38 1 Chant. Disney elements © Disney

TB StarterA Unit6

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Page 1: TB StarterA Unit6


1 Chant.

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A boat, a boatI’ve got a boatI’ve got a brown boat!

A doll, a dollI’ve got a dollI’ve got a blue doll!

A ball, a ballI’ve got a ballI’ve got a purple ball!

A teddy bear, a teddy bearI’ve got a teddy bearI’ve got a brown teddy bear!

• Play the chant again. Pupils clap along with the rhythmand join in with the words.

Play a naming game• Use the toy flashcards and a box or bag. Put the cards

in the box. Ask: What’s in the box? Pupils say thenames of the toys. Take the cards out and say: Yes. I’vegot a ball. I’ve got a doll. I’ve got a teddy bear. I’ve gota boat.

• Put the flashcards back in the box. Hold the box out toa pupil. He/she takes a card out and names it (I’ve got)a teddy bear, etc., and then puts it back in the box.Repeat with other pupils.

Ending the lesson• Mime a toy. Pupils guess what it is. For example, draw

a big circle in the air for a ball, mime rocking and hugging a doll, etc.


Activity Book page 22

Pupils number the gaps in the jigsaw puzzle withthe numbers of the corresponding jigsaw piecesbelow.

A matching activity

Attach the toy flashcards to the board in arandom order. Call out different toycombinations, e.g. A boat, a doll, a teddy bear, aball. Ask a pupil to come and put the flashcardson the board in the right order.


Lesson aims Learning toy vocabularySaying a chant

New target language Toys: ball, teddy bear, boat,dollI’ve got a (boat)

Recycled target Colourslanguage Family members: sister,


Receptive language Can you see … ?What toys have they got?What’s in the box?

Materials Toy flashcards: ball, teddybear, doll, boatDonald Duck puppet A box or bagColour flashcards

Warm-up• Use the Donald Duck puppet to remind pupils of what

they can do in English. Divide the class into fourgroups. One group counts to ten. Another namescolours. A third names animals and sea creatures. Thefourth names family members. Praise each group.

Presentation• Pupils look through Unit 6 to find the magic word. Use

the puppet to ask: What’s the magic word? and teachteddy bear. Pupils guess the theme of the unit (toys).

• Introduce toy vocabulary, using the flashcards. Hide thecards around the room. Pupils put their hands up ifthey can see one. Ask individual pupils to find and giveyou the cards. Show the cards to the class and say:Look! A boat. A ball. A doll. A teddy bear. Pupilsrepeat.

PB page 38 Chant

• Pupils look at the picture of the characters from theDisney film Peter Pan. Ask (L1) if anyone has seen the film and what they know about it. Introduce thecharacters’ names in English (Peter Pan, Wendy,Michael and John) or in L1 as you prefer.

• Point to Wendy, Michael and John and say: One sisterand two brothers. Ask: Can you see their toys? Whattoys have they got? (a ball, a boat, a teddy bear and adoll). What colour is the doll? (blue), etc. See if pupilscan find a second ball hidden in the picture (in the toybox).

• Play the chant. Pupils listen and point to the toys.


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2 Listen. Then match and colour.

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PB page 39 Then match and colour• Pupils draw a line to match the halves of toys together.

Then they colour them in the correct colour. Check bysaying the colours and asking pupils to say the correcttoy It’s purple. What is it? (a car).

Play a true or false game• Use the pictures to play a true or false game. Read out

the following sentences about the toys. Pupils listenand say yes if the sentence is true and no if the sentence is false.The car is yellow. (no)The kite is blue and yellow. (yes)The car is purple. (yes)The yo-yo is orange. (no)The train is black and orange. (yes)The yo-yo is red. (yes)

• Pupils can also play this game in pairs.

Ending the lesson• Ask pupils (L1) to choose their favourite toy from the

ones illustrated on Pupil’s Book page 39. See which isthe favourite toy in the class.


Activity Book page 23

Pupils look at the grid, follow the arrows anddraw the toys they land on.

Picture dictionary

Pupils use the toy pictures on page 80 to play agame of Bingo. Pupils tick four of the toypictures. Call out the toy names in a list. Pupilslisten and point to the toys. The first pupil topoint to all four toys they’ve ticked, calls out:Bingo!


