false: Listen, say true or false.
Use the following sentences: There are two monkeys
in the tree. True. There is a crocodile under the tree.
False. If there is enough time, invite different pupils to
say sentences for the class.

Extension

Game: Alphabet bulls eye

Divide the class into two teams. Recite the alphabet
slowly with the pupils as you write it on the board.
Tell pupils you are going to circle a letter at random.
The aim of the game is to find a word that begins
with the letter, or failing this, with the preceding or
following letter.
Draw a circle on the board and signal the bulls eye.
Teams take it in turns to say words according to the
letters you circle. A bulls eye is worth 3 points; a near
hit is 1 point. First team to reach 12 wins.

Lesson 2

Extra practice

Game: Odd one out.

Show pupils the flashcards of the landscapes, animals
and animal characteristics. Elicit the words. Play
Odd one out with both sets of flashcards. Choose
four flashcards from the same set and one that
does not belong. Say the words while showing the
corresponding flashcard. Pupils listen and identify the
odd one out.

Extension

Developing awareness of wildlife in its own

habitat.
Hand out paper. In L1, tell pupils to think about a wild
animal they have seen at the zoo or in a film. Ask
them to identify its colour and main characteristics
(big teeth, a long tail, wings, etc.): Does it live in the
forest? The river? In trees? Then they draw the animal
and label as many of its characteristics as possible.
Help them write the name of their animal in the
picture. When they finish, encourage individual pupils

to show their pictures to the class and say: This is a

wolf. Its grey. Its got big teeth and it can run fast.
It lives in the forest.
Display these pictures around the class.

Lesson 3

Extra practice

Game: Memory
Pupils work in pairs. Tell pupils to place their sticker
cards on the table face downwards. They take it in
turns to turn two cards over. If the cards are different,
they put them back face downwards. If they are the
same, they set them aside until all the cards have
been matched. Every time they turn cards over, they
must say the words in English.

Extension

Practising the vocabulary with a mingle activity.

Pupils work in two groups. Give the unit flashcards to
the pupils in the first group and the word cards to
the pupils in the second group. Instruct them to walk
around the room slowly in order to find the cards that
match. In pairs, pupils then stick their flashcard on the
board and write the word underneath.
Remove all the flashcards, shuffle them and hand
them out to different pupils. Instruct them to find
the appropriate word on the board and stick their
flashcard next to it.

Lesson 4

Extra practice

Game: Guess the flashcard!

Divide the class into teams and assign a number to
each. Hand out an envelope with the word cards to
each group and ask them to display their word cards
on a tabletop. Give them some sticky tape. Draw five
columns with the headings Team 1, Team 2, etc,
on the board.
In L1, explain the game. You are going to stick one
flashcard on the board with its back to the class.
Teams decide what the flashcard is and send one
member up to the board to stick the answer in their
column. The aim of the game is to make as many
correct guesses as possible.

Stick the first card on the board. Pupils stick a word in

their column. Turn the flashcard over and check results.
Write a tick or a cross for the result in each column.
Do this with all the flashcards. When the game is over,
count the ticks with the class and announce the results:
Team one, seven points! etc. Represent this information
in a bar graph.

Extension

Making an animal mask.

Hand out the pieces of card or paper plates to the
pupils. In L1, tell them that they are going to make a
mask of their favourite wild animal. Ask them to think
about its facial characteristics and body covering.
Pupils then draw and paint their mask with the
appropriate finger paints. When the paint is dry, they
cut the mask out. Display these masks around the
room and encourage pupils to talk about them.

Lesson 6

Extra practice

Dramatising the story using the Story Book.

Read out the story and ask pupils to point follow in
their Story Books. Divide the class into two groups
and assign a character to each group. Play Listening
64 or 65, pausing after each exchange. Ask the
corresponding group or groups to repeat it with the
appropriate intonation. Then swap roles. Pupils can
then take their Story Books home and retell the story
to their families.

Extension

Writing an extra verse for the song.

Help pupils think of a different animal and action for
the song.
Write the resulting verse on the board and sing the
song through again with the extra verse.

Lesson 5

Lesson 7

Matching words and pictures.

Take out the unit flashcards. Show them one by one
and ask pupils to identify them as you stick them on
the board. Write the word under each flashcard. Then
remove all the flashcards and leave the words on the
board. Shuffle the flashcards and give one to a pupil.
Ask him or her to stick it next to the corresponding
word. Do the same with all the flashcards.

Spelling words from the unit.

Ask the class how to spell teeth. Encourage pupils to
use the names rather than the sounds of the letters.
Review as many words as possible this way. Write
each word on the board as pupil spells it out.

Extra practice

Extension

Making a fact file about a wild animal.

Show the class pictures of other animals that live in
the savannah: the zebra, the rhino, the hippo, the
gazelle, etc. Write their names on the board and ask
pupils questions about each one: What colour are
hippos? Grey. Where do they live? In the river. Are
they big or small? Big. What do they eat? Plants.
What is their body covering? Skin.
Hand out the sheets of paper. Pupils choose one of
the new animals and draw it. Then they complete a
fact file:
. They eat
Name: Hippos. They live
. They are
and
.
(size and colour) Theyve got
(physical
characteristics and body covering)
When they finish, encourage individual pupils to show
their pictures to the class and talk about their animal.
Display these pictures around the class.

Extra practice

Holidays and seasons

Harvest Festival
Extra practice
Planting food.

1 Draw a farmer on the board. In L1, ask pupils

to tell you what farmers do. Explain the meaning of

harvest and how farmers plant fruit and vegetables
then harvest the food when it is ready. Tell them they
are going to be farmers and they have to decide what
to plant so there is a lot of food at harvest time.

