3 Fun and games

Big question What games can we play?

Unit overview
In this unit learners will: Language focus
• Understand, follow and give instructions Can for ability

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• Create a game Questions: Can you …? Yes, I can. No, I can’t.

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• Compare and contrast games Positive statements: I can run like a puppy.
• Ask each other simple questions.
Imperative: ( Throw) the ball.

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Learners will build communication and literacy skills Prepositions: on, under, next to
as they describe games they play and compare them Vocabulary topics: Verbs, verb phrases, parts of the
to other games, learn about games played in other body, parts of a room, classroom furniture, animals

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countries, write instructions for a game they have Critical thinking
created, read and act out a story, understand the basic • Problem-solving: creating a game
conventions of a play, assess the characters in a play, fill • Understanding the rules of a game
in a chart, and classify words according to a sound.
At the end of the unit, they will apply and personalise
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• Comparing, assessing similarities and differences
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• Working with charts
what they have learned by working in small groups to • Understanding what a play is
complete a project of their choice: making a game for
• Classifying.
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the class, making a body parts poster or making up a

clapping game. Self-assessment
• I can talk about ways to have fun.
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• I can ask and answer questions: Can you …?

• I can say where things are.
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• I can name parts of the body.

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• I can read and write words with the short u sound.

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Teaching tips
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Values: Teach polite game-playing ‘good sport’ phrases,

e.g. You won! I won. Good game. Let’s play again. It’s your
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turn. Good luck! Discuss with learners the importance of

fair play and not cheating.
Review the learners’ work on the Activity Book quiz,
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noting areas where they demonstrate strength and areas

where they need additional instruction and practice.
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Use this information to customise your teaching as you

continue to Unit 4.

UNIT 3 Fun and games 45

Original material © Cambridge University Press 2021
Lesson 1: Think about it Audioscript: Track 24
What games can we play? Speaker: Bounce the ball
Learner’s Book pages: 44–45
Ball, ball,
Activity Book pages: 28–29
Bounce the ball!
Lesson objectives Roll it, throw it,
Listening: Listen to a poem and a conversation, listen Catch the ball!
for information.
Speaking: Ask and answer questions about games, 2 Which picture? 25
practise theme vocabulary, spell words.
• Point to the pictures. Play the audio a few times.
Reading: Recite and read a poem, read labels, find Pause after each exchange as learners repeat and
synonyms. point to the corresponding people in the picture.
Writing: Write instructions for a game.
Critical thinking: Problem-solving, creating a game. Audioscript: Track 25

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Narrator: 1
Language focus: Imperatives: Bounce the ball, Roll it

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Girl 1: Hit the ball!
Vocabulary: throw, catch, roll, hit, kick, bounce, ball, Girl 2: Oops. I missed.
box, bat

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Narrator: 2
Materials: A small rubber ball for each learner, boxes Dad: Throw the ball to me, Saadia!
and balls of different sizes, markers or coloured Girl: Good catch, Dad!

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pencils, magazine photos of children playing games, Narrator: 3
A4 sheets of paper.
Boy 1: 1, 2, 3 … Roll the ball!

Learner’s Book rs
Narrator: 4
Girl 1: Ball, ball,
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Bounce the ball.
Warm up Ball, ball,
• Play a game of Simon says to revise the verbs learned Bounce the ball.
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in Unit 2. Narrator: 5
• What games can we play? Talk about games you
Boy: Hey, Coach! Watch me kick the ball!
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played when you were a child. Ask learners about Goal!

games they play. Ask: Are they the same? How are they
different? Elicit answers from the class. Show photos
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of children playing games, especially ball games. Ask: Answers

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What’s the name of this game? 1d hit 2a throw, catch 3c roll 4b bounce 5e kick
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Think about it 3 Topic vocabulary 26

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• Open books at page 4. Direct learners’ attention to • Learners look at page 45. Direct their attention to
the instructions. the words. Play the audio and mime to make the
• Mime clap and bounce. Say the words and ask
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meanings clear.
learners to mime and repeat after you. • Play the audio and pause after each word. Learners
point at the correct picture and repeat.
1 Read and listen 24
• They listen again and mime the actions.
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• Point to the poem. Say: Read and listen. Play the • Write the words on the board. Read the words
audio a few times. together. Check for correct pronunciation.
• Demonstrate the actions with a small rubber ball:
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bounce, roll, throw, catch.

• Pause for learners to repeat each line and mime.
• Practise reciting the poem together as you bounce
the ball.