Lesson aims Learning more toy vocabularyMatching and colouring

New target language Toys: train, car, kite, yo-yo

Recycled target Toys: ball, boat, doll, teddylanguage bear


Receptive language Close/Open your eyesWhat’s missing?What is it?

Materials Toy flashcards: ball, train,teddy bear, doll, boat, kite,yo-yo, car

Warm-up• Say the toy chant from Lesson 1 again.

Presentation• Use the flashcards to revise toy vocabulary from Lesson

1. Then hold up the flashcards of the new words andsay: A car. A train. A kite. A yo-yo. Pupils repeat thewords as a class and individually.

• Attach the flashcards to the board. Point to them eachin turn and get pupils to say the words. Then point tothem in a random order, encouraging pupils to chantthe words out.

• Use the cards on the board to play a game of: What’smissing? Ask pupils to Close your eyes. Take a cardaway and then say: Open your eyes. What’s missing?Pupils look at the toy cards on the board and try toremember what’s missing. Put the toy card back andrepeat, taking a different card away.

PB page 39 Listen

• Pupils look at the pictures of toys at the top of thepage. Revise vocabulary and colours What’s this?(a car). What colour is it? (purple).

• Play the recording. Pause after each question and askpupils to listen and say the toys.


It’s purple. What is it? (pause) A car.It’s red. What is it? (pause) A yo-yo.It’s blue and yellow. What is it? (pause) A kite.It’s orange and black. What is it? (pause) A train.



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3 Listen and or .

4 Stick.

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1 3 4


5 Sing.

6 Find and say.


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Lesson aims Listening and identifying correct answersCompleting a picture withstickers

Recycled target Toy vocabularylanguage I’ve got a …

It’s big/small

Receptive language Have you got a … ?

Materials Toy flashcardsMagazine pictures of toys cutin half (for optional activity)

Warm-up• Ask a pupil to choose a toy flashcard. The class guesswhat it is a car? The pupil answers yes or no, untilsomeone guesses correctly. Attach the card to theboard. Repeat until all the toy cards are on the board.

Presentation• Revise I’ve got … Take the flashcards down from theboard. Describe them as if they are your possessionsI’ve got a car. I’ve got a train. I’ve got a boat, etc.

• Hand a card to a pupil, e.g. a boat, and ask him/her:Have you got a boat? The pupil shows the card andanswers: Yes. Then give the boat card to another pupiland ask: Have you got a car? Encourage the pupil toanswer: No. Repeat with other cards and pupils.

PB page 40 Listen and � or �

• Pupils look at the toys at the top of the page. Ask:What’s this? What colour is it?

• Play the listening activity. Pupils listen to the questionsand write a � for yes and a � for no. Pause as necessary.


MAN Have you got a boat?CHILD Yes. It’s brown.MAN Have you got a doll?CHILD Yes. It’s blue.MAN Have you got a kite?CHILD Yes. It’s blue and pink.MAN Have you got a train?CHILD No.

PB pages 40–41 Stick• Talk about the picture in English Who’s this? What toyscan you see? etc. Ask (L1) what the characters aredoing (they’re flying). Introduce the new charactersTinker Bell (the fairy) and Nana (the dog) in English orL1 as you prefer.

• Explain (L1) that some pieces of the colour picture aremissing. Ask pupils: What’s missing? (a teddy bear, a doll, a boat, a kite). Pupils are going to complete thepicture with stickers.

• Pupils turn to the back of the Pupil’s Book. Say: Takethe stickers out. Then ask them to hold the stickers upin turn Have you got a boat? Have you got a doll? etc.Pupils then stick the sticker into the correct place in thepicture.

Consolidation game• Distribute the toy flashcards to eight pupils. Ask one ofthese pupils for a toy: Have you got a ball, please? Thepupil looks at his/her toy card. If it is a ball, he/she givesit to you, saying: Yes. Here you are. If it isn’t a ball,he/she says: No. Continue until you have collected allthe flashcards.

Ending the lesson• Revise other vocabulary groups by asking pupils formore things Have you got a pencil? Have you gotsomething red? etc.


Activity Book page 24

Pupils follow the path from Wendy and draw inthe toy box the toys that Wendy can reach.

Jigsaw matching

Use magazine pictures cut in half. Distributethese to pupils. They find the matching halvesand name the toy.



