www.isbn.ro/33600

ISBN 978-1-4715-3360-0 / 9781471533600

MINISTERUL EDUCAŢIEI NAŢIONALE
Jenny Dooley – Virginia Evans
ISBN 978-1-4715-3361-7
Fairyland 2B is a course for young learners of English.
Pupils follow the adventures of Woody and Frosty and
their friends from the Magic Forest.
Components
• Pupil’s Book
• Digital Book
• Activity Book
• Teacher’s Book
• Picture Flashcardsrfly
• Posters
• Teacher’s Resource Pack
Preţ: 9,00 lei (Partea I şi II)
Uniscan Grup Educaţional
FAIRYLAND 2B Teacher’s Book Jenny Dooley - Virginia Evans Express Publishing
Published by Express Publishing
Liberty House, Greenham Business Park, Newbury,
Berkshire RG19 6HW, United Kingdom
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
email: inquiries@expresspublishing.co.uk
www.expresspublishing.co.uk
© Jenny Dooley – Virginia Evans, 2014
Colour Illustrations: © Express Publishing, 2014
Illustrated by Jim Biggins, Alexandra Lewis, Alan Shephard © Express Publishing, 2014
Original music composed by Ted and Taz © Express Publishing, 2014
First published 2014
Made in EU
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, photocopying or otherwise, without the prior written
permission of the publishers.
This book is not meant to be changed in any way.
ISBN 978-1-4715-3361-7
Photocopying
The publishers grant permission for the photocopying of those pages marked photocopiable for
classroom use only. School purchasers can make copies for the use of their staff and students only.
Individual teachers can make copies for their own use or for the use of the students they teach. Under
no circumstances may any part of this book be photocopied for sale.
We would like to thank all the staff at Express Publishing who have contributed their skills to producing this
book. Thanks for their support and patience are due in particular to: Meryl Philips (Editor in Chief), Julie Rich
(senior editor); Alex Barton (senior production controller) and the Express Publishing design team; and Emily
Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We would also like to thank those
institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable
in the production of the book. Special thanks to Gina, Chris and Dennis who took part in the recording.
Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked,
the publishers will be pleased to make the necessary arrangements at the first opportunity.
Acknowledgements
Teacher’s Book
Jenny Dooley – Virginia Evans
116.111 - numărul de telefon european de asistenţă pentru copii
Acest manual este proprietatea Ministerului Educației Naționale.
Manualul școlar a fost aprobat prin Ordinul ministrului educaţiei naţionale nr. 4783 din
13.10.2014, în urma evaluării, și este realizat în conformitate cu programa școlară
aprobată prin Ordinul ministrului educaţiei naţionale nr. 3418 din 19 martie 2013.
Manualul este distribuit elevilor în mod gratuit, atât în format tipărit, cât și în format digital,
și este transmisibil timp de patru ani școlari, începând cu anul școlar 2014-2015.
Inspectoratul școlar ………………………..………………………………………………………
Școala / Colegiul / Liceul ………....……………………………………………………………….
ACEST MANUAL A FOST FOLOSIT:
Anul Numele elevului Clasa
Anul
școlar
Aspectul manualului*
format tipărit format digital
la primire la predare la primire la predare
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* Pentru precizarea aspectului manualului se va folosi unul dintre următorii termeni: nou,
bun, îngrijit, neîngrijit, deteriorat.
Cadrele didactice vor verifica dacă informațiile înscrise în tabelul de mai sus sunt
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Elevii nu vor face niciun fel de însemnări pe manual.


Module 4 Module 3
Competences Vocabulary Structures Project
Hello,
Magic
Friends!
pp. 4-5
• meeting the
characters
• Hello, I’m ...
5
A butterfly!
pp. 6-15
1.1 Respond appropriately (in basic
communication situations) to short,
simple questions in a clear and
concise way.
2.3 Participate in communication
games and reproduce or create
rhymes/short messages.
• butterfly, elephant,
spider, bird, frog,
monkey
• numbers 11-20
• A bird can’t
swim!
• A bird has got
two legs.
• Three and
seventeen is
twenty.
My
Favourite
Animal
6
A sweet
tooth
pp. 16-25
2.2 Present a familiar person/character
giving personal details (name,
gender, age, hobbies).
3.1 Understand short, simple written
texts used in everyday situations.
• chocolate, jam,
cake, lollipops,
juice, sweets,
carrots, potatoes,
peas, tomatoes,
pears, oranges
• Do you like
cake?
• Yes, I do.
• Eat tomatoes.
They are good
for you.
My
Favourite
Fruit and
Vegetable
7
The
weather
pp. 26-35
3.1 Understand short, simple written
texts used in everyday situations.
4.1 Participate in group/class projects
and create and write short texts.
• It’s hot. It’s cold. It’s
sunny. It’s raining.
It’s snowing.
• spring, summer,
autumn, winter
• What’s the
weather like
today?
• It’s sunny.
• Erlina’s favourite
season is spring.
My
Favourite
season
8
Looking
good!
pp. 36-45
2.3 Participate in communication
games and reproduce or create
rhymes/short messages.
4.1 Participate in group/class projects
and create and write short texts.
• boots, jacket,
jeans, jumper,
dress, hat,
T-shirt, shorts, vest,
socks, cap, shoes
• I’m wearing my
jumper and
jeans.
• Daddy Bear’s
shorts are big.
• Take off your
shoes.
What I’m
wearing
today
Round-up
pp. 46-47
Fun Time
pp. 48-63
2.4 Request and give short and simple
information related to the location
of objects within the surrounding
environment.
3.1 Understand short, simple written
texts used in everyday situations.
Happy
Easter
p. 64
2.1 Reproduce short and simple
songs/poems.
2.3 Participate in communication
games and reproduce or create
rhymes/short messages.
Fun Time Key & Instructions p. 65(T)
Tapescripts p. 68(T)
Instruments for Evaluation p. 70(T)
Activity Book Key & Instructions p. 73(T)

Introduction p. II
Programme (Contents & Syllabus) p. XIII
II
Introduction Introduction
Fairyland 2B is a course specially designed to introduce young pupils to the English
language. Young learners will be captivated by the adventures of Woody and Frosty as they
enter the Magic Forest and meet Erlina, Willow and Alvin. Through an array of activities such
as stories, songs, games, sticker activities and craftwork, the pupils will be introduced to
theme-oriented vocabulary and some simple structures. In this way, the pupils will find the
learning process enjoyable as they embark on their journey to discover the English language.
• Our School
The OUR SCHOOL section in the
Pupil’s Book presents the new
language with cross-curricular
material. The pupils use English to
complete the tasks related to other
subject areas, such as Art, Maths,
Health and Safety, etc. This reinforces
their language learning and
promotes learner independence and
peer cooperation.
Pupil’s Book
The Pupil’s Book has been designed
to appeal to, as well as involve, the
pupils in language learning. New
language is presented in a clear
and effective way by means of lively
dialogues, songs, games and
listening activities. The two modules,
comprised of four units, contain
interesting and captivating topics
for young learners, reinforced by
meaningful activities, which
encourage children to think and
speak in English. Each page
promotes active participation and
interaction on their part, as well as
the development of their receptive
and productive skills.
III
Introduction Introduction
• Dialogues
Pupils consolidate the
language learnt in simple, yet
meaningful and appealing
dialogues.
• Go Green!
The GO GREEN! section gives
pupils the opportunity to learn
about the environment in a
fun and creative way.
• Our World
The pupils are familiarised with
culture and ways of life in
other countries through the
OUR WORLD section.
IV
Introduction Introduction
Activity Book
The Activity Book is in full colour
and contains fun activities, which
consolidate the language taught
in each unit. The Activity Book can
be used either in the class or for
homework.
The Activity Book also includes:
I Stickers
There are some exercises with stickers in the Activity Book. The type and aim of these
exercises vary to give pupils the chance to practise the new language in a motivating
and appealing way. There are also some reward stickers to give a sense of
achievement and satisfaction which can be used whenever the teacher feels that the
pupils should be praised, which should be all the time!
II Board Games
There are four board games, one per module. The aim of the board games is to
provide an atmosphere of relaxation while consolidating the language learnt.
How to play the board games
Divide the class into two teams, A and B, or into pairs. Ask the pupils to use a coin, a
pencil sharpener, a rubber, etc, as a marker and place it on the Start sign. Teams or
pairs take it in turns to select a number by throwing a dice, spinning a spinner, etc, and
then move along the board according to the number. The pupils must name the item
in the square they land on. A correct answer allows the pupils to stay where they are,
whereas an incorrect one means that they must move one square backwards. If they
land on an Oh no! square, they must go back to the beginning. If they land on a Great!
square, they play again.
The Pupil’s Book also includes:
I Fun Time
Pupils consolidate the language learnt in the course. The teacher can cover this
section upon completion of the course or upon completion of a unit/module.
II Special Days (Happy Easter)
There is an optional unit at the back of the book, containing activities for Easter which
can be covered as a lead-up to the holiday.
V
Introduction Introduction
III Characters’ Cut-outs
There are five full-body cut-outs of the characters in the book, for pupils to use while
acting out the dialogues, playing games or in any other communicative activity the
teacher wishes to include in the lesson.
My Junior Language Portfolio
My Junior Language Portfolio is used to keep material that the pupils collect and use,
along with any extra material given by the teacher throughout the course. My Junior
Language Portfolio has been designed to stimulate and support the learning of the
English Language. Its purpose is to help the pupils reflect on, realise their progress in and
improve their language learning.
My Junior Language Portfolio is the pupils’ property. It is a tool to accompany the pupils’
language learning throughout their school life and is suitable for documenting their
learning both inside and outside the classroom.
In practice, Language Portfolios may include project work, (with work or drawings
completed inside or outside the class), DVDs (with the pupils’ favourite story or with
performances of songs, school plays, etc), reports from teachers, or even a collection of
objects or pictures. It is a collection of material that the learners want to keep as evidence of
their learning. The main emphasis is on the process of learning. As a result, while compiling
their Junior Language Portfolios, pupils learn how to work independently.
How to make a Junior Language Portfolio
During the first lesson, explain to the pupils that they should bring in a dossier, which they
will have with them at all times and in which they will keep their Junior Language Portfolio.
For the next lesson, bring in self-adhesive labels, write My Junior Language Portfolio on
them and help your learners stick them onto their dossiers. Demonstrate how to store their
material in their Junior Language Portfolio and make sure they update it regularly.
Teacher’s Book
The Teacher’s Book provides
step-by-step lesson plans, as
well as the answers to the
exercises in both the Pupil’s
Book and the Activity Book. It
also contains extra ideas on
how to present new words
and language patterns,
additional activities and
games, as well as tapescripts
for the listening activities.
VI
Introduction Introduction
Teacher’s Resource Pack
The Teacher’s Resource Pack provides
the teacher with additional material
which may be used in the classroom
for further exploitation of the language
learnt.
Fairyland 2 Teacher’s Resource Pack is divided into the following sections:
I Reinforcement and Extension Activities
These activities are in the form of projects which pupils can do on their own or in
groups. The pupils can then file their projects in their Junior Language Portfolios.
II Extras
These extra activities are designed for Halloween, New Year and Easter, and the
teachers can use some or all of them before the corresponding celebrations.
III Templates for the craftwork activities in the Pupil’s Book.
IV Checkpoint section
The teacher has the opportunity to recycle and further consolidate any language items
through the Checkpoint section of each module.
The Teacher’s Book also includes:
Instruments for Evaluation
Evaluation is an essential part of the learning process. It helps the learners become aware
of their progress in the target language, how much they have achieved and what areas
need further practice. Evaluation also allows teachers to reflect on the validity of their
teaching practices and the types of material being used.
In the Instruments for Evaluation, the teacher can find:
• Formative Evaluation Chart: The teacher uses the chart to evaluate the pupils on an
activity at any time during the course and writes the marks obtained with the help of a
code.
• Cumulative Evaluation Chart: The teacher uses the chart to evaluate the pupils at the
end of each module and writes the marks obtained with the help of a code.
VII
Introduction Introduction
Picture Flashcards
The picture flashcards illustrate the new vocabulary items and enable the teacher to use
them for the presentation of key words, revision, additional practice and memory games.
Flashcards enable pupils to make the connection between the visual prompts and the
spoken words and help teachers avoid the use of translation or lengthy explanations.
Posters
There are four double-sided posters accompanying Fairyland 2B.
On the first side, there is the vocabulary of the first spread as well
as the picture accompanying the song. On the second side
there is the dialogue for those teachers who wish to present or
practise the dialogue with books closed. In the Teacher’s Book
there are helpful
guidelines as to
when and how the
posters can be used
to present and/or
consolidate the new
language.
Class CD
The Class CDs include all the recordings for the listening activities in the Pupil’s Book.
Digital Book
The Digital Book is the electronic version of the Pupil’s Book.
VIII
Introduction Introduction
Typical layout of a module
Each module consists of two units, each of which consists of five lessons.
• Key features of a unit
I Presentation of the new language
The new language is presented by first listening to the new vocabulary. In each lesson
plan the teacher will find detailed guidance on how to vary the presentation of new
vocabulary, as well as further reinforcement and extension activities.
II Dialogues
The pupils are introduced to short dialogues, aimed at gradually improving their
reading and listening skills. In this way, the pupils gain an appreciation for reading and
are not intimidated by the written word. The dialogues feature the new language which
can be used for classroom acting out.
III Activities
There is a great variety of activities catering for all types of learners and learning styles:
colouring, pair and group work, matching, games, craftwork, etc. In this way, the pupils
use the new language in a meaningful context.
IV Games, Chants & Songs
Pupils at this level need a lot of opportunities to play and explore their surroundings.
Playing games and singing songs/chants provides a necessary outlet and ensures that
the pupils are learning while having fun. It is also a way of ensuring that the lesson
always ends on a high note. In every unit there are songs, chants and games that add
a creative and enjoyable element to the language classroom.
V OUR SCHOOL
In the OUR SCHOOL section, the pupils explore other fields of study (e.g. Art, Maths,
Health and Safety, etc) through English. In this way, the pupils learn how to use English
as a vehicle to approach other subject matter.
VI Go Green!
The Go Green! section promotes an affinity with nature and makes the pupils more
aware of the environment we live in.
VII OUR WORLD
Through the OUR WORLD section, the pupils have the opportunity to explore aspects of
life in other countries.
IX
Introduction Introduction
Teaching Young Learners
Teaching young learners is an enjoyable experience. The teacher can take his/her time
and repeat an activity as many times as he/she feels is necessary for the pupils to
understand and have fun with it! Moreover, pupils at this level do not have many
inhibitions and can be very imaginative. They are naturally inquisitive, enthusiastic and
receptive to new input.
A teacher at this level should always have the following in mind:
I Encouragement: Pupils need to be reassured all the time. Go around as they carry out
the various activities and praise them. Do not over-emphasise their mistakes. Just
repeat the correct word or phrase. Criticism can be discouraging and produce poor
results.
II Activities: In this level, the activities should be simple, as pupils are still developing their
eye-hand coordination. On the other hand, pupils should acquire some basic
language structures. Therefore, in the early stages, our objective should be to provide
an environment of fun and enjoyment for the young learners. This is best achieved by a
thematic approach to language teaching.
III The fantasy element: Young pupils’ imaginations are very vivid and they have the
ability to immerse themselves in a fantasy world, often creating imaginary friends and
sometimes pretending to be fictional characters (e.g. Superman, Xena, etc). This rich
imagination can be captured and encouraged by the teacher in order to act out the
dialogues from the units in Fairyland 2B. Pupils are very quick to repeat dialogues that
they have heard and this ability should be utilised to its full capacity.
IV Social Skills: Young pupils prefer to play on their own. The sense of being in a social
group and obeying rules is not yet fully developed. Thus, the games promote the
development of social skills.
V Pupils’ need for attention: Young learners will constantly demand your attention. In
order to meet their needs, the teacher should go around and talk to them about what
they are doing and, at the same time, elicit some vocabulary and language patterns.
This is also a good time to see if they have understood everything they have been told
or whether there are things which need further explanation.
VI Attention span: A pupil’s attention span is very short, so there is a need for a variety of
activities. The best way to hold their attention is by changing activities every five to ten
minutes. At the same time, they tend to love what is familiar. Thus, you should let a
favourite activity go on for as long as they are actively engaged.
VII The ‘silent’ period: It is possible that young pupils will not produce anything in the
target language during the initial stages. This is a period of adjustment and should not
alarm teachers. What we should bear in mind is that pupils are absorbing the new
language and will reproduce it naturally in their own time.
X
Introduction Introduction
VIII Pronunciation: Young pupils are better at pronunciation than older pupils. That is
because they are keener listeners and they are not afraid to make mistakes. Thus, it is
vital that teachers speak clearly, but at a normal pace. The class should be drilled as a
group before moving on to individual practice. In this way, teachers can correct any
pronunciation errors without embarrassing individual pupils, while at the same time
giving them time to get used to the new sound(s).
Classroom Management
Creating a pleasant environment in the classroom should be one of the teacher’s very first
goals. It is a good idea for the teacher to arrive a few minutes early to welcome the pupils
and have something interesting for the early comers to do. They can listen to the song
from the previous lesson, watch the DVD again or play with the picture flashcards,
identifying the book’s characters, as well as the vocabulary items already presented.
The teacher should establish his/her policies from the start. Remind pupils to:
• come to class on time,
• bring their Pupil’s Book, etc,
• raise their hands when they want to ask a question, and
• wait for their classmates to answer the teacher’s questions before they raise their hand
to give their answer.
The teacher should empower his/her learners by:
• teaching classroom language, i.e. the Teacher’s instructions, such as open your books,
close your books, etc. Classroom language is the language of communication between
teacher and pupils in the classroom and needs to be taught from day one.
• giving brief and clear oral instructions. The teacher should give or read the instructions.
He/She reads them at a slower pace, providing examples and eliciting examples from
the pupils so he/she can be sure that they know what to do.
Songs in the Language Classroom
Songs are of great value in language learning. They are vivid examples of how the language
taught is used in a real context and highlight both pronunciation and intonation.
Furthermore, their rhythm enables the pupils to remember the newly acquired language and
stimulates learning.
There are numerous ways to use songs in the language classroom. You can play the CD
and invite the pupils to move and clap to the rhythm or hum to the melody. If there are
lyrics frequently repeated, pupils will soon start joining in.
Here are some ways to animate the songs:
a Total Physical Response (TPR) Activities: Have the pupils stand in a circle and play the
song once. Sing and demonstrate the actions, encouraging the pupils to imitate you.
