2 Fly, kite, fly !

Lesson 1 Beginning the lesson

Objectives: To present the main lexical set of the unit. 1. Hello
To provide plenty of exposure to the new language t
Sing or play one of the Hello songs on the CD at the start
through a chant, a flashcard game and a song. of the class.
Main language: kite, skateboard, ball, scooter, bike, doll,
t
Show the children that you want them to listen. Wave
hello to the children as you sing.
paints, computer game
board Listen and sing the Hello song. $ r or 2
Receptive language: It’s a … 2. Beginning the lesson routine (Term 1)
Look at …
Big Surprise! Today poster
Materials: Beginning the lesson routine materials t
Follow the Term 1 Beginning the lesson routine described
Uncle Harry’s parcel in Unit 1, Lesson 1.
Flashcards: characters, kite, scooter, skateboard, bike, ball, t
For additional ways of using the poster and cards, see the
doll, paints, computer game Ideas bank.
Class Book: pages 14, 70–71
Word skills board
CD 1: tracks 1, 2, 5, 6, 12, 31, 32, 33
t
Look at the first classroom label for this unit without
DVD 1 showing it to the children. Say the word and encourage
Picture stickers: toys the children to tell you which object in the classroom it
refers to if they know the word, or to guess if they don’t.
Optional material: CD 1: track 34 t
Once the meaning of the word has been established,
Uncle Harry’s parcel show the children the written word and read it to them
Flashcards: kite, scooter, skateboard, bike, ball, doll,paints, once or twice. Then ask a child to come and stick the label
computer game on the corresponding object in the classroom. As they do
this, encourage the children to say the Word skills chant,
Preparation: Before the class, put the toy flashcards in see Unit 1 Lesson 1.
Uncle Harry’s parcel with the kite flashcard that Uncle t
Ask the children if they can remember the classroom
Harry sent them on the top. words from previous lessons. Encourage them to point to
the objects and read the words out loud.
t
For additional ways of using the classroom labels, see the
Ideas bank.

Developing the lesson

3. Vocabulary presentation
What’s in Uncle Harry’s parcel?
t
Show the children the flashcards of the characters. Elicit
who they are. Remind the children who Uncle Harry is and
that he is away travelling.
t
Show the children Uncle Harry’s parcel. Establish that Uncle
Harry has sent another parcel for Leo, Annie and Dougie.
t
Say or play Uncle Harry’s parcel chant on CD 1 track 12.
Please note this chant is intended for only the teacher
to say.

Listen to Uncle Harry’s parcel chant. $ r

t
Encourage the children to guess what’s in the parcel. The
children might say things from Unit 1 but this is a positive
sign that they remember the words and you can also take
the opportunity to revise.

54 Unit 2
t
Then pull out the kite flashcard a bit at a time to see if the Bike: pretend to hold the handlebars and move legs as if
children can guess. Say: It’s a kite! Attach the flashcard to pedalling and make the noise: Ding, ding, ding!
the board near the top to leave space for other flashcards Doll: pretend to walk with straight arms and legs and say:
in the next stage. Hello, hello, hello!
Paints: pretend to put a brush into a palette of water
Vocabulary presentation with flashcards paints and paint a picture in front of you on an easel. Say:
t
Look in the parcel again and point inside to indicate that Splash, splash, splash!
there are more flashcards. Take out the toy flashcards one Computer game: pretend to hold something in your hands
by one, showing them to the children. and to press buttons on it with your thumbs, making the
t
Play CD 1 track 31. Hold up the flashcards in the order the noise: Blip, blip, blip!
words are mentioned and attach them to the board. t
Now repeat the names of the toys and do the actions with
t
For different activities for this stage of the lesson, please the children.
see the Ideas bank. t
Then say the name of one of the toys and encourage the
children to do the action. You can reverse the game if
Vocabulary presentation $ r the children are confident with the words by doing the
kite, skateboard, ball, scooter, bike, doll, paints, computer game action and encouraging the children to guess the toy.
Less confident children could guess by pointing to one of
1 Listen and do the chant. the flashcards.
t
To practise the new vocabulary you need to remind the
children of the Big Surprise! dance from Unit 1, Lesson 1. To 5. Song
do this, play DVD 1 and encourage the class to watch.
t
Once the children remember the dance, add the new 2 Watch or listen to the song.
words, i.e. 1, 2 kite. 1, 2 kite. 1, 2 kite. 1, 2 (walk on the spot). t
Ask the children to open their Class Book at page 14 and
t
To start with, hold up the kite flashcard. In the pause to point to the toys.
between verses, put the kite on the board and hold up the t
Tell the children they are going to listen to a song about
skateboard. Do the same for all the flashcards, encouraging toys and they must point to each one when they hear
the children to chant and do the steps. them. Play the song on the CD or watch the DVD and do
t
You could also play CD 1 track 32. See full instructions on the actions from Activity 4.
page 35. t
Play the song a second time, encouraging the children to
join in with the words and actions.
Listen and do the chant. $ r DVD 1
Kite, kite, kite Watch or listen to the song. $ r DVD 1
Skateboard, skateboard, skateboard Look at my kite, kite, kite.
Look at my kite.
Ball, ball, ball
Whoosh, whoosh, whoosh!
Scooter, scooter, scooter
Look at my skateboard, skateboard, skateboard.
Bike, bike, bike
Look at my skateboard.
Doll, doll, doll
Zoom, zoom, zoom!
Computer game, computer game, computer game
Look at my ball, ball, ball.
Paints, paints, paints Look at my ball.

ARTISTIC AND CULTURAL COMPETENCE: Encouraging Boing, boing, boing!

the children to say a rhythmic chant, especially one Look at my scooter, scooter, scooter.
accompanied by dance steps, will help them develop Look at my scooter.
their sensitivity and aesthetic sense. Whizz, whizz, whizz!
Look at my bike, bike, bike.
4. Practice of new vocabulary Look at my bike.
Action game Ding, ding, ding!
t
Put up the toy flashcards on the board and elicit the words Look at my doll, doll, doll.
by asking: What’s this? and answering: It’s a … encouraging Look at my doll.
the children to repeat after you. Now point to one of the Hello, hello, hello!
toys, say its name and do the following actions:
Look at my paints, paints, paints.
Kite: make a diamond shape with your hands and pretend
Look at my paints.
to fly a kite, making the noise: Whoosh! Whoosh! Whoosh!
Skateboard: pretend to push away with your foot and Splash, splash, splash!
make the noise: Zoom, zoom, zoom! Look at my computer game, computer game, computer
Ball: pretend to bounce a ball and make the noise: Boing, game.
boing, boing! Look at my computer game.
Scooter: pretend to hold the handlebars and push away
Blip! Blip! Blip!
with one foot and make the noise: Whizz, whizz, whizz!

