OBJECTIVES: By the end of the lesson, pupils will have

CD 1, 20
talked about the sports children can learn to do.
1. He’s learning to skate. 5. They’re learning to skate.

•KeyTARGET LANGUAGE
language: learn to (swim), climb, sail, It’s a place where … ,
2.
3.
She’s learning to climb inside.
They’re learning to dance.
6.
7.
He’s learning to swim.
They’re learning to fish.
activity centre 4. He’s learning to climb outside. 8. They’re learning to sail.
Additional language: rock climbing, climbing wall, water sports
Revision: weather, prepositions, present continuous, Look box
adjectives, inside, outside, skate, dance, fish, What does … mean?,
can (ability), have got, the girl / boy who … , good at
• Focus pupils on the Look box. Practise the question and
answer. Write more sentences with It’s a place where … on
the board. Pupils say the place, e.g. It’s a place where you can
•Sports flashcards (24–33)
MATERIALS REQUIRED learn English. (school) … buy food. (supermarket) … catch a
train. (station) … borrow a book. (library)
AB18. ACTIVITY 1. Listen and draw lines. [YLE]

Warmer
• Tell pupils to open their Activity Book at page 18. Elicit what
they can see. Point out the example. Play the CD. Pupils
• Brainstorm sports and make a mind map on the board. Ask
pupils which sports they like and which ones they do every
check in pairs. Play the CD again. Check with the class. Elicit
the name they didn’t use (Mary).
week.
CD 1, 21
PB18. ACTIVITY 1. Look, think and answer. 1. What are you doing? / We’re learning to do different sports.
• Tell pupils to open their Pupil’s Book at page 18. Elicit the
sports in the picture. Practise with flashcards. Confirm the
Some of us are learning to climb, some are learning to skate
and some are learning to fish. / And there are some children
meaning of inside and outside using the flashcards. Pupils over there who are learning to sail. / Yes, the boy who’s
discuss their answers / predictions in pairs. sitting at the front of the boat is my brother, Jim.
PB18. ACTIVITY 2. Listen and check. 2. Who’s that? / Who? / The girl who’s helping the boy to skate. /
• Play the CD. Pupils listen for the answers. Elicit sentences.
Elicit what an activity centre is. Say It’s a place where … Check
That’s Daisy.
3. And who’s the boy learning to ride his bike? / The one who’s
understanding of climbing wall, rock climbing, water sports. Play with his older sister? / Yes, that’s right. / That’s Fred.
the CD again. 4. Who’s that climbing up the wall? / The boy who’s near the
Key: 1 Simon wants to climb. 2 They can do three water sports: top? / No, the slower girl who’s with him. / That’s Jane. She’s
sailing, fishing and swimming. 3 They can do water sports at / my cousin.
on the lake. 4 They can do climbing inside and outside. 5. So, who’s the boy swimming in the lake? / That’s Jack. He’s a
good swimmer. / Yes, he is.
CD 1, 19 6. Now, there are two children over there fishing. Who are
SIMON: Look, this is the new activity centre which is opening in they? / The boy’s called Peter. He’s good at fishing. He knows
the village next to ours. you must be quiet to fish.
SUZY: What does ‘activity centre’ mean? AB18. ACTIVITY 2. Write the sentences.
SIMON: It’s a place where you can learn to do lots of exciting
sports. Look. It’s got rock climbing. I’d like to learn to climb. • Focus on Activity 2. Pupils do the activity individually. Check
with the class.
STELLA: Hmm. It’s not nice when it’s cold, wet and raining.
Key: 2 We can learn to sail. 3 She’s the girl who likes skating.
SIMON: No, it’s OK. They’ve got a climbing wall inside and 4 You can play basketball inside. 5 Do you want to go fishing?
outside.
SUZY: Look! There’s a lake too. Extra activities: see page T110 (if time)
SIMON: Yes, you can do water sports. You can learn to sail and
fish, and you can go swimming there when it’s hot. Ending the lesson
SUZY: I don’t want to sail or climb. What can I learn to do?
STELLA: Hmmm. Let’s see. You can learn to skate, Suzy.
• Inturns
pairs, pupils play a mime game with sports. Pupils take
to mime the sports and to guess.
SUZY: Hmm, skating. That’s exciting, but I haven’t got any skates.
STELLA: That’s OK. They’ve got skates at the centre. And they
do dancing. I can learn to dance.
PB18. ACTIVITY 3. Listen and say the letter.
• Focus pupils on Activity 3. Go through the example. Play the
rest of the CD. Pupils whisper the letter to a partner. Play the
CD again. Elicit answers.
Key: 2 g, 3 f, 4 b, 5 c, 6 d, 7 e, 8 a

