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Lesson 1 Extra practice Write examples of true/false statements on the board. For example: Number 4 likes sunflower seeds. (True) Number 7 has a red hula-hoop. (False) Ask the class if the sentences are true or false. Tell students to work in pairs to write three more true/false statements and then read them out to the class. The rest of the class listen and write their answers in their notebooks. Check answers and then ask another pair to read out their sentences. Extension Write up example sentences describing pupils in the class, but with the name missing: (Elena) has got an orange jacket. (Max) is wearing a blue shirt. (Albert) can play the guitar. etc. The pupils have to guess the missing name. Tell pupils to work in pairs to write their own sentences on pieces of paper about other pupils in the class, also with the names missing. Pairs exchange sentences, guess and write in the missing names. If the children at your school wear a uniform, ask them to draw and colour pictures of themselves in their favourite clothes and write their names on the pictures. Pin the drawings on the wall. Then, play the game as described above. Lesson 2 Extra practice Play the Hangman spelling game. Think of an object in the classroom and draw a line for each letter in the word. Ask pupils to put up their hand to guess a letter until the word is complete. Ask volunteers to come to the board and think of a word. Extension Draw three columns on the board: In the classroom, In the city and Geography. Pupils work in pairs to list as many items as they can in each column. Set a time limit of three minutes. To wrap up, ask the pupils to read out their words and make a class list on the board, explaining new words, when necessary. Lesson 3 Extra practice Play the Bingo game. Draw a square on the board and divide it into four small squares. Write a day of the week in each of the four squares. Tell the class to copy the grid and write different days. Randomly call days of the week. Pupils listen and circle the ones they hear. When they have all four circled they call Bingo! Ask volunteers to come to the front of the class to call the days. Extension Tell the class that they are going to do a survey. Draw a table on the board, with the days of the week across the top and a line for each person to be interviewed. Ask pupils to copy the table. Elicit the question: What do you do on Monday? etc. Explain that they have to think of something different that they do for each day of the week. For example: On Monday I have guitar class. On Tuesday I play football. On Wednesday I watch TV, etc. Ask two volunteers to come to the front of the class to demonstrate the activity and start filling in their tables. Pupils interview each other and complete their tables. Lesson 4 Extra practice Play the Pictionary game. Ask a volunteer to whisper to you the name of something in the picture on page 6. Start drawing a picture of this thing. The first pupil to say the word can come to the board. Whisper another word to the pupil, who has to draw it. Continue the game. Extension Make a class list on the board of other fruit and vegetables that pupils know in English. Practise pronunciation, then ask them to copy the list and do a small drawing to match to each word. 0 Hello Kushida Hello Kushida

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Lesson 1Extra practice• Write examples of true/false statements on the board. For example: Number 4 likes sunflower seeds. (True) Number 7 has a red hula-hoop. (False) Ask the class if the sentences are true or false.

• Tell students to work in pairs to write three more true/false statements and then read them out to the class. The rest of the class listen and write their answers in their notebooks. Check answers and then ask another pair to read out their sentences.

Extension• Write up example sentences describing pupils in the class, but with the name missing: (Elena) has got an orange jacket. (Max) is wearing a blue shirt. (Albert) can play the guitar. etc. The pupils have to guess the missing name.

Tell pupils to work in pairs to write their own sentences on pieces of paper about other pupils in the class, also with the names missing. Pairs exchange sentences, guess and write in the missing names.

If the children at your school wear a uniform, ask them to draw and colour pictures of themselves in their favourite clothes and write their names on the pictures. Pin the drawings on the wall. Then, play the game as described above.

Lesson 2Extra practice• Play the Hangman spelling game. Think of an object in the classroom and draw a line for each letter in the word. Ask pupils to put up their hand to guess a letter until the word is complete. Ask volunteers to come to the board and think of a word.

Extension• Draw three columns on the board: In the classroom, In the city and Geography. Pupils work in pairs to list as many items as they can in each column. Set a time limit of three minutes. To wrap up, ask the pupils

to read out their words and make a class list on the board, explaining new words, when necessary.

Lesson 3Extra practice• Play the Bingo game. Draw a square on the board and divide it into four small squares. Write a day of the week in each of the four squares. Tell the class to copy the grid and write different days.

• Randomly call days of the week. Pupils listen and circle the ones they hear. When they have all four circled they call Bingo! Ask volunteers to come to the front of the class to call the days.

Extension• Tell the class that they are going to do a survey. Draw a table on the board, with the days of the week across the top and a line for each person to be interviewed. Ask pupils to copy the table. Elicit the question: What do you do on Monday? etc. Explain that they have to think of something different that they do for each day of the week. For example: On Monday I have guitar class. On Tuesday I play football. On Wednesday I watch TV, etc. Ask two volunteers to come to the front of the class to demonstrate the activity and start filling in their tables.

• Pupils interview each other and complete their tables.

Lesson 4Extra practice• Play the Pictionary game. Ask a volunteer to whisper to you the name of something in the picture on page 6. Start drawing a picture of this thing. The first pupil to say the word can come to the board. Whisper another word to the pupil, who has to draw it. Continue the game.

Extension• Make a class list on the board of other fruit and vegetables that pupils know in English. Practise pronunciation, then ask them to copy the list and do a small drawing to match to each word.

0 Hello KushidaHello Kushida

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• Ask the children to draw or bring clean, empty food packages to school to make a shopping corner. An alternative is to use large cut-outs from supermarket brochures and paste them on a large sheet of poster paper. Each item can be labelled and priced for further vocabulary review in the future. If you have any plastic food, fruit or vegetables in the classroom, make a “shop“ on your desk so that the children can take part in simple dialogues between a shopkeeper and a customer. For example:

Shopkeeper: Good morning. Can I help you?Customer: Yes, please. I want three apples,four oranges and a packet of chocolate biscuits.Shopkeeper: Here you are. Customer: Thank you. How much is it?Shopkeeper: Nine euros, please.Customer: Thank you very much. Goodbye.Shopkeeper: Bye-bye. Have a nice day.

Lesson 5Extra practice• Read out sentences to the class. Ask the pupils to list numbers in their notebooks, 1 to 10. Pupils listen to each sentence and write true or false in their notebooks. For example:

1 Monkeys live in the jungle. (True) 2 Monkeys live in zoos. (True) 3 Crocodiles live in the desert. (False), etc.

Pupils compare answers, then check in open class.

Extension• Ask pupils to work in groups to make animal fact files. Copy this model on the board and draw a picture of the animal.