Unit 2 55
 6. Picture sticker activity EXTRA ACTIVITIES
3 Stick and say. Look and number. Pronunciation practice
t
Remind the children where the stickers are in the book.
Show them that they must take the stickers and stick Intonation
them over the correct silhouettes of the toys on page 14 t
This activity is for the children to get used to hearing
of the Class Book. their own voice in English. Tell them that you are going
t
When they have finished, hold up Class Book page 14, to show them a toy and they must imagine that Uncle
point to the toys and ask: What’s this? Invite individual Harry has sent them this toy in a parcel and they are
children to respond: kite / skateboard / ball / scooter / bike / really happy.
doll / paints / computer game. t
Make a toy flashcard appear bit by bit from Uncle Harry’s
t
Ask the children to look at the toys again. They find the parcel. When the children realize what it is, encourage
same toy in the big picture and write the number in the them to say: It’s a scooter, a scooter, a scooter, getting
box. Focus on the example. louder and happier each time they say a target word.
t
Repeat the procedure with all the toys. If you prefer,
7. Picture Dictionary play CD 1 track 34 and point to the relevant flashcard
t
Ask the children to look at the Picture Dictionary on pages each time:
70 and 71 of the Class Book and show them the words.
Tell them they can use the dictionary to check the words Pronunciation: Uncle Harry’s parcel $ r
they have learnt and how to read and write them. It’s a scooter! A scooter! A scooter!
It’s a bike! A bike! A bike!
It’s a kite! A kite! A kite!
Ending the lesson It’s a ball! A ball! A ball!
It’s a doll! A doll! A doll!
8. Bye bye It’s a skateboard! A skateboard! A skateboard!
t
At the end of the lesson, signal to the children that the It’s some paints! Paints! Paints!
English class is over by singing one of the Bye bye songs or It’s a computer game! A computer game! A computer game!
playing the CD. Wave goodbye to the children as you sing. t
Do the action for each toy.
t
Divide the class into eight groups. Put up the toy
Listen and sing the Bye bye song. $ r or 6 flashcards in a row on the board and assign a toy to
each group. Tell the children you are going to say the
toy words at random and when they hear their word
they must stand up and do the action for their toy.
Repeat the procedure a number of times making sure
everyone has had a turn. Create more excitement by
pausing and then saying a toy quickly.

56 Unit 2
2 Fly, kite, fly !
$ r

DVD 1

Story card 1 Story card 2 Story card 3 Story card 4

Narrator: Today is Billy’s Narrator: Billy goes to the Friend 1: I’ve got a scooter! Billy: Fly, kite, fly!
birthday. park with his kite. Bye, Billy! Bye!
Mummy and Daddy: Happy Billy: Come on! Fly, kite fly! Billy: I’ve got a kite.
Birthday, Billy!
Billy: It’s a kite. Thank you!

Story card 5 Story card 6 Story card 7 Story card 8

Friend 2: I’ve got a Friend 3: I’ve got a bike. Bye, Narrator: Now it’s windy. Story card 8
skateboard. Bye, Billy! Bye! Billy! Bye! Billy: Yes! Fly, kite, fly! Billy: Wooohooo! My kite
Billy: I’ve got a kite. Fly, Billy: I’ve got a kite. Fly, can fly. Bye, everyone! Bye!
kite, fly! kite, fly!

VALUE: Billy was a little bit disappointed with the present

his parents had bought for him, and frustrated when he
couldn’t get it to fly. He was jealous of his friends’ toys.
However, when the kite flies at the end, Billy has the
greatest experience. Help the children to see that you
shouldn’t be jealous of what your friends have got. Very
often what you have got yourself is just as good, if not
better.

Unit 2 57
 Lesson 2 2. Beginning the lesson routine (Term 1)
Objectives: To tell the unit story and provide exposure Big Surprise! Today poster
to the target language in context either with story cards t
Follow the Term 1 Beginning the lesson routine described
or using the DVD. in Unit 1, Lesson 1.
To check understanding of the unit story.
Word skills
Main language: kite, skateboard, ball, scooter, bike, doll, t
See the Word skills routine on page 54.
paints, computer game t
For additional ways of using the poster, cards or classroom
labels, see the Ideas bank.
Receptive language: It’s a (kite).
I’ve got a (scooter).
Developing the lesson
Fly, kite, fly!
How many …? favourite 3. Song and vocabulary review
Materials: Beginning the lesson routine materials Sing the Toy song.
Flashcards: toys t
Take one of the toy flashcards out of the parcel and hold
Story cards 2 it so the children cannot see it. Sing or say the words
Uncle Harry’s parcel from the Toy song: It’s a … saying the word and doing the
action for the toy flashcard you are holding. Encourage
Class Book: pages 14 and 15
the children to finish off the verse of the song, e.g.: It’s a
Skills Record Book: page 6 bike, bike, bike. It’s a bike. Ding, ding, ding! Repeat.
CD 1: tracks 1, 2, 5, 6, 33, 35 t
Now give the flashcards to eight different children at the
DVD 1 front of the class. They hold them so the rest of the class
cannot see them.
Optional material: Flashcards of vocabulary to be t
One of the children does the action for their toy and
revised everyone joins in with: It’s a … and the corresponding
Music CD to play for the game verse of the song. Congratulate the children and thank
Activity Book: page 9 them for their help.
DVD Activity Sheet 2 t
Put the flashcard of the kite that Uncle Harry sent back in
Uncle Harry’s parcel before the next activity.
Preparation: Before the class, put the flashcards in Uncle
Harry’s parcel. Watch or listen to the song. $ r DVD 1

Story time
4. Telling the story with
the story cards or the DVD
1 Watch or listen to the story.
t
Hold up Uncle Harry’s parcel and ask the children which
toy he sent to the children (the kite). Put the kite flashcard
where the children can see it.
t
Hold up Class Book page 14 and point to the parcel
in the picture. Ask: What else did Uncle Harry send? and
encourage: A story!
t
Ask the children to guess what the story is about and
when someone guesses correctly, say: Yes, that’s right! It’s a
story about a kite!
t
Show the children story card 1. Point to Billy’s present and
ask what it is: A kite!
t
Say: Let’s listen to Uncle Harry’s story. The children listen with
Beginning the lesson their books closed. Tell or play the story on CD 1 track 35
using the story cards. Alternatively, play the DVD.
1. Hello t
Help the children follow the story by pointing to the
t
Sing or play one of the Hello songs on CD 1 track 1 or 2 at pictures as the vocabulary is mentioned, and doing
the start of the class. simple actions.
t
Follow the instructions for Lesson 1 on page 54.
Listen and sing the Hello song. $ r or 2

58 Unit 2
Watch or listen to the story. Story 2: Fly, kite, fly! t
Encourage them to sing the Toy song to their family when
$ r DVD 1 they get home.
t
The story text is given on page 57.
Ending the lesson
5. Remembering the story
t
Attach the toy flashcards to the board and elicit the 8. Bye bye
vocabulary. Now ask a child to come out to the front, t
See the Bye bye routine on page 56.
choose a toy, and do the action for that toy. The rest of the
class guess which toy they have chosen. Listen and sing the Bye bye song. $ r or 6
t
Play the DVD or tell the story again. Invite the children to
join in with words or actions for the target vocabulary by EXTRA ACTIVITIES
pausing and doing the action for the toy. For example:
Musical flashcards
t
Card 3: Mime bike. Say Ding ding. I’ve got a … (bike).
t
Sit the class in a circle. Choose flashcards of words that
you want to practise. Elicit what is on the flashcards
6. Vocabulary practice asking: What can you see?
2 Count the toys. Say. t
Now give out the flashcards at random. Play one of
t
Ask the children to open their Class Book at page 15. Point the songs the children have learnt and indicate to the
to the page and ask: What’s the matter? Try to elicit in L1 children that they must pass the flashcards around the
that all the toys are jumbled up. Tell the children to count circle in the same direction. Stop the music and the
the toys and write the number in the box. Show them the children holding a flashcard have to say what is on it.
example, pointing to the bikes and saying: One, two. Repeat the procedure a number of times so that all the
children get a turn.
ANSWERS
There are two bikes, four scooters, three skateboards, one Be a kite.
box of paints, ten computer games, five dolls. t
Take the children to an open space and tell them they
t
Check the activity asking: How many bikes are there? and are going to be kites. The children bob down. Make a
elicit the answer. noise as if the wind were blowing and say: Come on! Fly,
kite, fly! The children pretend to float up until they are
3 Listen to the story again. Which words are NOT in on their tip-toes. Then they ‘fly’ around. Next, tell them
the story? Cross ✗. the wind has gone and they flop down again. You could
t
Ask what the children can see in the four pictures at the teach the children up and down in order to give more
bottom of the page. Encourage them to read the words, instructions. The easiest way to do this is to remind
but if they mispronounce them, point again to the picture them of the classroom instructions: Stand up! Sit down!
and elicit the correct pronunciation.
Extra video!
t
Explain that they are going to listen again to the story and
mark a cross (✗) beside the words that are not in the story. t
If you want to spend more time on the story use
Play the story again. Check their answers. (Paints, ball and the story notes and Activity Sheet on the Teacher’s
computer game are not in the story.) Resource CD-ROM.