XI
Introduction Introduction
Play the song again, this time asking the pupils to listen to the song and repeat after
you while doing the actions. Play the song a third time and lead the singing while the
pupils join in.
b Using props: Bring visuals or realia to class. Hand out these props to your pupils and ask
them to hold up the prop as soon as they hear the equivalent word in the song.
c Song dramatisations: Having interesting plots and characters, songs frequently offer
themselves for further exploitation through drama. The teacher can dramatise the
songs into short sketches, thus motivating his/her pupils. Assign roles and have the
pupils sing their lines. Simple costumes and props can be prepared and used to make
the performance more realistic.
These are just a few suggestions on how to use the songs in the language classroom. Be
as inventive as you can, since pupils love performing.
Checking Pupils’ Progress
a Homework: As pupils are quite young, it is recommended that all work be done in
class. However, it is up to the teacher’s discretion.
b Evaluation Chart: After the pupils have completed the Checkpoint section of each
unit, the teacher can fill out the Evaluation Chart. This enables the teachers to record
the pupils’ progress in English.
Types of learning styles
Over the years, teachers have noticed that some of their pupils learn by listening to new
information, some pupils prefer to read about it, while others need to do something with
the new information. There are many different learning styles. Consequently, a
coursebook should offer a variety of exercises and material to stimulate all learning styles
and help pupils learn in the way that suits them best.
• What are the types of learning styles?
– Visual Learners
These learners need to see the teacher’s body language and facial expressions to fully
understand the content of the lesson. They think in pictures and learn best from visual
displays including: diagrams, illustrations, transparencies, videos, flashcards and hand-outs.
– Auditory Learners
These learners learn best through verbal lectures, discussions, talking things through
and listening to what others have to say. Written information may have little meaning
until it is heard. They often benefit from using a tape recorder.
XII
Introduction Introduction
– Tactile/Kinaesthetic Learners
Tactile/Kinaesthetic people learn best through a hands-on approach, actively
exploring the physical world around them. They find it hard to sit still for long periods
and may become distracted by their need for activity and exploration. These learners
express themselves through movement. They have a good sense of balance and
hand-eye coordination. By interacting with the space around them, they are able to
remember and process information. They have to do things on their own to be able to
learn the new language.
XIII
▶▶ Module 3 (Units 5 & 6)
In this module pupils will …
talk about …
• animals and what they can do
• numbers 11-20
• food
• food preferences
listen to …
• a song presenting and practising
animals and what they can do
• a song presenting and practising
numbers
• a dialogue about Woody and Frosty
meeting a caterpillar which turns into
a butterfly
• a song presenting and practising
food preferences
• a song presenting and practising
food items
• a dialogue about the characters
meeting the Sweet Monster
learn how to …
• identify animals
• talk about animals and what they
can do
• count from 11-20
• describe animals
• talk about food preferences
• talk about food that is good for them
• talk about fruit and vegetables
CRAFTWORK
Pupils will …
• make animal spinners and play a
game
• spell out their favourite treat using
‘smarties’
• make fruit/vegetable men/women
OUR SCHOOL
Pupils will …
• count and say how many legs
different animals have got (Maths)
• talk about food that is good for them
(Health & Safety)
GO GREEN!
Pupils will …
• talk about the life cycle of a butterfly
• identify fruit and vegetables
PORTFOLIO
Pupils will …
• draw a picture of and write about
their favourite animal
• draw a picture of their favourite fruit
and vegetable
OUR WORLD
Pupils will talk about …
• horse shows in the UK, and elephants
playing football in Thailand
• ice cream, a favourite treat, in the UK
and Italy
LANGUAGE FOCUS
Structures
• It’s an elephant.
• A bird can fly, but it can’t swim.
• A frog has got four legs.
• Sixteen and four is twenty.
• This is a spider. It’s got eight legs. It
can run. It’s black.
• I like chocolate. I don’t like jam.
• Do you like lollipops? Yes, I do./No, I
don’t.
Programme (Contents & Syllabus) Programme (Contents & Syllabus)
• Eat tomatoes. They’re good for you.
• I’m Mr Carrot. I’m a vegetable.
• What’s your favourite fruit? Bananas!
I love bananas!
• An ice cream, please. Here you are.
Thank you.
Vocabulary
• animals: butterfly, elephant, spider,
bird, frog, monkey
• numbers: 11-20
• food/drink items: chocolate, jam,
cake, lollipops, juice, sweets
• fruit/vegetables: carrots, potatoes,
peas, tomatoes, pears, oranges
▶▶ Module 4 (Units 7 & 8)
In this module pupils will …
talk about …
• the weather
• seasons
• clothes
• size
listen to …
• a song presenting and practising the
weather
• a song practising the seasons
• a dialogue about the characters
having fun on a summer day
• a song presenting and practising
clothes
• a dialogue about the characters
getting ready to go on holiday
learn how to …
• identify different weather conditions
• talk about the seasons
• talk about clothes and describe
what they are wearing
• talk about size
CRAFTWORK
Pupils will …
• use templates to draw and dress
themselves
OUR SCHOOL
Pupils will …
• learn about the different seasons
(Science)
• match the clothes to Daddy Bear
and Baby Bear according to the
correct size (Maths)
GO GREEN!
Pupils will …
• talk about water and its importance
• talk about scarecrows and their
importance on farms
PORTFOLIO
Pupils will …
• draw a picture and write about their
favourite season
• draw a picture and write about what
they are wearing
OUR WORLD
Pupils will talk about …
• the weather in the UK and Greece
• traditional clothes in the UK and
Japan
LANGUAGE FOCUS
Structures
• It’s hot.
XIV
Programme (Contents & Syllabus) Programme (Contents & Syllabus)
• What’s the weather like today? It’s
raining.
• Look! It’s spring.
• Erlina’s favourite season is spring
because she loves flowers.
• A child needs water.
• My favourite season is winter
because I love the snow.
• I’m wearing my hat and jumper.
• Daddy Bear’s shorts are big.
• Take off your shoes. Put on your cap.
• It’s hot. I’m wearing my shoes.
• It’s red. A T-shirt!
• They’re blue. Jeans!
Vocabulary
• weather: It’s hot. It’s cold. It’s sunny.
It’s raining. It’s snowing.
• seasons: spring, summer, autumn,
winter
• clothes: boots, jacket, jeans, jumper,
dress, hat, T-shirt, shorts, vest, socks,
cap, shoes
▶▶ Fun Time
In this section pupils will …
• consolidate the key vocabulary of
the course
▶▶ Happy Easter
In this unit pupils will …
• talk about Easter
• play an Easter game
XV
Programme (Contents & Syllabus) Programme (Contents & Syllabus)
4T
Getting started
Objectives
To reunite the pupils with the characters.
To practise introducing oneself and
greeting others.
Language
In this lesson the pupils will learn to
understand:
• Who’s this?
• This is (Erlina).
• Open/Close your books.
In this lesson the pupils will learn to use:
• Hello, I’m (Sue).
• What’s your name?
Extra Materials
• Slips of paper with the pupils’ names;
• characters’ cutouts.
Getting started
Welcome your class by saying Hello! several
times. Present yourself. Say: Hello. I’m (Mrs
Adams). Encourage the pupils to greet you
back. Stand in front of a pupil and say:
Hello, I’m (Mrs Adams). What’s your name?
Encourage the pupil to respond.
Pin up the slips of paper with the pupils’
names on the classroom walls. Make sure
you pin up the slips of paper in sets of two.
Explain the activity. The pupils go around
looking for their names. When they find the
corresponding slips of paper, they act out
the following short exchange.
e.g. Pupil 1: Hello, I’m (Sue). What’s your
name?
Pupil 2: Hello, I’m (Jim).
Demonstrate this yourself first.
Reuniting with the characters
(Activities to reunite the pupils with the
characters.)
Pupils’ books closed. Ask the pupils to look at
the cover of their book. Point to the characters,
one at a time, and elicit their names.
e.g. Teacher: (pointing to Willow) Who’s this?
Class: Willow. etc
Have a class discussion, in L1 if necessary,
about what the pupils remember from the
previous year. Tell the pupils that they are
going to learn more about the Magic Forest
and their magic friends this year.
Pupils’ books open. Say: Open your books at
page four. Write the number 4 on the board
and hold up your book. Ask the pupils to look at
the picture. Point to Frosty and ask: Who’s this?
Prepare slips of paper with the names of
the pupils.
Before going into class
5T
Elicit the answer. Then say: Hello, Magic Forest!
Hello, magic friends! Hello, Frosty! Follow the
same procedure with the rest of the characters.
Play the recording. The pupils listen and
point to the characters as their names are
mentioned. Play the recording again. The
pupils listen and sing along.
TAPESCRIPT
(pupils wave their hands throughout the song)
Hello, Magic Forest,
Hello, Magic Friends!
Hello, Frosty! Hello, Woody!
Hello, hello again!
Hello, Magic Forest!
Hello, Willow, too!
Hello, Erlina! Hello, Alvin!
Hello, hello to you!
Closing activity
Ask the pupils to choose one of their
characters’ cutouts (from Fairyland 2A). Say
a name, e.g. Erlina. The pupils with the
corresponding cutout stand up and leave
the class. Encourage them to say goodbye
as they leave.
6
Module 3
Listen, point to the animals and say.
1 Match the words to the animals in your notebook. Then say: It’s an elephant. It’s a ... .
2 Listen and sing.
2 Sing.
butterfly
a d
b
c
e
f
1 butterfly
2 frog
3 monkey
4 bird
5 elephant
6 spider
1 Match in your notebook. Say.
6(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
Lesson 1
Objectives
To talk about animals and what they can
do.
Language
In this lesson the pupils will learn to
understand:
• What can a bird do?
In this lesson the pupils will learn to use:
• Animals: butterfly, elephant, spider,
bird, frog, monkey.
• It’s an (elephant).
• A (bird) can (fly), but it can’t (swim).
• That’s right!
Extra Materials
• The A butterfly! poster for Presentation
& Practice and Ex. 3 (Extension);
• Photocopies of the animals and actions
templates from the Teacher’s Resource
Pack for Ex. 4.
BEGINNING THE LESSON
Welcome your class by saying Hello!
Encourage the pupils to greet you back.
Review vocabulary from Fairyland 2A Unit 4.
Shout out: Look! I can play the piano. Pupils
mime the action. Keep changing the actions
to make the activity fun for the pupils.
PRESENTATION & PRACTICE
(An activity to present animals.)
Listen, point and say.
POSTER
Pupils’ books closed. Pin up the A butterfly!
poster on the board. Point to the animals, one
at a time, and say the words. The pupils repeat
after you. Point to the animals in random order
and name them. The pupils repeat after you.
Extension
Think of an animal and say, e.g. It’s blue. It
can fly. Pupils look at the poster and name
the animal, e.g. bird.
Suggested cues: It’s blue. It can fly./It’s blue.
It can swim./It’s red. It can climb./It’s red. It
can run./It’s green. It can jump.
Pupils’ books open. Say: Open your books at
page six. Write the number 6 on the board
and hold up your book. Say the instructions
twice as you mime them. Play the recording.
The pupils listen, point and repeat.
TAPESCRIPT
Butterfly, elephant, spider, bird, frog, monkey.
(Activities to practise animals and what they
can do.)
Match in your notebook. Say.
Say the instructions twice as you mime them.
Ask the pupils to look at the picture. Explain
the activity. The pupils look and match the
words to the animals in their notebook. Check
the pupils’ answers.
Then pupils point to and name the animals.
Answers
1 b 3 d 5 c
2 f 4 a 6 e
It’s a bird. It’s a monkey.
It’s a butterfly. It’s a spider.
It’s an elephant. It’s a frog.
Sing.
Say the instructions twice as you mime them.
Point to the frog and say: The little green frog
goes la di da di da. The pupils repeat after
you. Then mime as you say: The little green
frog goes la di da di da and it can jump and
swim. The pupils repeat after you. Then point
to the bird and say: The little blue bird goes la
di da di da. The pupils repeat after you. Then
mime as you say: The little blue bird goes la
di da di da and it can fly and sing. The pupils
repeat after you. Play the recording. The
•
1
2
7(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
pupils listen and point to the animals. Play
the recording again. The pupils listen and
sing along, joining in with the actions.
TAPESCRIPT
The little green frog goes (all clap) “la di da
di da
(all clap) la di da di da (all clap) – la di da
di da”
The little green frog goes (all clap) “la di da
di da”
And it can jump and swim! (mime jumping
and swimming)
The little blue bird goes (all clap) “la di da
di da
(all clap) la di da di da (all clap) – la di da
di da”
The little blue bird goes (all clap) “la di da
di da
la di da di da – la di da di da”
And it can fly and sing! (mime flying and
singing)
Extension
Elicit the colours of the other animals and
related actions.
e.g. The little red monkey can climb and jump.
The little blue elephant can swim and run.
The little pink butterfly can fly and dance.
The little red spider can run and climb.
As a class, choose one of the animals and
make a third verse for the song.
e.g. The little red spider goes “la di da di da
la di da di da – la di da di da”
The little red spider goes “la di da di da”
And it can run and climb!
Play the recording. The pupils sing the song
and where there is instrumental music, they
sing their own class verse.
Look, choose and say.
Pupils’ books open. Point to the silhouettes
of the animals and elicit their names. Say the
instructions twice as you mime them. Explain
the activity. Point to the bird and ask: What
can a bird do? Run? Fly? The pupils say what
the animals can/can’t do. Do the first one
with them as an example.
Answers
A bird can fly, but it can’t run.
A spider can run, but it can’t swim.
A frog can jump, but it can’t draw.
A butterfly can fly, but it can’t run.
Make and play.
Refer the pupils to the picture and say the
instructions twice as you mime them. Point to
the picture of the children and read out the
example. Hand out the photocopies. Show
them your models and guide them through
the cutting and colouring of their spinners.
Pupils take it in turns to spin both spinners.
The pupils must say whether the animal the
spinner lands on can or can’t do the action
the second spinner has landed on.
ENDING THE LESSON
(An activity to consolidate the language of
the lesson.)
Ask the pupils to choose a couple of verbs from
the ones they have learned and try to draw
them in a way that shows what they mean.
e.g.
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 1 and 2 from the
Activity Book during this lesson or the next one.
Photocopy the animals and actions
templates from the Teacher’s Resource
Pack and give a photocopy to each
pair. The pupils cut the templates and
colour the animals. Use a pencil to put
through the centre of the spinners.
Before going into class
3
4
3 What can the animals do? What can’t they do? Look and choose the right words.
Then say: A bird can …, but it can’t … .
4 Use the templates to make the spinners. Play with your friend.
3 Look, choose and say.
a run
b swim
a jump
b draw
a fly
b run
That’s right!
4 Make and play.
a run
b fly
spider bird monkey
A bird
can’t swim!
elephant frog
7
Module 3
8
Module 3
Listen, point to the numbers and say.
1 Find the missing number and say. Then listen and sing.
2 How many legs? Count and say: A frog has got … legs. Four frogs have got … .
1 Find the number and say.
A bird has got two legs,
One bird, two legs.
Six birds, 12 legs.
A spider has got eight legs,
One spider, eight legs.
Two spiders, legs.
An elephant has got four legs,
One elephant, four legs.
Five elephants, legs.
2 Count. Say.
8(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
Lesson 2
Objectives
To present and practise numbers 11-20.
To explore other subject areas: Maths.
Language
In this lesson the pupils will learn to
understand:
• How many legs has a (spider) got?
In this lesson the pupils will learn to use:
• Numbers: 11-20
• One (frog) has got (four legs).
• (Fifteen) and (five) is twenty.
Extra Materials
• None.
BEGINNING THE LESSON
Pupils, in pairs, come to the front. One pupil
says and mimes an action. The other pupil
mirrors the action.
e.g. Pupil 1: (miming jumping) I can jump.
I’m a frog.
Pupil 2: (miming jumping) Me, too.
etc
PRESENTATION & PRACTICE
(Activities to present and practise numbers
11-20.)
Listen, point and say.
Pupils’ books closed. Write the numbers
(11-20) on the board. Point to the numbers,
one at a time, and present them. The pupils
repeat after you.
Now, point to a number in random order and
ask a pupil to say the corresponding number.
Ask the rest of the class for verification.
Repeat for the remaining numbers.
Pupils’ books open. Say: Open your books at
page eight. Write the number 8 on the board
and hold up your book. Say the instructions
twice as you mime them. Play the recording.
The pupils listen, point and repeat.
TAPESCRIPT
Eleven, twelve, thirteen, fourteen, fifteen,
sixteen, seventeen, eighteen, nineteen,
twenty.
Find the number and say.
Say the instructions twice as you mime them.
Hold up your book and point to the bird. Elicit its
name. Ask: How many legs has a bird got? Say:
One bird has got two legs. The pupils repeat
after you. Then ask: Six birds? Encourage the
pupils to say: twelve legs. Repeat with the other
two animals from the song. Read through the
incomplete song. The pupils repeat after you.
Answers: 16, 20
Play the recording. Ask the pupils to listen and
check their answers. Play the recording again,
encouraging the pupils to sing along.
Count. Say.
Say the instructions twice as you mime them.
Point to the frog and say: One frog has got
four legs. Then ask the pupils to complete
your sentences.
e.g. Teacher: One frog, ...
Class: four legs
Teacher: four frogs, ...
Class: sixteen legs.
Repeat with chicken and horse.
Extension
Brainstorm for animals and write them on the
board. The pupils, in pairs, ask and answer
questions. Demonstrate this yourself first.
e.g. Pupil 1: One ant has got six legs. Two
ants?
Pupil 2: Twelve legs.
Pupil 2: One cow has got four legs.
Four cows?
Pupil 1: Sixteen legs. etc
•
1
2
9(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
Suggested cues: ant, bat, duck, iguana,
jaguar, lion, mouse, panda, rabbit, cat, dog,
sheep, elephant, spider, bird, frog, monkey.
Listen and choose.
Say the instructions twice as you mime
them. Hold up your book, point to and say
each number. Have the pupils repeat after
you. Explain the activity. Play the recording,
twice if necessary. The pupils listen, choose
and point to the number they hear.
As an alternative, have the pupils copy the
numbers in their notebooks. The pupils listen
to the recording and put a tick next to the
numbers they hear.
TAPESCRIPT
Thirteen, fifteen, eighteen, eleven, twenty
fourteen.
Choose. Say.
Say the instructions twice as you mime
them. Explain the activity. Tell the pupils to
choose two numbers that add up to twenty
and say them aloud. The numbers shouldn’t
be repeated.
(Suggested answers)
Sixteen and four is twenty.
Eighteen and two is twenty.
Fifteen and five is twenty.
Thirteen and seven is twenty.
Seventeen and three is twenty.