KangaroosKangaroos live in Australia. They live in the desert and on the plains. They eat grass and leaves.

• Each group chooses an animal and makes a fact file for that animal. Circulate and help with vocabulary.

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Lesson 1Extra practice• Write the following sentence on the board. Tellthe pupils to work in pairs to mark the sentences true or false.

The rabbit catches the bus at nine o’clock. (False)The rabbit starts school at nine o’clock. (True)The rabbit can play on Saturday. (True)Alice goes to school on Saturday. (False)The rabbit has tea at six o’clock. (False)

Check answers. Ask different pupils if the sentences are true for them.

Extension•  Tell the class that they are going to imagine the next part of the story. Tell pupils to work in pairs to think of what happens next.

After three or four minutes ask the class for different ideas. List them on the board, rephrasing the sentences for the pupils. Have the class vote on the best continuation.

Lesson 2Extra practice•  Mime one line of the song. Ask the class to say the line. Ask a volunteer, or volunteers, to come to the front of the class and mime a line of the song and for the others to say which line it is.

Extension•  Draw three pictures on the board: bus, cow, plane. Ask: Which is the odd one out? Write the skeleton sentence on the board: The … is the odd one out because it’s not a …

•  Elicit the answer. List the three words on the board. Repeat with another set of pictures: tea, cake, sandwich. Ask volunteers to come to the board to draw different sets of pictures.

Lesson 3Extra Practice •  Do a quick survey of the class, with a show of hands, to find out who has breakfast first and last. Ask questions like: Who has breakfast at half past six?

Who has breakfast at seven? etc. Continue in the same way with: Who goes to bed at eight o’clock? etc. The lesson could end with a brief discussion about going to bed at a reasonable time and getting enough sleep.

Extension•  Ask different pupils to come to the board and draw different “routine” actions. Elicit the phrase or present it to the class. Write it on the board. Practise pronunciation of the phrases. Number the pictures. Rub out the phrases and ask the class to remember them. Once they can say them all, give commands and ask the class to mime the actions. For example: have a shower, watch TV, feed the dog, do homework, play computer games, play football, play the violin, etc.

Lesson 4Extra Practice•  Do a picture dictation. Ask the children to draw six clock faces before starting the dictation. Slowly dictate a time and a routine phrase: I get up at seven o’clock. (have breakfast, go to school, have lunch, have dinner, go to bed) and give pupils time to draw the hands on the clock and their picture before you dictate another one.

•  To check their answers, ask: What time do I get up? to elicit, At half past seven.

Extension •  Write: 60 seconds = minute on the board and elicit the missing number. Write: minutes = 1 hour. Write: 24 hours = 1 . Elicit the missing information. Practise the pronunciation of second, minute, hour and day.

•  Write the following chant (with missing words) on the board: seconds in a minute minutes in an hourTime to sleepWork and play

hoursMake a day

•  Ask the class to complete the chant. Invent a rhythm, demonstrate the chant and ask the pupils

1 Telling the timeTelling the time

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to join in. Erase a line at a time while the pupils are chanting to see if they can remember the missing lines.

Lesson 5Extra practice• Write Our routine on the board. Tell the class that they are going to write a description of a typical routine in their country. Refer to the information on the board from the previous stage and the examples in the Pupil’s Book. Build an example sentence on the board, eliciting where possible from the class. For example: In our country, children start school at … o’clock. Children have lunch at … etc. A stronger class could continue, working in pairs to write more sentences.

• To wrap up, pairs of pupils could read out their sentences, or pin them on the wall for the class to read.

ExtensionMy routine.• Write the sentence beginnings and ends in two columns. Ask volunteers to come to the board to draw a line to match the two parts of each sentence. I get up I have breakfast I go to school I have I go home at I have dinner I go to

at eight o’clock.at half past seven.lunch at one o’clock.five o’clock.bed at nine o’clock.at seven o’clock.at half past eight.

Answer: I get up at seven o’clock.I have breakfast at half past seven.I go to school at eight o’clock.I have lunch at one o’clock. I go home at five o’clock.I have dinner at half past eight. I go to bed at nine o’clock.

• Tell the class to copy the completed sentences and tick them if they are true for them, or change the time if they are not true. Ask some students around the class to read out their sentences.

Lesson 6Extra practice• Tell the class that they are going to play a (Jumbled letters) game. Write the following jumbled letters on the board. Tell the class that these are all words on

page 14. Tell them that they have three minutes to put the letters in order to make the words. Jumbled letters: 1. taps, 2. saytude, 3. gintwir, 4. okol, 5. gapdran, 6. stenil

Answers: 1. past, 2. Tuesday, 3. writing, 4. look,5. grandpa, 6. listen

Extension • Write the following framework on the board.

What time is it?Look at … It’s …

It’s late. Run!We …At …

• Tell the class to work in pairs, using the chant on page 14 as a guide, to write a similar chant. Mingle and help when necessary. Suggest words that rhyme if pupils are having difficulty. If this seems too difficult for pupils, build the chant on the board by suggesting options and asking the class to decide which to use.

• Ask different volunteers to say their new chant.

Lesson 7Extra practice• Write A Monster’s Day on the board. Write up the skeleton routine and ask the class for ideas to complete it, describing a monster’s day. For example:

It’s Saturday and I get up at …. (11 pm)I have breakfast at …. I have …. for breakfast. (12 / snakes)At …., I go to the country. (2 am)At …, I have lunch. I have …. for lunch. (7 am / spiders)At … I go to…. (9 am / forest)At … I go to bed and read a …. (11 am / monster story)

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Lesson 1Extra Practice• Write this rhyme on the board. Read it out three times. Invite four volunteers to read two lines each. Ask the children to copy it on a sheet of paper or at the back of their activity books. When they have copied it out, invite volunteers to read it out again while the rest of the class mime the actions.

We all ShopWe all cook We help Daddy Clean the car

We Help petsAnd water flowersLots of choresThat take us hours

Encourage the children to dance around and recite the rhyme to a Rap rhythm to make it more fun.

ExtensionDrawing pictures of family chores• Write the words My Family on the board. Write the name of each person in your family. Then draw a picture of one of the people doing a chore and write a sentence underneath. For example: This is Danny. He lays the table.

• Distribute sheets of paper and ask pupils to draw a picture of themselves or someone in their family doing a chore at home. On the other side of the paper, they write a sentence about the picture. They may need to ask for the relevant vocabular.

• Pictures can then be shared or displayed, with pupils guessing who is shown in the picture and what they are doing. They can check their answers by reading the sentence on the back of the sheet.