T18
OBJECTIVES: By the end of the lesson, pupils will PB19. ACTIVITY 6. In pairs guess the place or person. You
have talked more about sports, using want to learn to can only ask four questions.
and relative clauses with where and who. • Ask a pupil to read the Activity 6 instructions aloud and
check understanding. The pupil who is thinking of a place
•KeyTARGET LANGUAGE
language: relative clauses with where and who, want to
or person needs to write the name on paper first so that
there’s no cheating. Remind pupils they can ask only four
learn to do (something) questions. Demonstrate the game for the class first. They
Additional language: What do we call people who … ?, lose, play in pairs.
equipment AB19. ACTIVITY 3. Read and complete the table.
Revision: sports and activities, jobs, sports equipment, want
to / doesn’t want to, mustn’t, need • Tell pupils to open their Activity Book at page 19. Review
need by asking, e.g. What do you need to play football? What do
you need to play tennis?
•Sports
MATERIALS REQUIRED
flashcards (24–33)
• Pupils work individually. Check with the class. Elicit full
sentences, e.g. Sue is ten. She wants to skate. She needs some
Sports word cards from Kid’s Box Teacher’s Resource Book 4 skates and a hat.
page 81 Key:
Optional: Kid’s Box Teacher’s Resource Book 4 Unit 2
Reinforcement worksheet 1 (page 23), Kid’s Box 4 Language Name Age Sport Equipment
Portfolio page 8 Jim 11 volleyball a big ball
Mary 12 swim a towel
Sue 10 skate skates, a hat
Warmer
Paul 12 climb strong shoes, a hat
• Write the new sports as anagrams on the board. Volunteers
come and write them correctly. Check answers using the AB19. ACTIVITY 4. Write the words.

•
word cards and the flashcards.
Say Which sport do you want to learn to do? Ask about each in • Focus pupils on Activity 4 and elicit some of the people they
can see, e.g. dancer. Ask a pupil to read the first question
turn, e.g. Do you want to learn to (sail)? Take a vote. aloud, and another the answer. Say Teach … teachers …
Which one is the job? Help pupils notice this feature of word
Presentation building. Remind them that the answers are in the plural
• Write the question Do you want to learn to … ? on the board.
Find a pupil who said Yes in the warmer and write (Name)
(people who … teachers). Pupils work in pairs. They take
turns to read the questions aloud and work out the answers.
wants to learn to … Find a pupil who said No and write Check with the class. Point out that the b in climbers is silent
(Name) doesn’t want to learn to … Write I want to learn to … / and the spelling of swimmers and winners.
I don’t want to learn to … Elicit from pupils the difference Key: 2 dancers, 3 climbers, 4 swimmers, 5 skaters, 6 winners,
between I and he / she in the negative sentences (don’t and 7 singers
doesn’t).
PB19. ACTIVITY 4. Make five true sentences. Use the words Extra activities: see page T110 (if time)
in the boxes.
• Tell pupils to open their Pupil’s Book at page 19. Ask a pupil Optional activity
to read the activity instructions aloud. Explain that pupils
will need to ask their classmates Do you want to learn to … ?
• Reinforcement worksheet 1 from Teacher’s Resource Book 4
(pages 22 and 23).
in order to make five true sentences. They will also need to
ask you, if they want to make a sentence with My teacher … Language Portfolio
They move around the room to ask different pupils. They
note down the answers. They then use the chart to help • Pupils complete page 8 of Kid’s Box 4 Language Portfolio (My
interests). Tell them they can use a photograph or draw a
them make sentences. Remind them to include one sentence picture in the frame.
about themselves. Monitor and check for correct use of don’t /
doesn’t. Elicit example sentences.
Ending the lesson
PB19. ACTIVITY 5. Say the places.
• Invite five pupils to the front. Whisper one of the sports /
• Focus pupils on Activity 5. Go through the example. Check
answers. Focus on the use of a place where …
activities from Pupil’s Book Activity 4 to each one. They
quickly line up in alphabetical order, saying their words to
Key: 2 Park, 3 Road, 4 Swimming pool the other pupils to work out the order. Repeat with seven
more pupils for the jobs in Activity Book Activity 4.

T19
OBJECTIVES: By the end of the lesson, pupils will GRANDPA: I’m outside with Suzy. She’s learning to skate.
have described sports and activities using adverbs of MR STAR: How’s she doing?
manner. GRANDPA: Well, she isn’t doing badly. She’s doesn’t want to fall,
so she’s skating slowly.
•KeyTARGET LANGUAGE
language: adverbs of manner: well, quickly, slowly,
SUZY: Look at me, Grandpa! I can skate really well now, but I’m
tired. Let’s go inside and watch Simon.
carefully, badly, quietly GRANDPA: Good idea, Suzy. See you in a minute, son. We’re
Additional language: roller skating, How’s she doing? coming in now.
Revision: question forms, activities, actions and sports,
PB20. ACTIVITY 9. Read and choose the right words.
present continuous, present simple, good at, bad at
• Focus pupils on Activity 9. Elicit who they can see (athletes,

•Warmer:
MATERIALS REQUIRED
Sports flashcards (24–33)
children, footballers, etc.). Go through the example. Pupils
choose the best adverb in pairs. Check by asking pairs to
read the sentences aloud.
Extra activity 1: At least ten pieces of card with an action
written on each, e.g. read a book, get dressed, ride a bike, climb, Key: 2 loudly, 3 badly, 4 quickly, 5 quietly, 6 slowly, 7 well,
wash your face, six pieces of card of a different colour with the 8 carefully
adverbs from the lesson written on them (well, quickly, slowly, AB20. ACTIVITY 5. Read and circle the correct answer. Match.
carefully, badly, quietly).
Optional: Kid’s Box Teacher’s Resource Book 4 Unit 2
• Tell pupils to open their Activity Books at page 20. Ask a
pupil to read the activity instruction aloud and another to
Reinforcement worksheet 2 (page 24) read the example. Elicit why carefully is correct (because
careful is an adjective, not an adverb). Pupils complete the
activity individually and then check in pairs. Check with the
Warmer class. Ask why 5 is different (well is irregular).