ENDING THE LESSON
(An activity to consolidate the language of
the lesson.)
My lucky number: Ask the pupils what their
lucky number is. Tell them to write it on a piece
of paper and decorate it. They present their
lucky numbers as they leave the classroom.
e.g. Pupil: My lucky number is thirteen.
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 3 and 4 from the
Activity Book during this lesson or the next one.
3
4
+
=
20
+
=
20
3 15 2 16 13
4 7 17 18 5
+
=
20
+
=
20
+
=
20
9
Module 3
3 Listen and choose the right number.
4 Choose two different numbers each time and say: … and … is twenty.
3 Listen and choose.
sixteen
thirteen
nineteen
fifteen
seventeen
eighteen
eleven
twelve
sixteen
twenty
fourteen
thirteen
a b c
d e f
4 Choose. Say.
10
Module 3
1 2
3 4
1 Listen to the dialogue and point to the pictures.
1 Let’s listen. You’ve got
Frosty, this small legs!
is Cathy!
Hello, Cathy!
Can you fly?
Yes, but
I can climb!
No, I can’t.
You’ve got a
small mouth!
Yes, but
I can eat!
10(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
Lesson 3
Objectives
To listen to a story about Woody and
Frosty meeting Cathy, the caterpillar. To
develop listening comprehension skills
through a dialogue. To consolidate the
language used in the unit.
Language
In this lesson the pupils will learn to
understand:
• This is Cathy, the caterpillar.
• What can Cathy do?
• She can climb.
In this lesson the pupils will learn to use:
• You’ve got small legs.
• Yes, but I can (climb).
• Can you (eat)?
• No, I can’t.
• Look! A butterfly!
Extra Materials
• The A butterfly! poster for Presentation &
Practice.
BEGINNING THE LESSON
Write the numbers 11-20 on the board. Let
the pupils look at them for one minute. Then
ask them to close their eyes. Erase a
number. Ask them to open their eyes. Ask a
pupil to tell you which number you have
erased. Repeat the activity as many times
as you think is necessary.
PRESENTATION & PRACTICE
(Activities to present the story and develop
pupils’ listening skills.)
Let’s listen.
POSTER
Pupils’ books closed. Use the A butterfly! poster
to present the story. Explain to the pupils, in L1 if
necessary, that Woody and Frosty meet a
caterpillar named Cathy which turns into a
beautiful butterfly. Point to the caterpillar in the
first picture and say: This is Cathy, the
caterpillar. The pupils repeat after you. Point to
Cathy in the second picture and say: You’ve
got small legs! The pupils repeat after you. Then
elicit Cathy’s answer: Yes, but I can climb! The
pupils repeat after you. Repeat with the
remaining pictures.
Pupils’ books open. Say: Open your books at
page ten. Write the number 10 on the board
and hold up your book. Say the instructions
twice as you mime them. Point to Cathy, the
caterpillar and ask the pupils to name the
actions.
e.g. Teacher: (pointing to Cathy in Frame 2)
What can Cathy do?
Pupil 1: She can climb. etc
Play the recording and ask the pupils to point
to each picture in their book in turn. Show
them what to do by holding up your book
and pointing. Play the recording again with
pauses for the pupils to listen and follow with
their fingers in the book. Play the recording
again. The pupils listen and repeat, chorally
and/or individually. Then individual pupils
take roles and read out the dialogue.
Point to the first picture on the poster. Ask
the pupils to complete your sentences.
e.g. Teacher: Frosty, this is …
Class: Cathy! etc
Extension
Ask for a volunteer to come and point to the
first picture on the poster. Encourage him/her
to say the dialogue. Ask the rest of the class for
verification. Repeat with the rest of the pictures. 1
11(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
Ask the pupils to say whether they like the story
or not. Ask them to tell you, in L1 if necessary,
what they like most.
ENDING THE LESSON
Ask the pupils to draw their own butterfly and
name it. Ask them to make their butterflies
colourful. Encourage them to present their
drawings to the class by saying: This is Betsy.
She’s got a small mouth, but she can eat a lot!
ACTIVITY BOOK (Optional)
If you wish, you can do Ex. 5 from the Activity
Book during this lesson or the next one.
11
Module 3
5 6
7
8
Next week …
Can you
see Cathy?
Look! A butterfly!
And I can
dance, too!
No,
I can’t.
It’s me!
Cathy!
Look at me!
I can fly!
Wow! Magic!
12
Module 3
1 Look, point and say: 1. A green egg.
1 Look, point and say.
12(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
Lesson 4
Objectives
To learn about the life cycle of a butterfly.
To consolidate the language learnt in the
unit. To draw their favourite animal.
Language
In this lesson the pupils will learn to
understand:
• Has it got big eyes?
• What colour is it?
In this lesson the pupils will learn to use:
• egg, caterpillar, chrysalis, butterfly
• I’m an egg.
• This is a spider. It’s got 8 legs. It can run.
It’s black.
Extra Materials
• Pictures of butterflies for Ex. 1.
BEGINNING THE LESSON
Play the dialogue from the previous lesson.
The pupils listen and follow in their books.
PRESENTATION & PRACTICE
(Activities to talk about the life cycle of a
butterfly.)
Look, point and say.
Pupils’ books closed. Initiate a class discussion
about butterflies. Show the pictures of the
different kinds of butterflies that you have
brought to class. In L1 if necessary, ask them if
they are aware of the life cycle of a butterfly.
Explain to them that a butterfly starts off as an
egg, which becomes a caterpillar. The
caterpillar eats and grows. It attaches itself to a
twig and forms a hard outer shell called the
chrysalis. Inside the chrysalis, the caterpillar
changes into a butterfly. The butterfly then
emerges from the chrysalis.
Pupils’ books open. Say: Open your books at
page twelve. Write the number 12 on the
board and hold up your book. Say the
instructions twice as you mime them. Explain
the activity. Point to the colours and elicit their
names: 1 A green egg. 2 A pink caterpillar.
3 A yellow chrysalis. 4 A red butterfly.
Extension
Present the following sentences and the
corresponding miming actions:
I’m an egg. (curl, bend your knees and hold
yourself)
I’m a caterpillar. (kneel down and hold your
hands over your head like antennae)
I’m a chrysalis. (mime sleeping)
I’m a butterfly! (mime flying)
Assign roles, i.e. some pupils are eggs, some
caterpillars, etc. The pupils, in groups of four,
present the life cycle of a butterfly.
1
13(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
Listen and number in your
notebook.
(An activity to practise describing animals
and what they can do.)
Explain the listening activity. Tell the pupils
they are going to listen and number the
pictures of the animals in their notebook.
Point to the frog picture and ask: Has it got
big eyes? Elicit: Yes, it has. Then ask: What
colour is it? What can it do? Elicit: Green. It
can jump. etc Follow the same procedure
with the rest of the animals. Play the recording
as many times as you feel is necessary for the
pupils to complete the activity. Check the
pupils’ answers.
Answers
a frog (4) c monkey (2)
b spider (1) d elephant (3)
Then have the pupils describe the animals
by saying, e.g. It’s got big eyes. It can jump.
It’s green.
TAPESCRIPT
One: I’ve got eight legs. I can run. I’m pink.
Two: I’ve got big ears. I can climb. I’m red.
Three: I’ve got big ears and a big nose. I can
swim. I’m blue.
Four: I’ve got a big mouth. I can jump. I’m
green.
Portfolio: Draw and write in
your notebook.
(An activity to develop fine motor skills and
consolidate the language of the unit.)
Point to the picture of the spider and ask the
pupils to follow in their books as you read.
Tell the pupils they are going to draw and
write about their favourite animal. Elicit
some of the pupils’ favourite animals. Once
they finish, they present their drawings to
the class and describe their animals. Make
sure you display their work somewhere in
the class. Then help them file their drawings
in their Junior Language Portfolios.
ENDING THE LESSON
(An activity to consolidate language of the
lesson.)
Play a guessing game. Brainstorm for names
of animals and write them on the board. Ask
a pupil to come to the front and choose
(without the rest of the class knowing) an
animal. The rest of the class ask questions to
guess which animal it is. Whoever guesses
correctly, comes to the front and the game
continues.
e.g. Pupil 1: (thinks of elephant)
Pupil 2: Has it got four legs?
Pupil 1: Yes, it has.
Pupil 3: Has it got big ears?
Pupil 1: Yes, it has.
Pupil 4: Can it climb?
Pupil 1: No, it can’t.
Pupil 5: An elephant!
Pupil 1: Yes! etc
ACTIVITY BOOK (Optional)
If you wish, you can do Ex. 6 from the Activity
Book during this lesson or the next one.
For the next lesson: If you wish, ask the pupils
to bring pictures of animal shows in their
country (see Ex. 1 Optional Activity).
2
3
This is a spider. It’s got 8 legs.
It can run. It’s black.
13
Module 3
2 Listen and number in your notebook.
3 Draw and write in your notebook.
a
b
c d
2 Listen and number the pictures in your notebook. Then point and say: a4. It’s got big
eyes. It can jump. It’s green.
3 Draw your favourite animal in your notebook. Present it to the class.
14
Module 3
Look at the horse. It can ...
Look at the elephants. They can ...
1 Choose and say.
1 Read and choose the correct word. Then say: The horse can ... .
a fly! b jump!
a play football. b swim.
14(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
Lesson 5
Objectives
To consolidate the language of the unit.
To familiarise pupils with British and Thai
culture. To talk about animals in the UK/
Thailand.
Language
In this lesson the pupils will learn to
understand:
• UK, Thailand
In this lesson the pupils will learn to use:
• Look at the elephants. They can play
football.
• I’m a butterfly and I can fly and dance.
Look at me!
Extra Materials
• A map of the world for Ex. 1 (Optional).
BEGINNING THE LESSON
Mime different actions. Ask pupils to answer
your questions.
e.g. Teacher: (miming climbing) Billy, can
you climb?
Billy: Yes, I can./No, I can’t. etc
OUR WORLD
(Activities to familiarise pupils with aspects
of British and Thai culture and explore their
own.)
Choose and say.
Pupils’ books open. Say: Open your books at
page fourteen. Write the number 14 on the
board and hold up your book. Point to the
British flag and elicit the country. Point to the
picture and elicit vocabulary pupils are
familiar with (horse, jump). Then engage in a
discussion about the sport itself, in L1, if
necessary. Tell pupils that there is a long
tradition of horse riding in the UK and some
of the most important horse races and shows
take place there. Read the incomplete
sentence. Ask the pupils to choose and say
which word is correct.
Answer
b jump!
Point to the flag of Thailand and say: Thailand.
If you have a map of the world, put it up on the
board and show where Thailand is. Point to the
picture and ask pupils if they know the sport.
Elicit or say: Elephant football. Tell the pupils
that elephants are an important part of Thai
culture and the Thai way of life and that
elephants have a special talent for sports. They
are taught to play elephant football. In this
game the elephants toss around a rather
large ball, using their trunks and competing to
see who can score the highest. Read the
incomplete sentence. Ask the pupils to choose
and say which word is correct.
Answer
a play football.
Optional Activity
Ask the pupils if they know any animal shows
from their country. Ask pupils to bring pictures/
drawings of those shows and have a class
discussion.
1
15(T)
Unit 5 – A butterfly! Unit 5 – A butterfly!
(Activities to consolidate the language of the
unit.)
Look, read and choose.
Say the instructions twice as you mime them.
Elicit the numbers. The pupils look at the
pictures and choose the correct word that
matches the picture. Ask individual pupils to
answer. Ask the rest of the class for verification.
Answers
1 a 3 b 5 b
2 b 4 a 6 b
As an extension, name an animal. Ask a
pupil to tell you the number of the circle.
e.g. Teacher: Elephant!
Pupil 1: Three! etc
Let’s Play!
Tell the pupils they are going to play the
Number Memory game. Explain the game.
Divide the class into two teams. Ask the pupils
to look at the number chart for a few minutes
and memorise where the numbers are. The
pupils close their books. Say a number. Each
correct answer gets one point. The team with
the most points is the winner.
e.g. Teacher: 19.
Pupil 1 Team A: 1C.
Teacher: Correct! Team A gets
1 point. 14.
Pupil 1 Team B: 3A.
Teacher: Wrong! etc
Extension
Have the pupils copy the card in their
notebooks. They can use any numbers from
11-20 to fill their card. Call out numbers 11-20
in random order. As you call out, the pupils
cross out the corresponding number on their
card (only one square each time.) The first
pupil to cross out his/her squares calls out
‘Bingo’ and is the winner.
ENDING THE LESSON
Pupils think of an animal and a related action.
They come to the front and present themselves.
e.g. Pupil 1: I’m a butterfly and I can fly and
dance. Look at me!
Note: If you wish, you can do some or all of
the Reinforcement & Extension Activities from
the Teacher’s Resource Pack.
2
3
15
Module 3
1
2 Look, read and choose.
3
2
4 5 6
a frog
b bird
a spider
b butterfly
a horse
b elephant
a monkey
b frog
a butterfly
b bird
a monkey
b spider
1
2
3
3
A B C
1512 19
14 20
11 13 16
17
2 Look, read and choose the right words.
3 Play the Number Memory game.
16
Module 3
Listen, point to the food/drink items and say. Then point and say: I like (chocolate). I don’t
like (jam). 1 Match the words to the items in your notebook. Then point and say: I’ve got a sweet tooth.
I love (jam)!
2 Listen and sing.
1 Match in your notebook. Say.
chocolate
2 Sing.
a
e
b
d
f
c
1 sweets
2 jam
3 lollipops
4 juice
5 chocolate
6 cake
16(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
Lesson 1
Objectives
To present food/drink items. To talk about
food preferences.
Language
In this lesson the pupils will learn to
understand:
• Do you like (chocolate)?
In this lesson the pupils will learn to use:
• Food/drink items: chocolate, jam, cake,
lollipops, juice, sweets
• I like (chocolate). I don’t like (jam).
• I’ve got a sweet tooth. I love (lollipops)!
Extra Materials
• The A sweet tooth poster for Presentation
& Practice;
• Smarties for Ex. 4.
BEGINNING THE LESSON
Make a rough sketch of an elephant’s ear
on the board. Pupils ask questions in order
to name your animal. Repeat with as many
animals as you think is necessary.
e.g. Pupil 1: Is it big?
Teacher: Yes, it is.
Pupil 2: Is it green?
Teacher: No, it isn’t.
Pupil 3: Has it got big ears?
Teacher: Yes, it has.
Pupil 4: Can it run?
Teacher: Yes, it can.
Class: It’s an elephant!
Teacher: Correct! etc
PRESENTATION & PRACTICE
(An activity to present food/drink items.)
Listen, point and say.
POSTER
Pupils’ books closed. Pin up the A sweet tooth
poster on the board. Explain to the pupils that if
someone has a sweet tooth, they like sweets
and chocolate. Point to the food/drink items,
one at a time, and say the words. The pupils
repeat after you. Point to the food/drink items
in random order and name them. The pupils
repeat after you.
Extension
Mime eating/drinking one of the items. Ask
pupils to guess which item it is.
e.g. Teacher: (mimes holding a carton of
juice and drinking from a straw)
Class: Juice! etc
Pupils’ books open. Say: Open your books at
page sixteen. Write the number 16 on the
board and hold up your book. Say the
instructions twice as you mime them. Play the
recording. The pupils listen, point and repeat.
Now, ask them to point and say what they
like/don’t like, e.g. I don’t like (jam). etc
TAPESCRIPT
Chocolate, jam, cake, lollipops, juice, sweets.
(Activities to practise food/drink items.)
Match in your notebook. Say.
Say the instructions twice as you mime them.
Ask the pupils to look at the picture of the Sweet
Monster. Elicit the names of the food/drink
items he is holding and those around him.
Explain the activity. The pupils match the words
to the items in their notebooks. Then pointing to
the food/drink items encourage the pupils to
say, e.g. I’ve got a sweet tooth. I love (lollipops).
Answer
1 c 3 a 5 b
2 f 4 e 6 d
Sing.
Say the instructions twice as you mime them.
Point to and say: I’m a Sweet Monster and
I’ve got a sweet tooth! The pupils repeat after
•
1
2
17(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
you. Then point to and say: I love lollipops
and chocolate, too! The pupils repeat after
you. Repeat with the rest of the song. Play the
recording. The pupils listen and point to the
food/drink items. Play the recording again.
The pupils listen and sing along.
TAPESCRIPT
I’m a Sweet Monster
And I’ve got a sweet tooth!
I love lollipops
And chocolate, too!
I love jam
And cake and juice!
I’m a Sweet Monster
And I’ve got a sweet tooth!
(Activities to practise talking about food
preferences.)
Listen and choose yes or no.
Elicit the names of the food items by pointing
and asking: What’s this? Point to the lollipops
and say: I like lollipops. Do you like lollipops?
Elicit a response: Yes, I do./No, I don’t. Repeat
the procedure with the remaining food items.
Say the instructions twice as you mime them.
Play the recording, twice if necessary. The
pupils listen and complete the task in their
notebooks. Check the pupils’ answers.
1 no 2 yes 3 yes 4 no
Then in pairs, the pupils act out the following
exchange. Demonstrate this yourself first.
e.g. Pupil 1: Do you like juice?
Pupil 2: Yes, I do./No, I don’t. Do you
like juice? etc
TAPESCRIPT
A: Julie, do you like lollipops?
Julie: Lollipops? No, I don’t. I don’t like
lollipops.
A: Do you like chocolate?
Julie: Oh, yes, I do! I love chocolate!
A: How about sweets? Do you like sweets?
Julie: Yes, I do. I like sweets.
A: Do you like cake, Julie?
Julie: Cake? No, I don’t.
Make and say.
Refer the pupils to the picture and say the
instructions twice as you mime them. Point
to the picture of the children and read out
the example. Tell the pupils they are going
to use Smarties to form the word of their
favourite sweet. Then in pairs, they ask each
other what their favourite sweet is.
Note: If you wish, pupils can use beans, peas,
Plasticine, etc to spell out their favourite sweet.
ENDING THE LESSON
(An activity to consolidate the language of
the lesson.)
Tell the pupils they are going to play a game
called Chinese Whispers. Explain the rules.
Approach a pupil at the front desk and
whisper a food/drink item. Ash him/her to
whisper the same word to his/her partner,
who then whispers it to the next pupil, etc.
Ask the last pupil to call out the food/drink
item. Check if the food/drink said is the
correct one. Repeat the procedure as many
times as you think is necessary.
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 1 and 2 from the
Activity Book during this lesson or the next one.
Bring a bag of Smarties to class.
Alternatively, ask pupils to bring Smarties
from the previous lesson.