Lesson 2Extra practice• Say a word for a family member and have pupils call out the opposite.Mother – FatherBoy – GirlSister – BrotherGrandma – GrandpaMum – DadAunt – UncleDaughter – Son

Go faster and faster. Encourage pupils to respond as quickly as they can. This could be played as a game: all pupils stand, you say the name of a pupil and a word from the list above. The pupil selected must quickly say the opposite. Those who cannot do it sit down.

Extension • Prepare pictures of children from different cultures – pictures from magazines, or from the pupils’ own science and social science books. The pictures should show the children near their homes. For example, a picture of some children outside their home in an African village, or in a Mongolian village; or in a Western country on a farm.

• Ask the children what they can see in the pictures. Then ask them to think about the chores these children do: What chores do they do that are the same as yours? Do they do chores that are different?

Some chores will be the same, but a few additional chores might include:

Help with/look after little brothers and sistersCollect waterHelp in the garden/farmHelp with the buffalo/goats/pigs

Write up the additional chores the children suggest on the board and ask them to copy this vocabulary into their notebooks. Encourage them to illustrate the chores so that they have a record of their meaning.

Lesson 3Extra PracticeFamily Chore Mural.• Make a family chore wall mural. Instruct the children to draw a picture of themselves helping with the housework at home. At the foot of their picture they will write, I do the ... , I make the ... or I help with the ... . Paste their pictures on poster paper and hang them on the classroom wall.

Extension• To give the children more practise with the use of ‘don’t,’ ask them to write five sentences about themselves. For example, I don’t make lunch at home.

2 Family choresFamily chores

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Lesson 4Extra PracticeShow pupils a completed survey about some class members on the board and write some sentences about it, with gaps. Ask pupils to copy the sentences and fill the gaps with the correct information. Example:

Name Make the bed Help with the pets Lay the talbe Make breakfastAna Me No pets Me My motherClara My mother My brother Me My fatherLuca nobody Me My sister Me

Arturo me My father My mother My grandmother

Ana and Arturo _______ the bed. Luca and Clara _________ the bed. Clara’s brother _________ with the petsLuca´s sister ___________ the table

Remind pupils to be careful about the third person singular ‘s.’

Extension• Instruct the children to look at the picture on page 72 of their activity book and say who they can see in the picture. Grandpa, Grandma, Mummy, Daddy, two sisters, a brother and a baby. Ask the children the following questions:

- Where are the family? (At home)- Who makes lunch in this family? (Grandpa)- Who does the shopping in this family) (Mummy)- Who helps with the baby? (The big sister)- Have they got a pet? - What is it?

Lesson 5Extra practice• Give each child a sheet of paper. Write the following sentences on the board. Instruct them to think about what they do every day and complete each one with the approximate time using o’clockand half past.

1 I have my breakfast at............................ .2 I go to school at........................................ .3 I have English class at ............................ .4 I have lunch at .......................................... .5 I go home at .............................................. .6 I go to bed at ............................................ .

Extension• Draw new sets of hands on the clock faces you used for the Wrap-Up activity: Seven o’clock, Half past eight, Ten o’clock, Half past ten, Eleven o’clock, Half past twelve, Two o’clock, Half past three, Four o’clock, Half past five, Six o’clock, Half past seven.

Instruct the children to write the correct time under each one.

Lesson 6Extra practice• Ask the children to write a short message to each other, using the code. Get them first to write the message in English in their notebook. Then, under each letter, they should write the corresponding number. Finally, they can write the number message on a strip of paper and give it to a friend to decode.

ExtensionUse cutouts on page 91 of Activity Book.• Ask pupils to cut out the page and colour in the pictures. Depending on time, they can do this in class or at home.When they have coloured in the pictures, ask them to cut the pictures up, so that they have 8 cards. Hold up each card from the set and ask pupils to say a sentence about it.

• Put pupils in groups of three or four and explain that they will play a game called Snap. The best way to explain the game is to demonstrate: ask two pupils to come to the front and bring their cards. Shuffle the cards and then deal them to the pupils and yourself. The players put a pile of cards each in front of them, face down. Turn over your top card and put it in the middle. Signal that the pupil next to you should do the same. Continue until one player puts down a card that is the same as the top card on the pile. When this happens, put your hand on top of the centre pile and say Snap. You must then say the sentence that describes the card correctly (eg. The grandparents do the cooking). Take the centre pile and add it to your cards. Continue playing in the same way. Make sure that the pupils understand that they may only keep the cards if they describe them correctly.

When you have demonstrated the game, put pupils in their groups and allow them to play. You will need to circulate to help them.

When they have finished the game, collect the cards, in sets of eight, to be used in future lessons.

Lesson 7Extra practice• Ask pupils to write some sentences about the interview they have done on pieces of paper. These can be stuck on the wall or the board for other pupils to read.

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ExtensionThis is a suitable activity for stronger students

• Put pupils into pairs and ask them do the interview again, but this time, the interviewee should adopt the character from a TV show (eg. Batman) or of a famous person (eg. Justin Bieber).

Ask the interviewee to imagine the answers they will give. Allow all pairs to practise their interviews at the same time, while you mingle and assist with vocabulary.

Ask for some of the stronger pairs to come out and “perform” their interview for the class. These can even be filmed and played for the children to watch their interviews.

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Lesson 1Extra Practice• Show the four pictures from the digital book, or display enlarged photocopies on the board. Point to one of the people in the pictures and say their name. Ask a pupil to finish the sentence. For example:You: Grandpa...Pupil: is shouting

If the pupil/s can´t finish the sentence, give them the next word and see if anyone else in the class can help.

ExtensionAsk pupils to illustrate one part of the story, and copy the relevant part of the story onto the back of their picture. Stick them up around the classroom and allow them to look at each others’ pictures and identify what part of the text they are about.

CD 1.36 Listen and repeat. Then circle and write.

The sea, the sea! We like the sea! Tree. Tree. Me. Me. Fish. Fish. Swim. Swim. Teeth. Teeth. Tea. Tea.

Kushida: Listen and circle the “sea” words.Woman: Is this a “sea” word? Listen and say “sea” or “No”. Woman: Tree.Kushida: Sea.Woman: MeKushida: Sea Woman: Fish.Kushida: NoWoman: Swim.Kushida: No.Woman: Teeth.Kushida: Sea.Woman: TeaKushida: Sea. Woman: Well done!Kushida: Now write!

