School

14
 Unit aims Pupils learn about school. This
includes:
• identifying classroom objects and colours
• counting and talking about quantity
• following classroom instructions
• learning about different materials
Background information The photo shows
a display of finger painting by children in Florida, in
the United States.

Introduction to the unit

• Say Open your books at pages 14 and 15, please. Play
the theme song on the recording. Pupils look at the
photo and read the title of the unit while listening.
• Ask What’s Unit 1 about? (School.) Then ask What can
you see in the photo? Elicit or teach the word paintings
(or pictures). You also could explain (or demonstrate
with your finger) that they are finger paintings.
• Ask What’s your favourite painting? Pupils point to
the painting they like best. Then ask pupils about the
paintings they have chosen: What colours can you
see? Pupils list the colours they can see in their chosen
painting.
• If you have access to paints, pupils can do their own
paintings to be displayed in their class in a similar way
to the photo – using a washing line or string and clothes
pegs. Pupils can do finger paintings, or be encouraged
to use paintbrushes. Alternatively, they can do drawings
and display them in the same way.
• Alternatively, use your fingers to play Drawing in the air
(see page xv). You can draw numbers for pupils to guess
or vocabulary items from the previous lesson (treehouse,
panda, lizard). Pupils can also play this game in pairs, or
do a similar activity, drawing on each other’s backs.

CD1:02
(Theme song – see lyrics on page TB5)

15
 Unit
Lesson aims Pupils learn vocabulary for classroom Teacher: Great! Now, grey and yellow!
furniture and objects. Tina: A grey rubber.
David: And a yellow pencil case!
New language board, door, window, desk, chair, Leo: Crick!
pencil, pencil case, book, rubber, pen, white, black,
David: And a green lizard!
brown, grey
2 Listen, point and say.
Recycled language colours | It’s a/an
(window). | A (grey) (rubber). • Say Now listen, point and say. Play the recording. Pupils
listen and point to the numbered items as they hear
Materials CD1 | Flashcards: 6–16 | Flashcards: them mentioned. Then play again. Pupils listen and say
17–26 | Word cards: see page TB106 (optional)
the words.

CD1:23
Warmer
1 board 2 door 3 window 4 desk 5 chair 6 pencil
• Use all the colour flashcards to revise colours, but also 7 pencil case 8 book rubber 10 pen
teach new colours black, white, grey and brown. Then
play a game of Stand in order (see page xvii). 3 Listen and find.
• Say Now listen and find. Play the recording, pausing for
Presentation pupils to find and point to the correct items. They can
• Hold up each classroom object flashcard (or point to real also say the correct number. If time, pupils can do a
items) and say the new words: a board, a door. Pupils similar activity in pairs. One says a sentence, e.g. It’s a
repeat in chorus and individually. Hold up the flashcards window, and the other says the number: Number 3 (or
in a random order. Pupils name the word and point to or points to the item in their own classroom).
hold up the corresponding item in their own classroom. Key: Pupils point to items in the following order: 3, 2, 6, 1,
• Hold up the book flashcard and ask What colour is it? 10, , 5, 4, 8, 7
(Blue.) Repeat the question with the other flashcards.
Practise the new colours black, white, grey and brown, CD1:24
using different items in your classroom. (Note: If your It’s a window. It’s a door. It’s a pencil. It’s a board.
pupils sit at tables instead of desks, you could also It’s a pen. It’s a rubber. It’s a chair. It’s a desk.
teach table.) It’s a book. It’s a pencil case.

Pupil’s Book page 16 Find Leo.