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Lesson aims Singing a songUsing observational skills andmemory

Recycled target Toyslanguage Colours and sizes

I’ve got …

Receptive language Have you got the car?What’s number 1?What colour is it?

Materials Toy flashcardsDonald Duck puppet

Warm-up• Play a game of Who’s got it? Six pupils come to thefront and stand in a row. Give a pupil a toy flashcard,e.g. a car. This pupil chooses another one to give it to,who hides it from you. (Turn your back while they aredoing this.) Face the pupils again, and ask each one:Have you got the car? Pupils answer yes or no. Repeatwith other groups of pupils.

PB pages 40–41 Sing• Talk about the picture again. Teach the English word

to fly. Ask if anyone knows where the characters are flying to (Neverland – where Peter Pan lives). Pupils tellyou in English what they are taking with them (a kite, a boat, a teddy bear).

• Play the song. Pupils listen and point to the toys.


Fly high. Let’s fly!Let’s fly! Let’s fly!Fly high. Let’s fly!Let’s fly! Let’s fly!

I’ve got a boat,A big brown boat,Come fly with me.Come fly with me.(Chorus is repeated)

I’ve got a kite,A big blue kite,Come fly with me!Come fly with me!(Chorus is repeated)

I’ve got a teddy bear,A small teddy bear,Come fly with me!Come fly with me!(Chorus is repeated)

• Play the song again, encouraging pupils to join in withthe words.

PB page 41 Find and say• Pupils cover the big picture and just look at the toys at the bottom of page 41. Ask: What’s number 1?(a train), etc.

• Tell pupils (L1) that you are going to test their memo-ries. For each toy, ask: What colour is the (train)? Pupilstry and remember without looking at the big picture.Then ask them to uncover the big picture, and find allthe objects. They can mark them, by writing the correctnumbers on the objects in the big picture. Check byasking: What’s number 1? (a train). What colour is it?(red and blue).

Make up a song verse• Pupils close their eyes and imagine they are flying toNeverland with Peter Pan. What toy would they takewith them? Pupils name a toy, e.g. A car. Ask them toimagine a colour and size What colour is it? (red). Is itbig or small? (big).

• Use this information to make up a song verse I’ve got acar, a big red car. Fly, fly, fly. Ask pupils to join in withyou. Repeat with other suggestions.

Ending the lesson• Pupils look at the picture on pages 40 and 41 againand name all the toys they can see (a train, a kite, a doll, a boat, a ball, a car, a teddy bear). Then ask apupil to mime playing with one of the toys. The classguess what it is A car? etc.


Donald’s birthday

Use the Donald Duck puppet. Tell pupils (L1) it’sDonald’s birthday. They draw him a toy, orchoose a toy flashcard as a present. Encouragepupils to say Happy birthday. Here’s a teddy bear,etc.



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1 2

3 4

5 6

7 Listen.

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Lesson aims Following a story in English

Recycled target Toyslanguage Have you got a … ? (yes/no)

Receptive language This is my …Here you are

Materials Toy flashcards

Warm-up• Sing the song from Lesson 4 again.

PB page 42 Story preparation• Say: It’s story time! Look at the story pictures and talk

about it with the class. Ask about the characters:Who’s this? Ask questions in English: Look at picture 1.What has Michael got? (a teddy bear). Look at picture2. Is Wendy happy? (yes). Look at picture 3. What toycan you see? (a doll). Look at picture 5. What has Johngot? (a yo-yo). Look at picture 6. What has Peter got?(a yo-yo).

• Ask pupils to tell you (L1) what they think happens inthe story (Peter Pan rescues Tinker Bell using a yo-yo).

PB page 42 Listen

• Play the story and encourage pupils to follow it in theirbooks.


(Picture 1)MICHAEL Look! This is my teddy bear.

(Picture 2)PETER Have YOU got a teddy bear?WENDY No. (laughing)SFX. Sounds of Tinker Bell flying around.

(Picture 3)WENDY I’ve got a doll.SFX. Sounds of Tinker Bell flying around.

Picture 4SFX: Tinker Bell falls behind the chest of drawers.WENDY Oh no!

(Picture 5)PETER Have you got a yo-yo?JOHN Yes. Here you are.

(Picture 6)PETER I’ve got you!SFX. Tinker Bell is hoisted up on yo-yo.