46 Cambridge Global English Stage 1 Teacher’s Resource

Original material © Cambridge University Press 2021
• Learners look at the picture on page 45 again. They AB For further practice, see Activity 2 in the
listen and decide what word is spelt. Activity Book.
• Play the recording through at least twice. Play again
but pause after each word to give the class time to 5 AB
Make up a game with a ball
think and decide. • Give learners balls and boxes of different sizes. They
• Study skills: Remind learners to look in their books can choose to roll, throw, bounce or kick the ball,
for the new words and copy from there if they have using the boxes to invent their own game.
difficulty remembering them.
Answers
Audioscript: Track 26
Learners’ own answers.
Speaker: Throw
Dad: Throw the ball to me, Saadia!
Wrap up
Speaker: Catch
• Mime the actions and ask the class to say what you
Girl: Good catch, Dad! are doing. After a few rounds, you can ask more
confident learners to take up your role.

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Speaker: Roll

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Boy: 1, 2, 3, Roll the ball!
Activity Book
Speaker: Hit
1 What can we do with a ball?

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Girl: Hit the ball!
Speaker: Kick • Focus on the pictures. Ask learners to find the correct
action word in the Word box.
Boy: Hey, Coach! Watch me kick the ball!
• Learners write the word in the correct sentence.

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Speaker: Bounce Check as a class.
Girl: Ball, ball, bounce the ball. Ball, ball, bounce the ball.
Answers
Speaker: H-I-T. [pause] H-I-T. 1
2
rsThrow
Bounce
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K-I-C-K. [pause] K-I-C-K 3 Hit
4 Catch
C-A-T-C-H. [pause] C-A-T-C-H.
5 Kick
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B-O-U-N-C-E. [pause] B-O-U-N-C-E. 6 Roll

R-O-L-L. [pause] R-O-L-L.

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2 Can you do it?

T-H-R-O-W. [pause] T-H-R-O-W.
• Ask the questions and allow time for learners to think
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and decide on their answers. Learners circle their

Answers answers for the first two questions, and write their
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hit answer for the third.

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kick
• You could check by asking them to make a show of
catch
bounce hands and answering as a class.
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roll
throw Answers
Learners’ own answers.
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AB For further practice, see Activity 1 in the

Activity Book. Challenge
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Learners draw and write about their made-up game in

4 Can you do it?
the Activity Book.
• Point to the pictures and sentences and ask individual
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• They write and draw pictures in their books.

learners: Can you kick a ball / catch a ball? Help them
• Ask each group to teach their game to the class.
answer: Yes, I can / No, I can’t.
• Critical thinking: This is a problem-solving activity
• Point to each picture and sentence in turn. Ask the
which will require learners to make decisions
class to mime the actions and repeat the sentences
together, decide on a sequence for their game,
after you.
evaluate problems and use the correct language to
• In pairs, learners ask and answer questions about
describe the game they have created. Allow plenty of
what they can do.
time for preparation.
Answers Answers
Learners’ own answers. Learners’ own answers.

UNIT 3 Fun and games Lesson 1 47

Original material © Cambridge University Press 2021
I can talk about ways to have fun. I can ask • Learners act out the words, while the class chants
and answer questions. the words.
• Direct learners’ attention to the self-evaluation Introduce vocabulary
question at the top of page 28. Ask them to think • Introduce rock, scissors, paper, bird, water using the
and answer. Emphasise the importance of giving an vocabulary cards.
honest answer. • Show the card and say the word. Learners repeat.
Answers
Learners’ own answers.
1 Before you read 27

• Open books at page 46. Tell the class they are going
to read and listen to the instructions for a game. Point
Differentiated instruction to the instructions in the book to make the meaning
of the word clear.
Additional support and practice
• Play the audio. Point to the phrases and pictures in
• Guess the word: Say I can … and mime an action. turn. Mime: cover, hide, look, find and win to make
Learners guess and say the word. Invite individual

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meaning clear.
learners to take up your role. • Play the audio again, pausing to allow children to

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Extend and challenge repeat each line and mime with you.
• Then ask more confident learners to play with you in

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• Learners make illustrated vocabulary cards for front of the rest of the class.
the new words and post them on the word wall.
Audioscript: Track 27

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Speaker: Hide and Seek

Lesson 2: Find out more How to play:

You need four people. Students W, X, Y, Z.
Learning new games
Learner’s Book pages: 46–47
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1 Student W: Cover your eyes.
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2 Count to 20.
Activity Book pages: 30–31
3 Students X, Y, Z: Run and hide!
Lesson objectives You have 20 seconds.
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Listening: Listen to and follow instructions. 4 Student W: Now look for your friends.
Speaking: Compare and contrast, practise vocabulary, Who can you find first?
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talk about ways to have fun. Who is last? The last student wins the game!