1 Listen. Who’s speaking? • Say Now find Leo. Pupils search for Leo in the picture
(he’s in the yellow pencil case). Pupils can also find
• Say Open your books at page 16, please. Ask Who can numbers and colours from the previous unit.
you see? (Tina, David, children, a teacher.) Explain that
Tina and David are in the same class at school. They are Activity Book page 12
playing a game in class.
1 Listen and tick ✓.
• Say Listen. Who’s speaking? Play the recording. Pupils
listen and point to the character they think is speaking • Pupils look at the pictures and identify the classroom
each line (the teacher, Tina, David or Leo). Then play objects they can see. Play the recording. Pupils listen and
again, pausing for pupils to point to the classroom tick the box next to each item.
objects in the picture as they hear them mentioned. Key: 2 b 3 b 4 a
CD1:22 CD1:25
Teacher: OK, children. Let’s play. Ready? 1 It’s a book. 2 It’s a board. 3 It’s a chair. 4 It’s a pencil
Tina: Yes! case.
Teacher: OK. What’s white?
2 Look and match.
Tina: White – the board!
Teacher: Yes! OK … orange! • Pupils match each picture with its close-up view. They
David: The door! can also say the words as they do so.
Teacher: Good! Now … Red and green! Key: 2 d (chair) 3 a (door) 4 c (pencil)
Tina: Red … the window! Green … your desk!
Teacher: Good! Your turn, Tina. Ending the lesson
Tina: OK. Purple and … blue!
David: Erm. Purple … Here – your pencil! And blue … Ah! • Play a game of True or false? (see page xvii) pointing to
My book. items in your classroom or on Pupil’s Book page 16 and
Tina: Yes! Your turn. making sentences about them, with or without colours,
e.g. It’s a door. or It’s an orange door.
David: OK. Brown and … black!
Tina: Hmm, brown … my chair! Black … your pen! Extra activities: see pageTB115 (if time)

TB16
 Lesson aims Pupils practise vocabulary for • Then say Now look at picture 2. What’s different?
classroom objects and furniture. Read the example speech bubbles aloud, pointing to
New language picture | Here’s a/an (book). the purple pen in picture 1 and the purple pencil in
picture 2 to emphasise this difference. Make sure pupils
Recycled language classroom objects, understand the word picture.
colours | It’s a/an (white) board.
• Pupils can then work in pairs, finding the additional four
Materials CD1 | Flashcards: 17–26 | Word cards: differences in picture 2.
see page TB106 (optional) | Paper and drawing • Then elicit the answers from different pairs of pupils.
materials (optional) Pupils point to the item in each picture and describe it,
showing the difference, e.g. Picture 1: A blue window.
Picture 2: A blue door.
Warmer
Key: Picture 1: A purple pen, Picture 2: A purple pencil;
• Use the flashcards to revise classroom objects. Then Picture 1: A blue window, Picture 2: A blue door; Picture
present a flashcard to a pupil, saying Here’s a (pencil). 1: A red book, Picture 2: A red pencil case; Picture 1: A
Sometimes use the name of the object on the flashcard, yellow pencil, Picture 2: A yellow rubber; Picture 1: A
sometimes name a different object. The pupil takes the green rubber, Picture 2: A green pencil.
flashcard and says yes if it’s correct. If the flashcard shows
a different object, the pupil says no and doesn’t take it. Activity Book page 13
Repeat until different pupils are holding all the flashcards.
3 Listen and stick.
• Then, if you wish to introduce the written form of the
classroom object vocabulary at this stage, use the word • Pupils will need the Unit 1 stickers from the back of the
cards. Hold up each word card and read it aloud with Activity book. Play the recording. Pupils listen and stick
the class. Then ask a pupil to point to (or come and give the stickers into the correct position.
the word card to) the pupil who is holding the correct
CD1:27
flashcard.
1 It’s a white board.
Pupil’s Book page 17 2 It’s an orange pencil case.
3 It’s a yellow chair.
4 Say the chant.
4 It’s a red door.
• Say Open your books at page 17, please. Talk about the 5 It’s a blue desk.
photos: What can you see? (A pencil.) What colour is it?
(Red.) 4 What’s next? Draw a line.
• Say Listen and point. Play the chant on the recording. • Pupils look and guess the next picture in each sequence.
Pupils point to the different items as they are mentioned They then draw a line to the correct picture. They can
in the chant. (Note: The chant is said a few times on also name each item as they do so.
the recording, and speeds up each time. Pupils point to
the different items each time, but speeding up how fast
Key: 2 d (rubber) 3 a (desk) 4 b (book)
they point.) My picture dictionary ➔ Go to page 85: Tick the
• Then say Now listen and say the chant. Play the chant words you know and trace.
again a few times. Pupils can just listen and clap along
with the rhythm the first time, joining in with a few words.
• Pupils turn to page 85 and tick the classroom items they
know. They then trace over the word labels for each
Repeat the activity until pupils are chanting confidently.
picture. (Note: If you didn’t use the word cards in the
CD1:26 Warmer at the beginning of the lesson, you could use
them to introduce the classroom object words before
Here’s a pencil
pupils do this activity. Alternatively, read through the
And here’s a book.
word labels with pupils first.)
Here’s a desk
And here’s a chair.
Here’s a rubber
Ending the lesson
And here’s a pen. • Play a game of Find something (red) (see page xv). Pupils
Now say it all again! (x 4) can also name the items they know as they find them,
e.g. a red pencil, a red book.
5 Look and find five differences.
Extra activities: see page TB115 (if time)
• Ask What can you see in picture 1? Pupils name the objects
they can see: A purple chair, a red book, a blue window,
etc. Make sure pupils are using the correct colours and
objects.

