2 Favourite things Lesson aims: ™ Vh`VcYVchlZgVWdji Vocabulary: Possessions (1) Vocabulary: Colours possessions 1 1 • Check answers as you go. A 3 19 Listen and repeat. Then match. 5 20 Listen and repeat. Then match. Unit 2, A It’s a book. ™ iVa`VWdjiXdadjgh • Have students write the word for each colour apple 8 bike 49book camera 7computer 2 black 1 blue 3762brown green grey football 31016ice cream skateboard TV orange 5 pink 98411purple red white in their notebooks. New language umbrella 5 yellow 10 Answers ➞ student page Grammar: Indefi nite article a/an 1 skateboard 1 black 1 Vocabulary: Possessions, Colours Grammar 2 • Draw students’ attention to the Grammar 1 2 3 Culture notes box. Grandad, grandma, mum and dad are 4 5 6 7 8 9 the informal equivalents of grandfather, 10 11 Look at the pictures in Exercise 3. Point, ask grandmother, mother and father (see Exercise 1). 3 4 and answer. • Have two confi dent volunteers read the Warm-up Grammar What colour is it? example aloud. • (Books closed) Divide the class into two teams. 5 6 It ’s red/orange. • Give students time to do the speaking Ask different volunteers from each team in exercise with a partner. turn a question in English to win a point, Speaking e.g. Spell cousin! What’s cousin in L1? Point 6 Look at the pictures in Exercise 3. Point, Choose your favourite possession. Draw it. 7 8 out a student and ask What’s his name? (His ask and answer. Then write about it. 1 A: What’s that? name’s … .) Write I’m ten on the board and B: It’s a skateboard. • Ask the class What’s your favourite ask What’s the question? (How old are you?) A: What colour is it? possession? (It’s a/an … .) Quickly translate What day is it today? (It’s … .) 9 10 B: It’s purple. words they don’t know into English. A: That’s right! • Give students time to draw and write in their About you Lead-in Presentation Alex: I know! It’s an ice cream! Cool! Grammar notebooks. Move round the class, correcting What’s that? Lily: That’s right, Alex! 7 Choose your favourite possession. Draw • (Books open) Ask the class (L1) to look 1 It’s a b ook. and helping. 1 17 Listen and read. Grandad: Well done! it. Then write about it. What’s that? through Lesson A and to guess what favourite Lily: Grandad! Look! Number 1 – what’s that? 1 2 18 Listen and repeat the dialogue. It’s ce cream. things means in L1. Alex: I know! It’s a ... an i Lily: Sssh, Alex! Tip: If you don’t know how to translate a English today It’s a book! • Use the photo to recycle language and Grandad: 4 Look at the pictures in Exercise 3. word, it’s best to be honest. Say it’s a very good E™ I know! establish the context, e.g. ask Who’s he? Lily: That’s right! And what colour is it, Alex? Point, ask and answer. Alex: It’s red.  ™I]Vi¼hg^\]i question and you’ll tell them next class. (Grandad/Alex). Ask the class (L1) what Lily: OK, Grandad. What’s that?  ™LZaaYdcZ 1 A: What’s that? Grandad: Er ... B: It’s a skateboard. Grandad, Lily and Alex are doing (a photo > Now turn to Unit 2A in the Activity Book. Start on page 14. puzzle). Ask students (L1) if they ever do 14 15 Ending the lesson photo puzzles. Have confi dent volunteers mime their favourite • Have students guess what photo puzzle possession/using their favourite possession, e.g. a pictures 1 and 2 are. Don’t tell them the English today Grammar student mimes a dog/reading. The class guesses answers (1 a book, 2 an ice cream). It’s a dog!/It’s a book! • Draw students’ attention to the English today • Draw students’ attention to the Grammar box. 1 box. 17 Listen and read. Ask students (L1) to guess when we use a and an. Learning diffi culties • Play the recording while students listen and (We use an before nouns beginning a, e, i, o, u.) read the dialogue. Suggestion: Teach students a gesture for each Dyslexic students often have diffi culty in phrase, e.g. I know! (hands up), That’s right! Look at the pictures in Exercise 3. Point, ask memorising new vocabulary and grammar. • Check students understand book, ice cream, and answer. colour and red, e.g. have them translate the (the thumbs-up sign), Well done! (clap). Play the Regular recycling of new language such as that words into L1. recording in Exercise 1 again. Students listen • Read the example with a confi dent volunteer. suggested in Warm-up will help them and will • Point out children usually say grandad, not and use the correct gesture when they hear an • Give pairs time to take it in turns to ask and also be useful for the whole class. grandfather. English today phrase. answer. 1 Photocopiable Resource 2A on Teacher’s 18 Listen and repeat the dialogue. 1 Fast fi nishers: Have students spell the words to 19 Listen and repeat. Then match. eText for IWB. You can use this resource any time • Play the recording twice. each other. • Give students time to read the words and look after Exercise 5. • Students listen and repeat in chorus. at the pictures. 1 • Play the recording once or twice, pausing for 20 Listen and repeat. Then match. Suggestion: The fi rst time students listen and students to repeat each word in chorus then say • (Books closed) Find out what colours students repeat, you could have them whisper the the number of the corresponding picture. know in English. Point to different coloured dialogue to themselves. This will help boost • Check answers as you go. classroom objects and ask What colour is it? their confi dence. • Have students write the word for each picture (It’s … .) in their notebooks. Move round the class • (Books open) Give students time to read the helping and checking. words and look at the picture. Answers ➞ student page • Play the recording once or twice, pausing for students to repeat each word then say the number of the corresponding colour.