• Review sports and activities using the flashcards. Elicit more

sports. Write them on the board. Ask volunteers Who is
Key: 1 carefully a, 2 quickly b, 3 badly f, 4 slowly e, 5 well c,
6 quietly d
good at … ? Who is bad at … ? AB20. ACTIVITY 6. Complete the sentences about you. Use
the words in the box.
Presentation
• Present well / badly by writing two examples from the
• Focus pupils on Activity 6. Ask a pupil to read the activity
instructions and others to read the words in the box.
Warmer on the board, e.g. Juan plays tennis well. Francesca Point out the example. Pupils complete sentences about
plays tennis badly. Elicit that the adverbs tell us how people do themselves, choosing words that are true if possible.
an activity (they tell us more about the verb). Focus pupils on
the word order. Write these adverbs on the board: quickly, AB20. ACTIVITY 7. Now ask a friend.
slowly, carefully, quietly. Use different colours for the letters ly. • Focus pupils on Activity 7 and on the instruction. Ask a
pair of pupils to read the example question and answer. Tell
PB20. ACTIVITY 7. Look, think and answer. pupils to ask about the activities in Activity 6. They ask and
• Tell pupils to open their Pupil’s Book at page 20. Elicit who
and what they can see. Ask a pupil to read the activity
answer in pairs. Monitor and help as necessary.

instruction aloud and others to read the questions. Pupils AB20. ACTIVITY 8. Read. Sort and write the words.
discuss their answers / predictions in pairs. • Focus pupils on Activity 8 and on the instructions. They
• Focus pupils on the adverbs. Ask about the pictures, e.g.
How is Simon climbing? (quickly). Check understanding of each
complete the activity individually and then check in pairs.
Check with the class.
adverb using mime. Key: 2 river, 3 park, 4 lake, 5 forest, 6 beach
PB20. ACTIVITY 8. Listen and check.
Extra activities: see page T110 (if time)
• Play the CD for pupils to listen and check. Elicit complete
sentences. Play the CD again in sections. Give pupils practice
with the adverbs, e.g. How are Alex and Simon climbing? Is Optional activity
Simon climbing slowly? • Reinforcement worksheet 2 from Teacher’s Resource Book 4
(pages 22 and 24).
Key: 1 Mr Star’s inside the activity centre. 2 Simon and Alex
are climbing. 3 Grandpa Star’s outside the activity centre.
4 Suzy’s skating. Ending the lesson
CD 1, 22
• Call out actions and adverbs for pupils to follow, e.g. Stamp
loudly. Turn around quickly. Pick up your pencil carefully. Stand up
MR STAR: Hello. slowly.
GRANDPA: Hello, son. Where are you?
MR STAR: Hi, Dad. I’m inside, watching Simon and Alex. They’re
climbing really well. Simon’s climbing quickly and he’s near
the top of the wall. Alex is climbing slowly and carefully.
Where are you, Dad?