TB17
 Unit
Lesson aims Pupils ask and answer questions using CD1:28
how many.
Books, books. Count with me. (x2)
New language How many books can you see? How many books can you see?
(Four books.) One, two, three, four. Four! Four! Four! Four books.
Recycled language numbers 1 to 10 Rubbers, rubbers. Count with me. (x2)
How many rubbers can you see?
Materials CD1 | Handmade number cards One, two, three, four, five. Five! Five! Five! Five rubbers.
(optional) Pencils, pencils. Count with me. (x2)
How many pencils can you see?
One, two, three, four, five, six. Six! Six! Six! Six pencils.
Warmer
7 Listen and answer the questions.
• Revise numbers by counting round the class from 1 to 10
and back down again to 1. • Pupils name the classroom objects they can see along
• Then use the handmade number cards (or write the the top of the activity. (A chair, a book, a pen, a window,
numbers on the board in a random order). Hold up one a pencil case.)
at random and invite a pupil to say the number. The other • Then point to the large picture. Ask How many chairs
pupils listen and hold up the correct number of fingers can you see? Pupils find and count the chairs in the
and thumbs. picture. Repeat for other items.
• Say Now listen and answer the questions. Play the
Presentation recording, pausing after each question and nominating
a pupil to answer it. The other pupils listen and check if
• Pick up a book and elicit (It’s a) book. Then ask How the answer given is correct.
many books? Hold up one finger to elicit the number one.
Confirm, saying One book. Then hold up two books and • Read the example speech bubbles: How many chairs
ask How many books? Elicit the number two. Confirm, by can you see? (Six.) Pupils then ask and answer about the
saying One, two – two books. Make sure pupils hear the objects in pairs, using the speech bubbles as a model.
s at the end of books. Pupils repeat two books in chorus Key: 2 Nine. 3 Ten. 4 Two. 5 Eight.
and individually.
CD1:2
• Ask about different objects in the classroom, e.g. How
many (windows) can you see? Pupils count and answer: 1 How many chairs can you see? 2 How many books
(Two) windows. Make sure they are using plurals correctly. can you see? 3 How many pens can you see? 4 How
many windows can you see? 5 How many pencil cases
Pupil’s Book page 18 can you see?
6 Sing the song.
Activity Book page 14
• Say Open your books at page 18, please. Pupils look 5 Look and count. Write the number.
at the picture of the circus performer juggling different
objects. Point to the books on the top of her head and ask • Pupils find and count each pictured item in the main
How many books can you see? Pupils count and say the picture. They then write the correct number in the box
number. Repeat with the rubbers and pencils. provided.
• Say Listen and point. Play the recording. Pupils listen and Key: board (3), desk (6), chair (7), book (8), pencil (8)
point to the objects as they hear them mentioned.
6 Ask and answer about your classroom.
• At the end of the song, ask again How many books can
you see? Pupils answer (Four books.). They then repeat • Pupils ask and answer about their own classroom, using
the question and answer in chorus and individually. Then the example speech bubbles as a model.
point to the pencils and elicit the question How many
pencils can you see? Nominate a pupil to answer, then Ending the lesson
repeat with the rubbers.
• Play the How many game from activity 7 in the Pupil’s
• Then say Now sing the song. Play the recording a few Book, but using the objects in your own classroom. Pupils
times, until pupils are singing confidently. The first time, take turns to ask a question for the rest of the class to
pupils can just listen or hum to the tune and join in with answer. Another pupil then counts the items to make
any words they can remember. Then pupils can sing along sure that the answer given by the rest of the class is right.
with the song. (Note: Set an upper limit of ten for this activity. Once
• You can also divide the class into two groups, with one pupils reach this number, they can stop counting.)
group singing the first two lines of each verse (asking the
question) and the other group singing the last two lines of Extra activities: see page TB115 (if time)
each verse (with the answer). Pupils can then swap roles.
(Note: Pupils can sing along to the version of the song with
the words, or to the karaoke version of the song.)