14 15 B Is it a school book? Lesson aim: 2 ™Vh`VcYVchlZgVWdji everyday objects Writing Presentation Grammar Unit 2, B 1 6 Write the questions and answers. Ask 1 21 Listen and read. Is it a pen? Tip: Explain your methodology to students, Yes, it is. and answer with your partner. Mum: Robbie! It’s late! Here’s your bag. e.g. tell them they get much more speaking Is it a pencil? 1 notebook Robbie: Great. Thanks, Mum. No, it isn’t. Is it a notebook? New language Mum: What’s that? Is it a school book? practice if they all do pairwork at the No, it isn’t. It’s a dictionary. Grammar: to be – questions and short answers Robbie: No, it isn’t. It’s your dictionary. same time. Mum: Oh. And what’s that? Is it my favourite 2 pencil case Vocabulary: Everyday objects pen? Listening Is it a pencil case ? Yes, it is. Robbie: Yes, it is. Sorry! 1 4 24 Listen and tick (✓) the correct Write the questions and answers. Ask and Preparation: Warm-up: Provide a long rope/ Mum: That’s OK. Hurry up, Robbie! 3 pencil picture. piece of string. Robbie: OK, I’m ready now! Is it a pencil ? answer with your partner. Mum: Let’s go! Yes, it is. 1 1 4 eraser • Ask two confi dent students to read the 2 22 Listen and repeat the dialogue. Is it an eraser ? example. No, it isn’t. It’s a ruler. Warm-up English today A ✓ B • Give students time to write. Move round the 5 ruler  ™>i¼haViZ  ™Hdggn class, prompting and correcting. • Prepare a list of ten to twelve colours and 2 Is it a ruler ?  ™=ZgZ¼hndjg  ™I]Vi¼hD@# No, it isn’t. It’s an eraser. possessions. Place a rope/string in a straight (bag).  ™=jggnje • Pairs take it in turns to ask and answer. line on the fl oor. Have the class line up on one  ™¼bgZVYncdl# 6 bag • Check answers. Ask volunteers to ask and ✓ Is it a bag ?  ™I]Vc`h#  ™AZi¼h\d A B side of it. When you say a colour, they jump Yes, it is. answer. Invite the class to correct them if 3 the rope. Students who jump when you say a Vocabulary: Everyday objects 7 notebook necessary. Is it a notebook ? possession are out. 1 Yes, it is. 3 23 Listen and repeat. Then label the picture. Answers ➞ student page A B ✓ 8 jacket bag comic dictionary eraser jacket mobile phone Is it a jacket ? Suggestion: Alternatively, say one word at a notebook pen pencil case ruler 4 No, it isn’t. It’s a mobile phone. time to the class. Students stand up when they Suggestion: Alternatively, in a weak class ask Game volunteers to complete the questions and hear a colour. ✓ mobile phone 3 A B 1 6 pencil case 7 A: Choose an object from Exercise 4 answers on the board, checking as you go. Give 1 Speaking or 6. B: Ask questions. Guess the object. 2 students time to copy. Pairs of volunteers then A: I’m ready now! 2 ruler 7 comic 5 Look at the picture in Exercise 3. Ask Tip: TPR (total physical response) activities like B: OK. Is it red? ask and answer. 5 6 and answer. 4 A: No, it isn’t. this often work well at the beginning of a class. 1 A: What’s number one? Is it a pen? 8 B: Is it black? 3 bag 9 8 dictionary B: No, it isn’t. It’s a mobile phone. 7 A: Yes, it is. A: Choose an object from Exercise 4 or 6. 1 pen 6 pencil case B: Is it a dictionary? 2 dictionary 7 comic A: Yes, it is. B: Ask questions. Guess the object. Lead-in 4 notebook 10 9 jacket 3 bag 8 notebook • (Books open) Say Look at the photo! Ask (L1) 4 ruler 9 jacket • Give pairs time to play the guessing game. eraser mobile phone who he is (Robbie) and who she is (his mum). 5 eraser 10 pen 5 10 Ask students to guess what they’re talking > Now turn to Unit 2B in the Activity Book. Start on page 18. Fast fi nishers: Have them ask and answer about. 16 17 about objects in your classroom. • Have the class tell you any words they know for items in the photo. 1 Grammar Ending the lesson Listen and read. Suggestion: Write two or three mini-dialogues 21 • Draw students’ attention to the Grammar box. Play Pictionary with the class using new • Play the recording while students listen and on the board using some English today • Have the class repeat the questions and vocabulary from this lesson (see page xxi). read the dialogue. vocabulary. Have the class close their eyes. Rub answers after you in chorus. • Have the class tell you (L1) if they guessed out a word or phrase. Have the class tell you • Point out isn’t = is not. Learning diffi culties correctly. (Students should understand the which one is missing. Continue until you’ve rubbed out all the words/phrases. 