CJ Before leaving

• Play the song The toy song (Track

68) and have Ss sing along.

• boy - cat (I've got a cat.)

girl - dog (I've got a dog.)

tt;wtm
• Ss colour the dotted areas to
reveal the toys. Then, they make
sentences.

1. I've got a bike.

2. I've got a boat.
3. I've got a kite.
4. I've got a train .

• ~ Optional '-'
Hot card
• Arrange some chairs in a circle at the front of the classroom, making sure
there's a chair for every S. Invite Ss to the front and ask them to sit down. (If
this is not possible, do the activity with the Ss sitting at their desks.)
• Give a flashcard of one of the toys presented in this lesson to a S.
• Explain to Ss that when you play some music (The toy song, Track 68) they
will have to pass the flashcard clockwise around the circle.
• As soon as you stop the music, the S with the flashcard will have to hold it
up and say, I've got a (train) .
• Repeat this with the rest of the toy flashcards.
• Make sure all Ss have had the chance to make a sentence, at least once.

73
 0 Look and listen. -.~
@ Language focus
Objectives
• to identify toys
• to ask and answer about possession
Vocabulary
Toys: ball, plane, robot, teddy bear
Structures
Have you got a plane? Yes. I No.

)<.' Materials
• flashcards for the words ball, plane, robot
and teddy bear
• flashcards from the previous lesson for
kite, boat, train and bike

Revision i,.
• Use the flashcards from the previous
lesson (kite, boat, train, bike) or draw the
toys on the board. Invite each student to
come to the front of the classroom, point
to a different toy and say, I've got a (train).
• Make sure all Ss have had the chance to
make a sentence.

Warmup ...
CJ•
• Hold up each flashcard (ball, plane, robot,
Listening transcript
ball, plane, robot, teddy bear
Activity 2 I... Track 70
2. Ron: Have you got a plane?
Matt: No.
3. Ron: Have you got a robot?
teddy bear), say the word and ask Ss to Matt:Ahhhl
repeat. • Have Ss look at the presentation,
4. Matt: Yes.
point to the characters and name
• Go up to a Sand give him/her one of • Play the CD again and pause after
them aloud (Ron, Matt, Roon).
the toy flashcards, e.g. the teddy bear each sentence for Ss to repeat.
• Ask Ss (in L1) to tell you what they
flashcard. Ask the S, Have you got a teddy • Ask Ss some questions (in L1) about
think is happening. (Ron is in Matt's
bear? and encourage him/her to answer, the story: Has Matt got a ball? (No.)
room, asking him what toys he has
Yes. Ask again and invite Ss to repeat the got. In Frame 1, Roon curls up on Has he got a plane? (No.) Has he got
sentences, in chorus after you . Ask the S the floor so that he looks like a ball a robot? (Yes.)
the same question, this time asking, Have and in Frame 2, he climbs up on a
you got a (ball)?, and encourage him/her Activity 3 " Track 71
shelf, pretending he's a plane. He
to answer, No. Ask Ss to repeat after you in eventually falls on Matt's head. He's • Direct Ss' attention to the pictures
chorus. holding the robot Ron asked Matt and ask them to tell you what they
• Explain to Ss that we make questions with about.) depict (various toys).
Have you got...? to ask someone about • Direct Ss' attention to the frames • Explain to Ss that they will have to
possession, i.e. about things someone owns. of the story and ask them to find listen to the CD and tick the correct
and point out the toys from the picture (A or B) according to the toy
1 Vocabulary 1 Track 69 vocabulary section that they see in they hear being mentioned.
• Have Ss open their books to p. 46. the frames. • Have Ss check their answers in pairs
• Point out the toys in the vocabulary section. • Ask Ss to point to the appropriate first, then as a class.
Play the CD a few times and have Ss point frames as you play the CD.
• Go round the classroom making sure
to the corresponding pictures and repeat. Listening transcript Ss have ticked the correct picture.
• Say the words again in random order and 1. Ron: Have you got a ball?
have Ss point and repeat.
Matt: No.