T20
OBJECTIVES: By the end of the lesson, pupils will CD 1, 25
have had further practice using adverbs of manner and
Now sing the song again. (Karaoke version)
sung a song.
PB21. ACTIVITY 13. Write another verse. Sing.
•Key language: adverbs, easily, happily
TARGET LANGUAGE • Focus pupils on the activity instructions and elicit the
meaning of verse. Elicit / teach chorus. Pupils work in groups.
Additional language: round and round, over the ground, lots They write another verse for the song, using the model.
of fun, up the wall, fall, verse, chorus, drop, very (+ adverb) Monitor and help / advise. Pupils perform their new verses
Revision: activities, sports, actions, present continuous, for the class: they sing the chorus and then they sing and
present simple, activity centre, the person who … mime their verse.
AB21. ACTIVITY 9. Read and match.
•Optional:
MATERIALS REQUIRED
Kid’s Box Teacher’s Resource Book 4 Unit 2 Song • Tell pupils to open their Activity Books at page 21. Ask
a pupil to read the activity instruction aloud and check
worksheet (page 27) and / or extra activities from Kid’s Box understanding. Demonstrate, using the example. Pupils
Interactive DVD 4 booklet (pages 28–33) work individually and match the sentences. They check in
pairs, taking turns to read their correct sentences aloud to
each other. Check with the class, again asking pupils to read
Warmer sentences aloud.
• Review the adverbs from the previous lesson by giving
instructions, e.g. Please get your books out quickly and quietly.
Key: 2 e, 3 d, 4 a, 5 f, 6 b, 7 c
AB21. ACTIVITY 10. Read and complete the table.
Now write the date slowly at the top of the page. (Name), please
hand out the books carefully. • Focus pupils on Activity 10 and ask a pupil to read the
activity instruction aloud. Elicit that this is a problem-solving
PB21. ACTIVITY 10. Listen and say ‘yes’ or ‘no’. activity. Write one of the sentences on the board and show
• Tell pupils to open their Pupil’s Book at page 21. Ask a pupil
to read the activity instruction aloud. Remind pupils to
pupils how to decipher it (each sentence includes two pieces
of information about each person). Tell pupils to match the
whisper the word to their partner the first time they listen. actions with the people first.
Play the CD. Pupils listen and whisper. Play the CD again.
Pause after each one and elicit Yes or No. For ‘yes’ responses,
• Pupils work either individually or in pairs. Monitor and help
where necessary. Copy the table from the Activity Book
elicit the statement, and for ‘no’ responses, elicit a correct onto the board (or a large piece of paper) with the gaps.
statement. Check with the class by asking pupils to read the sentences
Key: 2 Yes, 3 No, 4 Yes, 5 Yes, 6 No and then to come and write the relevant information on the
table on the board. Give pupils more practice by making false
CD 1, 23 statements about the children and / or asking, e.g. Tell me
1. They’re playing well. [sound of playing football well] about Lenny.
2. She’s singing badly. [sound of singing badly] Key: Alex – play the piano well, climb carefully; Meera – swim
3. He’s walking quickly. [sound of walking slowly] quickly, sing quietly; Suzy – sing loudly, write slowly; Simon –
climb quickly, draw well; Stella – swim slowly, write well
4. They’re talking quietly. [sound of talking quietly]
5. She’s walking slowly. [sound of walking slowly]
Extra activities: see page T110 (if time)
6. They’re playing loudly. [sound of playing music quietly]
PB21. ACTIVITY 11. Read and say the letter. Listen and Optional activities
check. • Pupils listen to the song again and complete the Unit 2 Song
• Focus pupils on the song. They read the song lyrics and worksheet from Teacher’s Resource Book 4 (pages 22 and 27).
match the numbers with the letters in the picture. Play the
song for pupils to check their answers.
• Extra activity for Unit 2 Song and / or karaoke worksheet.
See pages 28–33 of the Teacher’s Booklet for the Interactive
• Check understanding of the new vocabulary. Focus on easily
and happily and show / elicit how the adverbs are formed
DVD.

from the adjectives. Ending the lesson

Key: 2 a, 3 b • Pupils sing their new verses of the song again.
CD 1, 24
As in Pupil’s Book
PB21. ACTIVITY 12. Sing the song.
• Play the CD in sections for pupils to listen and repeat. They
sing the song as a class.

CD 1, 24
As in Pupil’s Book

T21
OBJECTIVES: By the end of the lesson, pupils will
be able to recognise that there are silent consonants • Hand each pupil a card from Photocopiable activity 2a (see
page T95). They keep it secret. They move around asking
in some words and will be able to identify them in What do you want to do? and answering, e.g. I want to go
some common words. They will also have completed a climbing and skating until they find the pupil who has the
communication activity. matching card.
AB22. ACTIVITY 11. Write. Listen, check and say.
•KeyTARGET LANGUAGE
language: words with silent consonants (e.g. listen, • Tell pupils to open their Activity Book at page 22. Check
island, climb) pupils know the meaning of the words in the box. Point out
the example. Pupils work individually. Tell them to practise
Revision: sports and activities, language from previous units,
saying the words. They compare answers.
want to
• Play the CD for pupils to listen and check. Check with the
class. Play the CD again for pupils to listen and repeat.
•Photocopiable
MATERIALS REQUIRED
2a (page T95), copied onto card and cut Key: 2 Science, 3 writing, 4 walk, 5 answer, 6 island, 7 mustn’t,
into cards. Make sure you have at least two copies of each 8 climbing, 9 listening, 10 know
different card. You will need enough cards so that there is CD 1, 27
one for each pupil in the class (if you have an odd number of
1. We can see whales in the sea.
pupils, take a card yourself and participate).
2. In Science we learn about the heart.
Optional: Kid’s Box Teacher’s Resource Book 4 Unit 2 Extension
worksheet 1 (page 25) 3. Vicky’s writing a story about a detective.
4. I always walk to school.
5. What’s the answer to that question?
Warmer 6. I want to go to an island for my next holiday.