1 Students with dysgraphia may mix capital and meaning of new words from the context.) Listen and tick (✓) the correct picture. 24 small letters, write words in the wrong order or 1 • Play the recording. Students listen and tick. Listen and repeat. Then label the picture. spell words wrongly. Be patient. For example, Tip: Remember, your classroom language 23 • Have them compare answers with a partner. you could give students like this more time should be simple and supported by gesture • Give students time to read the words and look • Play the recording again, pausing to check to complete Exercise 6. Pairing them with a wherever possible. at the picture. answers. cooperative partner who is good at writing • Play the recording twice. Students repeat ➞ may help, too. 1 each word then say the number of the Answers student page 22 Listen and repeat the dialogue. corresponding picture. AUDIOSCRIPT PAGE 94 • Play the recording twice. Students listen and • Check answers as you go. Photocopiable Resource 2B on Teacher’s repeat in chorus. • Students label the picture. Move round the eText for IWB. You can use this resource any time Look at the picture in Exercise 3. Ask and class, helping and checking. after Exercise 5. answer. Suggestion: Give pairs time to practise the ➞ dialogue, changing roles. Invite two or three Answers student page • Read the example with a confi dent student, pairs to perform the dialogue for the class. making it clear that the questions refer to the Fast fi nishers: Have them label everyday objects Exercise 3 pictures. in the photo in Exercise 1. • Give pairs time to do the speaking exercise. English today • Draw students’ attention to the English Suggestion: Alternatively, have different pairs of today box. volunteers ask and answer. • Give students time to fi nd and underline the words and phrases in the dialogue in Exercise 1.

16 17 C Communication 2

1 3 26 Match the questions with the answers. Then listen and check. Speaking: Greetings and personal information Unit 2, C 1 What’s your name? a It’s 27 Baker Street. Use the phrases in English today to write a 1 2 How do you spell that? b A – N – T – O – N – I – O. dialogue. Act it out. 1 25 Listen and read. 3 What’s your address? c It’s 371 8922. New language Raj is at the sports centre. He’s a new member of the basketball club. 4 What’s your phone number? d It’s Antonio. • Teach coach, e.g. say José Mourinho is a football coach. Functions: Greetings and personal information, 1 2 3 Your turn • Students work in pairs to write their dialogue. completing a form 4 Use the phrases in English today to write a dialogue. Act it out. Move round the class prompting and English today: Good morning/afternoon/ Student A: You are a new member of the sports club. Answer the questions. checking. evening. What’s your name? How do you spell Student B: You are a sports coach. Greet the new member and ask for personal information. A: Good afternoon. I’m here for the football club. B: OK. What’s your name? • Students practise acting out their dialogue. that? What’s your address? What’s your phone • Invite volunteers to perform for the class. number? Writing: Complete a form Preparation: Warm-up: Make simple fl ashcards 5 Read the jumbled information about and Iron Man. Complete the DVD club Tip: Use strong volunteers to explain longer of eight to ten objects from Lessons A and B. membership forms. instructions to a mixed ability class in L1. Bring tack adhesive. Lead-in: Bring a basketball Stark Towers 1 Raj: Good morning. I’m here Woman: What’s your address, Woman: And what’s your phone 1-800-IRONMAN and/or a magazine/Internet photo of a for the basketball club. Raj? number? DVD Club Membership basketball net. Exercise 6: Book a computer Woman: OK. What’s your name? Raj: It’s 16 Market Road. Raj: It’s 960 8949. Name: Bruce Wayne Read the jumbled information about Raj: It’s Raj Patel. Woman: 16 Market Road ... OK. Woman: Great! Welcome to the Bruce Wayne Woman: How do you spell ‘Patel’? club! Here’s your card. room. Address: , Tony Stark Batman and Iron Man. Complete the DVD Raj: P – A – T – E – L . Raj: Thanks! City club membership forms. Wayne Manor New York • (Books closed) Play Hangman with the class Culture notes 2 Complete the greetings with morning, afternoon or evening. with the names Batman and Iron Man (see English today Phone: Bat Phone Batman and Iron Man are both American comic 