Before going into class
3
4
17
Module 3
3 Listen and choose yes or no. Then talk with your friend: Do you like lollipops? Yes, I do./No, I don’t.
4 Use smarties to spell out your favourite sweet. Talk with your friend.
Cake! Do you
like cake? Yes, I do.
I love cake!
4 Make and say.
lollipops
chocolate
sweets
cake
jam cake lollipops juice sweets
3 Listen and choose yes or no.
18
Module 3
Listen, point to the food items and say.
1 Point and say: Tomatoes and apples are red. Eat (tomatoes). They’re good for you.
2 Listen and sing.
1 Look and say.
carrots potatoes
2 Sing.
18(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
Lesson 2
Objectives
To present and practise food items (fruit
and vegetables). To talk about food that
is good for us. To explore other subject
areas: Health and Safety.
Language
In this lesson the pupils will learn to
understand:
• What colour are (tomatoes)?
In this lesson the pupils will learn to use:
• Fruit and vegetables: carrots, potatoes,
peas, tomatoes, pears, oranges.
• Eat (tomatoes). They’re good for you.
• I like (carrots). They’re good for me.
Extra Materials
• The A sweet tooth poster for the
Beginning the Lesson activity;
• Flashcards (20-25) for Presentation &
Practice;
• Plasticine for the Ending the Lesson
activity.
BEGINNING THE LESSON
POSTER
Pin the A sweet tooth poster on the board.
Ask a pupil to come to the board, choose
his/her favourite food/drink item and write
his/her name and favourite food/drink item
on the board. Then he/she reports back to
the class. Repeat the activity until all the
pupils have had a turn.
e.g. Pupil 1: I like chocolate and juice. etc
As an extension, the pupils vote for their
favourite food/drink item.
PRESENTATION & PRACTICE
(Activities to present and practise food items.)
Listen, point and say.
FLASHCARDS (20-25)
Pupils’ books closed. Pin up the flashcards
on the board, one at a time. Point to the
food items and present them. The pupils
repeat after you.
Write the words of the lesson on the board in
random order. Hand out the flashcards to
various pupils. Ask the pupils to come to the
board, one at a time, and pin the flashcards
next to the corresponding words. Ask the rest
of the class for verification.
Pupils’ books open. Say: Open your books at
page eighteen. Write the number 18 on the
board and hold up your book. Say the
instructions twice as you mime them. Play the
recording. The pupils listen, point and repeat.
TAPESCRIPT
Carrots, potatoes, peas, tomatoes, pears,
oranges.
(Activities to talk about food that is good for us.)
Look and say.
Hold up your book, point to, and elicit the
food items. Say the instructions twice as you
mime them. Ask: What colour are tomatoes?
Elicit the answer (red). Repeat with the rest
of the food items. Then point and say:
Tomatoes and apples are red. Eat tomatoes.
They’re good for you. The pupils repeat after
you. Ask pupils to point to and talk about the
rest of the food items.
Eat apples. They’re good for you.
Eat pears. They’re good for you.
Eat peas. They’re good for you.
Eat carrots. They’re good for you.
Eat oranges. They’re good for you.
Eat potatoes. They’re good for you.
•
1
19(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
Extension
Divide the class into four groups. Assign a
colour (red, green, yellow, orange) to each
group. Ask the pupils to think of and draw
pictures of other food items, preferably fruit
and vegetables, with their corresponding
colour. Once the groups have finished
drawing their pictures in their notebooks they
glue them on a big poster board creating a
rainbow of fruit and vegetables.
Sing.
Say the instructions twice as you mime them.
Point to the rainbow and say: Rainbow food is
good for you. The pupils repeat after you. Then
point to and say: Red tomatoes and apples,
too. The pupils repeat after you. Follow the
same procedure with the rest of the song.
Play the recording. The pupils listen and point
to the food items. Play the recording again.
The pupils listen and sing along.
TAPESCRIPT
Rainbow food is good for you:
Red tomatoes and apples, too!
Green peas, green pears all for you.
Orange for carrots and oranges, too!
Yummy potatoes.
Red, yellow, green
Rainbow food
A rainbow dream!
Let’s Play!
Say the instructions twice as you mime them.
Tell the pupils they are going to play a board
game. Point to each picture on the board
game and elicit the names of the food items.
Explain the rules. The pupils play in pairs/teams
and each player needs a counter (any small
object will do). They place their counters on
Start and throw the dice, saying the number
that comes up. The pupil with the highest
number begins the game by saying My turn!
and moves forward the number of spaces
indicated on the dice. If a pupil lands on the
Oh, no! space, he/she moves back to Start. If a
pupil lands on the Great! space, he/she plays
again. Have the pupils copy the colour chart in
their notebooks. When a pupil lands on a food
item he/she names it and then ticks the
corresponding colour on the colour chart in
their notebook. The first pupil/team to tick all
four colours on the colour chart is the winner.
Stress that the aim of this game is not to reach
Finish but to tick all four colours on the colour
chart.
1 peas – green
2 orange – orange
3 apple – red
4 pear – green
5 Pupils go back to the Start.
6 banana – yellow
7 carrot – orange
8 tomato – red
9 peas – green
10 Pupils play again.
11 orange – orange
12 apple – red
13 banana – yellow
14 carrot – orange
15 pear – green
16 tomato – red
ENDING THE LESSON
(An activity to consolidate the language of
the lesson.)
Pupils use Plasticine to make their favourite
food item. Then they talk about it.
e.g. I like carrots. They’re good for me!
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 3, 4 and 5 from the
Activity Book during this lesson or the next one.
2
3
19
Module 3
3 Play the Rainbow game.
3
peas tomatoes pears oranges
12 3
8 7 6 5 4
9 10 11 12 13
16 15 14
20
Module 3
1 2
3 4
1 Listen to the dialogue and point to the pictures.
1 Let’s listen.
Yes, I do! I love
chocolate!
Do you like
chocolate?
Yes, I do! I
love lollipops!
Do you like
lollipops?
Hooray! The
Sweet Monster!
20(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
Lesson 3
Objectives
To listen to a story about the characters
meeting the Sweet Monster. To develop
listening comprehension skills through a
dialogue. To consolidate the language
used in the unit.
Language
In this lesson the pupils will learn to
understand:
• What has the Sweet Monster got?
In this lesson the pupils will learn to use:
• Do you like (chocolate)?
• What’s the matter?
• My tummy hurts!
• No more sweets!
Extra Materials
• Flashcards (20-25) for the Beginning
the Lesson activity;
• The A sweet tooth poster for Presentation
& Practice.
BEGINNING THE LESSON
FLASHCARDS (20-25)
Display the flashcards (20-25) on your desk. Ask
a pair of pupils to come to the front. Give them
blu-tack and ask them to attach the flashcards
on the board in the order you call them out.
Ask the rest of the class for verification. Repeat
the procedure with more pairs.
PRESENTATION & PRACTICE
(Activities to present the story and develop
pupils’ listening skills.)
Let’s listen.
POSTER
Pupils’ books closed. Use the A sweet tooth
poster to present the story. Explain to the
pupils, in L1 if necessary, that the characters
meet the Sweet Monster and end up getting ill
from eating too many sweets. Point to the
Sweet Monster and say: Hooray! The Sweet
Monster! The pupils repeat after you. Ask the
pupils to say what they think the Sweet Monster
has in his bag. Elicit their answers. Point to the
Sweet Monster again and ask: Do you like
chocolate? The pupils repeat after you. Point
to Woody in the second picture and elicit the
answer: Yes, I do! I love chocolate! Repeat with
the remaining pictures.
Pupils’ books open. Say: Open your books
at page twenty. Write the number 20 on the
board and hold up your book. Say the
instructions twice as you mime them. Point
to the food items and ask the pupils to
name them.
e.g. Teacher: (pointing to the lollipops in
Frame 3) What has the Sweet
Monster got?
Pupil 1: He’s got lollipops. etc
Play the recording and ask the pupils to point
to each picture in their book in turn. Show
them what to do by holding up your book
and pointing. Play the recording again with
pauses for the pupils to listen and follow with
their fingers in the book. Play the recording
again. The pupils listen and repeat, chorally
and/or individually. Then individual pupils
take roles and read out the dialogue.
Point to the first picture on the poster. Ask
the pupils to complete your sentences.
e.g. Teacher: Hooray! The …
Class: Sweet Monster! etc
Extension
Ask for a volunteer to come and point to the
first picture on the poster. Encourage him/her
to say the dialogue. Ask the rest of the class for
verification. Repeat with the rest of the pictures.
1
21(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
Ask the pupils to say whether they like the story
or not. Ask them to tell you, in L1 if necessary,
what they like most.
ENDING THE LESSON
Ask the pupils to draw their own sweet tooth
monster along with his favourite sweet in
their notebooks. They present their monsters
to the class and say, e.g. This is (Bigly). He’s
got a sweet tooth. He loves cake.
ACTIVITY BOOK (Optional)
If you wish, you can do Ex. 6 from the Activity
Book during this lesson or the next one.
21
Module 3
5 6
7 8
Do you
like cake?
Yes, I do! I
love cake!
No more sweets!
What’s the matter?
My tummy
hurts!
22
Module 3
1 Fruit or vegetable? Look and match in your notebook. Say: (Tomatoes) are (fruit).
2 Use the templates to make fruit/vegetable men/women. Talk with your friend.
1 Fruit or vegetable? Match in
your notebook.
I’m Mr Carrot.
I’m a vegetable. 2 Make and say.
1
2
3
4
5
6
B A
22(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
Lesson 4
Objectives
To talk about fruit and vegetables. To
consolidate the language learnt in the
unit. To draw their favourite fruit and
vegetable.
Language
In this lesson the pupils will learn to
understand:
• Is a (carrot) a fruit or vegetable?
• It’s a (vegetable).
• What’s your favourite fruit?
In this lesson the pupils will learn to use:
• (Tomatoes) are (fruit).
• I’m (Mr Carrot). I’m a vegetable.
• This is my garden. Look! I’ve got (carrots),
(potatoes) and (tomatoes).
Extra Materials
• Photocopies of the fruit/vegetable
templates from the Teacher’s Resource
Pack for Ex. 2.
BEGINNING THE LESSON
Play the dialogue from the previous lesson.
The pupils listen and follow in their books.
PRESENTATION & PRACTICE
(Activities to talk about fruit and vegetables.)
Fruit or vegetable? Match in your
notebook.
Pupils’ books closed. Present the words fruit
and vegetable. Draw a simple sketch of a
carrot on the board and ask: Is a carrot a
fruit or a vegetable? Elicit: It’s a vegetable.
Next, do the same for tomato and ask the
same question. Most likely, the pupils will say
that it’s a vegetable. Take this opportunity to
tell the pupils that fruits usually have seeds,
whereas vegetables don’t.
Pupils’ books open. Say: Open your books
at page twenty-two. Write the number 22 on
the board and hold up your book. Read the
instructions twice as you mime them. Point to
the donkey and the baskets and explain the
activity. Give pupils some time to complete
the activity in their notebooks. Check their
answers. Finally, ask them to name the fruit
and the vegetables by saying,
e.g. Tomatoes are fruit.
Answers
1 A 3 A 5 A
2 B 4 B 6 B
Make and say.
Refer the pupils to the picture and say the
instructions twice as you mime them. Point to
the picture of the child and read out the
example. Focus the pupils’ attention on the
use of Mr for men and Mrs for women. Hand
out the photocopies. Show them your model
and guide them through the cutting and
colouring of their fruit/vegetable men/women.
The pupils hold up their fruit/vegetable
characters and present them.
e.g. Pupil 1: I’m Mrs Potato. I’m a vegetable.
etc
Photocopy the fruit/vegetables templates
from the Teacher’s Resource Pack. Allow
each pupil to choose one. The pupils cut
the templates and colour the fruit/
vegetables.
Before going into class
1
2
23(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
Talk with your friends.
(An activity to practise talking about fruit and
vegetables.)
Refer the pupils to the picture and say the
instructions twice as you mime them. Point
to the picture of the children and read out
the example. Explain the activity. The pupils
go around the class, ask their classmates
what their favourite fruit/vegetable is and
complete a survey in their notebooks. Then,
in pairs, they present their findings.
e.g. Tom: What’s your favourite fruit?
Lucy: Apples! I love apples! etc
Tom: Lucy loves apples.
Portfolio: Draw and write in your
notebook.
(An activity to develop fine motor skills and
consolidate the language of the unit.)
Point to the picture and ask the pupils to follow
in their books as you read. Tell the pupils they
are going to draw and write about their
favourite fruit and vegetable. Elicit some of the
pupils’ favourites. Once they finish, they
present their drawings to the class. Make sure
you display their work somewhere in the class.
Then help them file their drawings in their
Junior Language Portfolios.
ENDING THE LESSON
Tell the pupils to imagine they each have got
their own garden. Ask them to draw the fruit
and vegetables growing in their gardens.
Have them present their drawing to the class.
e.g. Pupil: This is my garden. Look! I’ve got
carrots, potatoes and tomatoes.
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 7 and 8 from the
Activity Book during this lesson or the next one.
3
4
23
Module 3
3 Talk with your friends. Ask them about their favourite fruit and vegetable.
4 Draw your favourite fruit and vegetable in your notebook. Present it to the class.
3 Talk with your friends.
My favourite fruit and vegetable!
What’s your
favourite fruit?
4 Draw and write in your notebook.
Bananas!
I love
bananas!
bananas carrots
24
Module 3
1 Look at the pictures. Then play the Ice cream van game.
1 Look. Then act.
A banana
ice cream,
please.
Here
you are.
Thank you.
24(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
Lesson 5
Objectives
To consolidate the language of the unit.
To familiarise pupils with British and Italian
culture. To talk about ice cream in the UK
and Italy.
Language
In this lesson the pupils will learn to
understand:
• UK, Italy
In this lesson the pupils will learn to use:
• An ice cream, please.
• Here you are.
• Thank you.
Extra Materials
• The A sweet tooth poster for the
Beginning the Lesson activity;
• Flashcards (20-25) for the Beginning the
Lesson activity;
• A map of the world for Ex. 1 (Optional).
• Photocopies of the ice cream cone
from the Teacher’s Resource Pack.
BEGINNING THE LESSON
POSTER/FLASHCARDS (20-25)
Pin up the A sweet tooth poster and the
flashcards (20-25) on the board. Play I spy
with the class. Say: I spy with my little eye
something beginning with (p). The pupils
look and try to guess the food/drink item.
e.g. Teacher: I spy with my little eye
something beginning with p.
Pupil 1: Potatoes.
Teacher: No.
Pupil 2: Pears.
Teacher: No.
Pupil 3: Peas.
Teacher: Yes.
OUR WORLD
(Activities to familiarise pupils with aspects of
British and Italian culture and explore their
own.)
Look. Then act.
Pupils’ books closed. Say: Open your books
at page twenty-four. Write the number 24 on
the board and hold up your book. Point to the
picture of the ice cream cone and read the
sentence. Tell pupils that ice cream is a
favourite of both young and old worldwide.
Ask pupils what their favourite ice cream
flavour is, if they eat ice cream only during the
summer, where they usually buy it, etc. Point
to the British flag and elicit the country. Tell the
pupils that ice cream vans are popular in the
UK during the summer months. Children run
to buy ice cream when they hear the music
from the van as it makes its rounds.
Point to the flag of Italy and present the
country. If you have a map of the world, put
it up on the board and show where Italy is.
Read the exchange and explain the activity.
Hand out the photocopies to the pupils. Ask
the pupils to colour in their ice cream
according to their favourite ice cream flavour,
e.g. yellow (for banana), brown (for
chocolate), etc. If they wish, they can ‘make
up’ their own ice cream flavour, e.g. green (for
peas) and red (for tomato). Upon completion,
pin up the templates on the board or mount
them on a large piece of construction paper.
Ask a pair of pupils to come to the front. The
pupils, in pairs, act out the exchange.
e.g. Pupil 1: A chocolate ice cream,
please.
Pupil 2: Here you are.
Pupil 1: Thank you.
1
Photocopy the ice cream cone template,
one per pupil, from the Teacher’s Resource
Pack.
Before going into class
25(T)
Unit 6 – A sweet tooth Unit 6 – A sweet tooth
Repeat with as many pupils as you think is
necessary.
(Activities to consolidate the language of the
unit.)
Look, read and say yes or no.
Say the instructions twice as you mime
them. Elicit the numbers of the circles. Point
to the pictures and elicit what the pupils
can see. Then the pupils read the words
and say if they match the picture. Ask
individual pupils to answer. Ask the rest of
the class for verification.
e.g. Teacher: One!
Pupil 1: Yes! etc
Answers
1 yes 3 no 5 no
2 no 4 yes
As an extension, name an item. Ask a pupil
to tell you the number of the circle.
e.g. Teacher: Cake!
Pupil 1: One! etc
Look, read and choose.
Say the instructions twice as you mime them.
Point to the items and elicit their names. Allow
the pupils some time to complete the task in
their notebooks. Check the pupils’ answers.
Answers
1 a 3 b 5 a
2 b 4 a 6 b
ENDING THE LESSON
The pupils leave the classroom in pairs telling
you what they like.
e.g. Teacher: What do you like, Tod?
Tod: I like chocolate.
Teacher: What do you like, Robbie?
Robbie: I like bananas. etc
Note: If you wish, you can do some or all of
the Reinforcement & Extension Activities from
the Teacher’s Resource Pack.
3
2
2 Look, read and say yes or no.
3 Look, read and choose.
1 2
3 4 5
chocolate sweets juice
1
2
3
4
5
6
cake jam
2 Look at the pictures. Read the words and say yes or no.
3 Look at the pictures and choose the right words. 25
Module 3
a fruit b vegetable
a fruit b vegetable
a fruit b vegetable
a fruit b vegetable
a fruit b vegetable
a fruit b vegetable
26
Module 4
Listen, point and say.
1 Listen and point. Then listen and sing.
2 Look at the pictures and match them to the phrases in your notebook. Then say: It’s hot.
Number 3.
1 Listen and point. Then sing.
2 Look and match in
your notebook.
a It’s hot.
b It’s snowing.
c It’s sunny.
d It’s raining.
e It’s cold.
1
4
3
5
2
It’s hot.
26(T)
Unit 7 – The weather Unit 7 – The weather
Lesson 1
Objectives
To talk about the weather.
Language
In this lesson the pupils will learn to
understand:
• Can you say?
• Who am I?
In this lesson the pupils will learn to use:
• Weather conditions: It’s hot. It’s sunny.
It’s raining. It’s snowing.
• It’s (hot). Number (3).
• What’s the weather like today?
It’s (raining).
Extra Materials
• Flashcards (20-25) for the Beginning
the Lesson activity;
• The weather poster for Presentation &
Practice;
• Slips of paper with names for the Ending
the Lesson activity.