• Write the following words on the board: write, answer,

island, knee. Say Look and think about the spelling and the
7.
8.
The teacher says we mustn’t talk in the library.
I love climbing mountains.
sounds. What do they have in common? Give pupils time to 9. John likes listening to pop music.
discuss in pairs. Elicit / explain that the words all have silent 10. What’s her name? I don’t know.
consonants. Underline them (write, answer, island, knee).
AB22. ACTIVITY 12. Complete the crossword.
PB22. ACTIVITY 14. Stella’s phonics • Focus pupils on Activity 12. They write the words in the
• Tell pupils to open their Pupil’s Book at page 22. Elicit who
and what they can see in the pictures. Check comprehension
crossword and check in pairs. When the puzzle is complete,
pupils find the sport (tennis).
of scientist, daughter and sandwich. Play the CD. Pupils listen Key: 2 beard, 3 fishing, 4 sports centre, 5 difficult, 6 artist
and repeat.
Note: Words with silent consonants are often part of spelling Joke box
patterns (the letter b is silent after m: e.g. climb, thumb; a t
after an s can be silent: e.g. listen, fasten; the k is silent in kn: • Focus pupils on the Joke box. Ask a pupil to read the joke
to the class. They guess / find the answer. Explain the joke if
e.g. know, knee; the w is silent in wr: e.g. write, wrong; the c is necessary by explaining the double meaning of the word bats.
silent in sc: e.g. scissors; the l is silent in lk: e.g. walk, talk; and
the h is silent in wh: e.g. when, where). Extra activity: see page T110 (if time)
Rhyming words can help students remember irregular
pronunciations, e.g. climb / time or daughter / water.
Optional activity
CD 1, 26 • Unit 2 Extension worksheet 1 from Teacher’s Resource Book 4
(pages 22 and 25).
Hi, I’m Stella! Repeat after me!
A scientist is listening to music.
A scientist is listening to music.
Ending the lesson
His daughter is eating a sandwich. • With books closed, elicit the words with silent letters and
call volunteers to write them on the board. The rest of the
His daughter is eating a sandwich. class check the spelling.
They mustn’t climb on this island!
They mustn’t climb on this island!

Photocopiable 2a (see pages T90, T95

and the notes below)
PB22. ACTIVITY 15. Ask and find your partner.
• Ask two pupils to read out the speech bubbles. Tell them
you’re going to give them all cards with things they want to
do. They don’t show their card to other pupils. They move
around the room taking turns to ask and answer until they
find the pupil whose card has the same activities as theirs.

T22
OBJECTIVES: By the end of the lesson, pupils will AB23. CAN DO.
have read a story and reviewed language from the unit. • Focus pupils on the Can do section of the page. Say Let’s read
the sentences together. Read the first sentence. Elicit what
•KeyTARGET LANGUAGE
language: language in the story
this means with examples and elicit / remind pupils of all the
activities they did in this unit when they used action verbs.
Revision: language from the unit Review what the three faces mean (not very well / OK / very
well). Remind pupils they circle the one they think is true for
•Sports
MATERIALS REQUIRED
flashcards (24–33)
them. Repeat for the second sentence, eliciting / reminding
pupils that adverbs give information about how. Talk about
Optional: Kid’s Box Teacher’s Resource Book 4 Unit 2 Extension the mime games they played. Pupils circle the appropriate
worksheet 2 (page 26) and / or animated version of the face. Repeat for the third sentence, reminding pupils of when
Unit 2 story from Kid’s Box Interactive DVD 4 (Suzy’s room they used I want to … Pupils circle the face.
section), Kid’s Box Interactive DVD 4: The living room ‘Let’s play • Say Now show and tell your friends. Pupils work in groups of
three and take turns to show their work for / talk about each
basketball!’ episode
one.

Extra activities: see pages T110–111

Warmer (if time)
• Review the two previous episodes of Lock and Key by asking
questions, e.g. Do you remember the episode about the picnic
thief? What’s the little boy’s name? Where do Lock and Key go? Optional activities
Who was the real thief? In the next episode, why do they go to • Unit 2 Extension worksheet 2 from Teacher’s Resource Book 4
(pages 22 and 26).
Peter’s school? Ask pupils who they like better, Lock or Key.
• The animated version of the story from Kid’s Box Interactive
DVD 4 (Suzy’s room section). See pages 38–45 of the
Story Teacher’s Booklet for the Interactive DVD.
PB23. LOCK AND KEY. • ‘Let’s play basketball!’ episode from Kid’s Box Interactive DVD
• Tell pupils to open their Pupil’s Book at page 23. Focus pupils
on the first frame and ask where this episode is taking place
4 (The living room section). See pages 8–11 of the Teacher’s
Booklet for the Interactive DVD.
(the swimming club). Ask a pupil to read aloud the first
speech bubble to find out what the problem is (somebody’s Ending the lesson
got the swimming cup). Pre-teach coach. Set the gist
questions: What does the note say? Why does the coach shout?
• Ask pupils which chant / song they’d like to do again from the
unit. Do it together to end the lesson.
What’s Mr Sweep doing? Play the CD. Pupils listen for the
answers. They check in pairs. Check with the class (‘I’ve got
the swimming cup. T.S.’; because it’s difficult to hear in the
swimming pool; he’s cleaning the cup).
• Check understanding by asking about each frame, e.g. What’s
Key doing in frame 2? Why? Why does he fall into the water?
What does the coach say in frame 4? Who sees the cup first?
What does he say? What does Terry Sweep say at the end? How
does he feel? Play the CD again. Pause after each frame for
pupils to repeat.

CD 1, 28
As in Pupil’s Book
AB23. DO YOU REMEMBER?
• Review the sports words in the unit, including inside and
outside, using the flashcards. Tell pupils to open their
Activity Books at page 23. Ask a pupil to read the activity
instructions aloud. They study the words on the right in
silence, using the pictures to help. Then they fold the page
down the middle so that they can see only the pictures and
the lines to write the words. Without looking, they write
the words in pencil, using the pictures to help. They check in
pairs, asking, e.g. What’s this one? How do you spell ‘outside’?
They don’t look at the words on the right. When pupils have
finished, they can either correct their own work or swap
books and check their partner’s.