1 Good morning ! page xx). book superheroes. They both fi ght crime in the Greetings through the day Your turn • Ask students what they can tell you about 2 Good evening ! ™i¼h»EViZa¼# known as Iron Man, is part of the Avengers team 2 Design a membership form. • (Books open) Give students time to read and ™=dlYdndjheZaai]Vi$»EViZa¼4 of superheroes, too. Address: Stark Towers, Include: (P – A …) complete. New York ™CVbZ ™6YYgZhh 3 Good afternoon ! ™L]Vi¼hndjgVYYgZhh4>i¼h…) ™6\Z ™E]dcZcjbWZg • Check answers. ™L]Vi¼hndjge]dcZcjbWZg4 Warm-up 3 Make copies. Ask and answer with (It’s …) • Divide the class into two teams. Invite a your partner to complete the form. Answers ➞ student page 4 Complete the form for you. volunteer from each team to stand 2–3 metres Phone: 1–800–IRONMAN from the board, with their backs to it. Tell the Make your own club membership form. class not to speak. Stick two fl ashcards next > Now turn to page 22 in the Activity Book. • Read through the instructions with the class. 18 19 to each other in the middle of the board. Say Give students time to decide on a club. the name of one of the objects and Go! The • Students design a form. students turn, run to the board and touch • You/students make copies. English today the object you named. The student to touch See Introduction page xvii. • Give pairs time to ask, answer and complete. fi rst wins a point. Continue with other team • Draw students’ attention to the English If you have an interactive whiteboard or a DVD members. today box. Suggestion: You could use a computer room to player, students can watch and listen to the video • Ask students which two expressions are not in do this exercise. Students could complete and Lead-in of the communication dialogue. the dialogue in Exercise 1 (Good afternoon and • Play the video all the way through. Then play illustrate the forms on screen and print them. • Ask the class about the photos to recycle Good evening). it again, pausing after each section to ask Make a classroom display! vocabulary and generate interest, e.g. Who’s comprehension questions. he? (He’s Raj.) What’s that? (It’s a computer.) • Have students listen and repeat, as above. Fast fi nishers: Find the answers about Raj’s • Show students the basketball if you have Ending the lesson • Tell students there is another version of personal information in Exercise 1. brought one and point to the photos. Have the video with a different ending. Ask for Have students choose a superhero they know. them guess (L1) where Raj and the woman suggestions for another ending. Then play the 1 They assume his/her identity and imagine an are. Say It’s the sports centre. 26 Match the questions with the answers. alternative version. Ask how many students address and phone number. The class asks • Ask the class (L1) if they are in any after- Then listen and check. guessed correctly. (Answer: The woman lives on different superheroes in turn about themselves, school sports clubs. Using the ball and/ • Give students time to do the matching exercise. the same street as Raj.) e.g. Hello! What’s your name? What’s your or picture of a basketball net, say Raj is a • Play the recording. Students listen and check address? member of the basketball club. their answers. Suggestion: Let students choose either the fi rst • Check answers. 1 Learning diffi culties 25 Listen and read. or alternative dialogue and act it out in pairs. ➞ • Play the recording while students listen and Answers student page As dyslexic students process new information more slowly, they will need more help in read. Complete the greetings with morning, AUDIOSCRIPT PAGE 94 understanding longer written or spoken • Ask some questions to check understanding, afternoon or evening. e.g. Why is Raj at the sports centre? What’s instructions. The strategy suggested in the his surname? How do you spell it? What’s his • Pointing to each picture in turn, say to the class Tip after Exercise 4 is a quick, effi cient way of address? What’s his phone number? Morning, afternoon or evening? If students checking they have understood. • Divide the class into two groups and allocate don’t know, tell them. • Give them time to write. the roles of Raj and the woman. Play the Photocopiable Resource 2C on Teacher’s recording again, pausing for the students to Answers ➞ student page eText for IWB. You can use this resource any time repeat in chorus. after Exercise 4.