Reading: Read instructions.

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Critical thinking: Understand the rules of a game,

AB For further practice, see Activity 1 in the
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compare and contrast and draw conclusions. Activity Book.

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Language focus: Imperative: (Throw) the ball; positive 2 Read, play and compare 28
statements with can: Scissors can cut paper.
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• Point to the new game and explain that it is a game

Vocabulary: rock, paper, scissors, instructions, say, make, played in Malaysia.
look, partner, win, bird, water, drink, cover, cut, break, so, • Invite learners to look at the pictures, read and follow
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similar, different the instructions.

• They compare both games and discuss the
Materials: Word cards for the following vocabulary:
differences.
rock, paper, scissors, bird, water; map of the world;
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• Learners play five rounds of the new game.

large sheet of paper, file cards or small sheets of paper,
crayons or pencils.
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Learner’s Book
Warm up
• Act out the poem from Lesson 1. Learners stand
in a row. Give first learner a small rubber ball that
bounces. Learner 1 bounces the ball to Learner 2.
Learner 2 bounces the ball to Learner 3. Continue
until the final learner catches the ball.

48 Cambridge Global English Stage 1 Teacher’s Resource

Original material © Cambridge University Press 2021
 Audioscript: Track 28 2 Compare games
Speaker: Bird, water, rock • Remind the learners of the rules they discussed in
Learner’s Book Activities 1 and 2.
How to play:
• Focus on the chart in the Activity Book.
You need two people.
• Learners fill in the chart. Discuss the results as
1 Face your partner.
a class.
2 Say: 1, 2, 3, Go!
• Critical thinking: Focus on how the chart is
3 Make one of these signs with your hand: organised. Ask the class how to work with it. When
learners have finished, discuss conclusions as a class.
Bird Water Rock

4 Look at your partner’s hand and your hand. Who wins Suggested answers
the game? Only in Hide and seek: hide, find
Only in Bird, water, rock: bird, water
bird water A bird can drink water, so bird In both games: play together
wins. The games are similar because they are played with more than

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one person.
water rock Water can cover a rock, The games are different because one game is played with two

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so . . . people staying in one place. The other is played by four people
and they have to move around.
rock bird A rock can hit a bird,
so . . .  

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3 AB Play Hide and Seek and 4 Play Bird,
Answers water, rock

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Water can cover a rock, so water wins. • Focus on Activities 3 and 4. Remind learners of the
A rock can hit a bird, so a rock wins.
‘good sport’ vocabulary. Read the phrases.
• Invite them to play five rounds of each game and
AB For further practice, see Activities 3 and 4 in the
Activity Book. rs
record the results on the charts.
• Ask learners to report back to the class.
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3 AB
Similar or different? AB I can talk about ways to have fun.
• Ask the questions aloud and elicit answers from • Direct learners’ attention to the self-evaluation
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learners. question at the top of page 30. Ask them to think

• They write their answer in their notebooks. Help with and answer. Emphasise the importance of giving an
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spelling as necessary. honest answer.

AB For further practice, see Activities 2 in the
Answers
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Activity Book. Learners’ own answers.

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Wrap up
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• Write Our favourite game on a large piece of paper. Differentiated instruction

Ask learners to name their favourite games. Provide
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Additional support and practice

the names in English wherever possible. Write the
words on the paper. • Ask learners to make illustrated word cards for
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• Home–school link: Learners teach the new games to the words hide, find, rock, bird and water. In pairs,
their parents and siblings. Learner A shows a card to Learner B. Learner B
• They may ask parents what games they played when spells the word. They swap roles. They may record
their results on a chart to see who gets the most
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they were children, and together look for the English

names of these games. words right.
Extend and challenge
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Activity Book
• In their journals, learners write what games their
1 Match the picture family likes to play using the vocabulary from
Lessons 1 and 2.
• Learners read the sentences aloud, then match them
to the pictures. • Help learners locate Malaysia on a map
• Study skills: Ask what words are hard for them to or globe. Trace the route from their country to
understand. Explain that they should always ask Malaysia. Are any of the children in the class from
if they are not sure about the meaning of a word. Malaysia? Is Malaysia near the country you are in
Teach: What does ___ mean? or far away?