74
 0 Listen and tick (v ). ~>)
--
" Optional
Mime the toy
• Have a S come to the front of the class
and ask him/ her to mime playing with one
of the toys presented in this lesson or the
previous one.
II] llJ • The rest of the Ss will have to guess what
the Sis supposedly playing with by naming
the toy aloud .
• The S miming at the front answers Yes or
No accordingly.
• The S that guesses correctly will be the
next to mime a toy.
• Play this game for as long as time permits,
making sure all Ss have participated.
II] llJ
(j Before leaving "
0 Do a survey. Place a (v ) or an (K) about yourself.
• Hold up the toy flashcards and go up to a
Then ask and answer questions in pairs.
S. Point to the ball and ask him/her, Have
you got a (ball)? Encourage him/her to
answer Yes or No.
• Repeat with more Ss and different
flashcards each time.
• Make sure all Ss have answered at least
once before leaving.

F;l!®mu
• Ss colour the toys they have got at home.
Then, they take turns asking and answering
47 questions with their partner.

open answers
Listening transcript • Show how a survey is carried out by
1. Boy 1: Have you got a plane? illustrating an example with one of
Boy 2: Yes . the Ss.
• First, each S marks his/her own
mwtnf~li· !3111
2. Girl 1: Have you got a teddy bear?
answers with a./ or an X in the Listening transcript
Girl 2: Yes.
1. Boy 1: Have you got a plane?

~
appropriate box (Me), according to

1.A 2.A
the toys he/she has got or hasn't
got, respectively.
Boy 2: Yes!
2. Girl 1: Have you got a train?
llill1.B
2. A
• Then, SA asks SB questions, saying, Girl 2: No. I've got a robot.
Have you got a (plane)? for each
Activity 4 "
• Direct Ss' attention to the table and toy that appears in the table. SB [;t;WUTll P;1B®J®'
answers, Yes or No and SA marks
ask them to guess what the activity
is about. (It's a survey, asking and his/her classmate's answers with • 1. I'veteddy
got
• Ss follow the
sequence of toys
answering about what toys each S a ./ or an X in the appropriate box a and draw:
has got.) Then, ask them to name
the toys at the top of each column
(Friend).
• Have Ss swap roles so that each of
bear.
2. I've got
1. a ball, a robot
them has the chance to become the a kite. 2. a robot, a ball
(plane, ball, robot, teddy bear, kite).
• Divide Ss into pairs. interviewer in his/her turn. Make
sure all Ss have ticked the boxes
• Explain to Ss that they are going to
carry out a mini survey. (A survey
is a method of collecting data by
asking people questions related to
accordingly.
• Have the pairs compare their
answers with each other.
0 Note
For the next lesson, bring:
a specific topic.) Ss ask and answer
• an old and a new object (e.g. a book or a
questions about the toys they have
toy)
got.
• plain A4 sheets of paper for all Ss

75
 @ Language focus e Listen, point and repeat.~>)
Objectives
• to talk about/describe toys
• to talk about possession
• to revise structures presented in the
previous lesson
Vocabulary
Toys: doll
Adjectives: new, old
Structures
I've got a (doll). It's (new).
I haven't got a (bike).

d<-:' Materials
• flashcards for doll, new and old
• flashcards from the previous lessons for
kite, boat, train, bike, ball, plane, robot
and teddy bear
• an old and a new object (e.g. a book or a toy)
• plain A4 sheets of paper for all Ss

Revision "
• Go up to a Sand hand him/her a flashcard
of one of the toys presented in the
previous lesson (ball, plane, robot or teddy
bear). Ask him/ her not to look at it before
you ask him/ her a question.
• Ask the Sa question, using the structure
presented in the previous lesson. Ask,
• Hold the doll flashcard close to you about the subject of the lesson
Have you got a (robot)? The Swill then
and say, I've got a doll. Have Ss repeat (introducing and talking about toys).
have to look at his/ her flashcard and
after you. Then, leave that flashcard • Ask Ss to look at the children's toys
answer accordingly with Yes or No.
aside and pick a different one (e.g. and name them (bike, doll).
• Repeat the same procedure until all
Ss have had the chance to answer to a the robot flashcard). Say, I haven't got • Ask Ss to point to the appropriate
a doll . I've got a robot. Have Ss repeat pictures as you play the CD.
similar question.
• Alternatively, you could ask Ss to ask each
after you in chorus and elicit the use Listening transcript
of the negative form of the verb have Toys, old and new
other about the real toys they've got at
got (haven't got). Boy: I've got a bike. It's new. It's
home in the same manner.
blue and red.
1 Vocabulary " Track 73
Girl: I haven't got a bike. I've got a
• Have Ss open their books top . 48. doll. It's old.