18 19 D Culture today Possessions 2 My favourite things! Reading Speaking 1 Unit 2, D 1 27 Listen and read. 5 Ask your partner about his/her Answers favourite thing or pet. 1 Jack is 11. He’s from Liverpool in the UK. Comprehension A: What’s your favourite thing? TOP THINGS FOR B: It’s my bike. Possessions: games console, Liverpool scarf, New language 2 Read the sentences and write the names. A: What colour is it? mobile phone, bike. New words: baseball glove, cat, dog, fi sh, TODAY’S TEENAGERS B: It’s blue and white. What’s your favourite 1 My favourite thing is a book. Britney Favourite thing: cat, Charlie. football shirt, games console, laptop, next, thing? 2 My favourite thing is my fi sh. Suzanne A: It’s my pet cat. His name’s Tabby. Dan is 10. He’s from New York in the USA. n the UK n the USA 3 My favourite thing is my games console. pet, team B: What colour is he? Possessions: baseball bat, games console, Stuart A: He’s grey and white. Preparation: Warm-up: Bring a non-transparent 1 games console 1 games console Hello! My name’s Stuart and I’m from laptop, book – The Hobbit. Cambridge in the UK. My favourite thing 3 Read the text again and answer . bag and six to eight known objects taught in 2 bike 2 skateboard is my games console. My next favourite 1 What colour is the fi sh? Project: My favourite things Favourite thing: skateboard. Lessons A and B. Exercise 6: Ask students to 3 mobile phone 3 laptop thing is my black and yellow football shirt. He’s white and orange. 6 Find photos of your favourite thing or Cambridge United is my 2 What’s black and yellow? bring a photo of a favourite thing or pet. pet. Write about you and make a poster. 4 football shirt 4 baseball glove favourite team and yellow 3 Where’s Suzanne from? Ask your partner about his/her favourite is my favourite colour! 4 Is Britney from the UK? 5 pet (cat/dog/fi sh) 5 book thing or pet. Stuart, 10, Cambridge 5 What’s her next favourite thing? Culture notes • Tell the class about one of your favourite Listening things, e.g. My favourite thing is my camera. Cambridge is a historic university city in the 1 4 28 Listen to Lucy from Newcastle and It’s black. south-east of England. Santa Cruz, a city in the 2 3 tick (✓ ) the correct picture. state of California in the USA, is well known for 1 Her pet is a: • Ask two volunteers to read the example. surfi ng. Glasgow is the biggest city in Scotland A ✓ B • Give pairs time to ask and answer. and the fourth biggest in the UK. • Volunteers tell the class about their partner. Warm-up 2 His name’s: Suggestion: Each student says the name of • Play Touch and guess with the class to recycle Hi! I’m Britney and I’m from Santa Cruz in Hi! I’m Suzanne and I’m from Glasgow in ✓ B A Hi! My name’s Carla and I’m from Milan a friend/family member. Each pair asks and possessions and everyday objects vocabulary the USA. This is my favourite thing. It’s a the UK. My favourite thing is my pet fi sh. in Italy. My favourite thing. is my pet book. It’s War Horse by Michael Morpurgo His name’s Nemo. He’s white and orange. dog.. Her name’s Ellie. She’s brown and answers again, e.g. What’s his/her favourite from Lessons A and B (see page xxi). and it’s great! My next favourite thing is He’s very funny. My next favourite thing is white. My next favourite thing is my thing? (It’s his skateboard.) my laptop. It’s cool! my bike. It’s great. mobile phone. It’s purple. Lead-in Britney, 10, Santa Cruz Suzanne, 10, Glasgow 3 Her favourite thing is a: A B ✓ • (Books closed) Write oeaFtvuri nisthg Find photos of your favourite thing or pet. New words (Favourite things) on the board. Tell the class baseball glove cat dog fi sh Write about you and make a poster. the fi rst word begins with F. Have students football shirt games console laptop next pet team • Use the photo to introduce Carla. Say This unscramble the letters. is Carla. Have students predict her favourite • Ask the class (L1) to guess what the most thing. popular favourite thing is for teenagers in 20 21 • Ask one or two volunteers to read the text your country. aloud. • (Books open) Teach baseball glove, cat and laptop; e.g. draw a glove/cat on the board • Check understanding, e.g. ask the class Where Go to the Culture video for this lesson. and say A laptop is a computer you can pick Tip: Tell students it’s important to read the texts is Carla from? (She’s from Milan in Italy.) (See Introduction page xviii.) up. (Mime pick up.) Students should be able again and not just to use their memory! What’s her favourite thing? (Ellie, her pet to work out the meaning of other new words • Play the video. Pause at 00:02. Have the class dog!) What colour is Ellie? (She’s brown and from the text and pictures. ask the boys What’s your name? How old are white.) What’s her next favourite thing? (Her Answers you? Where are you from? mobile phone.) 