Lesson 2Extra practice• While children are working on the wrap-up activity above, select some of the pictures yourself to make groups of three with an odd one out. Stick pictures on the board and ask pupils which is the odd one out and why. (Ideally they would be pictures of people

doing things: She’s running, He’s playing football... and he’s the odd one out because he´s reading)

Extension• Give children strips of cardboard and ask each child to write one of the lines of the song on it in big letters, leaving plenty of space between the words. After they finish writing, have them cut the sentence into separate words. Now they can swap their cut-up sentence with another pupil and sequence their friends’ sentences. Finally, using the board, or the floor, they can try to recreate the whole song, word by word.

Lesson 3Extra practice• Ask the children to call out some action words and write them up on the left-hand side of the board. Give them the example of play, if necessary.

On the right-hand side of the board, write the gap-fill sentences below and ask children to write them into their notebooks and complete them with the words on the board.

I’m ________________ on the street.He is ________________ at the beach.She ________ _____________ at school.They ________ ______________ at home.

Extension• Put 6-8 large pictures of people doing things on the board. Write the numbers 1-8 underneath the pictures. Now describe one of the pictures and ask them to call out the number of the picture:

Teacher: They´re runningPupils: Number 5

• Invite a pupil to continue the game, to describe what is happening in one of the pictures, and the rest of the class call out the number. Correct pronunciation when necessary.

Lesson 4Extra Practice• Ask the class to tell you the four feelings they have been talking about in this lesson and write them on

3 A seaside adventureA seaside adventure

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the board (happy, scared, tired, hungry.) Give them a piece of blank paper and ask them to draw a picture of themselves doing something that makes them feel happy, scared, tired or hungry. Under the picture, they write the sentence below, with the appropriate words. Display pictures so they can look at each others’ when they finish.

I feel ....................when I...........................

Extension• Tell the pupils you are going to show them some more feelings. Ask them to call out if they know the word.

Mime being angry – select a pupil who is normally very well-behaved and shake your finger and pretend to shout at them. Ask, How do I feel? And see if anyone can say angry. If they don´t say it, say, I feel angry.

You will need to drill the pronunciation of angry and contrast it with hungry. Mime being angry and say, How do I feel? Then, mime being hungry and ask the same question. Ask pupils to act out the feeling you say. Say hungry or angry, emphasising the vowel.

Presumably they know sad, but it´s worth revising.

Mime a sad face, crying a little and ask How do I feel? See if the pupils can say sad. If not, tell them the word. Ask Do you feel sad sometimes? What makes you feel sad, Jorge? Ask What is the opposite of sad?

Finally, draw a birthday cake with a candle on the board. Say It´s my birthday, and mime greeting your friends, pretending to open a present, feeling very excited. Jump up and down, smile, dance etc. Ask How do I feel? Pupils will probably say happy; say yes, but more than happy – I can´t sit still, I’m jumping, dancing...I’m excited. Motion and drill the pronunciation. Instruct pupils to repeat several times, placing emphasis on the stress on the second syllable. Then ask questions, for example, When do you feel excited, Ana? etc

• Draw three simple faces on the board: one angry, one sad and one excited. Number the faces and ask pupils to write the numbers one two and three in their notebooks, and, next to each number, the feeling corresponding to each face.

• Play a game where you say one of the 7 feelings studied in this lesson (happy, hungry, scared, tired, angry, sad, excited) and the pupils have to act that way. If appropriate, allow one pupil to take the role of teacher and say the feelings.

Lesson 5Extra practice• Tell pupils how you feel and encourage them to respond That´s good or That´s bad. For example, I’m tired. That´s bad. After you demonstrate this once or twice, ask them do the same with a friend.

Extension• Give children a piece of paper and ask them to draw a picture with the caption That’s good! Or That´s bad! They can draw anything they like.

Lesson 6Extra practice• Say some sentences from the story and chant, some with content errors for the children to correct.

Grandma is swimming… No: Grandma is readingThey´re feeling sad…, No: They´re feeling happy.Grandpa is shouting…, YesThe children are reading…, No! The children are swimming.They see a dog…, No!…

ExtensionAsk pupils if they can remember the end of the story from Lesson 1 – What happens after the children see the shark? Ask the children to tell you the end of the story. Then explain that they are going to write one more verse for the chant. The first line is: What happens then? And you write it on the board. Invite pairs of children to write the next three lines of the verse.

When they have finished, ask the pairs to chant their verse to the rest of the class.

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Lesson 1Extra practice• Tell the class to turn to page 87 of the Activity Book and cut out the circus scene and circus members. Ask pupils to stick the circus members in the correct position (using visual clues in the background) in the scene.

• To check answers, ask volunteers to describe the scene from left to right. For example: The jugglers are juggling balls. The acrobats are flying on the trapeze. etc.

Extension• Write the following phrases up in two columns (mixing the order of items in the second column). Tell the class to match the two parts.

play … an instrumentclimb … a ropefly … on the trapezethrow … plastic ballscatch … plastic ballsbend …. your body

• Do a mime dictation. Mime one of the actions and tell the class to write the sentence. For example: The teacher is throwing plastic balls. Mime six different actions and tell the class to write the sentences. Tell pupils to compare sentences. Check the sentences with the class.

• Read out the sentences in a different order and ask the class to do the actions.

CD 1.51 Listen, repeat and write.

Kushida: I like kites and bikes.Eye. Eye. Eat. Eat. Bike. Bike. Kite. Kite.Fly. Fly.Swim. Swim. Kushida: Now listen to me and circle the “kite” words.Woman: Is this a “Kite” word? Listen and say “Kite” or “No” Woman: Eye.Kushida: Kite.Woman: Eat.Kushida: No.Woman: Bike.Kushida: Kite.Woman: Kite.

Kushida: Kite!Woman: Fly.Kushida: Kite!! Woman: Swim.Kushida: No.Woman: Well done!Kushida: Now write!

Lesson 2Extra practice• Divide the class into two teams. Number the pupils in each team in the same way. Call out the pupils saying, for example: Number ten, spell “costume”. Number ten from each group runs to the board and writes the word. The first pupil to write the word out correctly scores a point for his/her team. Continue in this way until you have reviewed all the key words from this lesson. For example: acrobat, juggler, colour, costume, clown, flying, trapeze, rope, elephant, tiger, climb.

Extension• Put pupils in groups of three. Tell them to play the Pictionary game, like they did at the beginning of the lesson. Tell them to use the questions and answers:

Is it a …?Yes, it is. / No, it isn’t.Give the class practise saying these phrases first.