Warmup ...
CJ•
• Hold up each flashcard (doll, new, old), say the
• Point out the pictures in the
vocabulary section. Play the CD a
few t imes and have Ss point to the
pictures and repeat.
• Play the CD again, pause after
each sentence and encourage Ss to
repeat in chorus.
• Ask Ss some questions (using L1)
word and ask Ss to repeat. • Say the words again in random about what they listened to. Ss can
• Take out the old and the new object you have order and have Ss point and repeat. use L1 for their answers. What colour
brought with you to class and hold them both Listening transcript is the boy's bike? (Blue and red .) Is
up for the class to see. doll, new, old it old? (No. It's new.) Has the girl got
a bike? (No. She's got a doll.) Is the
• Point to the old (book) and say old. Have Ss
repeat after you a couple of times. Then, pass
Activity 2 I"' · Track 74 doll old or new? (It's old.)
the (book) around for the Ss to look at. Repeat • Have Ss look at the pictures and
the same procedure for the adjective new. ask them (in L1) to guess what the Activity 3 · Track75
• Hold up the doll flashcard and say the word activity is about. Read the title • Direct Ss' attention to the pictures
aloud. Ask Ss to repeat after you a couple of a couple of times and ask Ss to in the activity and ask them to
times. repeat after you . Elicit Ss' answers name the toys they see.

76
0 Listen and tick (ti').~>)

• Explain to Ss that the flashcards in the left

pile represent the toys the Ss haven't got,
whereas the right pile represents the toys
they have got.
• Ss go up to the desk, pick a flashcard of a
toy from the left pile and say, I haven't got
a (train). Then, they move to the right pile,
llJ [[] pick a flashcard and say, I've got a (teddy
bear).
• Make sure all Ss make two sentences each
in the manner described.

llJ [[] (J Before leaving

• Have Ss point to different classroom
objects and say old or new. Point to an old
book and then a new one and say old and
new, respectively, to give an example.
• Make sure all Ss have participated before
leaving.
llJ
0 Draw and say.

l®rIJ!Tll

iJ 1.B 2.A 3.A 4.B

49
open answers
• Play the CD and ask Ss to listen and ask them to guess what
to each exchange carefully. Make the children are doing. (They're
sure you pause the CD after each playing a game, drawing toys and r+t;WJtTll
exchange to give Ss enough time presenting them to each other.)
to identify and point to the correct
picture.
• Hand out plain A4 sheets of paper
to Ss and ask them to draw and
~ 1. new 2. old 3. old 4. new
• Play the CD one more time and colour a toy from the ones they are
have Ss check their answers. familiar with. In pairs, Ss present
Listening transcript their toys to each other by making
1. Girl 1: Look at my doll . It's new. a suggestive gesture showing
Listening transcript
2. Boy: I've got a train. It's old. possession and saying, e.g. I've got
1. Boy 1: Look! I've got a train. It's new.

iJ ~,_ g:t:
a (train). It's (new).
3. Girl 2: I haven't got a robot. 2. Girl: Look! I've got a bike. It's old.
• Ss swap roles and continue playing
the game in pairs. Encourage 3. Boy 2: Look! I've got a boat. It's new.
1. kite 3. B
~ 1.A
them to play with more of their
classmates as well.
2.B 3.A I
• Play for as long as time permits.
Activity 4 Cl• ef'
. . . a,;;,A
Make sure all Ss have had the
chance to draw and talk about a
• Draw Ss' attention to the picture toy of their choice.

toys presented in this Module so

0 Note
For the next lesson, bring:
.• ~ Optional " far (kite, boat, train, bike, ball,
plane, robot, teddy bear, doll) and • a large piece of white card(board)/
make two separate piles of them construction paper
Toys, toys, toys!
on your desk. • Blu tack or sticky tape
• Shuffle the flashcards for all the

77
 @) Language focus Play. Use the cut-outs on page 97.

Objectives
• to give and follow orders
r
"'' "'
II
\
Vocabulary
Actions: listen, look, run, stop
Structures
Look!
Listen!