Watch or listen to the story. Story 2: Fly, kite, fly!

$ r DVD 1 Ready to read?
t
ABOUT ME. Before you end the lesson, ask the children t
Help your children to read by using Activity Book page 9 .
Have you got a scooter? Have you got a ball? What’s your 1 Draw.
favourite toy? If their favourite is not one of the toys in the
lesson, name it in English, draw it on the board and write
t
Ask the children to look at the activity. Point to the toys
in the first row and name them one by one. Encourage
the name beside it. Ask the class to repeat.
the children to join in.
AUTONOMY AND PERSONAL INITIATIVE: This activity t
Ask the children which toy comes next in the sequence
encourages children to internalize the language of the (the bike). They will see that a bike has been drawn in
lesson, by applying it to themselves. the square marked bike.
t
They continue finding the next items in the sequences
7. Record words and drawing them in the appropriate squares.
Finished? Fast finishers look at the Finished? text at the
1 Find and colour. Say. bottom of the page. The children write the words with
t
Ask the children to look at page 6 of the Skills Record double letters.
Book. Point to ball and ask the children to find the picture
that corresponds to it. They colour it the same colour as
the word.
t
When all the pictures are coloured, ask What’s number (4)?
The children name the toys.

Unit 2 59
 Lesson 3 2. Beginning the lesson routine (Term 1)
Objectives: To practise the target language in context Big Surprise! Today poster
and to develop confidence in using the language orally t
Follow the Term 1 Beginning the lesson routine described
by acting out a story. in Unit 1, Lesson 1.
t
For additional ways of using the poster and cards, see the
Main language: kite, skateboard, ball, scooter, bike, doll, Ideas bank.
paints, computer game
I’ve got a … Word skills
t
Ask the children if they can remember the classroom
Revised language: three, four words from previous lessons. Encourage them to point to
It’s sunny. the objects and read the words on the labels out loud.
It’s raining. t
For additional ways of using the classroom labels, see the
Ideas bank.
Receptive language: It’s a (kite).
Fly, kite, fly! Developing the lesson
Balloon
Has Billy got …? 3. Song and vocabulary review
Materials: Beginning the lesson routine materials Sing the Toy song.
Flashcards: toys t
Divide the class into eight groups and give each one a toy
Story cards 2 flashcard, which they must keep secret.
Class Book: pages 16 and 17 t
Choose a group to do the action for their toy. Encourage
the rest of the class to guess which one, by singing the
CD 1: tracks 1, 2 5, 6, 33, 35
corresponding verse from the Toy song, e.g.: It’s a scooter,
DVD 1 scooter, scooter. It’s a scooter. Whizz, whizz, whizz!
Optional material: Flashcards: toys t
Repeat the procedure for all the toys.
Extra Activity Worksheets 8 and 9 Watch or listen to the song. $ r DVD 1
Activity Book: pages 10, 47–48

Preparation: Make a mini book before the class (see the Story time
Ideas bank), so that the children can see a finished version.
4. Remembering the story
1 Look and listen. Has Billy got a skateboard?
t
Tell the class they are going to listen to the story again.
Explain that after you have played it, you will ask them if
Billy has got a skateboard. Play the story straight through
on the DVD. Alternatively, play it on the CD and show the
class the story cards.
t
Ask Has Billy got a skateboard? (No).
t
Play the DVD again, frame by frame. The children listen to
the comprehension questions on the DVD and answer
them to help them remember the story. Alternatively play
the CD and hold up the story cards one by one. Ask the
children the questions on the back of the cards.

Beginning the lesson

1. Hello
t
Sing or play one of the Hello songs on the CD at the start
of the class.
t
Follow the instructions for Lesson 1 on page 54.
Listen and sing the Hello song. $ r or 2

60 Unit 2
 Watch or listen to the story. Story 2: Fly, kite, fly! Watch or listen to the story. Story 2: Fly, kite, fly!
$ r DVD 1 $ r DVD 1
Story card / frame 1 Story card / frame 1
Who’s this? (Billy) Narrator: Today is Billy’s birthday.
(Point to Billy. Say: Happy … (Birthday, Billy!) to remind the Mum and Dad: Happy Birthday, Billy!
children it’s his birthday.) (Smile and mime giving a present.)
What’s this? (A kite) Billy: It’s a kite. Thank you!
(Point to the kite.) (Make a kite shape, holding both hands together at the tips of
your index fingers and thumbs to form a diamond.)
Story card / frame 2
Is Billy happy? (No) Story card / frame 2
(Pull a happy face and encourage the children to say: No. Then Narrator: Billy goes to the park with his kite.
shake your head and pull a sad face.) (Mime walking to the park, carrying a kite.)
What’s the matter? It isn’t … (windy). Billy: Come on! Fly, kite, fly!
(Wave your hands from side to side like the wind blowing a tree (Make a kite shape and hold your hands up to indicate trying
and make a whooosh sound.) to make the kite fly.)

Story card / frame 3 Story card / frame 3

What’s this? (A scooter) Friend 1: I’ve got a scooter! Bye, Billy! Bye!
(Point to the scooter.) (Pretend to hold on to handle bars and push away with one
Has Billy got a scooter? (No, a kite.) foot. Wave goodbye.)
Billy: I’ve got a kite.
Story card / frame 4 (Make a kite shape.)
What’s the matter? It isn’t … (windy).
(Wave your hands from side to side like the wind blowing a tree Story card / frame 4
and make a whooosh sound.) Billy: Fly, kite, fly!
(Continue making the kite shape and holding your hands up
Story card / frame 5 to indicate him trying to make the kite fly.)
What’s this? (A skateboard)
(Point to the skateboard.) Story card / frame 5
Has Billy got a skateboard? (No, a kite.) Friend 2: I’ve got a skateboard. Bye, Billy! Bye!
What’s the matter? It isn’t … (windy). (Pretend to push away with foot. Wave goodbye.)
(As above.)
Story card / frame 6
Story card / frame 6 Billy: I’ve got a kite. Fly, kite, fly!
What’s this? (A bike) (Continue making the kite shape and holding your hands up
(Point to the bike.) to indicate him trying to make the kite fly.)
Has Billy got a bike? (No, a kite.)
What’s the matter? It isn’t … (windy). Story card / frame 7
(As above.) Narrator: Now it’s windy.
(Make a whistling sound and sway hands from side to side
Story card / frame 7 like the wind.)
Is Billy happy? (Yes) Billy: Yes! Fly, kite, fly!
(Pull a happy face and encourage the children to say: Yes.) (Hold your hands in a kite shape in the air, pushing away to
Why? (It’s windy.) show more effort.)
(As above.)
Story card / frame 8
Story card / frame 8 Billy: Wooohooo! My kite can fly. Bye, everyone! Bye!
Wooohooo! My kite can … (fly). Bye, everyone! … (Bye)! (Pretend to hold on to a kite string and look up at the kite
(Say the last line and encourage the children to join in.) flying. Wave goodbye.)