Answers
1 b
2 c
3 a

UNIT 3 Fun and games Lesson 2 49

Original material © Cambridge University Press 2021
Lesson 3: Letters and sounds I can run like a puppy
Short u I can run like a puppy.
Learner’s Book pages: 48–49 I can jump like a bug.
Activity Book pages: 32–33 I can buzz like a bee.

Lesson objectives I can sit on the rug.

Listening: Listen to a poem and a story, identify the

sound of short u. 2 I can run like a puppy 29

Speaking: Say a rhyme, play a rhyming game, act out • Critical thinking: Remind the class of the phonemic
a story. concept of rhyming, and give them an example of
Reading: Recognise words with short u, identify words what rhyming words sound like. Ask them to look
that rhyme, read a story. at previous lessons and units, and find words that
rhyme.
Writing: Write a class poem.
• Direct learners’ attention to the rhyme and the

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Critical thinking: Revise the concept of rhyme. picture. Point to the pictures and check the

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Language focus: Blending short u words, can for ability vocabulary puppy, bug, bee, rug.
• Play the audio. Mime the actions with learners.
Vocabulary: cup, bug, run, puppy, buzz, bee, sit, rug,
• Play the rhyme again. Pause after each line for

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duck, mud, stuck, truck, sun, flag, sad, hat
learners to repeat and act out.
Materials: Real objects, toys or pictures representing
the vocabulary above; card, pencils and crayons, 3 Rhyming game ‘Tic-tac-toe’

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glue, craft sticks, chopsticks, a copy of Photocopiable • Model how the game of Tic-tac-toe is played.
activity 5 for each learner. Draw the grid on the board and play a few rounds
as a class.

Learner’s Book rs
• Focus on the grid and explain the game.
• Introduce and practise reading the words that appear
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on the board and those that run down the side of the
Warm up board (bug, truck, sun, flag, hat, cut, sad, cup, clap).
• Remind learners of the poem they learned in Unit 2 • Play a few rounds of the rhyming game as a class.
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Lesson 3. Say the poem as a class, miming as you recite. • Learners then play the game with a partner.
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Introduce new vocabulary Answers

• Pick the cup (or picture of a cup) and ask: What is it? Learners’ own answers.
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A cup.
• Show the toy bug (or picture of a bug) and say: Look, For further practice, see Activities 1 and 2 in the
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a bug. A cup and a bug. Do the same with the rug. Ask Activity Book.
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learners to repeat the words after you.

• Mime to introduce the verbs: run, jump, buzz, sit. Ask 4 Phonics story 30
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learners to mime and repeat after you. • Focus on the pictures and ask learners to predict
what happens in the story.
1 Listen and look 29
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• Tell learners to listen and count the words with

• Learners open books at page 48. Point to the pictures short u that they hear.
and say: Let’s listen. • Play the recording a few times. Ask: How many words
• Play the audio up to the pause, and point to the letter are there with the short u sound?
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u and the pictures in turn. • Play the recording again and point to each picture in
• Play the audio again. Learners repeat. turn. Mime to make the meaning of the word up clear
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to learners.
Audioscript: Track 29 • Play the recording again. Invite learners to repeat
Speaker: u after each line.
cup
bug

50 Cambridge Global English Stage 1 Teacher’s Resource

Original material © Cambridge University Press 2021
 Audioscript: Track 30 Answers
Speaker: Run, duck, run! Words with a short u sound    Words with a short a sound
duck hat
Speaker: This duck runs. bug man
Duck: I run in the sun. It’s lots of fun! rug bag
cup hand
Speaker: The duck is in the mud. She’s stuck!
Duck: Help! I’m stuck in the mud! 2 Find a rhyme
Truck driver: I can help. I have a truck. • Turn to Activity 2 and help learners think about
Speaker: The duck goes up. the exercise. Invite them to say the words aloud
Truck driver: Up, up, up!
before deciding.

Duck: Thank you very much! Suggested answers

A word that rhymes with up: cup
Speaker: The muddy duck runs again.
A word that rhymes with can: man
Duck: Goodbye!