1 2 It’s a football shirt. 27 Listen and read. • Play the video. Pause at 00:16 and check • Give students time to write and make a 3 She’s from Glasgow in the UK. • Tell students the photos and drawings will answers. poster. Display them! 4 No, she isn’t. She’s from Santa Cruz in the USA. help them understand the texts. • Draw this table on the board. Have students 5 Her next favourite thing is her laptop. Ending the lesson • Play the recording while students listen and copy it. Check scarf, baseball bat. read. 1 Possession Jack Dan Ask students (L1) if any of them have visited the 28 Listen to Lucy from Newcastle and USA or the UK. Ask them which of the places ✓ Read the sentences and write the names. tick ( ) the correct picture. bike on SB page 20 they would most like to visit and • Ask students to read the sentences. • Use the pictures to check students understand book why. You could have them use the Internet at dog, cat, book and DVD. • Give them time to read the texts again and to mobile phone home/school to fi nd out two more things about each place. They tell the class next lesson. underline the answers before they write the • Ask the class to predict Lucy’s answers. games console children’s names. • Play the recording. Students listen and tick. baseball bat • Check answers. • Play the recording again, pausing to check Learning diffi culties Liverpool scarf answers. You could have the class shout Stop! Visualisation techniques help dyslexic students ➞ Answers student page every time they hear an answer. laptop understand reading or listening texts. They can be fun and useful for the whole class, too. Read the text again and answer. • Play the video. Pause at 00:58. Students watch Answers ➞ student page You could play the recording a second time in and tick. Check answers. • Give students time to read, underline the Exercise 1, pausing for students to visualise, AUDIOSCRIPT PAGE 94 • Have the class guess each boy’s favourite thing. answers and make notes. e.g. (Books closed) pause after … laptop. It’s • Play the video to the end. Check answers. • Have them compare answers with a partner. cool! in text 2. Students close their eyes and • Check answers. You could ask different imagine a cool laptop! students to read and answer each question.

20 21 E Revision 2 Come on, kids! Let’s 1 Look and write the possessions. Rap: My things tidy the garage. 5 Game: A: Think of an object. B: Ask 1 camera questions. Guess the object. 1 1 7 30 Listen and complete. Then listen Unit 2, E A: I’m ready now! 30 Listen and complete. Then listen 2 computer and rap. 3 umbrella 1 2 B: Is it a pencil case? and rap. This is a 1 notebook . 4 A: No, it isn’t. TV This is a book. Language revised 5 football 4 B: Is it a bag? • Give students time to read the words. 5 This is a 2 ruler . 6 apple A: Yes, it is. 3 Look, look, look! • Ask the class to guess the answers! Grammar: to be – questions and short answers; 7 skateboard B: Is it blue? This is my 3 jacket . 8 book A: Yes, it is. • Play the recording while students listen and indefi nite article a/an 8 It’s really cool. 9 bike 9 B: Is it my bag? 7 And this is a bag. complete. Vocabulary: Possessions, Colours, Everyday 10 ice cream 6 A: Yes! 10 It’s time for school! • Play it again, pausing to check answers. objects 1 This is a 4 . 6 29 Complete the dialogue with football • Play it again. Students rap! sentences a–f. Listen and check. Then It’s black and white. Functions: Greetings and personal information 5 act out the dialogue. This is a skateboard . 6 ➞ Pronunciation: This is a bike . Answers student page /b/ This is the park for everyone. Preparation: Warm-up: Make nine A4 2 Look at the pictures and the word 3 Write the words under the correct bags. Come on, come on! Let’s have some fun! AUDIOSCRIPT PAGE 94 prompts. Ask and answer. fl ashcards of vocabulary from Lessons A–C. apple bike dictionary eraser football 1 1 A: What colour is your jacket? Is it green? ice cream jacket notebook pen ruler Pronunciation: /b/ 31 Listen and repeat. You could re-use two or three of the fl ashcards B: No, it isn’t. It’s brown. skateboard umbrella 1 used in Lesson C. Bring tack adhesive. 8 31 Listen and repeat. • Have students say /b/ after you in chorus. Tell My bag is brown, my bike is black, them to make the sound with their lips, not 1 jacket / green My book is blue – Hey, bird! Come back! Man: Good afternoon! Are you here for the their teeth. Warm-up computer club? Lily: 1 Yes, I am. My progress • Play the recording twice, pausing for students Divide the class into two teams. Use fl ashcards 2 notebook / yellow Man: Great. What’s your name? to repeat each line. ✓ to play Noughts and crosses on the board (see aanLily: 2 It’s Lily Baker. 