5. Story actions 6. Class Book activity

t
Note: The children start to act out the story in this lesson.
It is not important for them to join in with the narrative, 2 Look at the story cards. Find the differences:
but those who try to should be encouraged. frames …, … and …
t
Tell the story or play CD 1 track 35 or the DVD. Ask the t
Say: Listen, everyone! and ask the children to open their
children to join in with the actions, as suggested below. Class Book at pages 16 and 17.
t
Tell the children that some of the pictures in their book
are different from the story cards. Ask them to look saying:
ARTISTIC AND CULTURAL COMPETENCE: Listening to a story
Look, everyone! Point to your eye with your index finger
and acting it out encourages the children to express their
and then to the story in the Class Book.
emotions freely, through the characters in the story.
Note: You could make this into a game and give them a
time limit, e.g. two minutes, to find the differences.

Unit 2 61
 t
Say: Write the numbers here! and point to the boxes Ending the lesson
where they have to write the numbers of the frames that
are different.
7. Bye bye
ANSWERS t
At the end of the lesson, signal to the children that the
The differences are: English class is over by singing one of the Bye bye songs or
In Class Book frame 1, there are six balloons and on story playing the song on CD. Wave goodbye to the children as
card 1 there are only five. you sing.
In Class Book frame 2, there is a doll on the bench and on
Listen and sing the Bye bye song. $ r or 6
story card 2 there is no doll.
In Class Book frame 4, there is a ball on the grass and on EXTRA ACTIVITIES
story card 4 there is no ball.
Kim’s game
t
You can either display the story cards on the board for
the children to compare with their own Class Book or ask t
Place the toy flashcards in a line on the board face up in
them to try and do the activity from memory. random order. Say each word as you put it up.
t
Check answers. Ask the children to say the numbers they t
Now say the words through three times in the order they
have written down. are on the board, encouraging the children to join in.
t
Hold up the story in the Class Book and compare it with t
Turn all the flashcards over, so they are facing the board.
the three story cards 1, 2 and 4. Elicit the differences by Now turn five of them face up again and ask the children
saying: which one is still face down. Once someone has guessed
Number 1: Here there are … (six) balloons, and here there are correctly, repeat the procedure leaving a different
… (five). flashcard face down for the children to remember.
Number 2: Here there’s a … (doll), and here there isn’t a doll. Make a mini book.
Number 4: Here there’s a … (ball) and here there isn’t a ball.
t
Make a mini book before the class.
3 Act out the story. t
The children can use pages 47–48 in their Activity Book.
t
Play the story through one more time, Encourage the Alternatively give out photocopies of the black and
children to mime the actions and to say any of the white version on Extra Activity Worksheets 8 and 9.
dialogue that they can remember. t
The instructions for making and playing with the book
are in Unit 1, Lesson 3, Extra activities.
Watch or listen to the story. Story 2: Fly, kite, fly! t
For different styles of mini books and activities that you
$ r DVD 1 can do with them, see the Ideas bank.

Ready to read and write?

t
Help your children to read and write by using Activity
Book page 10 following this lesson.

1 Read and number. Trace.

t
Draw the children’s attention to the example. Ask them
to look at the words and the box beside each one. They
read a word, look at the picture at the bottom of the
page to see what number it is, and write the number in
the box beside the word.
t
They can trace over the words when they have finished.

62 Unit 2
Lesson 4 t
For additional ways of using the poster and cards, see the
Ideas bank.
Objectives: To extend the story theme and present the
secondary language focus of the unit. Word skills wall
To provide plenty of exposure to the new language t
Look at the second classroom label for this unit without
through a song, a game and Class Book activities. showing it to the children. Say the word and encourage
the children to tell you which object in the classroom it
Main language: kite, pink, blue, green, red, yellow, purple refers to if they know the word, or to guess if they don’t.
wall t
Once the meaning of the word has been established,
show the children the written word and read it to them
Receptive language: too once or twice. Then ask a child to come and stick the label
on the corresponding object in the classroom. Say the
Fly, kite!
Word skills chant as they do this.
Fly up in the sky.
t
Ask the children if they can remember the classroom
words from previous lessons. Encourage them to point to
Materials: Beginning the lesson routine materials
the objects and read the words on the labels out loud.
Flashcards: colours, toys
t
For additional ways of using the classroom labels, see the
Class Book: page 18 Ideas bank.
Skills Record Book: page 7
LEARNING TO LEARN: Every day the children will see the
CD 1: tracks 1, 2, 5, 6, 36, 37
labels around the classroom. This will help them to learn
DVD 1
with a minimum of effort.
Optional material: Materials for making a kite
Flashcards: colours Developing the lesson
Activity Book: page 11
Mixed Ability Worksheets 5–8: Catch-up, Support, 3. Vocabulary presentation
Reinforcement, Extension
t
Show the children the colour flashcards and elicit the
colours. Put some of the cards on the board. Elicit the
names. Explain that you are going to name some colours.
If the colour you say is on the board, the children clap.
If not, they keep silent. Say some colours. Then change
the flashcards on the board and name some more. The
children clap or keep silent.
t
Show the children the toy flashcards and elicit the name
of each toy and its colour.
t
Now hold the flashcards so the children cannot see them.
Say: I’ve got a new toy. It’s (red). Encourage the children to
remember the toy by its colour. Repeat the procedure for
the other toys. When you get to kite, list all the colours: I’ve
got a new toy. It’s pink, blue, green, red, yellow and purple.
t
Now refer the children to the picture of the kite from the
story on Class Book page 18.
t
Play the song either on the CD or DVD and encourage
the children to point to the colours on the kite as they are
mentioned in the song.
Beginning the lesson t
For more ways of presenting the vocabulary, please see
the Ideas bank.
1. Hello Watch or listen to the song. $ r DVD 1
t
Sing or play one of the Hello songs on the CD at the start I’ve got a new kite.
of the class. (Make a kite shape with your hands or pretend to fly a kite.)
t
Follow the instructions for Lesson 1 on page 54. It’s pink and blue.
(Point to the colours pink and blue.)
Listen and sing the Hello song. $ r or 2
It’s green, red and yellow.
2. Beginning the lesson routine (Term 1) (Point to the colours green, red and yellow.)
And purple too.
Big Surprise! Today poster (Point to the colour purple.)
t
Follow the Term 1 Beginning the lesson routine described Fly, kite!
in Unit 1, Lesson 1. (Make a kite shape with your hands or pretend to fly a kite.)

Unit 2 63
 Fly up in the sky. Watch or listen to the song. $ r DVD 1
(Point up in the air.) t
Ask the children to look at the picture of the kite on page
Fly, kite! 7 of the Skills Record Book. Show them the colour dots
(As above.) and tell them that they should colour in each section of
Fly up in the sky. the kite in the same colour as the dot in that section. The
(As above.) children colour in the kite.
t
Encourage the children to say colours to their family.
[Repeat]