BEGINNING THE LESSON
(An activity to review the vocabulary taught
in Unit 6.)
FLASHCARDS (20-25)
Pin up the food flashcards (20-25) from Unit 6.
Name a food item at random. Ask pupils to
come to the front, point to and name the food
item. Ask the rest of the class for verification.
PRESENTATION & PRACTICE
(An activity to present and practise weather.)
Listen, point and say.
POSTER
Pupils’ books closed. Pin up The weather
poster on the board. Point to the weather
conditions (It’s hot. It’s cold. It’s sunny. It’s
raining. It’s snowing.), one at a time, and
present them. The pupils repeat after you.
Then point to the weather conditions in
random order. The pupils repeat after you.
Pupils’ books open. Say: Open your books at
page twenty-six. Write the number 26 on the
board and hold up your book. Say the
instructions twice as you mime them. Play the
recording. The pupils listen, point and repeat.
TAPESCRIPT
It’s hot. It’s cold. It’s sunny. It’s raining.
It’s snowing.
Listen and point. Then sing.
Say the instructions twice as you mime them.
Ask: What’s the weather like today? Can you
say? The pupils repeat after you. Then point to
the first picture and say: It’s snowing today! The
pupils repeat after you. Repeat with the rest of
the pictures. Explain the activity. Play the
recording. The pupils listen to the song and
point to the weather conditions mentioned.
Play the recording again. The pupils listen
and sing along, joining in with the actions.
TAPESCRIPT
What’s the weather like today? (point
towards the window)
Can you say? Can you say? (make an
inquiring gesture)
What’s the weather like today? (point
towards the window)
It’s sunny! It’s sunny today! (face tilted up
to an imaginary sun, arms outstretched)
What’s the weather like today? (point
towards the window)
Can you say? Can you say? (make an
inquiring gesture)
What’s the weather like today? (point
towards the window)
It’s hot! It’s hot today! (hold an imaginary
fan and fan yourself)
•
1
27(T)
Unit 7 – The weather Unit 7 – The weather
What’s the weather like today? (point
towards the window)
Can you say? Can you say? (make an
inquiring gesture)
What’s the weather like today? (point
towards the window)
It’s raining! It’s raining today! (mime
putting up an umbrella)
What’s the weather like today? (point
towards the window)
Can you say? Can you say? (make an
inquiring gesture)
What’s the weather like today? (point
towards the window)
It’s snowing! It’s snowing today! (hug
yourself and shiver)
Look and match in your
notebook.
Say the instructions twice as you mime them.
Tell the pupils to read and copy the sentences
in their notebooks. Then look at the pictures in
Ex. 1. Explain the activity. The pupils match the
sentences according to what they see in
each picture. Allow them time to complete
the activity and check their answers.
a 3 b 1 c 2 d 4 e 5
Invite individual pupils to point to the
pictures, say what the weather is like as well
as the number of the picture.
It’s snowing. Number 1.
It’s sunny. Number 2.
It’s hot. Number 3.
It’s raining. Number 4.
It’s cold. Number 5.
Look and say.
Say the instructions twice as you mime them.
Point to the picture showing the different
weather conditions and read out the
exchange. The pupils repeat after you. The
pupils, in pairs, practise similar exchanges
by pointing to the pictures, and asking and
answering questions about the weather.
Walk around the class monitoring. Ask some
pairs to report back to the class.
A: What’s the weather like today?
B: It’s snowing.
A: What’s the weather like today?
B: It’s cold.
A: What’s the weather like today?
B: It’s raining.
A: What’s the weather like today?
B: It’s sunny.
A: What’s the weather like today?
B: It’s hot.
Let’s Play!
Say the instructions twice as you mime
them. Ask the pupils to look at the picture
and read the speech bubble. Tell the pupils
they are going to play the Weather game.
Say a weather condition, e.g. It’s cold. The
pupils have to mime being cold (hugging
themselves, shivering, etc.).
ENDING THE LESSON
(An activity to consolidate the language of
the lesson.)
Who am I?
Put up The weather poster and pin up the
slips of paper with the names that you have
prepared next to the people shown in the
poster. Think of a person and mime as you
say, e.g. It’s very hot today! The pupils look at
the poster and name the person. Ask a pupil
to take your place and resume the activity.
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 1 and 2 from the
Activity Book during this lesson or the next one.
Prepare slips of paper with names,
e.g. Tom, Roy, Danny, Sara, Jim.
Before going into class
2
3
4
3 Look at the pictures and talk with your friend.
4 Play the Weather game.
3 Look and say.
What’s the
weather like
today?
It’s sunny.
It’s cold!
4
It’s cold. It’s sunny. It’s raining. It’s snowing.
27
Module 4
28
Module 4
Listen, point to the seasons and say.
1 Look, read and match in your notebook. Then point and say: Look! It’s spring...
spring summer
1 It’s winter. It hasn’t got leaves.
2 It’s spring. It has got flowers.
3 It’s summer. It has got green leaves and fruits.
4 It’s autumn. It has got brown leaves.
A
B
C D
1 Look, read and match in your notebook.
Then say.
28(T)
Unit 7 – The weather Unit 7 – The weather
Lesson 2
Objectives
To talk about seasons. To explore other
subject areas: Science.
Language
In this lesson the pupils will learn to
understand:
• What’s Erlina’s favourite season?
In this lesson the pupils will learn to use:
• Seasons: spring, summer, autumn,
winter.
• Look! It’s (spring)!
• (Erlina’s) favourite season is (spring)
because (she) loves (flowers).
Extra Materials
• The weather poster for the Beginning
the Lesson activity;
• Flashcards (26-29) for Presentation &
Practice.
BEGINNING THE LESSON
POSTER
Write the following sentences on the board
with some letters missing. Ask the pupils to
copy them in their notebooks and complete
them. Check the pupils’ answers.
e.g. It’s h __ t. It’s c __ ld. It’s s __ nn __.
It’s r __ __ n __ng. It’s s __ __ w __ ng.
PRESENTATION & PRACTICE
(Activities to present and practise seasons.)
Listen, point and say.
FLASHCARDS (26-29)
Pupils’ books closed. Pin up the flashcards
(26-29) on the board, one at a time. Point to
the seasons (spring, summer, autumn, winter),
one at a time, and present them. The pupils
repeat after you.
Pupils’ books open. Say: Open your books at
page twenty-eight. Write the number 28 on
the board and hold up your book. Say the
instructions twice as you mime them. Play the
recording. The pupils listen, point and repeat.
TAPESCRIPT
Spring, summer, autumn, winter.
Look, read and match in your
notebook. Then say.
Say the instructions twice as you mime them.
Point to the pictures and elicit the seasons.
Read the sentences aloud. Explain the activity.
Allow the pupils some time to complete the
activity in their notebooks. Then point to the first
picture and say: Look! It’s spring! It has got
flowers. The pupils repeat after you. Point to the
rest of the pictures and invite the pupils to make
similar sentences.
Answers
1 D 2 A 3 B 4 C
What’s their favourite season?
Listen and match in your
notebook.
Say the instructions twice as you mime them.
Ask the pupils to look at the pictures, point to
and elicit the names of the characters and the
seasons depicted. Then ask: What’s Erlina’s
favourite season? Let’s listen! Play the first part
of the recording. The pupils listen and match
Erlina to her favourite season. Play the rest of
the recording, twice if necessary, for the pupils
to complete the activity in their notebooks.
Answers
1 a 2 d 3 c 4 b
Point to the picture of spring and say: Look!
Flowers. Erlina’s favourite season is spring
because she loves flowers. The pupils repeat
after you. Point to the rest of the pictures and
elicit the words snow, rain and sun. Ask pupils
to tell you about the rest of the characters.
Provide any necessary help.
•
1
2
29(T)
Unit 7 – The weather Unit 7 – The weather
Answers
Frosty’s favourite season is winter because he
loves the snow.
Alvin’s favourite season is autumn because he
loves the rain.
Woody’s favourite season is summer because
he loves the sun.
TAPESCRIPT
A: Erlina? What’s your favourite season?
Erlina: Spring.
A: Spring?
Erlina: Yes. My favourite season is spring. I
love spring because I love flowers.
A: Frosty? What’s your favourite season?
Frosty: Winter.
A: Winter?
Frosty: Yes. My favourite season is winter. I
love winter because I love the snow.
A: Alvin? What’s your favourite season?
Alvin: Autumn.
A: Autumn?
Alvin: Yes. My favourite season is autumn.
I love autumn because I love the rain.
A: Woody? What’s your favourite
season?
Woody: Summer.
A: Summer?
Woody: Yes. My favourite season is summer.
I love summer because I love the sun.
Extension
Ask the pupils, in pairs, to act out similar
exchanges about their favourite season.
e.g. Pupil 1: What’s your favourite season?
Pupil 2: Winter.
Pupil 1: Winter?
Pupil 2: Yes. I love winter because I love
the snow. etc
Sing.
Say the instructions twice as you mime them.
Play the recording. The pupils listen and point
to the corresponding seasons in Ex. 2. Play
the recording again. The pupils listen and
sing along, joining in with the actions.
TAPESCRIPT
Spring is my favourite season
And let me tell you the reason: (wag index
finger)
I love spring because I love flowers (smell an
imaginary bunch of flowers)
Spring is my favourite season!
Summer is my favourite season
And let me tell you the reason: (wag index
finger)
I love summer because I love the sun (tilt
head upwards towards an imaginary sun,
arms outstretched)
Summer is my favourite season!
Autumn is my favourite season
And let me tell you the reason: (wag index
finger)
I love autumn because I love the rain (mime
putting up an umbrella)
Autumn is my favourite season!
Winter is my favourite season
And let me tell you the reason: (wag index
finger)
I love winter because I love the snow
(mime making and throwing a snowball)
Winter is my favourite season!
ENDING THE LESSON
(An activity to consolidate the language of
the lesson.)
The pupils work in pairs. One pupil traces the
name of his/her favourite season on his
partner’s palm with his finger and the other
tries to guess the name of the season. Then the
pupils change roles. Check round the class.
Ask some pairs to report back to the class.
e.g. Pupil 1: What’s my favourite season?
(traces the word spring)
Pupil 2: Spring! etc
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 3, 4 and 5 from the
Activity Book during this lesson or the next one.
3
29
Module 4
2 Listen and match in your notebook. Then say: (Erlina’s) favourite season is ... because
(she) loves ... .
3 Listen and sing.
autumn winter
3 Sing.
2 What’s their favourite season? Listen and match in
your notebook.
a
b
c
d
1
2
3
4
30
Module 4
1 2
3 4
1 Listen to the dialogue and point to the pictures.
1 Let’s listen.
It’s hot and sunny.
What’s the weather
like today?
Look, Woody.
Ice cream!
Two ice creams,
please!
Let’s go
for a swim.
30(T)
Unit 7 – The weather Unit 7 – The weather
Lesson 3
Objectives
To listen to a story about the characters
enjoying a hot and sunny day. To
develop listening comprehension skills
through a dialogue. To consolidate the
language used in the unit.
Language
In this lesson the pupils will learn to
understand:
• Two ice creams, please.
• What’s the matter?
• Poor Frosty!
In this lesson the pupils will learn to use:
• What’s the weather like today?
• It’s hot and sunny.
• Summer is my favourite season!
Extra Materials
• Flashcards (26-29) for the Beginning
the Lesson activity;
• The weather poster for Presentation &
Practice.
BEGINNING THE LESSON
FLASHCARDS (26-29)
Pin up flashcards 26-29 from Lesson 2 on the
board. Write the corresponding words below
the seasons in random order. Invite the
pupils to come to the board and match the
words to the flashcards by drawing lines.
PRESENTATION & PRACTICE
(Activities to present the story and develop
pupils’ listening skills.)
Let’s listen.
POSTER
Pupils’ books closed. Use The weather poster
to present the story. Explain to the pupils, in L1 if
necessary, that Woody and Frosty are enjoying
a hot and sunny day. Point to sun in the first
picture and ask: What’s the weather like
today? The pupils repeat after you. Point to the
second picture and elicit: It’s hot and sunny.
The pupils repeat after you. Repeat with the
rest of the pictures.
Pupils’ books open. Say: Open your books
at page thirty. Write the number 30 on the
board and hold up your book. Say the
instructions twice as you mime them. Ask the
pupils to identify the characters, weather
conditions, etc.
e.g. Pupil 1: (pointing to Frosty in frame 1)
What’s the weather like today?
etc
Play the recording and ask the pupils to point
to each picture in their book in turn. Show
them what to do by holding up your book and
pointing. Play the recording again with
pauses for the pupils to listen and follow with
their fingers in the book. Play the recording
again. The pupils listen and repeat, chorally
and/or individually. Then individual pupils
take roles and read out the dialogue.
Point to the first picture on the poster. Ask
the pupils to complete your sentences.
e.g. Teacher: What’s the weather like ...
Class: today? etc
Extension
Ask for a volunteer to come and point to the
first picture on the poster. Encourage him/her
to say the dialogue. Ask the rest of the class
for verification. Repeat with different pupils for
the rest of the story.
1
31(T)
Unit 7 – The weather Unit 7 – The weather
Ask the pupils to say whether they like the story
or not. Ask them to tell you, in L1 if necessary,
what they like most.
ENDING THE LESSON
(An activity to consolidate the language of
the lesson.)
Freeze!
Divide the class into four groups and assign a
season to each one. The pupils, in groups,
think of actions associated with the allocated
season, e.g. summer: swimming, sunbathing,
etc. Explain the activity. The pupils mime doing
the actions but freeze into position when they
hear you say Freeze!
ACTIVITY BOOK (Optional)
If you wish, you can do Ex. 6 from the Activity
Book during this lesson or the next one.
31
Module 4
5 6
7 8 Alvin! Woody!
Come on!
What’s the
matter? Look! Poor
Frosty!
Frosty! Oh no!
Summer is my
favourite season!
Oh, Frosty!
32
Module 4
1 Look, choose, then say: A (child) needs water.
a b c d
e f g h
1 Who needs water? Look, choose and say.
32(T)
Unit 7 – The weather Unit 7 – The weather
Lesson 4
Objectives
To talk about the importance of water. To
consolidate the language learnt in the
unit. To draw a picture of one’s favourite
season.
Language
In this lesson the pupils will learn to
understand:
• What can you see?
• Who needs water?
• What’s your favourite season?
In this lesson the pupils will learn to use:
• A (child) needs water.
• My favourite season is (winter) because
I love (the snow).
Extra Materials
• None.
BEGINNING THE LESSON
Play the dialogue from the previous lesson.
The pupils listen and follow in their books.
PRESENTATION & PRACTICE
(Activities to talk about the importance of
water.)
Who needs water? Look, choose
and say.
Pupils’ books closed. Ask your pupils, in L1 if
necessary, what would happen if there was no
water on earth. Could we live without water?
Have a discussion about the importance of
water in nature, farming, etc. Explain that in
this lesson they will learn about who/what
needs water in order to survive.
Pupils’ books open. Say: Open your books at
page thirty-two. Write the number 32 on the
board and hold up your book. Say the
instructions twice as you mime them. Point to
the picture and ask various questions about
what the pupils can see in it, e.g. What can
you see? (A dog, a boy, a tree, etc.). What’s
the weather like? (It’s raining.) etc Explain the
activity. Ask the pupils to look at the pictures
and say which person/animal/thing needs
water in order to live and/or grow. Ask
individual pupils to answer. Ask the rest of the
class for verification. Repeat with different
pupils for all the pictures.
Answers
child, dog, bird, frog, tree, flower
Then point to the picture of the child in the
book and say: A child needs water. The
pupils repeat after you. Ask individual pupils
to tell you who/what needs water.
Answers
a A child needs water.
b A dog needs water.
c A bird needs water.
d A frog needs water.
e A tree needs water.
h A flower needs water.
Optional Activity
The pupils, in groups, design a poster for the
conservation of water. Decorate the school/
classroom with them.
e.g.
1
Unit 7 – The weather Unit 7 – The weather
Look and say.
(An activity to talk about seasons.)
Say the instructions twice as you mime them.
Explain the activity. Point to the pictures and
elicit the items. Ask individual pupils to read
the text aloud.
As an extension, you can ask pupils to talk
about their mother, father, brothers and/or
sisters.
(Suggested answers)
My mummy’s favourite season is spring
because she loves flowers.
My daddy’s favourite season is summer
because he loves the sun.
My brother’s favourite season is autumn
because he loves the rain.
My sister’s favourite season is winter because
she loves the snow.
Optional activity
Tell the pupils you are going to do a class
survey. Copy the table below on the board.
Ask a pupil: What’s your favourite season? Elicit
the response, e.g. spring. Write his/her name,
draw a smiley face, a line, etc below the word
SPRING on the table. Ask the rest of the pupils
to come, one at a time, to the board and write
his/her name, draw a smiley face, etc under
their favourite season and say, e.g. My
favourite season is (summer). Once they finish,
pupils add up and find the class’s favourite
season.
Portfolio: Draw and write in your
notebook.
(An activity to consolidate the language of
the unit.)
Point to the picture and ask the pupils to follow
in their books as you read. Tell the pupils they
are going to draw/make and write about their
favourite season in their notebook. Make sure
you display their work somewhere in the class.
Then help them file their drawings in their
Junior Language Portfolios.
ENDING THE LESSON
Chinese Whispers
Explain the game. Whisper a season to a
pupil. The pupil whispers the word to the next
pupil and so on. The last pupil says the word.
ACTIVITY BOOK (Optional)
If you wish, you can do Ex. 7 from the Activity
Book during this lesson or the next one.
For the next lesson: If you wish, ask the pupils
to bring pictures depicting different weather
conditions in their country (see Ex. 1 Optional
Activity).
2 3
33(T)
33
Module 4
2 Look, read and say.
3 Draw your favourite season in your notebook. Present it to the class.
My favourite season is winter because
I love the snow.
3 Draw and write in your notebook.
2 Look and say.
My mummy’s favourite season is
because
she loves !
34
Module 4
1 Look, read and match in your notebook.
1 Look, read and match in your notebook.
A It’s hot and sunny. B It’s raining.
1
2
34(T)
Unit 7 – The weather Unit 7 – The weather
Lesson 5
Objectives
To consolidate the language of the unit.
To familiarise pupils with British and Greek
culture: to talk about the weather in the
UK/Greece.
Language
In this lesson the pupils will learn to
understand:
• UK, Greece
• umbrella
• sunshine
• What season is it?
In this lesson the pupils will learn to use:
• It’s (autumn).
Extra Materials
• A map of the world for Ex. 1 (Optional);
• Flashcards (26-29) for the Ending the
Lesson activity.