9 Read and tick ( ). Man: How do you spell ‘Lily’? Play the Pronunciation video for this page xx). Lily: 3 L – I – L – Y. I can: 3 pencil case / blue Man: What’s your address, Lily? ask and answer about possessions. lesson. Play it again and have students say the bike apple Lily: 4 It’s 14 Market Road. What’s this? rhyme along with the video. Lead-in dictionary eraser Man: OK. And what’s your phone number? It’s a book. 5 • See if students can remember each other’s football ice cream Lily: It’s 960 9894. talk about colours. 4 comic / orange jacket umbrella Man: Great! Welcome to the club! What colour is it? Suggestion: (Books closed) Have pairs see if favourite things. Pairs of volunteers ask and notebook Here’s your card. It’s red. answer. A: What’s my favourite thing? B: Is it pen Lily: 6 Thanks! they can say the rhyme without looking! ruler ask and answer about everyday objects. 5 pen / black Is it a pen? your (fi sh)? A: Yes, it is!/No, it isn’t. skateboard a Thanks! b It’s 960 9894. No, it isn’t, it’s a pencil. Look and write the possessions. 4 Cover Exercise 3. A: Say a word. c It’s Lily Baker. give personal information. Read and tick (✓). B: Say a or an . d Yes, I am. 6 eraser / pink My address is 18 Market Road … • Give students time to do the exercise. A: apple e It’s 14 Market Road. • (Books closed) Ask the class (L1) what they’ve • Check answers. You could invite different B: an apple f L – I – L – Y. learned in Unit 2. Ask them why it’s important > Turn to Unit 2 Check in the Activity Book on page 23. to think about this. students to write their answers on the board 22 23 or to say and spell them. • (Books open) Give students time to look at the examples individually, refl ect and tick. Answers ➞ student page • Ask the class to give examples to you or a 1 Write the words under the correct bags. 29 Complete the dialogue with sentences partner about each point in turn. Suggestion: Alternatively, give a strong class • (Books closed) Say a bike, an apple. Ask the a–f. Listen and check. Then act out a minute to look at the picture. (Books closed) class (L1) to explain when we use a/an. the dialogue. Ending the lesson Pairs write possessions 2–10 in any order in • Draw students’ attention to a and an on the • Use the photo to set the context, e.g. ask Who’s Students work in groups of three to substitute their notebooks. The pair that fi nishes fi rst bags. Give them time to write. she? (She’s Lily.) Have students tell you what answers 1–6 in the rap in Exercise 7 with their wins! (Books open) They do the exercise. • Check answers. they know about her, e.g. Her dog is Spot. He’s own words. Volunteers perform for the class. Check answers. fi ve. Answers ➞ student page • Give students time to read and complete. Learning diffi culties • Play the recording. Students listen and check. Tip: Ask a weak class about the picture before Dyslexic students often fi nd organising their Cover Exercise 3. A: Say a word. B: Say a or • Play the recording again, pausing to check they write, e.g. What’s number 2? (It’s a notes very diffi cult. Help them by suggesting an. answers. computer.) suitable headings, e.g. New words. This kind • Invite different pairs of volunteers to do the • Give pairs time to practise the dialogue. of learner training is valuable for non-dyslexic exercise. • Invite different pairs of confi dent volunteers to students of this age, too. Look at the pictures and the word prompts. act out the dialogue for the class. Ask and answer. Suggestion: Groups of three write down six Answers ➞ student page Tests on Teacher’s eText for IWB. (See words. They say their words to another group • Invite two confi dent students to read the Introduction page viii.) who say a/an. Then they swap roles. AUDIOSCRIPT PAGE 94 example. You can now use: • Pairs of volunteers ask and answer. • Unit Test 2 • Check answers as you go. Ask the class to Game. A: Think of an object. B: Ask questions. • Achievement Test Units 1–2 suggest the correct answer, if necessary, Guess the object. • Skills Test Units 1–2 instead of giving it yourself. • Pairs take turns to ask and guess. You could After grading the tests, you can allocate an limit the number of questions to three. After a Extension Test or a remedial Revision worksheet Suggestion: Challenge a strong class. Have minute say Change! They swap partners. to stronger and weaker students. pairs of volunteers ask and answer about objects in the classroom.