~ ' Materials
• flashcards for listen, look, run and
stop
• flashcards from the previous
lessons for kite, boat, train, bike,
ball, plane, robot, teddy bear and
doll
• a large piece of white
card(board)/construction paper
• Blu tack or sticky tape

Revision '-'
• Stick the flashcards for the toys
on the board and invite a S to so
come up to the front of the class.
• Explain to him/her that you are
going to say which of these toys
you have got and which of them
you haven't got, and he/ she will Lesson plan
have to remove the flashcards
of the toys you haven't got from Warm up
the board. You say, I haven't
got a (plane). I've got a (bike). • Hold up each flashcard (listen, look, run, stop), say the word and ask Ss to
The S then removes the plane repeat.
flashcard, but leaves the bike • Say Listen! aloud and make a suggestive gesture, as if you're trying to listen
flashcard on the board. to something you've heard. Ask Ss to repeat after you and encourage them
• Invite more Ss to come up to the to mime the action accordingly.
board and repeat the procedure • Repeat for the rest of the verbs, each time making a relevant gesture, e.g.,
in the same manner, until there is pretend you're running and then stop abruptly. Have Ss repeat after you a
only one toy flashcard left on the couple of times and encourage them to mime the actions likewise.
board. • Explain to Ss that we use the imperative form to give and follow orders.

1 Vocabulary Track 77
• Have Ss open their books top. 50.
• Point out the actions in the vocabulary section. Play the CD a few times and
have Ss point to the corresponding pictures and repeat.
• Say the words again in random order and have Ss point and repeat.

78
Listening transcript
listen, look, run, stop

:& 1 1 '"
Activity 2 C) •1• A
TPR Activity • Ss turn to the back of their SB and
choose the correct stickers.
• Direct Ss' attention to the children in the activity and ask them to guess
what they're doing. (They're playing a game with cut-outs and posters.)
1. Listen. 2. Look.
• Divide Ss into four groups and instruct them to turn to p. 97 and cut out 3. Run. 4. Stop.
the pictures (TB, p. 136). Each group is assigned an action from the ones
depicted in the pictures, e.g. Group A is assigned the imperative Listen! Ask
Ss to colour the pictu re with the action assigned to their group and then cut
it out.
• Stick the piece of cardboard on the board and divide it into four equal parts • Ss listen to the CD, point to the
(one for each action). photos and mime the actions.
Explain that each picture will be
• Explain to Ss that you are going to call out imperatives. Each time Ss
heard more than once.
hear an order, they have to first mime the action. Then have one S from
the corresponding group go up to the board and stick their cut-out in the Listening transcript
appropriate space on the cardboard. 1. Man: Listen!
• Repeat until all Ss have stuck their cut-outs on the cardboard. 2. Man: Look!
• You can put up the poster on the wall if you wish to display Ss' projects in 3. Man: Run!
the classroom.
4. Man: Stop!
5. Man: Look!
6. Man: Listen!
.~ Optional I!' 7. Man: Stop!
8. Man: Run!
Play 'I say'
• Tell Ss you are going to play a game. Explain that you will call out orders
presented in this lesson, e.g. Run! Point out that you will be adding the
phrase I say ... before the order.
• Ss must listen carefully to what you say, because the orders will not always
be preceded by the phrase, I say ... In this case, Ss shouldn't follow the order.
0 Note
For the next lesson:
If they do, they are out of the game.
• ask each S to bring an old
• Continue in this manner until all Ss are out except for one, who becomes
newspaper/ magazine each and
the winne r.
make sure you bring one too
• bring a few pairs of safety
scissors to class (optional)

CJ Before Leaving "

• Instruct Ss to form a line near the door.
• Give an order to the first Sin line, e.g. Listen! The first S follows the order by
miming the action.
• Then, the first S gives a different order to the second S in line and he/ she
follows it.
• Now the first Scan leave. Repeat the procedure in this manner until all Ss
have had a turn before leaving.

79
 Lesson plan
Warm up
@ Language focus • Hold up each flashcard (big, small), say the word and ask Ss to repeat. Point
Objectives to a big object (e.g. a desk) and say, It's big. Point to a small object (e.g. a
rubber) and say, It's small. Point out that these words are an opposite pair of
• to provide Ss with cross- adjectives indicating size.
curricular information on History
• to describe objects by size 1 Vocabulary Track 79
Vocabulary • Have Ss open their books to p. 51.
Adjectives: big, small • Point out the adjectives in the vocabulary section. Play the CD a few times
and have Ss point to the pictures and repeat.
Listening transcript

J<- 1
Materials
big, small

• flashcards for the adjectives big Activity 2 f Track 80

and small
• old newspapers/ magazines Background note
• a few pairs of safety scissors The penny-farthing, also known as the high wheel, was invented in the
(optional) late 19th century by the Frenchman Eugene Meyer. A penny-farthing is
a type of bicycle with a large front wheel and a smaller rear wheel. The
large front wheel was designed to help the bicycle move faster.