BEGINNING THE LESSON
Ask the pupils to present the drawings they
made in the previous lesson.
OUR WORLD
(Activities to familiarise pupils with aspects of
British and Greek culture and explore their
own.)
Look, read and match in your
notebook.
Pupils’ books closed. Ask the pupils, in L1 if
necessary, what the weather is usually like in
their country. Explain to them that today
they are going to learn about the weather
in two countries.
Pupils’ books open. Say: Open your books at
page thirty-four. Write the number 34 on the
board and hold up your book. Point to the
British flag and elicit the country. Point to the
Greek flag and present the country. If you
have a map of the world, put it up on the
board and show where Greece is. Ask the
pupils if they know anything about the
weather in these countries, e.g. if it’s cold or
hot, etc. Point to the pictures and read out the
texts. Explain to the pupils that the weather in
the UK is much different than the weather in
Greece. In the UK it rains a lot and it’s usually
cold, whereas the weather in Greece is mostly
hot and sunny. Then point to sentences A and
B and have the pupils read them out loud. Tell
them to match the sentences in their
notebook. Allow them time to complete the
activity and check their answers.
Answers
1 B 2 A
Optional Activity
Ask pupils to bring pictures/drawings depicting
different weather conditions in their country
and have a class discussion.
1
35(T)
Unit 7 – The weather Unit 7 – The weather
(Activities to consolidate the language of the
unit.)
Look, read and say yes or no.
Say the instructions twice as you mime them.
Elicit the numbers of the circles. Point to the
pictures and elicit what the pupils can see.
Then the pupils read the sentences and say if
they match the picture. Ask individual pupils
to answer. Ask the rest of the class for
verification.
e.g. Teacher: One! It’s cold!
Pupil 1: Yes! etc
Answers
1 yes 3 yes 5 yes
2 no 4 no
Extension
Name a weather condition. Ask a pupil to
tell you the number of the circle.
e.g. Teacher: It’s raining.
Pupil 1: Four! etc
Match in your notebook.
Say the instructions twice as you mime them.
Ask the pupils to match the pictures to the
corresponding words in their notebook.
Answers
a 2 b 3 c 1 d 4
ENDING THE LESSON
FLASHCARDS (26-29)
Pin up the flashcards of the seasons (26-29)
on the board. Ask a pupil to come to the front.
Tell him/her to choose one of the pictures and
mime being there. The rest of the class tries to
guess the season. Demonstrate this yourself
first. Whoever guesses correctly, comes to the
front and continues the game.
e.g. Pupil 1: (thinks of spring and mimes
picking flowers and smelling
them)
Pupil 2: Spring! etc
Note: If you wish, you can do some or all of
the Reinforcement & Extension Activities from
the Teacher’s Resource Pack.
2
3
a
b
c
d
35
Module 4
2 Look at the pictures. Read the words and say yes or no.
3 Match the pictures to the right words in your notebook.
2 Look, read and say yes or no.
1 2
3 4 5
It’s cold.
3 Match in your notebook.
It’s raining.
It’s snowing. It’s hot. It’s sunny.
1 summer
2 winter
3 autumn
4 spring
Listen, point to the clothes items and say.
1 Look, read and match the words to the clothes in your notebook.
2 Listen and sing.
1 Look, read and match in
your notebook.
2 Sing.
boots
1 jacket
2 boots
3 hat
4 jumper
5 jeans
a
b
c
d
e
36
Module 4
36(T)
Unit 8 – Looking good! Unit 8 – Looking good!
Lesson 1
Objectives
To present and practise items of clothing.
Language
In this lesson the pupils will learn to
understand:
• No. That’s wrong.
• That’s right.
In this lesson the pupils will learn to use:
• Clothes: boots, jacket, jeans, jumper,
dress, hat.
• I’m wearing my (jumper) and my
(jeans).
• (You’re wearing) boots!
Extra Materials
• Flashcards (26-29) for the Beginning the
Lesson activity;
• The Looking good! poster for
Presentation & Practice;
• Templates from the Teacher’s
Resource Pack for Ex. 4 (Craftwork).
BEGINNING THE LESSON
(An activity to review the vocabulary taught
in Unit 7.)
FLASHCARDS (26-29)
Pin up the flashcards of the seasons (26-29)
from Unit 7. Say a season at random. Ask pupils
to come to the front, point to and name the
season. Ask the rest of the class for verification.
PRESENTATION & PRACTICE
(Activities to present and practise items of
clothing.)
Listen, point and say.
POSTER
Pupils’ books closed. Pin up the Looking good!
poster on the board. Point to the items of
clothing (boots, jacket, jeans, jumper, dress,
hat), one at a time, and present them. The
pupils repeat after you. Then point to the
clothes in random order. The pupils repeat
after you.
Extension
Point to items of clothing worn by pupils. Elicit
their names in English.
Pupils’ books open. Say: Open your books at
page thirty-six. Write the number 36 on the
board and hold up your book. Say the
instructions twice as you mime them. Play the
recording. The pupils listen, point and repeat.
TAPESCRIPT
Boots, jacket, jeans, jumper, dress, hat.
Look, read and match in your
notebook.
Say the instructions twice as you mime them.
Point to the picture and elicit the names of the
items of clothing (jumper, jacket, jeans, boots,
hat). The pupils look at the words and match
them to the pictures. Allow them some time to
complete the activity. Check pupils’ answers.
Answers
1 d 2 c 3 e 4 a 5 b
Sing.
Point to one of the pictures and say: I’m
looking good. I’m looking great! The pupils
repeat after you. Then say: I’m wearing my
new clothes! The pupils repeat after you.
Point to and elicit the items of clothing
mentioned in the song.
Say the instructions twice as you mime
them. Play the recording. The pupils listen to
the song and point to the clothes as they
are mentioned in the song (jumper, jacket,
jeans, boots).
•
1
2
37(T)
Unit 8 – Looking good! Unit 8 – Looking good!
Play the recording again. The pupils listen
and sing along, joining in with the actions.
TAPESCRIPT
I’m looking good (both hands on chest)
I’m looking great! (both arms outstretched)
I’m wearing my new clothes – (run hands
down sides.
I’m looking good (both hands on chest)
I’m looking great! (both arms outstretched)
From my feet up to my nose! (bend to
touch feet, come up to touch nose)
Jumper, jacket, (point to items/flashcards)
Jeans, boots
I’m looking great (both hands on chest)
I’m looking good! (both arms outstretched)
Choose. Say A or B.
Say the instructions twice as you mime them.
Point to pictures A and B and elicit the items
of clothing. Refer the pupils to the words
underneath the pictures and explain the
activity. The pupils look at the words 1-6 and
say A or B. Ask individual pupils to answer.
Ask the rest of the class for verification.
Answers
A 1, 4, 5 B 2, 3, 6
Game (Optional)
Play a guessing game. Divide the class into
two teams, A and B. Allow the pupils some
time to look at the pictures before they close
their books. Say a sentence, e.g. I’m wearing
my jeans. The teams take it in turns saying
which child, A or B, is wearing the item of
clothing. Each correct guess wins a point.
The team with the most points wins.
e.g. Teacher: I’m wearing my jacket.
Team A Pupil 1: A!
Teacher: No, that’s wrong.
I’m wearing my dress.
Team B Pupil 1: A!
Teacher: That’s right. 1 point for
Team B. etc
Make and play.
Point to the pictures and read out the speech
bubble. Hand out the photocopies and the
drinking straws and tell the pupils that they
are going to draw and dress themselves.
Guide them through the cutting, gluing and
colouring of their templates. Then the pupils
hold up their templates and say what they
are wearing. Demonstrate this yourself first.
ENDING THE LESSON
(An activity to consolidate the language of
the lesson.)
Explain the activity. Ask a pupil to come to
the board. He/she thinks of an item of
clothing and mimes putting it on. The class
tries to guess the item of clothing. Repeat
with as many pupils as you think is necessary.
e.g. Pupil 1: (mimes putting on boots)
Pupil 2: (You’re wearing) boots! etc
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 1 and 2 from the
Activity Book during this lesson or the next one.
Photocopy the templates from the
Teacher’s Resource Pack, one per pupil.
Before going into class
3
4
3 Look at the pictures. Read the words and say A or B.
4 Use the templates to draw and dress yourself. Then take roles and talk with your friend.
3 Choose. Say A or B.
4 Make and play.
1 boots
2 jeans
3 jacket
4 hat
5 dress
6 jumper
I’m wearing
my jumper
and my jeans.
jacket jeans jumper dress hat
37
Module 4
Listen, point to the clothes items and say.
1 Match the clothes to Daddy or Baby Bear in your notebook. Then say: Daddy Bear’s
shorts are big.
1 Match in your notebook. Say.
T-shirt shorts vest
A
1
5
6
7
8
2
3
4
B
38
Module 4
38(T)
Unit 8 – Looking good! Unit 8 – Looking good!
Lesson 2
Objectives
To talk about items of clothing. To explore
other subject areas: Maths.
Language
In this lesson the pupils will learn to
understand:
• Take off your (shoes).
• Put on your (T-shirt).
In this lesson the pupils will learn to use:
• Clothes items: T-shirt, shorts, vest,
socks, cap, shoes.
• big/small
• (Daddy Bear’s) shorts are (big).
Extra Materials
• The Looking good! poster for the
Beginning the Lesson activity;
• Flashcards (30-35) for Presentation &
Practice and for the Ending the Lesson
activity.
BEGINNING THE LESSON
POSTER
Pin up the Looking good! poster on the
board. Invite a pupil to come to the board.
Say an item of clothing. The pupil points to
and names it. Ask the rest of the class for
verification. Repeat with as many pupils as
you think is necessary.
PRESENTATION & PRACTICE
(Activities to present and practise items of
clothing.)
Listen, point and say.
FLASHCARDS (30-35)
Pupils’ books closed. Pin up the flashcards
(30-35) on the board, one at a time. Point to
the items of clothing (T-shirt, shorts, vest, socks,
cap, shoes), one at a time, and present them.
The pupils repeat after you.
Pupils’ books open. Say: Open your books at
page thirty-eight. Write the number 38 on the
board and hold up your book. Say the
instructions twice as you mime them. Play the
recording. The pupils listen, point and repeat.
TAPESCRIPT
T-shirt, shorts, vest, socks, cap, shoes.
Match in your notebook. Say.
Revise the words big and small. Point to the
flashcard of the T-shirt and mime as you say:
a big T-shirt. The pupils repeat after you.
Repeat with small.
Say the instructions twice as you mime them.
Point to the pictures of Daddy Bear (B) and
Baby Bear (A), as well as the pictures of the
clothing items (1-8). Elicit the names and the
sizes of the clothing items, e.g. a big (T-shirt), a
small (T-shirt), etc. Ask the pupils to match the
clothes to Daddy and Baby Bear. Allow them
some time to complete the activity in their
notebook. Then point to the picture of the big
shorts and say: Daddy Bear’s shorts are big.
The pupils repeat after you. Individual pupils
point to and make sentences orally in class.
Provide any necessary help with the use of is
or are. Ask the rest of the class for verification.
Answers
A – 2, 5, 6, 7
B – 1, 3, 4, 8
Baby Bear’s shorts are small.
Daddy Bear’s T-shirt is big.
Baby Bear’s T-shirt is small.
Daddy Bear’s shoes are big.
Baby Bear’s shoes are small.
Daddy Bear’s vest is big.
Baby Bear’s vest is small.
•
1
39(T)
Unit 8 – Looking good! Unit 8 – Looking good!
Look, read and match in your
notebook.
Present the phrases take off and put on. Say:
Take off your shoes. The pupils repeat after
you. Mime taking off your shoes. Then say:
Put on your shoes. The pupils repeat after
you. Mime putting on your shoes. Drill your
pupils by giving them similar instructions. The
pupils mime the actions.
e.g. Teacher: Take off your jumper.
Class: (mime taking off their jumpers)
etc
Say the instructions twice as you mime them.
Ask the pupils to look at the sentences and
the pictures and elicit the names of the items
of clothing shown (shoes, socks, T-shirt, cap).
Ask the pupils to match the sentences to the
pictures in their notebooks. Allow them some
time to complete the activity. Check their
answers.
Answers
1 b 2 a 3 d 4 c
Sing.
Say the instructions twice as you mime them.
Say enthusiastically: Get ready to go. Get
ready for some fun! The pupils repeat after
you. Then mime as you say: Take off your
shoes! The pupils repeat after you. Repeat
with the rest of the actions from the song.
Play the recording. The pupils listen to the
song and point to the corresponding
actions in Ex. 2, as they are mentioned in the
song (Take off your shoes. Take off your
socks. Put on your T-shirt. Put on your cap.).
Play the recording again. The pupils listen
and mime the actions as they sing along.
TAPESCRIPT
Get ready, Get ready to go (take position
as though beginning a race)
Get ready for some fun (wave arms in air)
Get ready, get ready to go (take position
as though beginning a race)
Get ready, everyone! (point around the
room)
Take off your shoes (mime taking off shoes)
Take off your socks (mime taking off socks)
Get ready for some fun!
Put on your T-shirt (mime putting on T-shirt)
Put on your cap (mime putting on cap)
Get ready for the sun! (arms outstretched)
ENDING THE LESSON
(An activity to consolidate the language of
the lesson.)
FLASHCARDS (30-35)
Place the flashcards of the items of clothing in
random places around the classroom. Next to
each flashcard write a number from 1-6. Tell
the pupils to walk around the classroom, while
you play the song from Ex. 3. Stop the music
and call out a number. The pupil who is
standing the closest to the flashcard whose
number you have called out, names the item
of clothing on that flashcard.
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 3 and 4 from the
Activity Book during this lesson or the next one.
2
3
2 Match the sentences to the pictures in your notebook.
3 Listen and sing.
2 Look, read and match in your notebook.
1 Take off your shoes.
2 Take off your socks.
3 Put on your T-shirt.
4 Put on your cap.
3 Sing.
socks cap shoes
a
d
c
b
39
Module 4
40
Module 4
1 2
3 4
1 Listen to the dialogue and point to the pictures.
1 Let’s listen.
Put on your
jacket.
Come on!
Get ready!
It’s holiday
time!
Put on your
jumper.
Me, too!
Wow! I’m
looking good! OK!
40(T)
Unit 8 – Looking good! Unit 8 – Looking good!
Lesson 3
Objectives
To listen to a story about the characters
getting ready to go on holiday. To
develop listening comprehension skills
through a dialogue. To consolidate the
language used in the unit.
Language
In this lesson the pupils will learn to
understand:
• It’s holiday time!
• Come on! Get ready!
• Happy holidays!
In this lesson the pupils will learn to use:
• Put on your (jumper).
• I’m looking good!
• I’m wearing my (new hat)!
Extra Materials
• Flashcards (30-35) for the Beginning
the Lesson activity;
• The Looking good! poster for
Presentation & Practice.
BEGINNING THE LESSON
FLASHCARDS (30-35)
Hand out the flashcards of the previous lesson
in random order. Ask the pupils, one at a time,
to come to the board, pin up the flashcard
and write the corresponding word below it.
Ask the rest of the class for verification.
PRESENTATION & PRACTICE
(Activities to present the story and develop
pupils’ listening skills.)
Let’s listen.
POSTER
Pupils’ books closed. Use the Looking good!
poster to present the story. Explain to the
pupils, in L1 if necessary, that the characters
are getting ready to go on holiday. Point to
Willow in the first picture and ask: Who’s this?
Elicit: Willow. Say, as you point to the
calendar: It’s holiday time! Repeat with the
rest of the pictures.
Pupils’ books open. Say: Open your books at
page forty. Write the number 40 on the board
and hold up your book. Say the instructions
twice as you mime them. Ask the pupils to
identify the characters.
e.g. Pupil 1: (pointing to Erlina in frame 1)
(This is) Erlina! etc
Play the recording and ask the pupils to point
to each picture in their book in turn. Show
them what to do by holding up your book
and pointing. Play the recording again with
pauses for the pupils to listen and follow with
their fingers in the book. Play the recording
again. The pupils listen and repeat, chorally
and/or individually. Then individual pupils
take roles and read out the dialogue.
Point to the first picture on the poster. Ask
the pupils to complete your sentences.
e.g. Teacher: It’s holiday …
Class: time! etc
Extension
Ask for a volunteer to come and point to the
first picture on the poster. Encourage him/her
to say the dialogue. Ask the rest of the class
for verification. Repeat with different pupils for
the rest of the story.
1
41(T)
Unit 8 – Looking good! Unit 8 – Looking good!
Ask the pupils to say whether they like the story
or not. Ask them to tell you, in L1 if necessary,
what they like most.
ENDING THE LESSON
Provide each child with a piece of A4 paper
and ask them to draw an item of clothing of
their choice and present it to the class.
e.g. Pupil 1: It’s a (T-shirt). etc
ACTIVITY BOOK (Optional)
If you wish, you can do Ex. 5 from the Activity
Book during this lesson or the next one.
41
Module 4
5 6
7
OK! Get
ready to go!
I’m wearing
my sun hat!
I’m wearing
my big boots!
1 Point and say: He’s wearing a yellow hat, ...
1 Look, point and say.
42
Module 4
42(T)
Unit 8 – Looking good! Unit 8 – Looking good!
Lesson 4
Objectives
To talk about scarecrows on farms. To
consolidate the language learnt in the
unit. To draw a picture of oneself wearing
different clothes.
Language
In this lesson the pupils will learn to
understand:
• scarecrow
• What is he wearing?
In this lesson the pupils will learn to use:
• He’s wearing a (yellow) hat.
• It’s (hot). I’m wearing my (shorts).
Extra Materials
• A picture of a scarecrow.
BEGINNING THE LESSON
Play the dialogue from the previous lesson.
The pupils listen and follow in their books.
PRESENTATION & PRACTICE
(Activities to talk about scarecrows on farms.)
Look, point and say.
Pupils’ books closed. Pin up the picture of the
scarecrow on the board, point to it and say:
scarecrow. Ask your pupils, in L1 if necessary,
what they know about scarecrows, where
and why they are used (people use them on
farms and fields to keep birds away). Ask the
pupils if they have ever seen a scarecrow.
Pupils’ books open. Say: Open your books
at page forty-two. Write the number 42 on
the board and hold up your book. Say the
instructions twice as you mime them. Point to
the picture and ask various questions about
what the scarecrow is wearing, e.g. What is
he wearing? (A hat, a jumper, a jacket,
jeans and shoes.). Explain the activity. Ask
individual pupils to describe what the
scarecrow is wearing. Ask the rest of the
class for verification.
Answers
He’s wearing a yellow hat.