T23
OBJECTIVES: By the end of the lesson, pupils will have AB24. ACTIVITY 1. Order the sentences.
read about baseball and basketball and written about
football.
• Tell pupils to open their Activity Book at page 24. Ask a pupil
to read the activity instruction and check understanding
(they sequence the rules). Pupils read the rules silently and
•KeyTARGET LANGUAGE
language: ball games, pitcher, bat, batter, first / second /
try to sequence them. They can look back at the Pupil’s Book
page. They check in pairs. Check with the class.
third / fourth, base, arrive, run (n), basket, basketball court, Key: 8, 1, 3, 4, 2, 6, 5, 7
baseball field
AB24. ACTIVITY 2. Write about football. Use these words.
Revision: can, can’t (permission), action verbs, impersonal you
• Focus pupils on Activity 2 and ask a pupil to read the
instructions aloud. Confirm that this is not American
•Extra
MATERIALS REQUIRED
activity 2: Reference books on sport / the internet
football. If pupils don’t know the rules of the game, discuss
them first with the class so that everyone knows how the
Optional: Kid’s Box Teacher’s Resource Book 4 Unit 2 Topic game is played. They can look at the prompts on the page
worksheet (page 28) to help them. Pupils work in pairs. They write a first draft of
their text on paper. They swap with another pair and check
each other’s texts. Pupils then write their text on the page,
Warmer illustrating the text with a key feature / aspect of the game /
• Ask pupils what they think the five most popular sports are in
the USA. Elicit ideas. Tell them they are: 1 American football,
pitch (as with the baseball text).
Sample answer: In football there are two teams with eleven
2 baseball, 3 basketball, 4 hockey, 5 golf. Ask pupils what they players each. This is how you play: First the player from one
know about any of these sports, e.g. players, leagues, rules. team has to kick the ball. Next the players run to kick the
ball. Both teams try to score goals. The winning team is the
PB24. FACT
team with more goals after ninety minutes.
• Tell pupils to open their Pupil’s Book at page 24. Introduce the
topic of the lesson (ball games). Elicit examples of ball games
and then tell pupils to look at the Fact box. Read the Fact box
Extra activities: see page T111 (if time)
aloud and ask pupils what colour a basketball is nowadays.
Optional activity
PB24. ACTIVITY 1. Read and match.
• Tell pupils to open their Pupil’s Book at page 24 and focus on
• Unit 2 Topic worksheet from Teacher’s Resource Book 4
(pages 22 and 28).
Activity 1. Elicit what they can see in the photos (a baseball
field, a basketball court and some of the equipment players Ending the lesson
use for these sports). Pupils take turns to read the text about
baseball aloud. Help them with any difficult words and, after • Review with pupils what they learnt about in today’s lesson.
reading, check understanding of the new vocabulary. Repeat
for basketball. Pupils re-read the texts and match the letters
of the photos with the numbered words in the text. They
check and discuss in pairs. Check with the class, discussing the
two texts and the two games.
Key: 2 b, 3 a, 4 e, 5 d
PB24. ACTIVITY 2. Listen and say ‘baseball’ or ‘basketball’.
• Focus pupils on Activity 2 and ask a pupil to read the
instruction. Play the CD. Pupils listen, think and whisper the
name. Play the CD again. Check with the class.
Key: 2 baseball, 3 basketball, 4 baseball, 5 basketball, 6 baseball,
7 basketball, 8 basketball, 9 baseball

CD 1, 29
1. You play with a big ball.
2. You play with a small white ball.
3. There are five players in a team.
4. You hit the ball with a bat.
5. You can throw and bounce the ball.
6. There are nine players in a team.
7. A game is 40 minutes.
8. You must throw the ball into a basket.
9. There are four bases.

T24
OBJECTIVES: By the end of the lesson, pupils will
have read more about sports and completed a project. • Play the CD. Pupils don’t colour or draw the first time. They
listen and look. Play the CD again. Pupils put a coloured
dot on the relevant part of the picture. They check in
•KeyTARGET LANGUAGE
language: have to (obligation), balloon
pairs. Pupils colour the picture and draw, or listen again if
necessary. Show a completed picture for pupils to check
Additional language: language of instruction, procedural their answers or elicit the correct colours / word from the
language class.
Revision: sports, question forms, adverbs, have to, must,
sand, salt, fall out, break, neck (of balloon) CD 1, 30
Can you see the children climbing? / Yes, I can. The girl is
•Project:
MATERIALS REQUIRED
Each pupil will need: 200 grams salt or sand,
climbing very well and the boy is watching her. / Yes. Now
colour the girl’s jacket grey, please. / OK.
5 balloons, scissors; make a ball according to the project
instructions, as a model Can you see the girl’s grey jacket? This is an example.
Photocopiable 2b (page T96). One copy, cut in half, for each Now you listen and colour and draw.
pair of pupils. (Optional: the text from Photocopiable 2b 1. OK. Look at that boy who’s catching the ball. / The boy with
completed (see page T92), one for each pair of pupils) the hat? / Yes. Colour his hat red. / OK.
Extra activity: A ball
2. What can I do now? / Do you want to draw something? / Yes,
I do. What can I draw? / Look at the boy who’s fishing. / The
Warmer boy who’s sitting or standing? / The one who’s sitting down.
Can you draw a bat next to him? / A baseball bat? / Yes, that’s
• Review what pupils remember about the sports from the
previous lesson (baseball, basketball, football).
right. Very good.