• Check pupils have understood the story. Ask pupils tolook at picture 3 and ask (L1) why Tinker Bell is pullingat Wendy’s doll. Pupils might remember from the filmthat Tinker Bell is jealous of Wendy and wants to spoilher things.

• Attach the toy flashcards (teddy bear, doll and yo-yo) tothe board. Play the story again and ask pupils to pointto the toys that are mentioned. Then ask a pupil tocome to the front, choose the correct cards and putthem in the right order. Check with the rest of theclass. Listen to the story again as pupils point to theflashcards.

Play a hide and seek game• Ask pupils to close their eyes. Hide the toy flashcards

around the classroom. Then ask pupils to open theireyes and look around the class. If they can see a card,they put their hands up. Ask one of the pupils withtheir hands up to pick up the card they can see. Theyshow it to the class and say: I’ve got a (ball).

Ending the lesson• Ask if pupils can remember the toys mentioned in the

story (teddy bear, doll and yo-yo). Pupils point to theflashcards of these toys. Then dismiss the class.

NoteAsk pupils to bring a favourite toy to class for the nextlesson.


Activity Book page 43

Pupils cut out the story pictures and put them inthe correct order.

My toys

Give each pupil in the class a toy word toremember doll, yo-yo, teddy bear, ball, etc. Callout toy names I’ve got some dolls. All pupilsgiven the word doll come to the front of theclass. Count the ‘dolls’ and then ask them to sitdown again. Repeat with other toys.


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8 Listen.

9 Draw and say.

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Lesson aims Listening to British childrenPersonalising language pupilshave learned in the unit

Recycled target Toy vocabularylanguage I’ve got a …

Receptive language What toys has (Amy) got?What toys have you got?Who’s got a (train)?

Materials Toy flashcardsToys pupils have brought toclass

Warm-up• Toy tombola. Attach the toy flashcards to the board

face down. Write numbers 1–8 under each picture. Ask a pupil to choose a number, e.g. number 2. Pointto the flashcard above number 2, and ask: What’s this?Guess. The pupil guesses, e.g. A car? Look at the picture, without showing the rest of the class. If it is acar, turn the card around, say: Yes! It’s a car, and givethe card to the pupil. If it is a different toy, say: No!and leave the card up. Play until all the cards have beenguessed.

PB page 43 Listen

• Pupils guess from the photo what the children are talking about (their toys). Ask pupils to name the toysthey can see in the photo in English (car, yo-yo, ball,doll, train, boat, teddy bear, kite). Ask: How many cars?(two). How many balls? (four), etc.

• Pupils guess which toys belong to which child. Play therecording. Pupils listen and match the toys with theirowners.


AMY I’ve got two cars. Vroom! And I’ve got twodolls. I’ve got five teddy bears and a yo-yo.What have you got?

ADAM I’ve got a boat and two trains. I’ve got fourballs and I’ve got a big kite.

• Check by asking: What has Adam got? (two trains, aboat, four balls and a kite). What has Amy got? (twocars, two dolls, five teddy bears and a yo-yo).

PB page 43 Draw and say• Ask pupils: What toys have you got? If pupils have

brought their favourite toys in, encourage them toshow them to the class and describe them I’ve got akite. It’s big. It’s purple.

• Pupils draw a picture of their favourite toy and othertoys in the space provided. When they have finished,they compare pictures with their partner I’ve got atrain. It’s black. And this is my car.

• Describe one pupil’s picture This person has got a kite,a doll and a teddy bear. The pupil whose picture youare describing puts his/her hand up.

PB page 43 Evaluation sticker• Use the Donald Duck puppet to tell pupils: Well done!

Explain (L1) that pupils have finished Unit 6. Ask pupils(L1) if they’ve enjoyed the lessons. Emphasise all thethings they have learned. Praise pupils and show themthe evaluation stickers at the back of the Pupil’s Book.Pupils take a sticker and stick it into the space provided.

Ending the lesson• Pupils choose their favourite game or song from the

unit and play this again.


Activity Book page 25

Pupils circle the odd one out in each row.

A class survey

Use pupils’ pictures to conduct a class survey. Ask pupils questions about their pictures Who’sgot a train? Pupils put their hands up. Count thenumber of pupils who have a toy train. Recordthe number, e.g. 9, on the board. Repeat withthe other toys.



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