TB18
 Lesson aims Pupils learn to follow and give Put away your pencils, please.
classroom instructions. Put away your pencil cases, please.
New language Stand up, Sit down, Open/close Put away your books, please.
(your books), Pick up/put away (your pencils), please. Sit down, please.

Materials CD1 10 Play the game.

• Nominate a pupil to say an instruction for the rest of the
class to follow. Repeat a few times, then divide pupils
Warmer into pairs or small groups. One gives an instruction for
• Pupils can sing the song from the previous lesson again. the others to follow, then they change roles.
Alternatively, pupils can make up their own verse of the
song to sing. Activity Book page 15
7 Listen and tick ✓ or cross ✗.
Presentation
• Present the classroom instructions by giving pupils • Pupils look at the pictures and identify the actions they
can see in each one.
instructions, following them yourself as you do so, and
inviting pupils to copy you. Stand up, invite pupils to • Play the recording. Pupils listen and put a tick next to
stand up with you and say Stand up, please. Repeat with each picture if it matches the recording, and a cross if it
the instructions Sit down, Open your books, Close your doesn’t. If you have time, pupils can then say the correct
books, Pick up a pencil and Put away a pencil. sentence for the pictures they have marked with a cross.
• Then repeat the instructions in a different order, Key: 1 ✗ (Open your books, please.) 2 ✓ 3 ✓ 4 ✗ (Stand
performing each one yourself and inviting pupils to up, please.)
copy you.
CD1:32
Pupil’s Book page 1 1 Put away your books, please.
2 Please sit down.
8 Listen, point and say. 3 Pick up your pencils, please.
• Point to each photo and elicit the actions pupils can 4 Close your books, please.
see in each one. Then say Listen and point. Play the
recording. Pupils listen and point to the photos. 8 Circle the different one.
• Then say Now listen, point and say. Play the recording • Pupils look at the four pictures in each row and circle the
again, pausing for pupils to repeat the instruction each one that is different.
time. Remind pupils that please is a polite way of asking Key: 2 b
someone to do something.

CD1:30 Ending the lesson

1 Stand up, please. • Give and demonstrate instructions, but sometimes doing
2 Sit down, please. a different action from the one in your instruction, e.g.
sit down when you say Stand up, please. Pupils copy
3 Open your books, please.
your action when it’s correct, but correct your mistake
4 Close your books, please.
when it isn’t: No! Sit down, please. When they correct
5 Pick up your pencils, please.
you, say Sorry! Sit down, please. Pupils can then copy the
6 Put away your pencils, please.
instruction. You can also incorporate colour revision into
Listen and do the action. this activity, by saying, e.g. Pick up a blue pencil, as you
pick up a red one.
• Say Now listen and do the action. Play the recording,
the first time pausing for pupils to complete each action. Extra activities: see page TB115 (if time)
Then play the recording again without pausing. Pupils
have to listen and do the actions a bit more quickly.

CD1:31
Stand up, please.
Pick up a pen, please.
Pick up a pencil case, please.
Pick up a book, please.
Open your books, please.
Close your books, please.

TB1
 Unit
Lesson aims Pupils consolidate language with a and repeat, clapping their hands or stamping their feet
story. They also consider the value of making friends. as they do so.
New language robot, magic, friend, clap your • Pupils can listen to the story again for pleasure, or
hands, stamp your feet | Nice to meet you! pause after key lines for pupils to repeat. Encourage
pupils to use gestures and intonation from the story as
Recycled language classroom objects, colours, appropriate and also to say iPal’s magic chant at the
numbers, school | Look! | It’s a (robot). | Hello/ beginning and end of the story.
Goodbye. | My name’s (iPal). | How many pens can
you see? (Four pens.) | Thanks, (iPal). CD1:33

Materials CD1 1 Tina: Look! It’s a robot!

