Lesson 1Extra PractiseDoing a picture dictation to revise vocabulary. Hand out the paper. Show pupils how to make a six-square 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.

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?

ExtensionCompleting 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 2Extra PractiseRevising 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.

ExtensionPlaying 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

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

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.

Lesson 3Extra PractiseConsolidating 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?

ExtensionGame: 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 4Extra PractiseAdding 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.

ExtensionGame: 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

0 A day at schoolA day at school

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 5Extra PractiseGame: 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.

ExtensionMaking 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 6Extra PractiseOrder 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.

EvaluationAssessing progress and achievementPhotocopy 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.

Lesson 1Extra practiseRevising 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.

ExtensionDeveloping 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 2Extra practiceInvent 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

practice with another group. Say: Group 1, say the exercise. Group 2, listen and do! Now change roles!

ExtensionDeveloping 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.

Lesson 3Extra practiceDeveloping 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.

ExtensionPlaying a gamePut 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 4Extra practiceRevising 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.

ExtensionTo develop memory and observation skills.Take four word cards or make them yourself of

1 Stretch and bend!Stretch and bend!

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 5Extra practiceGame: True or FalseHold 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.

ExtensionCounting 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 6Extra practiceCraft 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.

ExtensionPair 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 7Extra practiceSpelling 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.

Lesson 1Extra practiceDramatising 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.

ExtensionDeveloping 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 2Extra practiceMaking 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.

ExtensionDeveloping 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 3Extra practicePractising 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.

ExtensionDrawing 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 4Extra practiceRevising 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!

ExtensionReflecting 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 5Extra practiceMatching 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.

Adventure island2 Adventure island

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.

ExtensionGame: 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 6Extra practiceDramatising 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.

ExtensionDrawing 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 7Extra practiceSpelling 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.

Lesson 1Extra practiceRevising 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.

ExtensionGive 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 2Extra practiceInventing 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.

ExtensionTalking 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 3Extra 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.

ExtensionPlaying a gamePut 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 4Extra practiceCraft 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

3 ScarecrowsScarecrows

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.

ExtensionTo 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.

Lesson 5Extra practiceCounting 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.

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.

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

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 6Extra practiceIn 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.

ExtensionTalking 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 7Extra practiceConsolidation. 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.

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.

Lesson 1Extra practiceConsolidating 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?

ExtensionDoing 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 2Extra practiceRevising 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.

ExtensionDeveloping 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 3Extra practicePractising 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.

ExtensionMaking 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 4Extra practiceRevising 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.

ExtensionMaking 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 5Extra practiceMatching 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.

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

4 I can play!I can play!

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 6Extra practiceDramatising 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.

ExtensionIllustrating 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 7Wrap-upReflecting 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 practiceSpelling 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.

Lesson 1Extra practiceRevising 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.

ExtensionUsing 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 2Extra practiceDoing 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.

ExtensionMaking 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 3Extra practiceDeveloping 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?

ExtensionDeveloping 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.

5 Vegetable worldVegetable world

Lesson 4Extra practiceDoing 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.

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.

ExtensionMaking 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 5Extra practiceComparing 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

have finished, display these posters around the class or in the school hallway.

ExtensionPicture 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 6Extra practiceCraft 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.

ExtensionLearning 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 7Extra practiceRevising 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.

Lesson 1Extra practiceRevising the story.Read out different lines from the story and elicit the characters name each time.

ExtensionDeveloping 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 2Extra practiceGame: 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.

ExtensionDeveloping 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 3Extra practicePractising 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.

ExtensionGame: 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 4Extra practiceRevising 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.

ExtensionDrawing 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 5Extra practiceMatching 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.

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

6 My townMy town

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 6Extra practiceDramatising 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.

ExtensionMaking 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 7Wrap-upReflecting 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 practiceSpelling 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.

Lesson 1Extra practiceDescribing 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?

ExtensionDrawing 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 2Extra practiceAballoon 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

ExtensionDeveloping 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 3Extra practiceDrawing 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?

ExtensionPlaying 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 4Extra practiceLearning 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 inthe 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

7 Where do people live?Where do people live?

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.

ExtensionShow 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 5Extra practiceGame: 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.

ExtensionCreating 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 6Extra practiceCraft 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.

ExtensionPair 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 7Extra practiceMy 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.

Lesson 1Extra practicePlaying 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.

ExtensionGame: Alphabet bulls eyeDivide 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 2Extra practiceGame: 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.

ExtensionDeveloping 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 3Extra practiceGame: MemoryPupils 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.

ExtensionPractising 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 4Extra practiceGame: 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.

8 Animals in the wildAnimals in the wild

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 5Extra practiceMatching 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.

ExtensionMaking 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:

Name: Hippos. They live . They eat . 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.

Lesson 6Extra practiceDramatising 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.

ExtensionWriting 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 7Extra practiceSpelling 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.

Holidays and seasonsHolidays and seasons

Harvest FestivalExtra practicePlanting 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.

ExtensionLearning 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!

ChristmasExtra practiceMaking 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.

ExtensionLearning 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.

CarnivalExtra practiceA 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.

ExtensionGuess 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.