He’s wearing a green jacket.
He’s wearing a red jumper.
He’s wearing blue jeans.
He’s wearing orange shoes.
Have the picture of the scarecrow ready
to use.
Before going into class
1
43(T)
Unit 8 – Looking good! Unit 8 – Looking good!
Listen and choose.
Say the instructions twice as you mime them.
Point to the pictures and elicit the items of
clothing, as well as what the weather is like
(e.g. It’s raining. She’s wearing a jacket. etc).
Explain the activity. Tell the pupils they are
going to listen and choose the right child.
Play the recording as many times as you
think is necessary for the pupils to complete
the activity in their notebooks.
Answers
1 a 2 b 3 a
TAPESCRIPT
1 Girl: It’s raining. I’m wearing my jacket.
2 Boy: It’s hot and sunny. I’m wearing my
cap.
3 Boy: It’s cold and it’s snowing. I’m wearing
my boots.
Portfolio: Draw and write in your
notebook.
(An activity to consolidate the language of
the unit.)
Point to the picture and ask the pupils to
follow in their books as you read. Tell the
pupils they are going to draw a picture in
their notebook and write a description of
what they are wearing. Make sure you
display their work somewhere in the class.
Then help them file their drawings in their
Junior Language Portfolios.
ENDING THE LESSON
The pupils talk about the clothes they are
wearing today.
e.g. Pupil 1: I’m wearing my blue T-shirt and
my white shoes. etc
ACTIVITY BOOK (Optional)
If you wish, you can do Exs 6 and 7 from the
Activity Book during this lesson or the next one.
For the next lesson: If you wish, ask the pupils
to bring in pictures of traditional costumes in
their country (see Ex. 1 Optional Activity).
2
3
2 Listen and choose the right picture.
3 Draw what you are wearing today in your notebook. Present it to the class.
It’s hot!
I’m wearing
my shorts.
3 Draw and write in your notebook.
2 Listen and choose.
43
Module 4
1 Choose the right word.
1 Choose.
1 He’s wearing a .
2 She’s wearing a .
44
Module 4
kilt
cap
jacket
kimono
44(T)
Unit 8 – Looking good! Unit 8 – Looking good!
Lesson 5
Objectives
To consolidate the language of the unit. To
familiarise pupils with British and Japanese
culture: to talk about traditional clothes in
the UK/Japan.
Language
In this lesson the pupils will learn to
understand:
• UK, Japan
• kilt, kimono
In this lesson the pupils will learn to use:
• (He)’s wearing a (kilt).
Extra Materials
• A map of the world for Ex. 1 (Optional);
• Pictures of traditional costumes from
around the world for the Ending the
Lesson activity.
BEGINNING THE LESSON
Ask the pupils to present the drawing they
made in the previous lesson.
OUR WORLD
(Activities to familiarise pupils with aspects
of British and Japanese culture and explore
their own.)
Choose.
Pupils’ books closed. Ask the pupils, in L1 if
necessary, to talk about traditional clothes
in their country. Explain to them that today
they are going to learn about traditional
clothes in two countries.
Pupils’ books open. Say: Open your books at
page forty-four. Write the number 44 on the
board and hold up your book. Point to the
British flag and elicit the country. Point to the
Japanese flag and present the country. If
you have a map of the world, put it up on the
board and show where Japan is. Ask the
pupils if they know anything about traditional
clothes in these countries. Point to the kilt in
the first picture and say: kilt. The pupils repeat
after you. Explain to the pupils that the kilt is a
traditional piece of tartan cloth in the shape
of a skirt, usually worn by men in Scotland.
Then point to the kimono in the second
picture and say: kimono. The pupils repeat
after you. Explain to the pupils that the
kimono is the national costume of Japan
and that it is worn by women, men, and
children. Then point to the sentences and
have the pupils choose the correct item (kilt,
kimono) and write it in their notebook.
Answer
1 kilt 2 kimono
Optional Activity
Ask pupils to bring pictures/drawings of
traditional costumes from their country and
have a class discussion.
1
45(T)
Unit 8 – Looking good! Unit 8 – Looking good!
(Activities to consolidate the language of the
unit.)
Look, read and choose.
Say the instructions twice as you mime them.
Elicit the numbers of the circles. The pupils
look at the pictures and choose the correct
word that matches the picture. Ask individual
pupils to answer. Ask the rest of the class for
verification.
Answers
1 a 3 a 5 a
2 b 4 b 6 a
Extension
Name an item of clothing. Ask a pupil to tell
you the number of the circle.
e.g. Teacher: Dress.
Pupil 1: One! etc
Let’s Play!
Point to and elicit the items of clothing in the
picture and their colour. Have a pair of
pupils read the example. Ask the pupils to
look at the items of clothing for some time
before they close their books. Divide the
class into two teams, A and B. A pupil from
each team says a colour and a pupil from
the other team has to name the item of
clothing. Each correct answer wins a point.
The team with the most points wins.
e.g. Team A Pupil 1: It’s red!
Team B Pupil 1: A T-shirt!
Teacher: Correct. 1 point for
Team B.
Team B Pupil 2: They’re blue.
Team A Pupil 2: Shorts! etc
ENDING THE LESSON
Hand out the pictures of traditional costumes.
Ask the pupils to go around and find their
matching pairs. Upon completion, ask them
to guess where the traditional costumes are
from. Provide the correct answers.
Note: If you wish, you can do some or all of
the Reinforcement & Extension Activities from
the Teacher’s Resource Pack.
Find pictures of traditional costumes from
around the world and cut them in half.
Before going into class
3
2
1 2 3
4 5
3
It’s red.
A T-shirt!
a dress
b hat
a shorts
b jeans
a socks
b boots
a T-shirt
b jumper
a hat
b cap
a shoes
b vest
2 Look, read and choose.
2 Look, read and choose the right words.
3 Play the Memory game. 45
Module 4
6
46
1 Point and say.
46(T)
Round-up Round-up
Objectives
To consolidate the key vocabulary of the
course.
Vocabulary
mummy, daddy, brother, sister, bedroom,
bathroom, living room, kitchen, garden,
robot, computer, bike, TV, lamp, clock,
square, circle, rectangle, triangle, head,
arm, tummy, leg, foot, clap your hands,
nod your head, stamp your feet, wave
your arms, butterfly, elephant, spider, bird,
frog, monkey, chocolate, jam, cake,
lollipops, juice, sweets, carrots, potatoes,
peas, tomatoes, pears, oranges, It’s hot.,
It’s cold., It’s sunny., It’s raining., It’s
snowing., spring, summer, autumn, winter,
boots, jacket, jeans, jumper, dress, hat,
T-shirt, shorts, vest, socks, cap, shoes
Note: Round-up aims to consolidate the
vocabulary of the course. The teacher can
spend some time at the end of the school year
on this section. Alternatively, the teacher can
cover the section gradually upon completion
of every unit/module.
PROCEDURE
Have a class discussion. Hold up your book,
point to an item, e.g. carrots and ask: What
colour are they? Elicit: Orange. Then ask: What
are they? Elicit: Carrots. Continue with as many
items as you feel necessary. If you wish, you
can ask the pupils to write the words in their
notebooks. Write the words on the board so
the pupils can check their spelling.
Here are some suggested games/activities
the teacher can do with the pupils.
I. I SPY …
Ask the pupils to look at the picture. Divide
the class into two teams, A and B. Explain
the game. You say a letter and the pupils, in
teams, take turns finding an item in the
picture. Each correct answer gets one point.
The team with the most points wins.
e.g. Teacher: I spy with my little eye,
something beginning
with a \œ\.
Pupil 1 Team A: Arm!
Teacher: Correct! 1 point for
Team A. etc
II. CATEGORIES
Draw some columns on the board, e.g.
Ask the pupils to work in pairs/groups and find
more items in the picture that can go with the
ones given. They can copy the chart or draw
simple sketches in their notebooks. Ask the
pairs/groups to report back to the class.
e.g. butterfly: elephant, spider, bird, frog, …
(animals)
bedroom: bathroom, living room, kitchen,
… (parts of a house)
jacket: jeans, jumper, dress, hat, T-shirt, …
(clothes)
III. MIME THE WORD
Ask the pupils to look at the picture. Divide the
class into two teams, A and B. Explain the
game. Mime one of the items in the picture
and the pupils in teams take turns finding
which item it is. Each correct answer gets one
point. The team with the most points wins.
e.g. Teacher: (mimes clapping hands)
Pupil 1 Team A: Clap your hands.
Teacher: Correct! 1 point for
Team A. etc
butterfly bedroom jacket
47(T)
Round-up Round-up
IV. WORDS IN A HEART
Draw a big heart on the board. Ask the pupils
to do the same in their notebooks. Ask the
pupils to draw the items they like, want to
have, etc in the hearts. Then pupils present
their drawings to the class.
V. TELEPATHY
Divide the class into two teams, A and B. Think
of an item and say the name of the unit, e.g.
Looking good! The teams take turns finding
which item it is. Each correct answer gets one
point. The team with the most points wins.
e.g. Teacher: (thinks of a dress)
Looking good!
Pupil 1 Team A: (Is it) a T-shirt?
Teacher: No!
Pupil 1 Team B: (Is it) a dress?
Teacher: Yes! 1 point for Team B.
etc
47
48
bat
iguana
ant
fox
duck
jaguar
zebra
lion
rabbit
snail
1 Look and say: a or an.
Fun Time 5
(see Fun Time Key & Instructions Section)
A eleven + nine =
B twenty – twelve =
C twenty ÷ two =
D five x three =
E ten + seven =
49
a twenty
b two
a twelve
b fourteen
a fifteen
b sixteen
a eleven
b nineteen
a eighteen
b seventeen
2 Look, read and choose.
3 Count and choose.
a thirteen
b sixteen
5
A butterfly can fly.
An elephant can climb.
A spider can swim.
A bird can fly.
A frog can jump.
A monkey can draw.
4 Read and say yes or no.
5 Look, read and answer.
1 Can he jump? 2 Can it run?
3 Can they draw? 4 Can she climb?
5
yes
yes
yes
yes
yes
yes
no
no
no
no
no
no
50
6 Look, count and say.
one elephant
5
51
52
1 Read and match in your notebook.
A I don’t like chocolate. I like jam.
B I like cake and lollipops.
C I don’t like cake. I don’t like sweets.
D I like carrots. I like chocolate.
E I like jam. I don’t like potatoes.
F I like carrots. I don’t like cake.
G I don’t like peas. I like lollipops.
H I don’t like jam. I like tomatoes.
Fun Time 6
53
1 I/sweets 4 I/peas
2 We/bananas 5 They/sandwiches
3 She/apples 6 We/chocolate
2 Look and make sentences.
3 Answer about yourself.
1 Do you like chocolate
cake?
2 Do you like ice cream?
3 Do you like peas?
4 Do you like tomatoes?
5 Do you like carrots?
6 Do you like jam?
7 Do you like lollipops?
8 Do you like apple
juice?
6
5 Now read again and answer.
1 Do Sweet Monsters live
in the Magic Forest?
2 Do they eat chocolate?
3 Do they like vegetables?
4 Do they love children?
5 Do they like dentists?
a
b c d e
1 Sweet monsters live in
the Magic Forest.
2 They eat chocolate, cake
and sweets.
3 They don’t like vegetables.
4 They love children.
5 They don’t like
dentists.
4 Read and number in your notebook.
6
54
1 Do they like music? 2 Does he like sweets?
3 Does she like
chocolate?
4 Do they like
football?
In picture B I can see three apples.
7 Look, read and answer.
6 Find the differences in picture B and say.
6
55
2 Look, read and match in your notebook.
1 What’s the weather like? Point and say.
Fun Time 7
A B C
56
1 In the USA it’s cold and it’s snowing.
2 In Greece it’s hot and sunny today.
3 In the UK it’s cold and it’s raining.
B
A
C
3 Which picture? Look, read and choose
A, B or C.
7
57
1 It’s hot.
2 He likes snow.
3 It’s raining.
4 It’s sunny.
5 The leaves are yellow.
6 It’s cold.
7 She likes ice cream.
8 It’s snowing.
9 She’s got an umbrella.
4 Look and say.
My daddy’s favourite season
is because
he loves !
My sister’s favourite season
is because
she loves !
7
58
59
5 Find the odd one out!
hot
sunny
summer
snow
autumn
spring
winter
butterflies
frogs
birds
rabbits
flowers
6 Look, read and choose.
a It’s snowing.
b It’s raining.
1
a It’s summer.
b It’s winter.
2
a They’re trees.
b They’re flowers.
3
a It’s hot.
b It’s cold.
4
a It’s spring.
b It’s autumn.
5
a It’s a butterfly.
b It’s a bird.
6
7
A B C
1 Look and match in your notebook.
2 Look, read and answer.
1 hat
2 jeans
3 jumper
4 boots
5 dress
6 jacket
Are they socks?
Is it a hat?
Are they jeans?
Is it a cap?
Is it a T-shirt?
Are they shoes?
Fun Time 8
60
61
3 Look, read and choose.
8
a She is reading.
b She is running.
a She is flying.
b She is drawing.
a It is snowing.
b It is raining.
a They are jumping.
b They are swimming.
a He is playing football.
b He is riding a bike.
a They are wearing jeans.
b They are wearing boots.
1 Is Becky wearing
shorts?
2 Are Larry and Bob
playing?
3 Is Kate wearing a
red cap?
4 Is John playing the
guitar?
5 Is Sara wearing a
T-shirt?
6 Are Sara and Jill
drawing?
John
Kate
Becky
Bob
Sara
Jill
Larry
4 Look, read and answer.
8
62
5
I’m wearing
a blue cap! 2A!
8
A
1
2
3
4
B C D
63
64 1 Play Easter Bingo!
1 Play Easter Bingo!
64(T)
Happy Easter Happy Easter
Objectives
To talk about Easter; to play an Easter
game.
Language
In this lesson the pupils will learn to
understand:
• Happy Easter!
In this lesson the pupils will learn to use:
• bunny, egg, basket, chick, flowers,
chocolate, cake, lamb, butterfly, spring,
bonnet, Easter Sunday, nest, sweets,
bee, hot cross bun
Extra Materials
• None.
BEGINNING THE LESSON
Greet the pupils and say Happy Easter! as
they are arriving.
Write the word Easter on the board. Ask the
pupils to tell you, in L1 if necessary, words
that come to their mind when they think of
this celebration and write them on the
board. During this stage present/elicit words
such as bunny, egg, basket, chick, flowers,
chocolate, cake, lamb, butterfly, spring,
bonnet, Easter Sunday, nest, sweets, bee, hot
cross bun.
PRESENTATION & PRACTICE
Play Easter Bingo!
Refer the pupils to the pictures and explain
the game. Tell the pupils to choose 10 items
from the grid and write them in their
notebooks. Then call out ten items in random
order. If a pupil hears an item that he/she
has written down, he/she puts a tick next to
it. The pupil that ticks all of his/her items says
Bingo and is the winner.
ENDING THE LESSON
CRAFTWORK
Tell the pupils they are going to make an
Easter card. Show them your model. Write
Happy Easter! on the board. Hand out pieces
of paper and have the pupils fold the paper
in half. They decorate and colour their card
any way they like. They can use the words
and pictures on p. 64 for ideas. Go around
the class and help if needed.
1
65(T)
Fun Time Key & Instructions Fun Time Key & Instructions
Fun Time 5
1 Look and say: a or an.
Read the instructions and explain the
task. Allow the pupils some time to look
at the pictures and then have individual
pupils say the answer. Ask the rest of the
class for verification.
a duck, a bat, a rabbit, a jaguar, a fox,
an iguana, an ant, a snail, a lion, a zebra
2 Look, read and choose.
Read the instructions and explain the task.
Allow the pupils some time to copy the
numbers and complete the task in their
notebooks. Check the pupils’ answers.
20 – a 12 – a
15 – a 17 – b
19 – b 13 – a
3 Count and choose.
Read the instructions and explain the
task. Allow the pupils some time to do
the task in their notebooks. Check the
pupils’ answers.
A twenty D fifteen
B eight E seventeen
C ten
4 Read and say yes or no.
Elicit the animals and what they can do,
e.g. swim, fly, etc. Read the instructions
and explain the task. Allow the pupils
some time to read the sentences. Ask
individual pupils to answer. Ask the rest
of the class for verification.
1 yes 3 no 5 yes
2 no 4 yes 6 no
5 Look, read and answer.
Read the instructions and explain the task.
Allow the pupils some time to complete
the task in their notebooks. Check the
pupils’ answers. As an alternative, ask
individual pupils to say the answer and
ask the rest of the class for verification.
1 Yes, he can.
2 No, it can’t.
3 No, they can’t.
4 Yes, she can.
6 Look, count and say.
Have a picture discussion with the class.
Point to and elicit the animals. Read the
instructions and the example, and explain
the task. Ask individual pupils to answer.
Ask the rest of the class for verification.
6 butterflies
3 dogs
5 birds
4 frogs
Fun Time 6
1 Read and match in your
notebook.
Read the instructions and explain the task.
Allow the pupils some time to complete the
task in their notebooks. Check the pupils’
answers.
A 3 C 1 E 6 G 2
B 4 D 5 F 8 H 7
2 Look and make sentences.
Read the instructions and explain the task.
Allow the pupils some time to complete
the task in their notebooks. Check the
pupils’ answers.
1 I like sweets.
2 We don’t like bananas.
3 She doesn’t like apples.
4 I don’t like peas.
5 They like sandwiches.
6 We like chocolate.
66(T)
Fun Time Key & Instructions Fun Time Key & Instructions
3 Answer about yourself.
(Pupils’ own answers.)
4 Read and number in your
notebook.
Point to the Sweet Monster and ask
pupils if they remember who he is. Have
a picture discussion and have pupils
read the sentences aloud. Read the
instructions and explain the task. Allow
the pupils some time to complete the
task. Check the pupils’ answers.
1 c 2 e 3 d 4 b 5 a
5 Now read again and answer.
Read the instructions and explain the task.
Allow the pupils some time to complete
the task. Check the pupils’ answers.
1 Yes, they do.
2 Yes, they do.
3 No, they don’t.
4 Yes, they do.
5 No, they don’t.
6 Find the differences in picture B
and say.
Read the instructions and explain the
task. Have a picture discussion. Elicit the
items in picture A. Allow the pupils some
time to look at the two pictures. Ask
individual pupils to answer. Ask the rest
of the class for verification.
In picture B I can see: 3 apples, 5 lollipops,
2 pears, 3 potatoes and 6 sweets.
7 Look, read and answer.
Read the instructions and explain the task.
Allow the pupils some time to complete
the task in their notebooks. Check the
pupils’ answers.