Olivia: Pick it up, David. Look!
2 iPal: 1, 2, 3, Magic tree. Clap your hands and come
Warmer with me.
• Call out classroom actions for pupils to follow. Include Olivia: Clap your hands!
and demonstrate the new actions clap your hands and 3 David: Wow! We’re at school!
stamp your feet. Then play a game of Whisper (see page Tina: Hello, Miss Berry!
xvii), including all the actions in your instructions. Teacher: Hello!
iPal: Hello! My name’s iPal! Nice to meet you.
Introduction 4 iPal: A red pen, a blue pen, count with me. How many
pens can you see?
• Ask questions about the story so far, e.g. What are the Tina: Four pens.
children’s names? (David, Olivia and Tina.) What’s in the
garden? (A treehouse.) 5 iPal: 3, 2, 1, that was fun. Stamp your feet – the magic’s
done!
Olivia: Goodbye, Miss Berry!
Pupil’s Book page 20
6 Olivia: Wow! Thanks, iPal.
11 Listen. David: iPal?
Tina: Look!
• Say Let’s listen to a story. Open your books at page 20,
please. Ask about frame 1: Who can you see? (Tina, Value Make friends
Olivia and David.) Where are they? (In a treehouse). Ask
What can you see in the treehouse? (A table, chairs, a • Pupils look at frame 3. Ask Is iPal a friend? Check pupils
understand the word friend, then gesture and say Yes.
picture, a window, books, a rubber, pens, pencils.) Point
Play iPal’s line from frame 3 again. Explain that iPal says
to the small robot lying under the table and say Look!
Nice to meet you to make friends with the children and
What can you see? Say It’s a robot! Encourage pupils to
the teacher. Pupils repeat Nice to meet you.
guess what happens in the story by looking at the other
frames. Then say Let’s find out. • Divide the class into four groups. Give each group a
character name – David, Tina, Miss Berry and iPal. Then
• Say Listen. Play the recording while pupils look at the
play the dialogue from frame 3 again. Pupils listen and
story frames. At the end of the story, ask What’s the
repeat the lines for their group’s character.
robot’s name? (iPal.) Make sure that pupils realise what
is special about iPal: He’s a magic robot. Point to the • Rearrange the class into groups of four, with one of each
fairy dust around the robot in frame 2 and the fact that character. Pupils practise the dialogue, emphasising the
iPal grows big in frames 3 to 5 to ensure that pupils value of making new friends.
understand the word magic.
Activity Book page 16
• Then play the recording again, pausing at the end of
each frame to ask more questions and helping with Listen, look and match.
answers as necessary: Frame 1: What can Tina see? (A
robot.) Frame 2: What does the robot say? (1, 2, 3, Magic • Pupils listen to the story again and look and match the
two parts of the picture puzzles.
tree … .) Frame 3: Where are the children? (At school.)
What’s the robot’s name? (iPal.) Frame 4: How many Key: 2 d 3 e 4 c 5 a 6 f
pens can you see? (Four.) Frame 5: What’s on the board?
CD1:34
(iPal’s magic picture.) Frame 6: Where are the children?
(In the treehouse.) (Repeat of story – see above for story script)
• Check pupils understand the key elements of the story:
iPal is a magic robot who teaches the children a rhyme. Ending the lesson
When they say this in the treehouse, they go through • Play a game of I can see (see page xv), using the story
a portal into a magical world where iPal is their friend. pictures: I can see a red chair. I can see four pens.
Then when it’s time to go home again, they say a second
rhyme to return to the treehouse. Play iPal’s rhymes from Extra activities: see page TB115 (if time)
frame 2 and frame 5 again, pausing for pupils to listen

TB20
 Lesson aims Pupils learn and practise the function • Say Listen and say. Play the sound sentence on the
of greeting people politely when you meet them for recording. Pupils listen and repeat, emphasising the /b/
the first time. Pupils also practise saying the sound /b/. sounds in bear, blue and book.
New language And you. | /b/ – bear • Pupils can then repeat the sound sentence without the
recording, saying it faster and faster each time. See how
Recycled language Hello. My name’s fast they can say it.
(Ravi). | Nice to meet you.
• Ask pupils to think of any other words they know which
Materials CD1 | A soft small ball | Paper and begin with the sound /b/, e.g. board, ball. Then ask them
drawing materials (optional) to think of words which contain the sound /b/,
e.g. rubber, number, rainbow.