2 Play the game. Ending the lesson

t
Tell the children that you are going to say the colours
and they must point to them in their Class Book. Slowly 6. Bye bye
increase the speed until they have to point very quickly. t
At the end of the lesson, signal to the children that the
Start saying: Blue … pink. Then say: Purple, green, red, yellow English class is over by singing one of the Bye bye songs or
in quick succession. Repeat this procedure changing the playing the song on CD. Wave goodbye to the children as
order of the colours. you sing.
t
Now ask the children to choose three colours on the kite
and to put a cross on them. Say the colours again. The Listen and sing the Bye bye song. $ r or 6
children listen carefully and if you say one of the three
colours that they have marked, they circle the cross. When EXTRA ACTIVITIES
they have circled all three, they say: Yes! and name the Design your own kite.
three colours.
t
Bring to class the outline of a diamond-shaped kite for
each child on a sheet of paper. They also need crêpe
4. Vocabulary practice paper, string, felt tips or colouring pencils and scissors.
3 Listen and match. Count the ribbons. t
Sing the Kite song with the children. Give out the kite
t
Ask the children to look at page 18 in their Class Book. Say: outlines. Elicit the colours from the song and put up
Pencils, everyone. Now look, listen and match. (Point to your the colour flashcards. Tell the children to decorate the
eye, ear and then from one of the children on the page to kite shape as they wish using the six colours from the
one of the kites.) song. They then cut out the kite shape. Once they have
finished, they add the tail of the kite: a length of string
t
The children listen and match the children with their kites.
with some crepe paper bows.
Ask them to look at the example (the first child and
yellow kite). t
You could then make a classroom kite display. Make
the sky from some blue card or paper and cut out
t
Once the children have finished, ask: What colour is
some clouds from white paper. Attach the kites to
number 5? etc.
the background and write each child’s name next to
Listen and match. $ r their kite. If the kites are very different, you could play
Number 1: I’ve got a kite. It’s yellow. a listening game by describing one of the kites for the
Number 2: I’ve got a kite. It’s pink. children to call out who made it.
Number 3: I’ve got a kite. It’s purple.
Colours
Number 4: I’ve got a kite. It’s green.
Number 5: I’ve got a kite. It’s blue. t
Put the colour flashcards up on the board. Choose a
colour without naming it. Point to some items in the
t
Again ask the children to look at the example (the yellow
classroom which are that colour. For example, if you
kite). Count the ribbons on the tail, encouraging the
choose red, point to a red book, a child’s red T-shirt, a
children to join in. They will see that the number 6 has
red pen, etc. Ask What colour is it? Invite a child to come
been written in the box as an example. Explain that the
out to the board and point to the correct flashcard, and
children must count the ribbons on the other kites and
the others to name the colour.
write the corresponding numbers in the boxes.
t
Do the same again, with a different colour. You could
ANSWERS ask a child to take your place and choose a colour.
Green: 5, Pink: 8, Yellow: 6, Purple: 4
Blue: 10

5. Record skills
2 Sing the Kite song. Colour the kite.
t
Ask the children to look at page 7 of the Skills Record
Book. Focus on the colours and ask them to name them.
Play CD 1 track 36 and encourage them to sing along.

64 Unit 2
MIXED ABILITY WORKSHEETS Ready to read and write?
t
The Catch-up worksheet can be used at any point in t
Help your children to read and write by using Activity
the unit after Lesson 1. The other worksheets may be Book page 11 following this lesson.
used from this lesson.
1 Follow and colour. Trace.
Mixed Ability Worksheet 5 Catch-up t
Tell the children to look at the first activity and focus
their attention on the example. Then tell them to use
1 Trace. coloured pencils to follow the lines in the maze. They
t
Children trace the word below each picture. should use the same colour at the words on the left.
When they reach the word on the right, they should
2 Circle the odd one out. Tick ✓.
trace over the word with the same colour.
t
Children choose the odd one out in each row and circle
it. They tick the corresponding word. 2 Read and colour.
ANSWERS t
Explain that in the second activity they have to read
1 scooter 2 ball 3 skateboard each description and colour the toys accordingly.
4 computer game 5 kite Finished? Ask fast finishers to look at the Finished? text at
the bottom of the page. The children draw four toys and
Mixed Ability Worksheet 6 Support then trace over the word purple.
Match and trace.
t
Children match the toys and trace the words in the
right-hand column.

Mixed Ability Worksheet 7 Reinforcement

Join the dots. Circle.
t
Children join the dots to complete the pictures. They
then circle the correct word below each picture.
ANSWERS
1 kite 2 bike 3 doll 4 scooter 5 ball
6 skateboard 7 paints 8 computer game

Mixed Ability Worksheet 8 Extension

1 Look and write.
t
Children complete the word below each picture.
ANSWERS
1 kite 2 bike 3 doll 4 scooter 5 ball
6 skateboard 7 paints 8 computer game

2 Match and colour.

t
Children match the children to their toys. They then
colour the toys.

Unit 2 65
 Lesson 5 2. Beginning the lesson routine (Term 1)
Objectives: To further develop confidence in Big Surprise! Today poster
understanding and using the unit language orally t
Follow the Term 1 Beginning the lesson routine described
through a cut-out activity and a communicative game. in Unit 1, Lesson 1.
To focus the children’s attention on the pronunciation of
the sound K.
Word skills
t
See the Word skills routine in Lesson 3, page 60.
Main language: kite, skateboard, ball, scooter, bike, doll, t
For additional ways of using the poster, cards and
paints, computer game classroom labels, see the Ideas bank.
I’ve got a (scooter).
pink, blue, green, red, yellow, purple Developing the lesson
Receptive language: It’s … (pink).
3. Song and vocabulary review
Fly, kite, fly!
car, kangaroo, castle, colours, cold Sing the Kite song.
t
Give out the colour flashcards. The children with them
Materials: Beginning the lesson routine materials come to the front. Ask each child which colour they are
Flashcards: toys, colours holding. Tell them you are going to play the Kite song and
Story cards 2 they must stand in the order of the song. Play the song
on CD 1 track 36 or watch the DVD whilst the children
Class Book: pages 19 and 79
get into order. Ask the rest of the class whether the six
CD 1: tracks 1, 2, 5, 6, 35, 36, 38, 39 children are in the right place.
DVD 1 t
Now sing the song with the whole class. Encourage the
A ready-made toy wheel. children with flashcards to hold them up as they hear their
colour in the song.
Optional material: Toy wheels
CD 1: tracks 33, 39, 40, 41 Watch or listen to the song. $ r DVD 1
Activity Book: page 12
Pieces of A5 size paper and dice 4. Pronunciation practice
1 Listen, point and say.
Preparation: Make a wheel before the class, so that the
children can see a finished version.
t
Ask the children what Billy has got in the song they have
just sung. Elicit A kite. Encourage a good pronunciation of
the K sound. Ask them to open their Class Book at page 19
and look at the top of the page. Play the first word on the
CD and ask the children to point to the first picture and
repeat the word. Do the same for the other three pictures.
Pay particular attention to their pronunciation of the
sound C/K.

Listen, point and say. $ r

car, kangaroo, castle, colours

2 Listen and say the rhyme.

t
Point to the picture in the middle of the page. Ask
What’s this? Elicit the colours on the kite. Say Listen and
play the rhyme.
t
Explain the meaning of the question Can you count the
colours on my kite?. Ask the children to repeat /k/, can,
Beginning the lesson count, colours, kite. Make sure they are saying the C/K
sound as correctly as possible.
1. Hello t
Play the rhyme again. The children point to the kite and
t
Sing or play one of the Hello songs on the CD at the start join in with the words.
of the class.
t
Follow the instructions for Lesson 1 on page 54. Listen and say the rhyme. $ r
Can you count the colours on my kite?
Listen and sing the Hello song. $ r or 2