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Truck driver: Good luck! Challenge

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• Explain the activity to learners. They write the
Answers sentence and draw a picture. When they have finished,

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There are ten words: Run, duck, sun, fun, mud, stuck, truck, up, they read their sentence to the class.
much and luck.
3 Crossword puzzle

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5 Puppets • Focus on Activity 3. Explain how the crossword
• Give each learner a copy of Photocopiable activity 5. works. Learners work on their own, or in pairs, to
They choose a character, cut it out and make their complete the crossword. Check answers as a class.
stick puppet.
• Invite learners to act out the story in groups.
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Answers
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1 sad
2 truck
Answers 3 cats
Learners’ own answers.
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4 sun
5 bugs
AB For further practice, see Activity 3 and the 6 ducks
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7 hand
Challenge in the Activity Book.
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Wrap up I can read and write words with the

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• Collect all the sentences learners wrote in the short u sound.

Challenge in the Activity Book. Write them on the
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• Direct learners’ attention to the self-evaluation

board and create a class poem. question at the top of page 32. Ask them to think
• Pass out paper and pencils. Learners write their
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and answer. Emphasise the importance of giving an

name at the top of the paper, then copy the poem. honest answer.
Collect, write the date on the back and save in the
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learners’ portfolio. Answers

Learners’ own answers.
Activity Book
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1 Short u and a sounds Differentiated instruction

• Read the instructions and ask learners to read the Additional support and practice
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words in the activity.

• Learners write words they remember that contain
• With a partner, they classify the words according to
the short u sound. They can also draw the pictures.
the sound. Check the answers as a class.
• Critical thinking: Explain the concept of classifying Extend and challenge
elements in a list. Ask learners why we choose to put • Learners create a tongue twister with rhyming
items in one list and not in another. words. Give an example and invite them to write
their own tongue twister using rhyming words from
Unit 3 and previous units.

UNIT 3 Fun and games Lesson 3 51

Original material © Cambridge University Press 2021
Lesson 4: Use of English 2 Play an instructions game
Giving instructions • Divide the class into small groups or pairs. Tell
Learner’s Book pages: 50–51 learners you are going to play a game.
Activity Book pages: 34–35 • Model the game playing a few rounds as a class.
Learners then play with their partners.
Lesson objectives
Listening: Listen to and follow instructions.
AB For further practice, see Activities 1 and 2 in the
Activity Book.
Speaking: Say where things are, name parts of the
body, sing a song. 3 Left and right 31
Reading: Read and match. • Draw learners’ attention to the pictures. Explain
Writing: Writing a song. left and right. Tell them to match the pictures to the
instructions.
Language focus: Where is it? prepositions: on, under,
• Ask them to read the instructions aloud and mime
next to; imperatives: Put your pencil under your nose.
the actions, then tell them to listen to and follow the

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Vocabulary: on, under, next to; parts of the body: instructions they hear.

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finger, arm, leg, toes, knee, ear, nose, foot, hair, eye, • Play the recording a few times.
mouth, shoulders; left, right, pull, clap, ceiling, floor, put,
touch, shake, point to, wind … up Audioscript: Track 31

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Speaker: Put your right hand on the table.
Materials: Pictures of things or real objects learners
know the names of in English (see previous units and Touch your right ear.
lessons), crayons, coloured pencils.

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Shake your left foot.
Put your left hand on the table.
Learner’s Book
Warm up
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Touch your left ear.
Put your right hand on the table.
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• Divide the class into two groups and invite them to Shake your right foot.
recite the poem they learned in Lesson 3. Touch your right ear.
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• Groups take turns to recite and mime one line each. Shake your left foot.

1 Where is the duck?

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• Introduce the prepositions. Put a few objects or Answers

pictures of objects learners know on, under or next 1 a
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2 c
to your table. Say: The truck is on the table, the duck is 3 b
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under the table, etc. Give a few examples with all three
prepositions.
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• Ask learners to put objects or pictures in different 4 Point to the baby 32

places around the classroom and say where they are. • Focus on the picture. Tell learners to listen and point as
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• Learners open books at page 50. Focus on the three you say the words: hair, eye, mouth, shoulder and foot.
pictures. Ask: Where is the duck? Learners answer. • Play the audio twice to familiarise learners with the
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• Ask them to read the sentences. content. Then, play it again. Learners follow the
instructions.
Introduce new vocabulary
Audioscript: Track 32
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• Show a picture of a person or point at yourself and

ask: What is it? It’s my arm. Look one arm, two arms. Speaker: Point to the baby’s hair.
Repeat with leg, toes, knee, ear, nose and foot.
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Point to your hair.

• Say: Point to your nose! Learners follow your
Point to the baby’s eye.
instructions. Continue with the other body parts.
• Divide the class into two groups. Ask them to take Point to your eye.
turns to give similar instructions to each other. Point to the baby’s mouth.
Point to your mouth.
Point to the baby’s shoulder.
Point to your shoulder.
Point to the baby’s foot.
Point to your foot.