Lesson 3Extra practice• Do a picture dictation. Use the picture on page 37 as a model, or sketch out a variation of it, using the same elements. Describe the picture to the class and ask them to draw it. For example: There are some happy clowns on the left, and there is a juggler, too. There are two clowns on bicycles on the right, and there are two acrobats flying on trapezes.

• Ask pupils to compare their pictures with a partner, then show them your picture. Look for similarities and differences.

Extension• Prepare more photos of circus scenes from magazines or the Internet beforehand. Encourage the class to help you and write sentences describing one of the photos on the board.

4 Children’s circusChildren’s circus

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• Hang all the photos on the board and number them. Divide the class into groups of three and tell them to write two or three sentences to describe another photo.

• Ask different groups to read out their sentences. The class listens to say which photo they are describing.

Lesson 4Extra Practice• Do a question and answer chant. Write the first few lines on the board to demonstrate how it works. The “balls” are the numbered balls on the page. You ask the question and the class replies. Start slowly, pointing to the balls to guide the class. Then do it faster.

How many balls are in the box? There are three balls in the box.

How many balls are on the box?There are two balls on the box.

How many balls are under the box?There are two balls under the box.

How many balls are on the right?There are three balls on the right.

How many balls are on the left?There are two balls on the left.

Extension• Do a picture dictation. Draw a simple picture on a piece of paper. Describe it, as the pupils draw the picture. For example: There is a piano. On the piano there is a flute. Next to the piano, on the right, there is a clown. On the left there is a bicycle. etc.

• Ask pupils to compare their pictures. Show the class your original pictures. Find and talk about any differences.

Lesson 5Extra practice• Repeat the game by asking the pupils to write the following five words on the ball in red: body, animal, family, food, routine.

• This time, when they catch the ball they say a word associated with the word they see, for example, arm, rabbit, father, egg, etc.In each pair, pupils can’t repeat a word that has already been said.

Extension• Play a “Simon says” game. Demonstrate the activity. Ask a volunteer to come to the front of the

class. Give this pupil a ball and some kind of container (a box or bag). You give the orders and the volunteer does the actions. For example:

Simon says, put the ball on the box. Simon says, put the ball under the box.Simon says, put the ball on the right of the box, etc.

• Write some example instructions on the board. Tell the volunteer to give you the orders. The class plays the game in pairs.

Lesson 6Extra practice•  Write a different code on the board for the class to break: 9 1-13 1 20-5-1-3-8-5-18Tell the class that they have one minute to break the code.

Answer: I am a teacher.

•  In pairs, pupils write a different sentence in code and swap it with another group.

•  Round up by asking different groups to read out the codes they have broken.

Extension •  Write up the skeleton poem (similar to the poem on page 40). Elicit possible words for the first two or three spaces. With a more confident class, put pupils in pairs to fill in the remaining words to make a new poem. With a less confident class, work through the poem together as a class. Suggest different options for the class to choose from. Possible suggestions (in brackets).

At the circusClownstall, _____ (short)______, running, ______ (walking, jumping, falling, juggling, … )red, ______, white, _______ (orange, blue, yellow, green, …)playing, ______, _______ (laughing, singing, dancing, …)happy, ______ (sad, funny, noisy, …)Clowns

Lesson 7Extra practice•  Do a spelling competition. Divide the class into groups of three. Ask each group to make a list of six words from this unit, to ask other groups to spell.

•  Each group asks the other groups the question:

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How do you spell …? The first group to put up their hands can try to spell the word. If they do it correctly they get one point. If they don’t do it correctly another group can try to spell the word.

Wrap-up•  Play a running dictation game. Divide the class into groups of three. On a piece of paper draw pictures to represent words from this unit, for example: ball, clown, frightened, throw, acrobat, circus, etc.

•  Tell one member from each group to come to your desk. Show them the first picture. They must then go back to their group and say the word in English. Their group has to draw the picture.

•  At the end of the game ask the groups to show their pictures to the class. Check if they are all the same.

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5 Sports daySports day

Lesson 1Extra practice•  Tell the class that they are going to do a quiz about the story. Put them in groups of three. Tell them to put up their hands if they have an answer. Write the following gapped sentences on the board, one by one. Ask different pupils with their hands up to come to the board and complete each sentence.

1 Danny likes _____ and animals.2 Some children are playing _____. 3 A football hits the _____.4 Danny runs very ____.5 Danny gets a _____.

Answers: 1 plants, 2 football, 3 cow, 4 fast, 5 gold medal

Extension•  Ask the class what sports they play or do and what sports they like to watch. Ask them if they have a favourite sportsperson. List these sportspeople on the board and ask the class to add the sports they do or play.

•  You could ask pupils to bring a photo of a favourite sportsperson (from the newspaper or the Internet) to make a sports wall mural in the classroom. The mural could include the name of the player, the sport they play, and the name of their team if they are in one. For example:

This is … He/She is a …He/She plays for …

Lesson 2Extra practice•  Tell the class to think of more “odd one out” examples. Tell them that they are going to continue the game, speaking. Give an example, using items from Unit 5. Say: Which is the odd one out? football, tennis, cycling. Ask the class to guess the answer and explain why. Write a sample answer on the board. Cycling is the odd one out because it isn’t a game with a ball.

•  In pairs, pupils think of more “odd one out” examples using words or pictures from this unit. Give them five minutes to think of two or three groups.

•  Around the class, pairs ask their questions. The rest of the class listen and answer.

Extension•  Write Sport things on the board. Point to the sport icons at the top of page 44. Point to the things in red/brown. Elicit or tell the class the names of these things: bicycle, ball, basket, net, racket, stick. Ask them to think of three more things you use in sport. Add them to the list. Practise pronunciation of the words.

•  Play the word association game. You say a word and the class have to say what the sport is. For example: Bicycle - cycling, net - tennis, ball - football, tennis, etc. Tell the class to continue the game in pairs.

Lesson 3Extra practice•  Tell the class to turn to page 85 of the Activity Book, to cut out the picture. Make sure that all pupils have their coloured pencils ready. Select four different colours and check that all pupils have these colours.

•  Give colouring instructions, for example: There are some orange basketballs. There are some blue footballs. There aren’t any red T-shirts. (Make sure the pupils don’t colour anything with this instruction!) There are some white shoes and some black shoes, etc.

•  Pupils compare pictures with a partner.

Extension•  Write the following chant on the board. Chant it with the class, with pupils clapping in time if possible. Continue with the chant, slowly rubbing out the beginning of each line, leaving just the last word of each line. The pupils continue chanting from memory.