66 Unit 2
5. Cut-out activity EXTRA ACTIVITIES
3 Make the toy wheel on page 79. Play the game. Play with the cut-out
t
Show the children page 79 of the Class Book. Indicate that
you want the children to cut out the page by taking your Sing and spin.
scissors and pointing down the dotted line. t
Tell the children that you are going to play the Toy song
t
Show the children your wheel, give out scissors and say: on CD 1 track 33 and that they must join in with the
Listen, everyone. Cut out the wheel. Separate the two circles song and find each toy on their wheel. Pause the CD
of your wheel to show the children how it is made. on each verse before the toy sound. The children show
t
Once they have cut out both circles, show them how to you the toy and sing the sound. For example, play It’s a
fix them together with a paper fastener. scooter, scooter, scooter. It’s a scooter. Then pause the CD.
The children say: Whizz, whizz, whizz!
ARTISTIC AND CULTURAL COMPETENCE: Help the children to
see that by doing the cutting-out activity, they are using Draw, spin and circle.
some basic techniques which will come in useful in later life. t
Draw a rectangle on the board and divide it into six
squares. Choose six toys and draw one in each square.
t
Turn your wheel to a toy of your choice without showing Now throw a dice and move your wheel the number of
the children. Describe the toy by colour, e.g. It’s blue. Invite times shown on the dice, counting aloud, e.g. One. Two.
the children to guess which toy you are describing. To do Three. Four. Say which toy appears in the window. Circle
this, they should turn their wheel to find the toy that they the toy on the board. Now invite a child out to repeat
think it is, hold it up and say e.g. Scooter! the procedure, insisting that they count aloud and say
t
Ask one child to come to the front to be the ‘teacher’ and the name of the toy before circling it on the board.
play again. Then ask them to play the game in pairs. t
Give out A5 size paper and tell the children to divide it
into six, and draw a different toy from the unit in each
square. They need their wheel and a pencil.
Story time
t
Divide the class into groups. Give each group a dice.
6. Re-telling the The children take it in turns to throw the dice, turn
their wheel, counting in English and say the toy before
story with the toy wheel circling it on their paper.
t
Tell or play the story again on CD 1 track 35 with the story t
If the children land on the same toy, they cannot circle
cards or play the DVD. Tell the children that when they it a second time. The aim is to circle all their toys before
hear a toy, they must find it on their spinner. Pause the you say that the game has finished.
CD or DVD and check that the children have found the
correct one. Praise them, saying: Well done, (Name). Kite.
t
At the end of the activity, attach the toy flashcards to the
Pronunciation practice
board. Ask the children which toys were missing from 1 Listen and say the rhyme.
the story. t
Ask the children to open their Activity Book at page 12
t
Play the rhyme again on CD 1 track 39 and ask the
Watch or listen to the story. Story 2: Fly, kite, fly! children to join in.
$ r DVD 1
Listen and say the rhyme. $ r
7. Play with the cut-out 2 Listen and tick the words with /k/ car.
Snap! t
Ask the children to look at the pictures. Play the CD
t
For the instructions for Snap!, see the Ideas bank. Turn the pausing after each word for the children to repeat.
top circle of your wheel, choose a toy and encourage the t
Explain that some of the words begin with /k/, as car
children to do the same. Then say: I’ve got a (kite). Those does. Ask them to listen again, and tick these words.
children with the same toy hold up their wheels and say:
Snap! I’ve got a (kite). Encourage others to say what they Listen and tick the words with /k/ car. $ r
have, e.g. I’ve got a scooter. Number 1: penguin, purple, car, paints
Number 2: rainbow, kite, rabbit, red
t
Once the children have finished with their wheels, ask
Number 3: six, sunny, sky, computer game
them to write their names on the back of them. Then
Number 4: kangaroo, ball, bird, boat
collect them and distribute them to play the game again
Number 5: tree, train, cold, ten
in another lesson.
3 Listen and check.
Ending the lesson t
Play track 41 for the children to check.
Listen and check. $ r
8. Bye bye Number 1: car Number 4: kangaroo
t
See the Bye bye routine on page 56. Number 2: kite Number 5: cold
Number 3: computer game
Listen and sing the Bye bye song. $ r or 6

Unit 2 67
 Lesson 6 2. Beginning the lesson routine (Term 1)
Objectives: To transfer the main language of the unit to Big Surprise! Today poster
a real life context. t
Follow the Term 1 Beginning the lesson routine described
To motivate the children through a link with another area in Unit 1, Lesson 1.
of the curriculum and to develop their knowledge of the t
For additional ways of using the poster and cards, see the
world through English. Ideas bank.

Main language: red, orange, yellow, green, blue Word skills

It’s raining. It’s sunny. a rainbow t
Ask the children if they can remember the classroom
words from previous lessons. Encourage them to point to
Receptive language: When it’s sunny and it’s raining, the objects and read the words on the labels out loud.
there’s a rainbow. t
For additional ways of using the classroom labels, see the
indigo, violet Ideas bank.
behind you, in front of you

Materials: Beginning the lesson routine materials

Developing the lesson
Flashcards: colours 3. Presentation of the
Unit 2 Cross-curricular cards: sunny, rain, rainbow cross-curricular theme
Class Book: pages 20 and 21
CD 1: tracks 1, 2, 5, 6, 42, 43, 44, 45 Science: Rainbows
t
Show the children the rain cross-curricular card and ask:
Optional material: Extra Activity Worksheet 11 What’s the weather like? (It’s raining). Repeat the same
Felt pens or colouring pencils, string and glue procedure for the sunny cross-curricular card.
Materials to make a rainbow t
Ask the children if they know what happens when it’s
raining and it’s sunny at the same time. Show the children
the rainbow cross-curricular card and say: When it’s sunny
and it’s raining, there’s a rainbow.
t
Turn the rainbow card over and show the children the
rainbow on the back. Elicit the colours the children know
and teach them the new ones: orange, violet, indigo.
t
Explain that indigo is a dark blue or purple colour.
t
Ask: How many colours are there in a rainbow? and
encourage the children to count up to seven with you.

4. Practising the
cross-curricular theme
1 Listen and number.
t
Ask the children to look at the photos on Class Book
page 20. Explain that they should listen and number them
Beginning the lesson in order.

1. Hello Listen and number. $ r

Number 1: It’s sunny.
t
Sing or play one of the Hello songs on the CD at the start Number 2: It’s raining.
of the class.
Number 3: A rainbow!
t
Follow the instructions for Lesson 1 on page 54.

Listen and sing the Hello song. $ r or 2 5. Practising the

cross-curricular theme
2 Listen and sing.
t
Hold up the flashcard of a rainbow and ask again What’s
this? Put the flashcard on the board. Then put the It’s sunny
and It’s raining cards on the board beside it. Each time
encourage the class to tell you what is on the card.
t
Finally, put the colour flashcards up on the board in the
order in which they are in the rainbow: red, orange, yellow,
green, blue, indigo (purple), violet (pink). Say each of the
colours as you put it on the board and encourage the
children to repeat it.