52 Cambridge Global English Stage 1 Teacher’s Resource

Original material © Cambridge University Press 2021
 Answers 6 AB
Make up a new verse of the
Point to the baby’s hair. Point to your hair. Point to the baby’s
eye. Point to your eye. Point to the baby’s mouth. Point to your song
mouth. Point to the baby’s shoulder. Point to your shoulder. • Divide the class in small groups or pairs and ask
Point to the baby’s foot. Point to your foot.
learners to write a new verse for the song.
AB For further practice, see Activity 3 in the AB For further practice, see Activity 4 in the
Activity Book. Activity Book.

5 Wind the bobbin up 33 Wrap up

• Focus on the picture. Tell learners to listen to and Play bingo with the class. Use the template in
follow the instructions. Photocopiable activity 1.
• Play the audio twice to familiarise learners with
the content. Then, play it again. They follow the Activity Book
instructions.

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• Play the song again. Learners sing along and do the 1 Where is it?
actions.

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• Learners look at the pictures, read the sentences,
• Wind the bobbin up is a traditional children’s song and decide how to complete them. Check answers as
traced back to the 1890s. A bobbin is a cylindrical a class.

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object on which thread or yarn is wound. In the song,
two players wind fists around each other. At ‘Pull, Answers
Pull’ they push their fists away from each other. 1 The girl is next to the table.

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2 The rug is under the table.
Audioscript: Track 33 3 The chair is next to the table.
5 The cat is on the chair.
Wind the bobbin up
Children: Wind the bobbin up.
Wind the bobbin up.
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2 Read and draw
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Wind the bobbin up.
• Ask learners to read the instructions in turn and draw
Pull, pull. the missing items on the picture.
Clap, clap, clap.
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Answers
Point to your shoulders. Learners’ own answers.
Point to your nose.
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Point to your ears and

Point to your toes. 3 Parts of the body
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Clap your hands together, 1, 2, 3.

Put your hands upon your knees. • Learners label the picture using the words in the box.
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Circulate, helping them with spelling.

Wind the bobbin up.
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Wind the bobbin up.

Pull, pull.
Answers
1 nose
Clap, clap, clap.
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2 arm
Point to the ceiling. Point to the floor. 3 hand
Point to the window and 4 foot
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Point to the door. 5 toes

Clap your hands together, 1, 2, 3.
Put your hands upon your knees.
4 Wind the bobbin up
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• Learners look at the template for writing the song in

the Activity Book. Tell them to write their new verse
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using this template.

• When they have finished, they sing the song to
their friends.
• Home–school link: Learners go home and teach the
song to their family.

UNIT 3 Fun and games Lesson 4 53

Original material © Cambridge University Press 2021
 Answers Learner’s Book
Learners’ own answers.
Warm up
• Sing Wind the bobbin up with the class. Divide the
I can say where things are. I can name parts
learners into two groups. One group sings the first
of the body. stanza while the other follows the instructions. Then
• Direct learners’ attention to the self-evaluation both groups sing the chorus together.
questions at the top of page 34. Ask them to think
and answer. Emphasise the importance of giving an Introduce vocabulary
honest answer. • Use the photos or pictures to introduce the new
vocabulary: rabbit, frog, lion, pond, nut and tree.
Answers • Show each picture in turn and ask: What’s this?
Learners’ own answers.
Learners answer.
• You may wish to revise names of animals learned in
previous lessons as well.

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Differentiated instruction
1 Before you read 34

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Additional support and practice
• TPR: Divide the learners into small groups. They • Open books at page 52. Learners look at the pictures.
take turns to give their own command to the rest of Ask: How many types of animals are there in the play?

Pr
the class, beginning with Put your hand on your … • Read and explain the introduction. Ask: Is this a
Put your finger on … song? Is it a poem? Is it a story?
• Critical thinking: Ask learners to compare this text to

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Extend and challenge other songs, poems and the stories. What is different?
• Learners write one sentence using on, under or next Discuss as a class and establish the basic conventions
to, omitting the prepositions. Collect the sentences of a play. Introduce the word character.
and create a revision activity for the class. rs
• Learners look at the pictures to predict what the play
will be about.
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• Tell them to listen to the play and follow in their
Lesson 5: Read and respond books to check if they were right.
• Mime the situations to make the meaning of words
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Learner’s Book pages: 52–55

Activity Book pages: 36–37 clear, e.g. scary, strange, help.
• Play the audio again, pausing to allow learners to
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Lesson objectives repeat each line.