There aren’t any catsBut there are some batsThere aren’t any hatsBut there are some caps

There aren’t any kitesBut there are some bikesThere aren’t any rabbitsBut there are some rackets

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Lesson 4Extra practice•  Do a chant around the class. Write the chant on the board and practise each line with the class. Focus on the rhythm of each line and pronunciation of specific words.

•  Each pupil says a line of the chant. Practise this until the chant goes all around the class without stopping. Make the chant go faster and faster.

These children are playing rounders. These boys are playing football.These girls are playing netball. This is a running race.

These children are playing hockey.These boys are playing tennis. These girls are going cycling.But it’s not a cycling race.

ExtensionMystery sports.•  Play the Mystery sports game. Say and write the following description on the board and tell the class to guess the sport. I am thinking about a sport. There are two teams. The players are running and jumping. There is a big ball. They are throwing the ball. What is the sport? (basketball or netball)

•  Tell the pupils to work in pairs to write a description (like your example) of a different sport. Move around the class and help when necessary. Set a time limit of ten minutes.

•  Ask each pair to read out their description and the rest of the class to listen and write in their notebooks what they think each sport is.

•  Check answers with the class.

Lesson 5Extra practice•  Write In our class … on the board. Tell the class to decide on four sports for a table about what the pupils like in this class. Write the sports across the top of the board.

•  Tell the class to work in groups of three to predict which sports they like best. Ask each group to report back to the class. Write the model sentences on the board for the children to use when reporting back.

There are … children in our class. We think the girls like … best.We think the boys like … best.

Leave the sentences and headings on the board for the next activity.

Extension•  Explain that the class will now do a survey to see if their predictions were correct. Introduce or elicit the question that they will need: Do you like … ?

•  Demonstrate the questions by asking different pupils about different sports. Tell the class to ask you questions.

•  Draw a table on the board with the four sports along the top and a horizontal line for the name of each pupil in the class. Tell the class to copy the table and to work in pairs, one asks and the other makes a note of the names and answers. Set a time limit of 10 minutes. Tell each pair to ask all the other pupils in the class.

•  Tell the class to calculate the results of the class survey and to draw a graph, like the one on pare 47.For homework pupils could write three sentences about the pupils in this class.

Lesson 6Extra practice•  Write the gapped sentences on the board.

1 _____ playing rounders.2 _____ team is the best. 3 _____ is the ball?4 _____ aren’t any cows.

•  Tell the class to complete the sentences using: there, they’re, their and where.Practise pronunciation of the sentences.

ExtensionChant competition.•  Put pupils in pairs and tell them to practise the chant on page 48, saying a line of the chant each. Allow a few minutes for them to practise.

•  Ask different pairs to do the chant. Tell the class to vote on the best performance of the chant.

Lesson 7Extra practice•  Give out the blank sheets of paper and tell the class that you want them to make a poster for their school sports day. Tell them to put the following on the poster:

- Name of the school- Date of the sports day- Drawings of three different sports

•  Set a time limit of 15 minutes of class time, or set the activity for homework.

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Lesson 1Extra Practice• Ask pupils to draw a picture of themselves doing one of the jobs on the page, the one they would like best. Under their pictures, ask them to write a sentence explaining why they would like this job.

Extension• Ask pupils to write down one thing they would like about each job and one thing they wouldn´t like. Then ask them to tell a friend about what they have written. Ask a few pupils to tell the class.

Lesson 2Extra practice• Read the song out to the class, leaving out the last word of every line, for them to complete orally, ie. Teacher: What are __________Class: You

ExtensionDraw this table on the board and ask pupils to copy and complete it.

What WhereEarly

or lateother

BakerBake bread and cakes

Doctor early

Vet Animal hospital

Police officer

Ask pupils to compare their table with their partners. Invite volunteers to come to the board and complete your table.

Lesson 3Extra practice• Use a pupil’s cut-outs. Show the class a group of three pictures and ask which is the odd one out and why. For example, you may hold up a baker, a baker’s shop and a doctor.

Extension• Write the following sentence on the board: What do you do? Then rub out the second do, so that the sentence

reads What do you...? Ask pupils if they can think of another word to put there.

After they have suggested one example, tell them that there are other words that could go there. Ask pupils to work in pairs to come up with two more words that could go at the end of the sentence. When they have finished, write upsome of their sentences o the board, and ask the class to help with any errors. Finally, invite pupils to mingle and ask each other some of the questions on the board, and give answers.

Possible sentences include:

What do you want?What do you like?What do you see?What do you eat for breakfast?What do you need?What do you hear?

Lesson 4Extra Practice• Stick pictures of all the workers the pupils know on the board. These will include:

Doctor, nurse, vet, postman/woman, police officer, clown, baker, and any others that have come up during the lesson.

Ask them to look at the pictures, then close their eyes, while you take one picture away. Ask them to look and tell you who you took away. Then ask them Where does he/she work? Encourage them to reply with both inside/outside and more specific answers.

Extension• Ask pupils to draw a picture of the job they would like to do when they grow-up. Write, What do you want to be when you grow up? on the board and practise with the children before asking them to draw their picture. Encourage them to respond I want to be a … For those who wish to do something other than the jobs taught in this unit, tell them the word for that job and write it on the board so that they can see and spell it. Ask all pupils to write the sentence: I want to be a _________ at the bottom of their pictures, and then display them on the wall.

6 People who help usPeople who help us

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Lesson 5Extra practice • Practise the pronunciation of numbers between10 and 30.

Say a number and ask the class to repeat it. Place special emphasis on stress. When you have done this for a while, write a number on the board and ask pupils to pronounce it. Correct pronunciation and drilling when necessary.

Extension• Give each pupil a piece of paper and ask them to follow your instructions. Explain and demonstrate the following:

Draw 6 boxes on your page. These are the trays of letters.On one tray, write the number 3. This is the number of letters in the tray.

On another tray, write the number 7On another tray write the number 11 On another tray write the number 2On another tray write the number 6On the last tray write the number 1

Now ask the pupils to answer the questions you write on the board, as follows:

1 How many letters are there in total?2 If each tray must have the same number of letters, how many letters must be in each tray?

Lesson 6Extra practice• Write the sentences below on the board. Invite volunteers to read them aloud and then ask: Is that right? Encourage the class to correct any errors. Instruct pupils to copy them into their notebooks and write the correct answers.