68 Unit 2
t
Say Listen and play the song. Mime as they listen. red, orange, yellow, green, blue, indigo, violet, in this order.
For It’s sunny, mime a bright ball in the sky and pretend to The children colour the rainbow. They will see that the last
be hot. two colours are already there.
For It’s raining, hold your hands up and then bring them t
ABOUT ME: Before you end the lesson, ask again what
down with your fingers moving, to represent rain. colours we see in a rainbow. Then ask What’s your favourite
For A rainbow, draw a big arch in the air with your hands. colour of the rainbow? Encourage answers in English.
For the colours, point to the appropriate flashcard on
the board. Ending the lesson
t
Play the song again. This time, encourage the children to
join in with the mimes and to point to the colours. 6. Bye bye
Listen and sing. $ r t
At the end of the lesson, signal to the children that the
It’s sunny. It’s sunny. English class is over by singing one of the Bye bye songs or
playing the song on CD. Wave goodbye to the children as
Now it’s raining. Now it’s raining. you sing.
Sun and rain. Sun and rain.
Listen and sing the Bye bye song. $ r or 6
Make a rainbow! Make a rainbow.
Red, orange. Red, orange EXTRA ACTIVITIES
Yellow, green, blue. Yellow, green, blue,
Extra Activity Worksheet 11
Indigo, violet. Indigo, violet,
Are the colours Colour. Cut and stick.
t
Give each pupil a copy of Extra Activity Worksheet 11, a
Of the rainbow.
craft activity in which the children make a rainbow kite.
INTERACTION WITH THE PHYSICAL ENVIRONMENT: Through this t
First ask the children to colour the strips in the lower
activity, children can learn important aspects of the world part of the page in the colours suggested.
around them. t
When they have finished, show them how to cut out
the kite along the dotted lines.
3 Listen and point. t
They then put glue on the dark grey strip and stick one
t
Ask the children to look at the arches at the bottom of the end of the rectangle onto the other, as shown at the
page. Ask what colours they can see. top of the worksheet.
t
Explain that they are going to hear some colours on the CD. t
Help the children to make the holes where shown in
They listen and point to the colour they hear each time. the rectangle, for example with a hole-punch.
t
Play the CD. The children listen and point. t
Finally, show them how to put the string through the
t
Check they are pointing to the correct colour. holes and to knot it.
t
On a windy day, the pupils can take the kite outside to
Listen and point. $ r play with it by running along so that it flies in the air.
Red, orange, yellow, green, blue, indigo, violet You could also make a classroom kite display.
4 Listen and point. Make your own rainbow
t
Ask the children to look at the first picture on page 21. t
You can only do this on a sunny day. Place a glass of
Ask what they can see. water on a piece of paper in front of a window with the
t
Ask them to listen to the CD and point to what they hear. sun shining through. The glass of water causes a similar
Play the recording. Check that the children are pointing to reaction to the rain and a rainbow is formed on the
the sunny part of the picture, the rainy part, and then the white paper in front of the glass.
rainbow.
t
Explain the rest of the vocabulary if necessary. The real
object is that they pick out the words that they are
focusing on in the lesson.

Listen and point. $ r

The sun is behind you.
The rain is in front of you.
Now you can see a rainbow.

5 Colour.
Point to the picture at the bottom of page 21. Ask What’s
this? Explain that when you can see the sun (pictured on the
left) and the rain (on the right), there is a rainbow. Elicit the
colours in it:

Unit 2 69
 Lesson 7 Word skills
t
Ask the children if they can remember the classroom
Objectives: To practise and review the target language words from previous lessons. Encourage them to point to
of the unit and to familiarize the children with the written the objects and read the words on the labels out loud.
form of key words through a sticker activity. t
For additional ways of using the classroom labels, see the
Ideas bank.
Main language: kite, skateboard, ball, scooter, bike, doll,
paints, computer game
Developing the lesson
Receptive language: When it’s sunny and it’s raining,
there’s a rainbow. 3. Cross-curricular revision
Materials: Beginning the lesson routine materials t
Put up the three cross-curricular cards at random. Say:
Unit 2 Cross-curricular cards When it’s sunny and raining, there’s a rainbow and invite
individuals to put them in the correct order.
Flashcards and word cards: toys
t
Now use the rainbow cross-curricular card to revise and
Story cards 2
count the colours.
Class Book: pages 22, 70–71
CD 1: tracks 1, 2, 5, 6, 35, 46
DVD 1 Story time
Word stickers: toys
4. Order the story cards
Optional material: Flashcards and word cards: toys, t
Ask eight children to come to the front and give each of
colours them a story card but not in the correct order.
Extra Activity Worksheet 7 and 10: mini cards, toys and t
Ask the class which card comes first and encourage them
colours to tell you the name of the child holding the first card. This
child then stands to the left.
t
Do the same for each child and story card until they are all
in order.

5. Unit 2 review
1 Listen and number.
t
Ask the children to open their Class Book at page 22.
Demonstrate the task with the example. Play the first
sentence on CD 1 track 46 and pause as you point to the
number 1 in the box next to scooter.
t
Now play the rest of CD 1 track 46. The children listen and
number the toys in order.
t
Put the toy flashcards on the board in the same position
as on Class Book page 22. Make sure that there is space
below them for the word cards in Activity 6. Check the
activity by saying a number and eliciting the toy.
t
You could also then reverse this procedure by saying the
toy and the children saying the number.
Beginning the lesson
Listen and number. $ r
1. Hello Number 1: It’s a scooter.
Number 2: It’s a bike.
t
Sing or play one of the Hello songs on the CD at the start of Number 3: It’s a kite.
the class. Follow the instructions for Lesson 1 on page 54.
Number 4: It’s a computer game.
Listen and sing the Hello song. $ r or 2 Number 5: It’s a skateboard.
Number 6: They’re paints.
2. Beginning the lesson routine (Term 1) Number 7: It’s a doll.
Number 8: It’s a ball.
Big Surprise! Today poster
t
Follow the Term 1 Beginning the lesson routine described 6. Word skills development
in Unit 1, Lesson 1.
2 Stick. Match and trace.
t
For additional ways of using the poster and cards, see the
Ideas bank.
t
Keep the toy flashcards on the board in the layout of page
22 in the Class Book. Make sure there is enough space
under each one to put the word card.

70 Unit 2
t
Point to the kite flashcard and elicit the name. Now show Ending the lesson
the children the corresponding word card kite and repeat
the word. Encourage the children to say the word with
you. Stick the word card under the flashcard. Repeat the
8. Bye bye
procedure with all the word cards. t
At the end of the lesson, signal to the children that the
English class is over by singing one of the Bye bye songs or
t
Now take down the word cards. Hold them up one by one
playing the song on CD. Wave goodbye to the children as
and encourage individuals to come out and match the
you sing.
words to their pictures.
t
Ask the children to find the toy word stickers in their Class Listen and sing the Bye bye song. $ r or 6
Book and tell them they must take the words and stick
them over the same word on page 22. EXTRA ACTIVITIES
t
This is a reading task to help the children recognize the
shape of the words.
Word skills
Note: If any children notice that the word looks different Very good!
to how you would read it using the system for reading in
t
Hold the toy word cards and flashcards up high and
their own language, say that this is how the word looks,
show them one at a time saying the word.
but remind them how it is said and encourage them to
repeat the correct pronunciation. Say: How do we say this t
Explain that the children have to be like parrots but
word? Skateboard. Good! they must only repeat the word they can see on the
card you are holding up.
t
Ask the children to look at the words on the right of the
page. Focus on the sticker kite and show the class how a t
Show the children a flashcard or a word card, e.g.
line has been drawn to join the sticker with the word kite. scooter and start listing the toy vocabulary: Ball. Kite.
Ask them to say the word. Doll. Scooter. When the children hear: scooter, they
should repeat it. If they do this correctly, say: Very good!
t
Do the same with each of the words on the page. Use
and repeat the procedure with another card.
different children each time.
t
If the children do not repeat the word in the right place,
t
They draw lines to link the stickers and the words. They
say: Ball. Kite. Doll. Scooter, then repeat: scooter and show
can then trace over the words.
the card again.
3 Act out the story.
Extra Activity Worksheet 7
t
Divide the class into two. Tell one half of the class they are t
Bring to class a photocopy of Extra Activity Worksheet 7
Billy’s parents and friends and the other half of the class
for each child: the toy picture and word mini cards.
they are Billy himself. Encourage them to listen to the CD
or watch the DVD and act out the story. t
Give out the photocopies. The children cut out the
picture and word cards.
t
Swap groups and play the CD or DVD again. The children
act out the other part of the story. t
Once they have finished, tell the children to place their
picture cards face up on their desks. They need to put
t
Extension: Ask the children to say their parts and do the
their word cards to one side, face up, so they can select
actions, without the CD or DVD.
one easily. Tell the children that you are going to name
LEARNING TO LEARN: Congratulate the children on their a toy and they must select the corresponding word
efforts to act out the story. This will encourage them for card and put it on top of the picture card of that toy.
the future. Go round the class to check that they are matching the
cards correctly.
Watch or listen to the story. Story 2: Fly, kite, fly! t
Collect in some sets of mini cards, enough for everyone
$ r DVD 1 in the class to have one card each. You will need to join
in if you have an odd number in the class. Once you
7. Picture Dictionary have given out the cards, say: Go and find your partner,
t
Ask the children to look at the Picture Dictionary on pages and the children with picture cards try to find their
70 and 71 of the Class Book and show them the words. word equivalent and vice versa.
Tell them they can use the dictionary to check the words t
Once they have found their partners, they go and stand
they have learnt and how to read and write them. at the front. They each hold up their mini card and say
t
If you wish to work on reading and writing of the Lesson their word.
4 vocabulary (pink, blue, green, red, yellow, purple), see the t
Ask the children to write their names on the back of
Ideas bank for flashcard and word card games. their cards and secure them with a paper clip.
t
For additional activities with the mini cards of
vocabulary from Lesson 4, please consult the Ideas bank.