22 23 2 STORY

Unit 2, Story corner G AL! CORNER Learn the story and act it out. Will Jones Sasha Jones Mr Jones Wayne Carlo Signori Joe Redman • Divide the class into groups of seven. Allocate Beckman roles so each student in each group has a part New language My name’s Carlo Signori. Your 1 Yes!!! It’s a goal! 2 He’s Wayne Beckman. Good afternoon. What’s 8 9 son’s a very good goalkeeper. (the characters at the top of the page, plus New words: Bad luck. Brilliant! Call me. cup Who’s he? your name? This is my phone number. Call me the coach in picture 4). If you have too few fi nal, goalkeeper, game, Goal! Have fun! son this evening, Mr Jones. students in a group, double up characters, Preparation: Warm-up, Lead-in, Exercise 4: e.g. Wayne and Mr Jones. Bring a lightweight football. Exercise 4: Bring a • Play the recording in Exercise 1 again, pausing sports cup and a notebook. He’s great! Yeah … for students to repeat their allocated parts in chorus. The next week … 3 Bad luck. You’re great too, Will. 4 It’s the London Schools‘ Warm-up Cup Final. It’s a big game • Encourage them to close their books and to but have fun! say the dialogue again in chorus. • (Books closed) Throw the ball to different My name’s Will Jones. Brilliant! You are great, Will! Well done! • Ask each group to perform for the class using students in turn and ask each a question using the props you’ve brought. language from Units 1 and 2. Students give New words 3 Match the people with the sentences. you the ball back after they answer. Possible 1 c Bad luck. Brilliant! Call me. Bad luck. Tip: Tell students where to stand before questions: What’s that? What colour’s his cup fi nal goalkeeper game Goal! His name’s Carlo Have fun! son they act. Check they know who speaks fi rst. book? What’s her name? What’s your phone 5 Oh no, it’s Wayne Beckman! 6 Who’s he, Joe? 2 a Signori. He’s from Your son’s a very good goalkeeper. Encourage them to use their voice, expression number? What’s your favourite thing? Is he/ London United Football Club. Reading and gesture to reinforce meaning. Give a she your brother/sister? Spell twenty! Is it a 3 He’s Wayne Beckman. f 1 cooperative class time to practise fi rst. notebook? 1 32 Listen and read.

Comprehension 4 It’s a big game but have fun! b Suggestion: Have a strong class of cooperative Cool! 2 Answer True (✓) or False (✗). 5 Yes!!! It’s a goal! d Ending the lesson students throw the ball to each other, asking a 1 Wayne Beckman is great. ✓ • Have pairs predict (L1) what happens next. question as they throw. 7 2 The London Schools’ Cup Final is a ✓ 6 You’re great too, Will. e They tell the class. big game. 3 Joe is from London United Football Club. ✗ • Tell the class to imagine Will Jones is now a Carlo Signori d Wayne 4 Carlo Signori is from London United. ✓ Lead-in b Coach e Sasha famous. A journalist is going to interview him. c Mr Jones f Will Brainstorm possible questions. Write them on • (Books closed) Point to the ball and ask 4 Learn the story and act it out. the board to help a weak class, e.g. What’s What’s this? (A ball/football) your name? What’s your address? What’s your • Ask different students What’s your favourite favourite thing? Who’s she? 24 25 team? You could take a class vote on the most • Pairs take it in turns to roleplay the journalist popular football team in your country and in and Will. They ask and answer, changing the UK. roles. Move round the class, helping and • Ask the class (L1) if they prefer playing Tip: Involve students in their learning. You could Match the people with the sentences. correcting. football or watching it. Find out if they are in ask them (L1) if they would like to listen to the • Give pairs time to read the sentences and any teams. recording and read the story again. Ask Why/ names. Suggestion: Note on the board two or three • (Books open) Have students cover the page Why not? • They fi nd each sentence in the story and do the common mistakes you heard. Have the class except for the title, faces and names at the matching exercise. correct them. top. • Check answers. • Introduce Will. Say This is Will Jones. He’s in Answer True (✓) or False (✗). his school football team. Ask the class about • Give students time to read the questions. Answers ➞ student page Learning diffi culties the other characters in turn. Students guess • Give them time to read the story again, to Setting a strict time limit for exercises can help who they are, e.g. She’s Sasha Jones. She’s his underline key words and to answer. Suggestion: Alternatively, do the exercise with students with Attention Defi cit Disorder (ADD) sister. • Check answers. the whole class. Different volunteers read a or Attention Defi cit Hyperactive Disorder • Ask pairs to predict what the story is about. sentence, say which picture it’s in and match it (ADHD) to focus. Group or pair such students Volunteers tell the class. Answers ➞ student page with a name. with cooperative, calm students, too. You may like to try out these strategies in Exercise 4. Tip: Use realia such as a ball/football whenever Fast fi nishers: Have them make up one more you can. It helps focus and motivate students. true/false question about the story to ask the Suggestion: Draw students’ attention to the class, e.g. Joe is his brother. (False) Sasha is a New words box. Elicit/tell them they learned the 1 coach. (False) Wayne is great. (True) new words by using the context and pictures. 32 Listen and read. Point out they don’t need to translate every • Play the recording. Students listen and follow new word. the story in their books.

Suggestion: Ask students to look at the pictures again. Ask them to tell you the vocabulary they know.

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