I’m a doctor. I work in a bakery.I’m a postwoman. I work in the street.I’m a nurse. I work in an animal hospital.I’m a vet. I work in the police station.I’m a teacher. I work in a hospital.I’m a baker. I work outside.

Extension• Mime the three jobs below so that it is clearto the class what you are doing. Ask them if anyone knows the name of the job; if they do not, tell them, drill it and write it on the board for them to copy it into their notebooks.

DustmanActorFootballer

Ask them to think about whether the people who do these three jobs help us; and if they do, how. Ask them to tell their partner, then invite volunters to tell the class what they think.

Lesson 7Extra practice• Do a general vocabulary review. Write the following instruction on the board:

Colour the jobs red, sports green, places orange and the circus words in blue.

Draw twenty circles on the board and write one of these words in each one:

baker, rounders, seaside, city, acrobat, doctor, tennis, costumes, vet, police officer, basketball, clown, teacher, mountains, trapeze, cycling, country, hockey, park, juggler.

Instruct pupils to copy them in their notebooks. When they have finished, check their answers as a class. Ask, Which words are green? Which words are red? etc.

Answers:

Jobs: baker, doctor, vet, police officer, teacher. Sports: tennis, basketball, rounders, cycling, hockey.Places: seaside, country, park, city, mountains.Circus: clown, acrobat, juggler, trapeze, costumes.

ExtensionWhat letter am I?• Review the alphabet, the prepositions and adverbs the children have learnt so far. Write the alphabet on the board in two lines. (13 letters on each one.) Make sure that the letters on the bottom line are situated exactly below the letters on the top line. Ask pupils to copy them in their note books. Present the prepositions over and between. Point to the lamp on the ceiling.

Say, Look the lamp is over you. Draw a plane flying over some trees on the board. Say, The plane is flying over the trees. Draw another tree by the first tree and draw some flowers between the two. Say, The flowers are between the trees. Draw a cat sitting between two boxes. Say, Look, the cat is sitting between the boxes. Encourage the children to give you more examples using objects in the classroom.Explain that they have to read the clues and write the correct answer. Write these sentences on the board:

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1. I am next to A. (B) 2. I am under D. (Q) 3. I am after J. (K) 4. I am before T. (C) 5. I am over R. (E) 6. I am between J and L. (K) 7. I am next to Z. (Y) 8. I am between E and G. (F) 9. I am under L. (Y) 10. I am over S. (F)

• To check their answers, read out the clues one by one to elicit the corresponding letter.

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Lesson 1Extra practiceWrite these jumbled words on the board. Instruct the pupils to copy them in their notebooks and find the hidden words.

1. s r a o i l. 2. h y r u n g 3. l d c o 4. l w e h a 5. r s e c d a 6. a i n s d l 7. a e k w 8. g s a t n r e 9. t c u r e e a 10. i s d q

Answers: Sailor. Hungry. Cold. Whale. Scared. Island. Weak. Strange. Creature. Squid.

Extension• Ask pupils to work with a partner and imagine what happens after the last picture in the story. Remind them that the squid helps him and now he can go home. Ask them to imagine what happens on the way home...

Ask pupils to write two or three sentences about the next adventure in their notebooks, and to illustrate it.

Lesson 2Extra Practice• Use the adjectives that are still on the board from the beginning of the lesson. On the right-hand side of the board, write four or five nouns from the unit:whale, squid, boat, sailor, island.

Ask pupils to choose two describing words (adjectives) for each noun and to write them in their notebooks. Do the first one together as an example: Big, scary whale.

When they have finished, ask for volunteers to read out one of their combinations. Then ask if anyone had the same combination of describing words for that noun; and who had something different.

ExtensionPut pupils in pairs. Tell them to select four of their adjective-noun combinations and to think of a short story about them. Two or three sentences is sufficient. Ask them to write the story, illustrate it and then read it aloud.

Lesson 3Extra practice• Pupils keep books open at page 63. Call out the names of two animals on the page, and ask a volunteer to call out an adjective from the page. Write the adjective on the board. Then ask pupils to write a sentence comparing those two animals using that adjective.

Extension• Divide the board into two columns. In theright-hand column, write the names of the eight animals on page 63. In the left-hand column, write the four adjectives on the page.

Ask pupils to suggest the names of four more animals and add them to the right-hand column.

Ask them to suggest four more describing words to describe animals, and add them to the left-hand column. Ask the pupils to make them into comparing words. For example, If they suggest strange, elicit stranger and change strange on the board to stranger.

Now ask pupils to make four or more new sentences using the words on the board, comparing two of the animals in the left-hand column.

Lesson 4Extra practice• Ask pupils to cut out the pictures on page 81 of the activity book. Ask them if they are vertebrates or invertebrates (they are all vertebrates). Ask pupils to talk about these animals, asking and answering questions:Which is stronger, the lion or the giraffe?

Make a note of the questions that pupils could not answer, or over which there was some dispute. Examples may include:Which is stronger, the shark or the lion?Which is bigger, the giraffe or the shark?Which is smaller, the rabbit or the cat?

Ask pupils to keep the pictures, or look after them yourself, to be reused in lesson 5.

7 Land and seaLand and sea

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Extension• Give pupils the unanswered/disputed questions from extra practice. Ask them to use books in the library or the internet to answer the questions. Elicit how they will go about this, using an example:

Which is bigger, the giraffe or the shark?

They will have to write down measurements to be able to compare them.

Lesson 5Extra practice• Ask pupils to turn to the front of their pupil’s books. Remind them that there are quite a lot of animals in the book. Ask them to look through the book, find different animals and decide if they symmetrical or not.

ExtensionRunning dictation quiz• Prepare some questions about the previous lessons and write them on separate strips of paper. They may include some or all of the following:

Name two invertebrates.Name two vertebrates.Name four sea animals.Which is bigger, the rabbit or the lion?Which is stronger, the whale or the mouse?Which is weaker, the dolphin or the seahorse?

Put pupils into two to four teams and ask them to sit together at the back of the classroom. Give each team a blank piece of paper and ask them to write the word ANSWERS at the top of the page and the numbers 1,2 3 etc on the left-hand side of the page, underneath each other.

Explain the rules: one member of each team is to run to the front of the room and read and memorize the quiz question you show them. They must then run to the back of the room and tell their team what the question is. The team then has to answer the question and write their answer on the page. The runner can run to the front and check the question as many times as necessary; but remember! The other teams may have started on the next question.

When they are finished, the next member of each team comes out to read and memorise the next question. (This means that the teacher has to remember which team is supposed to look at which question – you might have team A working on the third question while team B is still on the first and team C on the second!)