• Introduce have to for obligation, and explain that have got to

can be used as an alternative.
3. Do you want to colour something? / Yes. Can I colour the big
ball? / OK. What colour? / Orange. It’s an orange ball. / Fine.
PB25. ACTIVITY 3. Do you remember? Read and answer. 4. OK. Now can you see the woman? / Which one? The one
• Tell pupils to open their Pupil’s Book at page 25. Ask a pupil
to read the activity instructions aloud. Pupils work in pairs.
with curly hair or the one with straight hair? / The one with
straight hair. Can you colour her hair brown, please? / OK. I
They cover page 24 with paper. They take turns to ask and can do that now.
answer the questions: they can do them in any order. At the
end of the activity, they look and check. 5. What do you want to colour now? / I’d like to colour this
Key: Baseball: 2 No, you play with a small white ball. 3 There girl’s jacket. / Which girl? / The girl who’s learning to skate.
are nine players in a baseball team. 4 You hit the ball with She’s skating very carefully. / OK. Colour her jacket purple,
a bat. 5 There are four bases. 6 They have to arrive at the please. / Fine. A purple jacket. Finished.
fourth base. Basketball: 1 There are five players in each team.
2 No, you can’t. 3 You get points by throwing the ball into Extra activity: see page T111 (if time)
the basket. 4 You play for 40 minutes.
PB25. PROJECT. Make a ball.
Ending the lesson
• Focus pupils on the photos and on the activity. Remind them • Review with pupils what they talked about in today’s lesson
and what activities they liked best from this and the previous
this is the project. Ask a pupil to read the project title aloud
lesson and why.
and confirm they are going to make a ball. Show the ball
you’ve made. Read the instructions first with pupils, before
handing out any of the materials. Hold up the materials as
they are mentioned, pointing to, e.g. the neck of the balloon.
Pupils clear their desks and work individually. They follow
the instructions to make the ball. Monitor and check.

Photocopiable 2b (see pages T90, T96

and T92)
AB25. ACTIVITY 3. MOVERS Listening, Part 5
Listen and colour and draw. There is one example. [YLE]
• Tell pupils to open their Activity Book at page 25. Elicit the
activities they can see (climbing, skating, fishing, playing with
a ball). Check they know what to do. Explain there is an
example (the girl who is climbing, whose jacket is coloured
grey) and that they will hear the example described first.

T25
OBJECTIVES: By the end of the lesson, pupils will AB26. ACTIVITY 2. What’s wrong with these pictures? Write
have reviewed language from Units 1 and 2 and played the answers.
a game. • Focus pupils on Activity 2. Ask a pupil to read the
instructions aloud and check understanding using the
•KeyTARGET LANGUAGE
language: vocabulary and language from Units 1 and 2
example. Remind pupils to use full sentences. They work in
pairs to interpret what’s wrong orally and then they write
Revision: language for games It’s my / your / his / her turn. Pass the answers individually. Monitor to check.
the dice, please. I’m / You’re / He’s / She’s (yellow). You should Key: 2 The cow’s got glasses. 3 They’re sailing in a swimming
move (five) squares, not (four). I’ve / You’ve / He’s / She’s finished / pool. / The boat is in a swimming pool. 4 The girl’s wearing
won. a scarf in the sun. 5 The girl’s writing with a ruler. 6 He’s
fishing on a basketball court.
•Warmer:
MATERIALS REQUIRED
Key vocabulary from Units 1 and 2 written on Extra activities: see page T111 (if time)
pieces of paper or the Back to school and Good sports word
cards from Kid’s Box Teacher’s Resource Book 4 (pages 80–81), Ending the lesson
one for each pupil
Dice and different coloured counters for each group or pair
• Play a mime game to end the lesson. Pupils come up in turn.
Whisper an activity and adverb, e.g. Write carefully. The pupil
of pupils mimes the activity. Pupils ask questions, e.g. Are you writing
Photocopiable Review 1 and 2 (page T97), copied onto card slowly? Classmates continue asking until one of them guesses
and cut into cards, one set for each group of three or four correctly. Repeat.
pupils

Warmer
• Hand out the pieces of paper with key vocabulary or the
word cards. Pupils work in groups of six. They don’t show
their word to the other people in their group. They take
turns to give clues about their word for the others to guess.
PB26. ACTIVITY 1. Play the game.
• Pupils open their Pupil’s Book at page 26. Elicit what this is (a
board game). Demonstrate the game for pupils first, showing
them when to use which questions (at the top of the page)
according to the colour. Elicit the language pupils will need to
play the game, e.g. It’s my / your turn.
• Pupils play the game in pairs or small groups. They take turns
to throw the dice, move and answer the question according
to the colour. The other pupil(s) decide(s) if their answer is
correct. Monitor and help.
• If time, pupils can play the game again.
Key: They’re Grandma Star’s. He’s running. It’s Simon’s. She’s
climbing. It’s Lock’s. It’s a ruler. She’s sailing. It’s Lenny’s. She’s
swimming. It’s a ball. They’re Suzy’s. He’s skating. It’s Lock
and Key’s. It’s a dolphin. It’s Uncle Fred’s. He’s dancing. It’s
Aunt May’s. She’s fishing. It’s Mrs Star’s. It’s Stella’s. It’s an
elephant. It’s Alex’s. It’s a bottle. She’s singing. It’s Suzy’s. It’s
Mrs Star’s. It’s a glass. She’s walking. They’re Mr Star’s. He’s /
She’s drawing. It’s a baseball bat.