Listening: Listen to a play. • Ask questions to check comprehension: Is the rabbit
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happy? What’s wrong? Where’s the rabbit?

Speaking: Make predictions about a play, talk about
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the text, assess the characters, perform a play. Audioscript: Track 34

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Reading: Read along as you listen, understand See Learner’s Book pages 52–54.
the basic conventions of a play, do a reading
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comprehension exercise, practise sight words.

2 Characters in the story
Writing: Choose words to complete sentences.
• Critical thinking: Ask learners what they think about
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Critical thinking skills: Compare what makes a song/

the characters. Which characters are silly? Which are
poem / story, understand what a character is like
wise? Ask learners to give reasons.
Language focus: Phrases: Hurry. I don’t know. Let’s go • Learners write their answers. Remind them to look at
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home; questions: What’s wrong? What’s a…? Yes/No the previous pages for help with the spelling.
questions
Answers
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Vocabulary: rabbit, frog, lion, pond, hears, strange, scary, The characters are a rabbit, two ducks, three frogs and a lion.
sound, nut, tree, silly, wise, characters
Sight words: a, the, run, help AB For further practice, see Activity 1 in the
Materials: Illustrated word cards of the following: Activity Book.
rabbit, frog, pond, nut and tree; pens, pencils and
crayons; card for masks; a map of the world or globe; a
copy of Photocopiable activity 6 for each learner.

54 Cambridge Global English Stage 1 Teacher’s Resource

Original material © Cambridge University Press 2021
3 Scary things
Wrap up
• Read the questions and discuss as a class. Learners
then write the answers. • Ask children to make different scary sounds. What
Personalisation: Ask: What things are scary? Learners makes those scary sounds? Are they scared?
draw things they are scared of. Provide the names in
English. Then they talk about it as a class. Do they
Activity Book
do anything to avoid being scared? 1 The Ker-PLUNK
Answers • Focus on the pictures and explain the activity. Read
Rabbit is scared because he hears a Ker-PLUNK sound. the sentences together with the learners and model
A nut falling in the water made the sound. the first question.
• Learners work independently to complete the task.
4 Questions Check answers as a class.
• Ask learners to read the play again and find the Answers
questions the characters ask. 1 The tree is next to the pond. yes

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• Copy the questions on the board. Ask learners to put 2 Rabbit hears a strange sound. yes

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their hands up and vote for their favourite question. 3 Rabbit is scared. yes
4 There are three ducks. no
Then they write their favourite question in their book.
5 There are three frogs. yes
6 The Ker-PLUNK is a big scary animal. no

Pr
Answers 7 The Ker-PLUNK is a nut falling in the pond. yes
The ducks, frogs and lion all ask: What’s wrong?
8 The lion is silly. no
Lion: What’s a Ker-PLUNK?
9 The rabbit, ducks and frogs are silly. yes
Ducks: Is the Ker-PLUNK a nut?

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Learners’ own answers.
2 Where are they?
Writing tip • Focus on the picture and the words in the Word box.
Ask learners to write a question mark in the air. Then
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Ask a few questions: Where’s the lion? Where’s the
duck? Are the frogs under the tree?
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ask them to count the question marks in the play.
• Ask learners to complete the sentences. Help with
spelling as necessary.
AB For further practice, see Activities 2 and 3 in the
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Activity Book. Answers

1 The lion is on a rock.
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5 Act it out 2 The frogs and ducks are next to / under a tree.
• Divide class into four groups: Rabbit, Ducks, Frogs 3 The tree is next to a pond.
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and Lion.
3 Read and draw
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• Play the recording and pause to let each group repeat

their lines. Learners then switch roles and repeat. • Read the sentences in Activity 3 together. Learners
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• Invite more confident learners to dramatise the text. then draw the missing items in the picture.
• Make masks for the play: give learners drawing • When they have finished, they show their picture to a
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supplies and instructions for making masks: cut, partner and describe it in as much detail as possible.
colour, draw.
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Answers
Words to remember Learners’ own answers.

• Write the words a, the, run and help on the board.

I can say where things are.
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• Learners look for the sight words in the play. How

many times do they see the words? Make them • Direct learners’ attention to the self-evaluation
count on their fingers. question. Ask them to think and answer. Emphasise
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• Give learners cards and pencils or crayons and ask the importance of giving an honest answer.
them to make flash cards for the new sight words.
Answers
Answers Learners’ own answers.
a appears 13 times
the appears 7 times (excluding the title)
run appears 12 times
help appears 2 times Differentiated instruction
Additional support and practice
• Ask learners to choose two words they like from this
lesson. Then ask them to make illustrated word cards
for these words and post them on the word wall.
• Do Photocopiable Activity 6.