The first team to finish calls out Finished and you check their answers quickly by looking at their sheet. If they are all correct, all pupils must stop and return to their seats.

Elicit the question and answer for each question from the class.

Lesson 6Extra practice• Write up some of the pupils’ questions on the board, this time with the words in the incorrect order. Ask pupils to copy the questions into their notebooks in the correct order. Ask them: What do you need to put at the beginning of a question ? (A capital letter.) And at the end? (A question mark.) When they have finished, check their answers and answer the questions in class.

Extension• Use the same technique as for the warm-up activity. Flash pages of the book at the pupils quickly. The pupils have to try to write down at least one animal from each page that you show them in their notebooks, until they have four to six animals.

Ask them to write two or three questions about the animals that they have written down. Pass around two blank pieces of paper, one from each side or end of the class, and ask pupils to write one of their questions on one of the pieces of paper. At the end, you should have one question from each member of the class. Keep these questions to use as a warm-up for the next lesson.

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Lesson 1Extra practice• Write these sentences on the board.

1 Insects have got two …2 Butterflies have got four …3 Bees have got five …4 Ants have got six …5 The ladybird on page 68 has got … spots.

• Pupils complete the sentences then comparewith a partner. Ask volunteers to read out the sentences to the class.

Answers: 1 antennae, 2 wings, 3 eyes, 4 legs, 5 seven.

Extension• Write on the board: True or false? Then the following sentence:

Flies have got two wings. (True)Beetles are different colours. (True)Ladybirds can’t fly. (False)Flies have black spots. (False)Bees have five eyes. (True)

• Ask the class if the sentences are true or false. Tell the pupils to work in pairs to write three more sentences, using the information on pages 68 and 69.

• Around the class, pupils read out their sentences. The rest of the class listen and say if the sentences are true or false.

Lesson 2Extra practice• Tell the class to turn to page 79 of the Activity Book. Ask them what the three insects are. (butterfly, ladybird, bee)

• Instruct the class to first colour the parts, cut them out, and then glue them together.

Extension• Tell the pupils to make an insect wall chart. The can draw different insects and stick the cut-out insects that they have made onto the chart. Then, they write one or two sentences about each insect.

Lesson 3Extra practice• Write on the board:

1 Have bees ____ four wings?2 _____ an ant got wings?3 _____ flies got eyes?4 Has _____ frog got wings?5 Have ladybirds _____ wings?

• Tell the pupils to copy the sentences in their notebooks and then work in pairs to complete and answer the questions. Do the first example with the class, if they need help.

• Check answers with the class.

Extension• Point to the chant again. Tell the class to work in groups of three to write another verse for the chant. This can be done simply by substituting different insects and body parts.

• Allow time for the groups to quietly practise their chants and then present them to the class.

Lesson 4Extra practice• Do a spelling quiz. Tell the class to close their books. Divide the class into teams. Ask each team the question: How do you spell …? If they spell the word correctly they get one point. If they don’t, the next group can spell the word. Write the words on the board as the pupils spell them out. Use: egg, insect, wing, butterfly, adult, caterpillar, and chrysalis.

Extension• Tell the class to make wall charts that show the life cycle. They copy the illustrations and colour them. Then, they write the corresponding sentence next to each stage. For homework pupils could find photos of butterflies to decorate their wall charts.

Lesson 5Extra practice• Ask the class to work in pairs to write a sentence about each picture.

8 Tiny worldTiny world

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• Compare the sentences for each picture and list different alternatives on the board.

Extension• Write Be healthy! on the board. Ask what the opposite of healthy is. (Sick/ill)

• Tell the class that you want them to think of more good things they have to do to keep themselves fit and healthy. Prompt and encourage the pupils as they come up with examples. Formulate sentences for them and write them on the board.

• Allow time for the class to copy the sentences in their notebooks.

Possible answers: Wash your hands before you eat. Wash your hands after you go to the toilet. Don’t eat food that falls on the floor. Wash fruit before you eat it. Have a shower every day and after you have been exercising. Brush your teeth after all your meals. Exercise regularly. Eat a lot of fresh fruit and vegetables. Don’t eat too many sweets, they are bad for your teeth. Etc.

Lesson 6Extra practice • Write another poem on the board, but with the first letter of the first word on each line missing. Tell the class that this is like a code to break. They have to discover the missing letters to complete the words and then read out the first letters from top to bottom to find the hidden insect. If you think the activity is too difficult, do it with the class and give them clues.

_usy bees_verywhere

Answers: B E E S

• Do a second poem, this time with the first words missing. List the missing words at the top of the board. Pupils work in pairs to complete it. Remind the class that the first letters spell an insect word!

Red There Yes Under Take Little Flying

Beautiful_____ trees_____ is one!_____ a photo

Everywhere_____, sometimes, and blue and yellow_____ in the garden_____ and big_____, beautiful butterflies

Answers: B, Under, There, Take, E, Red, Flying, Little, Yes (Butterfly)

Extension• Divide the class into groups of seven. Write this little dialogue on the board. Assign pupils the roles of these insects in each group: ant, bee, fly, butterfly, ladybird, caterpillar and flower.

Ladybird: Good morning. Who are you?Bee: I’m busy bee.Ladybird: Can you fly?Bee: Yes, and I can make honey too.Ant: Hello, who are you?Butterfly: I’m butterfly.Ant: Can you fly?Butterfly: Yes, I can fly. I’ve got four wings. Fly: Hello, who are you?Caterpillar: I’m caterpillar.Fly: Can you fly? Caterpillar: No, I can’t fly but I can change intoa butterfly.Flower: Can you fly ant?Ant: No, I can’t fly but I can work hard.Butterfly: Come on. Let’s go home, it’s late.All the insects: Bye, bye ant. Bye, bye flower.Ant and flower: Bye, bye, see you soon.

• To make the activity more fun, ask the children to make a mask for the role they have been assigned and give them three days to learn their part in the dialogue. Practise with the whole class at least three times. Draw a garden scene on the board and encourage them to move like an insect as they speak. After all the groups have had a turn at acting out the dialogue, the class will vote for the best actors.

Lesson 7Extra practice• Tell the class to turn back to page 71 of Pupil’s Book 3 and describe the other insects there, using the sentence starters: These are … . They’ve got … .

• In a following lesson, pupils could be invited to prepare a “Show and tell” about other insects, using photos from magazines or the Internet, or specimens or collections that they may have at home.

_yes? They’ve got five!_tripes of black and yellow