Revision 41& • Direct Ss' attention to the picture and ask them (in L1) to tell you what it
depicts. (An old bike and a girl pointing to it and describing it.)
• Call out orders presented in the
previous lesson and encourage Ss • Play the CD and ask Ss to listen carefully and point to the bike when they
to mime the actions accordingly. hear it being described.

• Make sure all Ss follow the Listening transcript

orders correctly. A big bike!
Girl: Look at this bike. It's big. It's old.
• Play the CD once more and encourage Ss to repeat the girl's description in
chorus.
• Point to the bike and ask Ss about it: Is the bike big? (Yes.) Is the bike new?
(No. It's old.)

Activity 3
• Ask Ss to take out the magazine each of them has brought with him/ her
and explain to them that they will have to go through the pages and find
pictures of objects that are big or small. Once they have done so, ask them
to point to each of the objects and describe it, saying, e.g. It's (small) .
• Encourage Ss to add more information to their description of an object,
saying, It's (old) . It's (yellow) .
• You can ask Ss to present the objects they have found in the magazines in
class, or even cut out the pictures using safety scissors and make a collage
out of big and small objects.

80
 History 'JI

r+mrnnw~o.133:11
,~ 0 Listen, point and repeat. ~~ Listening transcript
1. Boy: I've got a ball. It's big.

A big bike! 2. Girl 1: I've got a kite. It's big.

ti
3. Girl 2: I've got a doll. It's small.

1. A 2. B 3. B

mwtm
• Ss colour the toys they've got at
home and make sentences.

Suggested answers:
I've got a bike. It's big.
I've got a ball It's small
I've got a train. It's green.
I've got a teddy bear. It's
new.

e Find and point.

Then say.

:.~ Optional '-'

Big or small?
• Go through the old newspaper/ magazine you've brought with you in class
and find pictures of big or small objects.
• Hold up the magazine, point to each picture and ask Ss, Big or small? Ss
look at the picture and answer accordingly, e.g. It's big.
• Continue until all Ss have made at least one sentence.

(j Before leaving
• Ask each S to think of a small and a big object. Say, It's big and encourage
each S to name a big object (in L1). Say, It's small and ask the same S to
name a small object (in L1) before leaving.

81
 Look and listen. ~~

· ~>)

@ Language focus
Objectives
• to revise and consolidate vocabulary and
structures presented in previous lessons through 0 Look and
tick (V').
a story
Vocabulary
Toy: car

¥.: 1
Materials
• flashcard for car
• flashcards from the previous lessons for kite,
boat, train, bike, ball, plane, robot, teddy bear
and doll

Revision I!'
• Make two separate columns on the board, one
labelled Big and the other Small.
• Invite a S to come up to the board . Describe a
toy from the ones the S is familiar with and have
him/her draw it on the board, in the correct
column . Say, It's a (teddy bear). It's (big), and
encourage the S to draw a big teddy bear in the
correct column, under Big.
• Invite more Ss to come up to the board
and repeat the procedure until all Ss have
participated.

Lesson plan three chairs, but breaks the smallest. Finally, she falls asleep in the
smallest bear's bed . When the bears return, they realise someone is in
their house and start looking for the invader. Fortunately, Goldilocks
Warm up wakes up in time and flees into the forest before she gets caught.
• Hold up the car flashcard, say the word and ask
Ss to repeat. Before listening
• Point to the flashcard and ask Ss to tell you • Hold up the book and point to the story.
whether the toy car is big or small. Then ask them • Tell Ss that they will listen to and read a story with the title Goldilocks.
the same question about cars in real life.
• At this stage, L1 can also be used.
1 Vocabulary •:) Track 82 • Point to the first frame and ask Ss to tell you what they think is
happening. (A little girl called Goldilocks is talking to a bird, Miss Bird,
• Have Ss open their books to p. 52.
and is showing her toys to her.)
• Point out the picture in the vocabulary section.
• Cover the second page (p. 53), ask Ss to look at the first page (p. 52)
Play the CD a few times and have Ss point to the
and guess what will happen next.
picture and repeat.
• Reveal the second page and ask Ss to look at the pictures and guess
Listening transcript what the story is going to be about.
car • Ask Ss to look at pp. 52-53 and describe the furniture they see in the
Activity 2 ~f " Track 83 •
frames (Frame 4: big, Frame 5: old, Frame 6: small).
Point to each frame and invite Ss to guess what is happening. Elicit
answers in L1.
Background note While listening
Goldilocks or The Three Bears is an old English
•Play the CD and point to each frame in your book. Encourage Ss to
fairy tale by Roberty Southey. Goldilocks is a
point to each frame in their books.
little girl who enters an unknown house in the
forest. The house belongs to three bears (father, Listening transcript
mother and child) and so there are three sizes of 1. Goldilocks: Look, Miss Bird, I've got a doll and a ball.
the same pieces of furniture, each one matching Miss Bird: Have you got a car?
the size of a bear. Goldilocks first tries the bears' 2. Goldilocks: No, but I've got a teddy bear. It's new!
porridge in the three bowls. She then sits on all 3. Goldilocks: Oh, look! Let's go.