2 Draw some land next to the farmer and divide it

up into six squares. Give out sheets of paper and tell

the pupils to copy it. Ask the pupils to choose three
fruits and three vegetables they want to plant then
draw them, one in each piece of land: Imagine you
are the farmer. Plant your fruit and vegetables.

3 When they have done this ask pupils to tell you

what they have planted: What fruit and vegetables

have you got? Ive got red apples carrots and
pumpkins.

Extension

Learning a rhyme.

1 Tell pupils they are going to learn a Harvest

Festival rhyme. Hold up your own basket and say
the rhyme aloud.
Basket, basket, look in my basket.
What can you see? What can you see?
I can see carrots, big long carrots!
I cant see carrots! Where are your carrots?
Whats in your basket?
You havent got any carrots!

2 Encourage pupils to join in. Repeat the rhyme

several times as a class.

3 Ask groups of three students to come to the

front of the classroom with their basket and perform

the rhyme. If time allows, encourage them to change
the rhyme by substituting carrots then get one side
singing the carrots rhyme and the other the new one.
For example:
Basket, basket, look in my basket.
What can you see? What can you see?

I can see pumpkins, big fat pumpkins!

I can see pumpkins! Where are your pumpkins?
Whats in your basket?
You havent got any pumpkins!

Christmas
Extra practice

Making a Snowman family.

1 Draw three different sized snowmen on the

board, a daddy snowman, a mummy snowman and
a baby snowman. Write mummy snowman, daddy
snowman and baby snowman under each one. Say:
This is a snowman family.
2 Hand out A4 paper to the class and tell pupils to
copy the family.
3 In L1 explain that you are going to say which
clothes they are wearing and what they look like.
Say: Take out your coloured pencils. Listen and draw.
Use the following sentences: Mummy snowman is
wearing a blue hat and a red blouse. Shes got a
long nose, like a carrot. Daddy snowman is wearing
a yellow hat and an orange jacket. Hes got a small
nose, like a lettuce.
4 Check answers by asking: What is mummy

snowman wearing? What colour is it? In L1, tell pupils

to invent the clothes for baby snowman and draw
his eyes and nose. Tell pupils to display their pictures
around the classroom.

Extension

Learning about snowflakes.

1 Draw a white sky with snowflakes falling. In L1,

explain that when we make a snowman we make it

from snowflakes that fall from the sky in winter when
it is very cold and that snowflakes are formed by
frozen ice that falls to the ground and how each snow
flakes is different. If possible, take in some pictures of
different ones or draw two on the board so the pupils
can see the patterns.

2 Hand out A4 paper. Tell pupils to draw three

snowflakes, each with a different pattern. Tell them
to cut out their snowflakes and put them on the table

in front of them: Cut your snowflakes then put them

on the table.

3 When they have finished elicit ideas related to

winter. Ask the following questions: Is winter cold or

hot? When is Christmas? What colours can you see
in winter? Can you see snowmen in winter? Can you
see snow in winter? What colour is the sky when it
snows?

4 Put them in groups of three; give out A4 card

and glue. Tell them to draw a winters day then stick

their snowflakes onto the picture.

5 To conclude, tell pupils to present their group

picture to the class.

Carnival
Extra practice

A classroom carnival poster.

1 Revise the following categories: Musical

instruments, Food, Clothes. Use two or three

flashcards from each category. Show a flashcard. Ask:
Whats this? What are these? Which one do you like?

2 In L1, explain that you want them to imagine

they are going to have a carnival party in their

classroom and you want them to decorate their
classroom with a carnival poster. Tell them they must
choose their favourite items from each category and
draw them on the poster to decorate the classroom
for the carnival.

3 Show pupils a carnival poster you prepared

earlier. Hand out A5 paper and tell pupils to draw and

colour three of their favourite things, one from each
category.

4 When they have finished ask several groups the

following questions: What food have you got for the

carnival on your poster? What clothes have you got
for the carnival on your poster? What instrument have
you got for the carnival on your poster?

5 Tell the pupils to stand up and put on their carnival

masks. Repeat and drill the following chant: Lets go to

the carnival, lets go to the carnival, lets play the flute,
lets play the drums, at the carnival. Once they have
memorised it tell them to make a line like in a parade
and sing the chant. Encourage them to mime playing
each musical instrument as they sing it.

Extension

Guess how many masks.

1 Tell pupils they are going to play carnival games.

Collect all the masks.

2 Explain in L1 they are going to play Guess how

many masks and that you are going to put some

masks in a bag. They have to guess how many are in
the bag.

3 Put the pupils into groups of four. Take out the

bag and place several masks in the bag. Say: How
many are there? Invite each group to say a number
then take the masks out one by one and count them.
Give the winning group a point.
4 Repeat two or three times.
Guess who it is.

1 Ask pupils if they remember any of the characters

form the book: Do you remember the scarecrow or

Halley? What other characters do you remember?
Write the names up on the board as they tell you.
Encourage the pupils to describe them. For example:
Halley has got red hair.

2 Tell pupils they are going to play Guess who it is.

Explain the procedure in L1. A pupil puts on the mask
and pretends to be one of the characters or if they
prefer someone in the class. The pupil describes the
person without saying their name and the others have
to guess who it is.
3 Do an example for the class. Put on your mask
and repeat the following: Im wearing a red, blue and
green mask, Ive got an old hat and I live in a field.
Birds dont like me! Scarecrow.
4 Divide the class into two teams, write Carnival

team one on the board and Carnival team two. Get a

volunteer from each group to come to the front, put
on their mask and pretend to be one of the characters
or someone in the classroom: Put your mask on. Who
are you? Do this several times. The team who guesses
the most characters are the winners.