Warmer CD1:36

• Play a game of Pass the ball (see page xvi), using /b/ A bear with a blue book.
questions pupils have learned so far: What’s your name?
How old are you? What’s your favourite colour? What Activity Book page 17
colour is it? How many (doors) can you see?
10 What’s missing? Look and draw. Then stick.
Pupil’s Book page 21 • Pupils look and guess the missing expression on the
girl’s face. Point out, if necessary, that the two children
12 Listen and act. on the left-hand side of the picture are being friendly
• Say Open your books at pages 20 and 21, please. Remind to the boy on the right-hand side as he is new to their
pupils of the story from the previous lesson. Ask Who neighbourhood or school and is a bit nervous. They then
is iPal ? (A magic robot.) Is he a friend? (Yes.) Point to choose the correct expression from the three options
frame 3 of the story and ask What does iPal say? Pupils shown and draw it onto the girl’s face.
try to remember iPal’s lines to make friends (Hello. My Key: Pupils should draw the smiley expression (c).
name’s iPal. Nice to meet you.) Congratulate any pupils
who remember correctly. 11 Trace the letters.
• Tell pupils they are going to listen to more people • Pupils trace the letter b in the sound sentence.
meeting each other for the first time. Say Now look at
12 Listen and circle the b words.
page 21. Who’s speaking? Listen and point. Play the
recording. Pupils listen and point to the people in the • Play the recording. Pupils listen and circle the words
photo as they speak each line. which have a /b/ sound in them.
• Then say Now listen and say. Play the recording again, Key: Pupils circle the bear, board and book.
pausing for pupils to repeat each line with the correct
pronunciation and intonation. Pay particular attention CD1:37
to the new expression And you, which is used to reply to 1 bear, bear 2 board, board 3 pen, pen 4 book, book
the Nice to meet you greeting.
• Pupils act out similar dialogues with the pupils sitting Ending the lesson
next to and directly in front of and behind them, using
their own names.
• Pupils can play Meet and greet (see page xv), this time
adding Nice to meet you, as they introduce themselves to
CD1:35 other pupils in the class.
Ravi: Hello. My name’s Ravi. Extra activities: see page TB115 (if time)
Woman: Hello. Nice to meet you.
Ravi: And you.
13 Listen and say. / b/
• In this activity, pupils practise saying the /b/ sound.
• Say Look at activity 13. What can you see? Elicit or teach
It’s a bear. Then point to the book and elicit It’s a book.
Ask What colour is it? (Blue.)
• Then say bear – /b/ /b/ /b/ – bear. Pupils repeat,
emphasising the /b/ sound in bear.

TB21
 Lesson aims Pupils learn about materials. • If you don’t have the video, play the What’s in the bag?
game (see page xvii), but using the question What
New language wood, plastic, metal, glass |
material is it? Pupils guess the material of the object you
What material is it?
have put in the bag. If they can, they could also name
Recycled language classroom objects, treehouse the object they take out, e.g. wood – pencil, plastic –
lizard.
Materials Classroom objects or small toys made of
different materials (wood, plastic, metal and glass) | Video 01 : see page TB125
A small bag for the What’s in the bag? game
(optional) | Paper and drawing materials (optional) 3 Look and say: wood, plastic, metal or glass.
• Read the rubric with the class, and point out the written
form of the material words: wood, plastic, metal and
Warmer glass.
• Use real classroom objects to play a game of Correct • Pupils look at the photos and say the materials they can
my mistakes (see page xiv). see. Check by saying the photo numbers. Pupils say the
material word or words.
Pupil’s Book page 22 Key: 2 glass (and wood) 3 metal 4 plastic
What material is it?
Guess What!
• Say Open your books at page 22, please. Look at the • Pupils look at the swirled photo and guess which of the
photo and ask What can you see? Elicit A treehouse.
photos from the page it is.
Then ask the opening question What material is it? Point
to the wooden slats and rooftiles, as well as supports for Key: It’s the wooden pencils in activity 3 (photo 1).
the treehouse. Say It’s wood. Point or hold up wooden
objects in the classroom (e.g. a pencil, the door, a table Activity Book page 18
or desk top) to emphasise the meaning of wood. Pupils 1 Look and match.
can then point to or hold up other wooden items in their
classroom. • Pupils look at the photos and name the items and
materials they can see.
• Pupils can also say (in L1) if they have been in or seen a
treehouse and where, or if they’d like to visit the one in • Pupils look and match the numbered photos to the
the photo. If you wish, tell pupils that the treehouse is lettered photos showing the material they are made of.
in Alnwick Castle in the United Kingdom. It is one of the They can also name the material as they do so.
biggest treehouses in the world. Pupils may also like to Key: 1 c (wood) 2 c (wood) 3 d (glass) 4 a (plastic)
know there’s a restaurant and shops inside. 5 b (metal) 6 a (plastic)

Pupil’s Book page 23 2 Listen and tick ✓.