Unit 2 71
 Lesson 8 Listen and sing the Hello song. $ r or 2

Objectives: To provide opportunity for personalization 2. Beginning the lesson routine (Term 1)
through a creative activity.
To allow the children time for reflection on the tasks they Big Surprise! Today poster
have performed throughout the unit. t
Follow the Term 1 Beginning the lesson routine described
in Unit 1, Lesson 1.
Main language: kite, skateboard, ball, scooter, bike, doll,
paints, computer game
Word skills
pink, blue, green, red, yellow, purple
t
See the Word skills routine on page 54.
t
For additional ways of using the poster, cards and
Receptive language: Fly, kite, fly! classroom labels, see the Ideas bank.
Thank you for the …

Materials: Beginning the lesson routine materials

Developing the lesson
Uncle Harry’s parcel 3. Singing the unit songs
Story cards 2
Word cards: toys and colours t
Finish the unit by making the children aware of all that
they have learnt.
Classroom activity cards
t
Give out the toy word cards to eight children and invite
Class Book: page 23
them to the front. Sing or play the Toy song on CD 1 track
CD 1: tracks 1, 2, 5, 6, 33, 35, 36, 47 33 or on the DVD. The children holding the toy word cards
DVD 1 hold them up as the words are sung.
Vocabulary poster (Units 1 and 2) t
They then put them away in Uncle Harry’s parcel, saying
Skills Record Book: page 7 the toy as they do so.
t
Give out the colour word cards to six children and invite
Optional material: Mini books from Unit 2 them to the front. Sing or play the Kite song on CD 1 track
CD 1: track 33 36 or on the DVD. The children holding the colour word
DVD 1 cards hold them up as the words are sung.
Materials to make a rainbow collage t
They then put them away in Uncle Harry’s parcel, saying
Word cards: colours the colour as they do so.
Flashcards: parts of the body, numbers and toys t
When they have finished, congratulate the children on
how much English they know.
Activity Book: page 13
Watch or listen to the song. $ r DVD 1
Watch or listen to the song. $ r DVD 1

4. Vocabulary consolidation
t
Put up the Vocabulary poster (Units 1 and 2) where all the
children can see it.
t
Pretend to be looking at the picture and choosing a
word. Then say: I’m thinking of a word and encourage the
children to guess what it is. Make sure it is one of the
words from this unit.
t
Repeat the game or ask a child to come to the front of the
class to be the ‘teacher’.
t
For further poster game ideas, see the Ideas bank.

1 Listen and colour.

t
Remind the children that Uncle Harry sent Annie and Leo
a present. Ask what it was (a kite). Point to the two pictures
at the top of page 23 in the Class Book. Explain that the
Beginning the lesson children are thanking Uncle Harry for the kite, and telling
him about their other toys.
1. Hello t
The class are going to listen to them and colour the toys
that are mentioned.
t
Sing or play one of the Hello songs on the CD at the start
of the class. t
Play CD 1 track 47 twice so that they can check their work.
t
Follow the instructions for Lesson 1 on page 54.

72 Unit 2
Listen and colour. $ r Ending the lesson
Annie: Thank you for the kite.
I’ve got a pink doll, a red scooter, a green computer
9. Bye bye
game and a blue bike.
Leo: Thank you for the kite. t
At the end of the lesson, signal to the children that the
I’ve got a yellow ball, a red skateboard and some paints. English class is over by singing one of the Bye bye songs or
playing the song on CD. Wave goodbye to the children as
you sing.
5. Personalization
Listen and sing the Bye bye song. $ r or 6
2 Draw your favourite toys.
t
Tell the children that Annie and Leo need to write a letter EXTRA ACTIVITIES
to Uncle Harry to thank him for their kite. Ask them to
draw a picture of their favourite toys in the space in the Listen and follow with the mini book.
Thank you letter. t
If the children made a mini book in Lesson 3, you can
t
Optional: Once the children have finished, they could give them out in this lesson before story time. The
trace over the Thank you message. children can follow along with their own mini book
while they listen to the story.
ARTISTIC AND CULTURAL COMPETENCE: The children
demonstrate imagination and creativity by drawing Rainbow collage
a picture of their favourite toy. Encourage them to t
Draw a rainbow shape on a large sheet of card (A2),
appreciate the efforts of their classmates too. making the seven bands as wide as possible. Bring to
class some old magazines for the children to cut up.
6. Reflecting on the unit Give out scissors and glue.
t
Count the bands with the children and elicit which
3 Circle your favourite activity. colour goes in each one. Write the English word for
t
Refer the children to the stamps at the bottom of the page each colour in its band.
or use the classroom activity cards. Remind them that the t
The children then look for pictures or photos of things
book means the story, the musical note is for the songs, the which are one of the seven colours of the rainbow and cut
scissors are for the cut-out activity in Lesson 5, the pencil is them out. Once they have found enough, they come out
for all the drawing and matching activities in the Class Book, and stick them in the appropriate section on the rainbow.
the photos are for the cross-curricular theme in Lesson 6 and
the mouth is for the pronunciation activities in Lesson 5.
t
Finally, show the children the word cards of the colours.
Say the words and encourage the children to repeat them.
t
Take the children through the unit, identifying some of Invite individuals to come out and stick the word cards on
the different kinds of activities they have done. Ask the the corresponding band of colour in the rainbow collage.
children to circle the stamp with the symbol for their
favourite activity.
Ready to write?
Story time t
Help your children to write by using Activity Book page 13.
1 Read and circle.
7. Listening to the t
Tell the children to look at the activity at the top of the
story for the last time page. Ask them to find and circle the toy words in the
t
Read the story to the children for the last time, or play it tail of the kite.
on CD 1 track 35 or on the DVD, just for pleasure. 2 Listen to the song. Complete.
t
If possible, ask the children to sit in a circle around you. t
Ask the children to look at the second activity. Play the
Encourage the children to join in with the story-telling. Toy song on CD 1 track 33 or on the DVD. Then focus on
Watch or listen to the story. Story 2: Fly, kite, fly! the example. Tell them to look at the pictures and write
$ r DVD 1 the corresponding toy words. They can refer to the
words in the activity above for guidance.
8. Record progress Watch or listen to the song. $ r DVD 1
Tick. Stick and write. Finished? Fast finishers draw two columns and write
down the toys and the colours that they have learnt.
t
Ask the children to look at page 7 of the Skills Record
Book. Ask them to look at the pictures of the dictionary t
Pupils are also ready to complete the Unit 2 Test available
and the singing boy and tick the boxes when they are on the Teacher’s Resource CD-ROM.
confident with the new vocabulary and the songs.
t
Ask the children to find the corresponding kite sticker at
the back of the book and stick it in the space provided.
Then they write the date they completed the unit on the
line. Encourage them to go home and say the colours to
their family.

Unit 2 73