82
 Frame 10: Goldilocks runs away from the house
and the Father Bear chases her.

After listening
• Ask Ss some comprehension questions, using L1.
Encourage Ss to answer.
Frame 1: (pointing to Goldilocks) What toys has
she got? (A doll and a teddy bear.) Has she got a
car? (No.)
Frame 2: (pointing to the teddy bear) Is it new?
(Yes.)
Frame 3: (pointing to the house) What does
Goldilocks point to? (A house.)
Frame 4: (pointing to the table) Is the table small?
(No. It's big.)
Frame 5: (pointing to the table) Is it old? (Yes.)
Frame 6: (pointing to the table) Is it big? (No. It's
small.)
Frame 7: (pointing to Goldilocks) Is she sleeping?
(Yes, she is.)
Frame 8: (pointing to the bears) How many bears
are there? (Three.)
Frame 9: (pointing to Miss Bird) What is she
doing? (She's trying to wake up Goldilocks.)
Frame 10: (pointing to Goldilocks and Miss Bird)
What does Miss Bird tell Goldilocks to do? (She
tells her to run.)
• Divide Ss into groups of five (one for each
character) and have them do choral reading. Tell
Ss to swap roles.
• Encourage Ss to act out the story.

Activity 3
• Direct Ss' attention to the pictures of toys and ask
them to identify them and name them in chorus.
• Explain to Ss that they have to look at the story
again and tick the pictures of the toys that they
can see in the frames.
4. Goldilocks: Oh. It's big!
• Have Ss check their answers in pairs first, then as
5. Goldilocks: Look! A table. It's old. a class.
6. Goldilocks: It's small!
7. Goldilocks: It's great!
doll, teddy bear, ball
8. Child bear: Mum, look!
9. Miss Bird: Goldilocks, Goldilocks!
10. Miss Bird: Run, Goldilocks. Run!
•(A little girl, Goldilocks, is in a forest. She shows her friend, Miss Bird, POST-STORY ACTIVITY ·~
her toys in the basket and sets out into the forest. She finds a small
house in the forest and enters. There, she explores the inside of the Learning (critical thinking skills)
house and describes the furniture. She later feels tired and falls asleep Don't be nosy.
on a small bed. The residents of the house are three bears (father, Ask Ss in Ll:
mother and child) that return home while Goldilocks is still there. Miss • Is it polite to go through other people's things
Bird then awakens Goldilocks and tells her to run.) without permission?
•Play the CD again and ask Ss to point to each frame and follow along. • What would you do if you were Goldilocks?
Pause after each sentence and encourage Ss to repeat in chorus.
• Is there anything else Goldilocks could have
•Talk about what is happening in each frame. done instead of running away?
Frame 1: Goldilocks shows Miss Bird her toys. Miss Bird asks her
whether she has got a car in the basket.
Frame 2: Goldilocks answers that she hasn't got a car, but that she's
got a new teddy bear.
Frame 3: She then spots a small house in the forest.
Frame 4: She enters the house and observes the furniture. The first
table she comes across is big.
A IOptional "
Describe the toy
Frame 5: The table is old.
• Place the flashcards of toys (kite, boat, train, bike,
Frame 6: The table is small.
ball, plane, robot, teddy bear and doll) and the
Frame 7: Goldilocks feels tired and falls asleep in the smallest bed . flashcards of colours (red, blue, green, yellow,
Frame 8: The bear family returns home and finds Goldilocks sleeping
pink, orange) and adjectives presented in the
in bed.
previous lessons (new, old, big, small) in two
Frame 9: Miss Bird wakes Goldilocks up.
separate piles on your desk.