UNIT 3 Fun and games Lesson 5 55

Original material © Cambridge University Press 2021
 • Read the instructions in the Learner’s Book. Give
Extend and challenge
learners the drawing supplies and cards. Each learner
• Tell learners that the story they have read is makes a set of eight cards with the instructions they
from China. If learners are not familiar with the have chosen.
region, show them a map of the world or globe. • They explain and play the game as a class.
Help learners find China on the map/globe. Are B Make a ‘Parts of the body’ poster
they near China? Learners trace the route from • Read the directions. Give learners the sheet of paper
their country to China or another country. and drawing materials.
• They draw a body shape or they can cut out pictures
from magazines and glue them onto the paper.
Lesson 6: Choose a project • They label the parts of the body. Ask them if they
know more words and help them write on the poster.
What games can we play? C Make up a clapping game
Learner’s Book pages: 56–57
• Read the directions. Learners look at the pictures and
Activity Book pages: 38–39 do the actions themselves.

s
• They think about a pattern for their game. Help them
Lesson objectives

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write or draw the instructions.
Listening: Listen to and follow directions, listen to • Learners then explain and teach their game to
comprehension items in the Activity Book quiz. the class.

Pr
Speaking: Present your project to the class, teach a • Informal assessment opportunity: Circulate as learners
game to the class. work. Informally assess their receptive and productive
Reading: Make a game for your class or a ‘Parts of the language skills. Ask questions. You may want to take

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body’ poster, make up a clapping game, read sentences notes on learners’ responses.
to do a matching exercise in the Activity Book quiz. • If possible, leave the learner projects on display for a
short while, then consider filing the projects, photos
Writing: Write word cards, or a ‘Parts of the body
poster’, write words in the Activity Book quiz. rs
or scans of the work in learners’ portfolios. Write the
date on the work.
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Language focus: Unit 3 Review
Look what I can do!
Materials:
• Review the I can … statements. Learners demonstrate
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A Make a game for your class: 8 blank cards for each what they can do.
child; pens or pencils.
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AB For further practice, see the quiz in the Activity Book.

B Make a ‘Parts of the body’ poster: Large sheet of
paper, A3 or similar, sheets of paper for making notes, Activity Book
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scissors, old magazines, glue, drawing supplies.

Unit 3 Quiz: Look what I can do!
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Learner’s Book Listen 93 [CD2 Track 40]

• For items 1 to 6, learners listen to the audio and tick

Warm up
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the correct picture. Do the first item as a class. Play

• Guessing game: Divide the class into two groups. the audio several times.
Learners from each group take turns to go to the
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board and begin drawing an animal very slowly.

The class asks Yes/No questions and try to guess the
animal: Can it fly? Is it brown? Give a point for the
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first group to guess the correct answer.

Choose a project
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• Learners choose an end-of-unit project to work on.

Look at the learner-made samples and help them
choose. Move the children into groups depending on
their choices. Provide materials.
A Make a game for your class

56 Cambridge Global English Stage 1 Teacher’s Resource

Original material © Cambridge University Press 2021
 Audioscript: Track 93
Narrator: 1
Speaker: Ball, ball, bounce the ball, bounce the ball, bounce
the ball.
Narrator: 2
Speaker: Catch the ball, Bingo! Good dog!
Narrator: 3
Speaker: I can sit on the rug.
Narrator: 4
Speaker 1: Where is the duck?
Speaker 2: It’s under the table.
Speaker: 1 Where?

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Speaker 2: Under the table.

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Speaker 1: Oh yes. I see it.
Narrator: 5

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Speaker 1: Put your pencil next to the book.
Speaker 2: Next to the book?

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Speaker1: Yes, that’s right. Put your pencil next to the book.
Speaker 2: OK!

Answers
1 b   2 a   3 a   4 c   5 b   6 b
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Read and write
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For items 7 to 8, learners match the words to the

pictures. Demonstrate by tracing with your finger.
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For items 9 to 10, learners write the words to go with the

pictures.
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Answers
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7 Picture a   8 Picture a   9 sun   10 bug

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br
am
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UNIT 3 Fun and games Lesson 6 57

Original material © Cambridge University Press 2021