1 Listen and say. • Pupils look at the photos and name the materials they
can see.
• Say Now look at page 23, please. Use the photos to • Play the recording. Pupils listen and tick the picture of the
elicit and teach the words for materials: wood, plastic, item that is made of the material they hear mentioned
metal and glass. For each material, use something in the on the recording. Pupils can also name the item as they
classroom to reinforce the meaning of the material, e.g. do so.
a wooden pencil or door, a plastic ruler, a metal chair
leg, the glass in a window. Key: 1 a (door) 2 a (door) 3 b (pencil case) 4 a (chair)
• Say Listen and say. Play the recording. Pupils listen and CD1:3
repeat the words.
1 What material is it? Wood.
• Call out the material words in random order, e.g. wood,
2 What material is it? Glass.
metal, glass, plastic. Pupils look around the classroom
and point to different items made of these materials. 3 What material is it? Plastic.
Then point to items, and make sentences about the 4 What material is it? Metal.
materials with deliberate mistakes, e.g. point to a
wooden door and say Glass. Pupils listen and correct Ending the lesson
you: No – wood. • Play Correct my mistakes again (see page xiv), but this
CD1:38 time including materials in your descriptions of the
objects, e.g. It’s a red door. It’s plastic.
1 wood 2 plastic 3 metal 4 glass
Extra activities: see page TB115 (if time)
2 Watch the video.
• Play the video.

TB22
 Unit
Lesson aims Pupils draw materials in their different items they have drawn and the materials they
classroom. They can also complete the evaluation in are made of, e.g. A chair – wood. You can also use
the Activity Book. these drawings to see how many of the same items the
different groups have drawn and if any groups have
Recycled language materials, classroom
chosen an item nobody else has thought of, e.g. Ten
objects | Pupils revise all unit vocabulary and
glass windows, but one plastic ruler.
grammar in the evaluation.
Materials Classroom objects in different Activity Book page 1 – Evaluation
materials | Handmade word cards: metal, plastic,
wood, glass | A3 paper and drawing materials |
1 Look and trace. Then say.
Flashcards: 17–26 (optional) • Pupils name each classroom object and trace over each
word. They then read and say the words.

Warmer 2 What’s your favourite part? Use your stickers.

• Play a game of Find something (plastic) (see page xv). • Pupils choose their favourite part of the unit – the story,
If you have enough objects in different materials, you the song or the video – and put a sticker under their
can make this more challenging by combining colours chosen preference.
and materials: Find something (plastic) and (red). 3 Trace the colour.
• If you wish to teach the written form of the materials
• Pupils trace over the colour word red. They then go to
words, use the handmade word cards. Hold up each
page 93 and find and colour all the puzzle pieces marked
word card and read the material aloud. Then jumble the
with a 1 in red.
word cards and hold up each one, asking a pupil to read
it aloud. If the pupil reads it correctly, they then come
and collect the word card and hold it next to, or attach
Ending the lesson
it to an item in the classroom made of that material. • Pupils choose their favourite activity from the unit and
Repeat with the other word cards. Pupils can then take do it again, e.g. sing the song, say the chant, listen to the
turns to move a word card of their choice to another item story, or play a game.
in the classroom made of the material written on it.
Extra activities: see page TB115 (if time)
Pupil’s Book page 23
4 Draw materials in your classroom.
• Give instructions for pupils to find or point to different
items in the classroom, e.g. Point to the door. As pupils
do so, ask What material is it? Pupils answer: Wood.
Repeat with as many different items as you can.
• Then say Let’s draw the materials in our classroom. Open
your books at page 23, please. Point to the illustrated
drawing in activity 4 and ask What can you see? Elicit
the different items drawn (A door, a board, a window,
pencils, a chair.). Teach the word table if pupils haven’t
used this before in the unit. Then read the different
labels, asking What material is it? (Wood, plastic, glass,
metal.) Pupils can then look at the same items in their
own classroom and say if they are the same or different
to the ones in the drawing, e.g. window: glass – same,
chair: wood – different.
• Pupils then choose and draw some of the items in their
own classroom and label them. Pupils can then work
on their drawings in pairs or small groups, agreeing
between them who is going to draw what. Distribute
the drawing materials. Write the materials labels on the
board for pupils to copy if necessary. (If you don’t want
pupils to write at this stage, they can draw their pictures
without labelling and just describe the materials when
presenting the drawings to the class.)
• When pupils have finished their drawings, they show
them to the class or another group and name the

TB23