Photocopiable Review 1 and 2 (see pages

T90 and T97)
AB26. ACTIVITY 1. Answer the questions.
• Tell pupils to open their Activity Book at page 26. Ask a pupil
to read the instruction aloud and check understanding using
the example answer. Pupils work individually and solve the
problems. They check in pairs. Check with the class using
open pairs.
Key: 2 l (lake), 3 p (skip), 4 h (hat), 5 a (skate), 6 b (badminton),
7 e (tennis), 8 t (football). The word is alphabet.

T26
OBJECTIVES: By the end of the lesson, pupils will
have reviewed language from Units 1 and 2. • Tell pupils to look and find where their words can fit.
Discuss the example (they need to find a word in Activity 3
beginning with ‘e’ and with five letters). Pupils work in pairs
•KeyTARGET LANGUAGE
language: language and vocabulary from Units 1 and 2
and complete the crossword using the word lengths and
the letters given to help them. Display the large copy of the
Revision: word families, functional language, offers / completed crossword so pupils can check their answers.
suggestions, conversational openers and responses
• Pupils then write the message, using the shaded letters from
the crossword (Welcome back!).
•TheMATERIALS REQUIRED
completed crossword for Activity Book Activity 4 copied
Key:
on a large piece of paper e
Optional: Kid’s Box Interactive DVD 4: Stella’s room Quiz 1, Kid’s w e a t h e r
Box 4 Language Portfolio page 3
c r
l t a l l e
Warmer i c f i q b
• Review games and equipment. Write sports from Units 1 and
2 on the board, e.g. baseball, basketball, sailing, climbing. Call
m s h o p p i n g u e
out equipment, e.g. Bat, boat, helmet. Pupils point to / call out b i k e r h o l i d a y
the sport. a s t c r
PB27. ACTIVITY 2. Read the text and choose the best answer. t t k d
• Tell pupils to open their Pupil’s Book at page 27. Ask a
pupil to read the instruction aloud and focus the class on
e
the example. One pupil reads the opener, and the other
the correct answer. Check they know what to do. Pupils Extra activities: see page T111 (if time)
complete the activity individually. They check in pairs. Check
with the class, but asking pupils to take turns to read the Optional evaluation
opener and then all three options, before eliciting from the
class which one is correct. Ask them how they know each
• Quiz 1 from Kid’s Box Interactive DVD 4 (Stella’s room section).
This quiz can be done as a whole-class activity or as a team
time. Elicit suitable openers for some of the other options. competition. See pages 36 and 37 of the Teacher’s Booklet
Key: 1 B, 2 C, 3 B, 4 A, 5 A, 6 C for the Interactive DVD.
PB27. Quiz!
Language Portfolio
• Say Now let’s read and remember. Explain / elicit the meaning
of quiz. Focus pupils on the questions. Pupils look back • Pupils complete page 3 of Kid’s Box 4 Language Portfolio
(I can ... Units 1–2).
through Units 1 and 2 and find the answers. They discuss
them in groups of four. Check with the class.
Ending the lesson
• If time, pupils write two more questions of their own. Pupils
close their Pupil’s Books. Volunteers ask the class one of • Pupils work in groups of four. They need one Do you
their questions. remember? for Unit 1 from the Activity Book (page 15)
between four. Two pupils (A) use a book (or paper) to cover
Key: 1 They’re busy in their Art class. 2 Mrs Robinson. 3 In the
the words from Unit 1. The other two pupils (B) take turns
park (near the lake). 4 She wants to learn to dance. 5 He’s
to say what each picture is and to spell the word. ‘A’s look
climbing well. 6 They go to Peter’s school.
and check. They reverse roles for the words for Unit 2
AB27. ACTIVITY 3. Circle the odd one out. [YLE] (Activity Book page 23).
• Tell pupils to open their Activity Book at page 27. Ask a pupil
to read the activity instruction aloud and go through the
• Talk about the Can do statements from Units 1 and 2 with
pupils and elicit examples from volunteer pupils for each one.
example. Pupils work individually. They check in pairs. Check
with the class before pupils do the next activity (they will
• Ask pupils which lessons, topics and / or activities were their
favourites.
need the answers to Activity 3 to do Activity 4).
Key: 2 quick, 3 tall, 4 holiday, 5 earache, 6 weather, 7 first,
8 shopping, 9 beard, 10 skate, 11 climb, 12 bike
AB27. ACTIVITY 4. Now complete the crossword. Write
the message.
• Focus pupils on Activity 4 and the first part of the activity
instruction. Explain that they use the words from Activity 3
to complete the crossword.

T27