1 Yes, they do. 3 No, she doesn’t.
2 Yes, he does. 4 Yes, they do.
Fun Time 7
1 What’s the weather like? Point
and say.
Read the instructions and explain the
task. Elicit different types of weather. Ask
individual pupils to answer. Ask the rest
of the class for verification.
1 It’s hot. 4 It’s raining.
2 It’s sunny. 5 It’s cold.
3 It’s snowing.
2 Look, read and match in your
notebook.
Read the instructions and explain the
task. Elicit the weather in the pictures.
Allow the pupils some time to complete
the task in their notebooks. Check the
pupils’ answers.
A 2 B 3 C 1
3 Which picture? Look, read and
choose A, B or C.
Read the instructions and explain the task.
Have a picture discussion. Allow the pupils
some time to complete the task in their
notebooks. Check the pupils’ answers.
1 B 4 B 7 B
2 A 5 C 8 A
3 C 6 A (C) 9 C
4 Look and say.
Read the instructions and explain the
task. Point to the pictures and ask the
pupils to describe them Ask individual
pupils to answer. Ask the rest of the class
for verification.
My daddy’s favourite season is winter
because he loves snow!
My sister’s favourite season is spring
because she loves flowers!
67(T)
Fun Time Key & Instructions Fun Time Key & Instructions
5 Find the odd one out!
Read the instructions and explain the
task Allow the pupils some time to
complete the task in their notebooks.
Check the pupils’ answers.
A snow
B butterflies
C flowers
6 Look, read and choose.
Read the instructions and explain the task.
Allow the pupils some time to complete
the task in their notebooks. Check the
pupils’ answers.
1 b 3 b 5 b
2 a 4 a 6 a
Fun Time 8
1 Look and match in your
notebook.
Read the instructions and explain the task.
Elicit the items of clothing. Allow the pupils
some time to complete the task in their
notebooks. Check the pupils’ answers.
1 a 3 b 5 d
2 f 4 c 6 e
2 Look, read and answer.
Read the instructions and explain the task.
Elicit the items of clothing. Allow the pupils
some time to complete the task in their
notebooks. Check the pupils’ answers.
1 Yes, they are.
2 No, it isn’t.
3 No, they aren’t.
4 Yes, it is.
5 No, it isn’t.
6 Yes, they are.
3 Look, read and choose.
Read the instructions and explain the task.
Allow the pupils some time to complete
the task. Check the pupils’ answers.
1 a 3 b 5 a
2 b 4 a 6 b
4 Look, read and answer.
Read the instructions and explain the
task. Allow the pupils some time to look at
the sentences and the pictures. Ask
individual pupils to answer. Ask the rest of
the class for verification. As an alternative,
have the pupils write the answers in their
notebooks.
1 No, she isn’t.
2 Yes, they are.
3 Yes, she is.
4 No, he isn’t.
5 Yes, she is.
6 No, they aren’t.
5 Let’s Play!
Read the instructions and the example.
Explain the game. The pupils play in
pairs. The pupils take turns. One pupil
says what he/she is wearing (from the
clothes in the grid) and the other says
where that item of clothing is located on
the grid. Each correct answer gets one
point. As an alternative, divide the class
and have the pupils play in teams.
e.g. Pupil 1: I’m wearing a red dress.
Pupil 2: 1C!
Pupil 1: That’s right!
Pupil 2: I’m wearing blue boots.
Pupil 1: 1B!
Pupil 2: That’s wrong! etc
Tapescripts Tapescripts
68(T)
Unit 5
Ex. 2 p. 6
The little green frog goes “la di da di da la
di da di da – la di da di da”
The little green frog goes “la di da di da”
And it can jump and swim!
The little blue bird goes “la di da di da la di
da di da – la di da di da”
The little blue bird goes “la di da di da la di
da di da – la di da di da”
And it can fly and sing!
Ex. 3 p. 9
Thirteen, fifteen, eighteen, eleven, twenty,
fourteen.
Ex. 2 p. 13
One: I’ve got eight legs. I can run. I’m pink.
Two: I’ve got big ears. I can climb. I’m red.
Three: I’ve got big ears and a big nose.
I can swim. I’m blue.
Four: I’ve got a big mouth. I can jump. I’m
green.
Unit 6
Ex. 2 p. 16
I’m a Sweet Monster
And I’ve got a sweet tooth!
I love lollipops
And chocolate, too!
I love jam
And cake and juice!
I’m a Sweet Monster
And I’ve got a sweet tooth!
Ex. 3 p. 17
A: Julie, do you like lollipops?
Julie: Lollipops? No, I don’t. I don’t like
lollipops.
A: Do you like chocolate?
Julie: Oh, yes, I do! I love chocolate!
A: How about sweets? Do you like
sweets?
Julie: Yes, I do. I like sweets.
A: Do you like cake, Julie?
Julie: Cake? No, I don’t.
Ex. 2 p. 18
Rainbow food is good for you:
Red tomatoes and apples, too!
Green peas, green pears all for you.
Orange for carrots and oranges, too!
Yummy potatoes.
Red, yellow, green
Rainbow food
A rainbow dream!
Unit 7
Ex. 1 p. 26
What’s the weather like today?
Can you say? Can you say?
What’s the weather like today?
It’s sunny! It’s sunny today!
What’s the weather like today?
Can you say? Can you say?
What’s the weather like today?
It’s hot! It’s hot today!
What’s the weather like today?
Can you say? Can you say?
What’s the weather like today?
It’s raining! It’s raining today!
What’s the weather like today?
Can you say? Can you say?
What’s the weather like today?
It’s snowing! It’s snowing today!
Tapescripts Tapescripts
69(T)
Ex. 2 p. 29
A: Erlina? What’s your favourite
season?
Erlina: Spring.
A: Spring?
Erlina: Yes. My favourite season is spring.
I love spring because I love
flowers.
A: Frosty? What’s your favourite
season?
Frosty: Winter.
A: Winter?
Frosty: Yes. My favourite season is winter.
I love winter because I love the
snow.
A: Alvin? What’s your favourite
season?
Alvin: Autumn.
A: Autumn?
Alvin: Yes. My favourite season is
autumn.
I love autumn because I love the
rain.
A: Woody? What’s your favourite
season?
Woody: Summer.
A: Summer?
Woody: Yes. My favourite season is
summer.
I love summer because I love the
sun.
Ex. 3 p. 29
Spring is my favourite season
And let me tell you the reason:
I love spring because I love flowers
Spring is my favourite season!
Summer is my favourite season
And let me tell you the reason:
I love summer because I love the sun
Summer is my favourite season!
Autumn is my favourite season
And let me tell you the reason:
I love autumn because I love the rain
Autumn is my favourite season!
Winter is my favourite season
And let me tell you the reason:
I love winter because I love the snow
Winter is my favourite season!
Unit 8
Ex. 2 p. 36
I’m looking good
I’m looking great!
I’m wearing my new clothes -
I’m looking good
I’m looking great!
From my feet up to my nose!
Jumper, jacket,
Jeans, boots
I’m looking great
I’m looking good!
Ex. 3 p. 39
Get ready, Get ready to go
Get ready for some fun
Get ready, get ready to go
Get ready, everyone!
Take off your shoes
Take off your socks
Get ready for some fun!
Put on your T-shirt
Put on your cap
Get ready for the sun!
Ex. 2 p. 43
1 Girl: It’s raining. I’m wearing my jacket.
2 Boy: It’s hot and sunny. I’m wearing my
cap.
3 Boy: It’s cold and it’s snowing. I’m
wearing my boots.
70(T)
Instruments for Evaluation Instruments for Evaluation
Evaluation plays an integral part in the
learning process, and it is more efficient
when based on the systematic observation
of the pupils throughout the course. It
provides valuable information that reflects
their progress in the acquisition of receptive
and productive skills as well as their attitude
towards their own learning experience. It
also allows teachers to reflect on the validity
of their teaching practices and the types of
material being used.
The process is basically divided into three
parts: initial evaluation at the beginning of
the course, formative evaluation which is
done on a daily basis, and cumulative
evaluation upon finishing a unit.
In Fairyland 2B the evaluation activities are
included in both the Teacher’s Book and
the Pupil’s Book.
Initial evaluation
This evaluation centres mainly on the pupils’
reports from the previous school year, as the
information should help the teacher find out
about the strategies they are able to use.
Formative evaluation
Any exercise a pupil does can be used for
this type of evaluation. The results are then
recorded on the pupil’s formative evaluation
chart [page 71(T)].
Make as many photocopies as you need
and complete the charts as indicated. Write
the names of the activities you are going to
evaluate (for example, the dialogues,
language games, craft activities, and so
on) and write the marks obtained with the
help of the following code:
★★★★★ – the pupil recognises and produces
the language
★★★ – the pupil recognises but does not
produce the language correctly
★ – the pupil does not recognise the language
Cumulative evaluation
The results of cumulative evaluation are
recorded on the pupil’s cumulative evaluation
chart [page 72(T)].
In the Pupil’s Book the last page of the unit is
used for cumulative evaluation. However, in
order to obtain reliable information, the
formative evaluation marks, work done
throughout the unit participation and
attitude should also be taken into account.
In order to complete the chart, write down
the pupils’ names and record the results
using numbers or letters in the corresponding
columns. The code for formative evaluation
can also be used here.
71(T)
Pupils’ name: Mark and comments
Name of game/activity: .............................................................................................................
Aim of game/activity: .................................................................................................................
Unit: ..................................................... Lesson: ..................................... Course: ...................
© Express Publishing PHOTOCOPIABLE
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Evaluation chart for games and activities (formative evaluation)
Evaluation criteria: ★★★★★ ★★★ ★
72(T)
25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Unit:
..............................
Date:
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Course:
..............................
Aims:
The pupil is able to ...
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Marking criteria: ★★★★★ ★★★ ★
Attitudes:
1
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Marking criteria: ✓ Yes ✗ No I Improving
Pupils’ names
Evaluation chart for each unit (cumulative evaluation)
© Express Publishing PHOTOCOPIABLE
73(T)
Activity Book Key & Instructions Activity Book Key & Instructions
MODULE 3
Unit 5 – A butterfly!
1 Read and find the stickers.
Read the instructions and explain the
activity. Ask individual pupils to read the
words (1-4). Ask the pupils to find the
corresponding stickers from the sticker
section and show them to you for
verification before sticking them in the
appropriate spaces.
2 Look and (✓) or (✗).
Read the instructions and explain the
activity. Point to the elephant swimming
and ask: Can an elephant swim? Elicit:
Yes, it can. Ask the pupils to put a tick in
the corresponding circle. Point to the
elephant flying and ask: Can an elephant
fly? Elicit: No, it can’t. Ask the pupils to put
a cross in the corresponding circle. Allow
the pupils some time to do the same for
the rest of the animals. Then pupils point
to and make sentences orally in class.
Answers
A bird can fly, but it can’t ride a bike.
A spider can run, but it can’t draw.
A frog can jump, but it can’t play football.
A monkey can climb, but it can’t sing.
3 Match. Colour.
Read the instructions and explain the
activity. Ask the pupils to match the
numbers to the words. Then ask them to
colour in each number according to the
colour of the corresponding word.
Check their answers.
4 How many? Count. Write.
Read the instructions and explain the
activity. Point to the pictures A-D and the
words underneath. Ask the pupils to
count the parts of the body and write
the correct number underneath each
picture. Check their answers.
1 fourteen 3 twenty
2 four 4 sixteen
Then, individual pupils point to and make
sentences orally:
A frog has got two eyes.
Seven frogs have got fourteen eyes.
A monkey has got one mouth.
Four monkeys have got four mouths.
An elephant has got four legs.
Five elephants have got twenty legs.
A rabbit has got two ears.
Eight rabbits have got sixteen ears.
5 Look. Write and draw.
Read the instructions and explain the
activity. Ask individual pupils to look at
the pictures and the half-finished
sentences. Ask the pupils to find the
animals in the pictures and complete
the sentences. Check their answers.
1 butterfly 4 frog
2 elephant 5 spider
3 monkey
Then pupils draw an animal and complete
the sentence.
6 Complete. Colour.
Ask the pupils to read the speech
bubbles and complete the sentences.
Allow the pupils some time to complete
the activity. Check their answers. Then
ask the pupils to colour in the pictures.
1 eight, run (red spider)
2 two, fly (pink butterfly)
3 two, jump (yellow rabbit)
74(T)
Activity Book Key & Instructions Activity Book Key & Instructions
Unit 6 – A sweet tooth
1 Circle. Find the stickers.
Allow the pupils some time to circle the
word. Then tell the pupils to find the
corresponding stickers from the sticker
section and show them to you for
verification before sticking them in the
appropriate spaces. Check their answers.
Answers: cake, juice, lollipops
2 Trace.
Ask the pupils to look at the pictures (1-4)
and read the question in each one. The
pupils trace the correct answer according
to the picture. Check their answers.
1 Yes, I do. 3 No, I don’t.
2 No, I don’t. 4 Yes, I do.
3 Write.
Ask the pupils to look at the numbers and
the corresponding letters. Refer them to
the pictures (1-3) and ask them to use the
code to write what each child says.
Check their answers.
1 I LOVE CARROTS!
2 I LIKE PEARS!
3 I LOVE PEAS!
4 Look. Circle.
Point to the picture and the words and
ask the pupils to circle the food items
they see. Check their answers.
The pupils circle: peas, pears, apples,
oranges, carrots, potatoes
5 Join.
Focus the pupils’ attention on the use of
is with singular nouns and are with
plural nouns. Point to the table and ask
the pupils to join the words to make
sentences. Check their answers.
Answers
Tomatoes are good for you.
Milk is good for you.
Carrots are good for you.
Juice is good for you.
Oranges are good for you.
Cheese is good for you.
6 Read and (✓).
Ask the pupils to read the speech bubble
and look at the pictures. The pupils tick
the food items Betty likes/loves. Check
their answers.
The pupils tick: potatoes, carrots, oranges,
tomatoes, chocolate
7 Circle the same.
Read the instructions and explain the
activity. Ask the pupils to look at the
pictures (1-4) and circle two items in
each set that are the same. Check their
answers.
8 Colour the fruit red and the
vegetables green.
Read the instructions and explain the
activity. Ask the pupils to find and colour
the fruit words red and the vegetable
words green. Check their answers.
Fruit (red): pears, oranges, bananas
Vegetables (green): carrots, peas,
potatoes
75(T)
Activity Book Key & Instructions Activity Book Key & Instructions
MODULE 4
Unit 7 – The weather
1 Look. Trace.
Read the instructions and explain the
activity. Point to each picture and elicit
the weather. Have the pupils trace the
correct word to complete the sentences.
Check their answers.
1 hot 3 raining
2 snowing 4 cold
2 What’s the weather like? Read.
Circle.
Allow the pupils some time to circle the
right pictures, A or B. Check their answers.
1 B 2 A 3 A
3 Find. Colour.
Read the instructions and explain the
activity. Point to the word winter and
elicit its colour (blue). Then point to the
word winter within the grid. Ask the
pupils to do the same for the other three
seasons.
4 Read and find the stickers.
Ask individual pupils to read out the
sentences (1-4). Ask the pupils to find
the corresponding stickers from the
sticker section and show them to you for
verification before sticking them in the
appropriate spaces.
5 Look. Trace.
Point to pictures A and B and elicit the
seasons. Ask the pupils to trace the
correct words in the sentences and check
their answers.
A autumn, rain B winter, snow
6 Match.
Read the instructions and explain the
activity. Allow the pupils some time to
draw lines and complete the jigsaw
puzzle. Check their answers.
7 Look. Draw.
Read the instructions and explain the
activity. Ask the pupils to look at both
pictures and tell you what’s missing from
the second picture. Allow the pupils
some time to draw the missing items on
the second picture. Then pupils colour
the picture.
Unit 8 – Looking good!
1 Look and (✓). Colour.
The pupils look at the picture and tick
the items of clothing they see. Then they
colour the items of clothing. Check their
answers.
The pupils tick: jeans, dress, jacket, jumper
2 Read. Complete.
Read the instructions and explain the
activity. Ask the pupils to look at the
pictures and the speech bubbles, and
complete the sentences with the
missing words. Allow the pupils some
time to complete the activity. Check
their answers.
1 hat, dress
2 jeans, boots
3 wearing a red, yellow
3 Find the stickers. Play with your
friend.
Ask the pupils to find the missing stickers
from the sticker section and show them to
you for verification before sticking them in
the appropriate spaces. Then, have a
76(T)
Activity Book Key & Instructions Activity Book Key & Instructions
pair of pupils read out the exchange and
explain the game. The pupils, in pairs,
play the game. Check round the class.
4 Draw lines.
Ask the pupils to look at the pictures (1-4)
and read out the sentences. The pupils
match the sentences to the corresponding
pictures. Check their answers.
1 Take off your socks.
2 Put on your hat.
3 Take off your jacket.
4 Put on your vest.
5 Circle 5 differences.
Point to pictures A and B and ask the
pupils to find and circle 5 differences.
Then, ask the pupils to point to the
pictures and say: (He’s) wearing (a
yellow cap in Picture A). – (He’s) wearing
(a yellow hat in Picture B).
Answers
He’s wearing a yellow cap in Picture A.
He’s wearing a yellow hat in Picture B.
He’s wearing blue boots in Picture A.
He’s wearing yellow boots in Picture B.
He’s wearing a green jumper in Picture A.
He’s wearing a red jumper in Picture B.
She’s wearing a yellow dress in Picture A.
She’s wearing a pink dress in Picture B.
She’s wearing red shoes in Picture A.
She’s wearing red boots in Picture B.
6 Look. Circle.
Read the instructions and explain the
activity. Point to the pictures and the
sentences. Ask the pupils to circle the
right words in each sentence. Check
their answers.
1 They’re 3 It’s
2 It’s 4 They’re
7 Write.
Read the instructions and explain the
activity. The pupils write the rhyming
words. Check their answers.
Answers
frog – dog peas – cheese
square – hair bike – like
blue – shoe
Board Games (3-4)
For rules on how to play the board games,
see the Introduction, p. IV.

MINISTERUL EDUCAŢIEI NAŢIONALE
Jenny Dooley – Virginia Evans
ISBN 978-1-4715-3361-7
Fairyland 2B is a course for young learners of English.
Pupils follow the adventures of Woody and Frosty and
their friends from the Magic Forest.
Components
• Pupil’s Book
• Digital Book
• Activity Book
• Teacher’s Book
• Picture Flashcards
• Posters
• Teacher’s Resource Pack
Uniscan Grup Educaţional
FAIRYLAND 2B Teacher’s Book Jenny Dooley - Virginia Evans Express Publishing
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