83
 • t'?'1t1 l'JIP
0 Listen and circle.~~

• Divide Ss into two teams.

• Explain to Ss that each S from each
team will have to go up to your
desk and pick a toy flashcard . Then,
he/s he will have to pick a flashcard
from the pile of flashcards with
colours/ adjectives and say the
corresponding sentences, using the
structure I've got and It's ... So, for
example, if a S picks the flashcard
of the bike and the colour green,
he/ she will have to make the
appropriate sentences, e.g. I've got
a bike. It's green.
• Ss play in teams and keep score.
For every correct sentence, the
team gets one point.
• The team to score the highest wins
the game.

(j Before leaving "

• Ask Ss to tell you what their
favourite toy is and have them
describe it in class using adjectives
(new, old, big, small) and colours
(red, blue, green, yellow, pink,
orange).

lj 1.e 2. c 3.A I
54

@ Language focus
2. Goldilocks: Look! A table. It's old. Objectives
3. Goldilocks: It's big! • to revise and consolidate vocabulary and structures presented in previous lessons

0 Note ! ¥ : Materials
For the next lesson, bring: • blown-up colour photocopies of the story Goldilocks, SB, pp. 52-53
• blown-up colour photocopies of • flashcards/ photocopies for kite, boat, train, bike, ball, plane, robot, teddy bear,
the story Goldilocks, SB, pp. 52-53 doll, new, old, big, small, listen, look, run, stop (2 sets of each)
• flashcards/ photocopies for kite, • Blu tack or sticky tape
boat, train, bike, ball, plane, robot,
teddy bear, doll, new, old, big,
small, listen, look, run, stop (2 sets
of each) Revision "
• Blu tack or sticky tape • Hold up the book or stick blown-up colour photocopies of the story on the board .

84
• Ask Ss if they remember the title of the story (Goldilocks). Ask them to tell you
what else they remember about the story.
Ci Before leaving
• Have Ss open their books to pp . 52-53. Play the CD (Track 83) and have Ss follow
• Play the song The toy song in the
along in their books.
SB on p. 45 (Track 68) and invite Ss
• Then have 5s close their books and try to retell the story from memory. Accept to sing the song.
the use of L1.

Lesson plan
tmm
Warm up • Explain to Ss that they have to
follow each line and trace the toy.
• Stick some of the flashcards from previous lessons in the Module on the board • Ss take turns saying what toy
(4-5 flashcards each time). Tell Ss to memorise them. each child has got and the correct
• Ask Ss to close their eyes and hide one of the flashcards. When Ss open their adjective that describes it, e.g. I've
eyes, they must try to remember which one is missing. got a doll. It's new.
• Alternatively, Ss can memorise the order of the flashcards. When they close their • Then they colour in the toys.
eyes, change the order. Ss must try to remember what order the flashcards were
originally in. • 1. B - I've got a doll It's new.
• Make sure you use different flashcards each time. 2. D - I've got a teddy bear.
• To make the activity more competitive, you could divide Ss into two teams and It's old.
have them take turns answering to win points. 3. A - I've got a kite. It's small
4. C - I've got a bike. It's big.
Activity 1 Track 85
• Have Ss open their books to p. 54.
• Hold up your book, point to each of the pictures in the first row and ask, What's •n.11.1114.01 [!Jj
this? encouraging Ss to answer with the names of the toys. Repeat the procedure • Ask Ss to look at the pictures and
with the pictures in rows 2 and 4. In row 3, ask Ss to identify each of the actions. tick the stars according to what they
• Explain to Ss that they will listen to each sentence/exchange and they have to can or can't say. Then ask them to
circle the first or the second picture. name the items aloud.
• Play the CD and have Ss circle the appropriate picture. Activities 1, 2 & 3
• Have Ss check their answers in pairs first, then as a class. • Hold up the WB, point to the
Listening transcript pictures and encourage Ss to say
1. Boy: Have you got a robot? the words aloud.
Girt No. I've got a plane. • Have Ss tick the stars as they say
2. Girt I've got a teddy bear. It's old.
3. Man: Run!
4. Boy: I haven't got a kite. I've got a bike. It's big.
i'.i 1. A 2. B 3. B 4. A
each word.

F;1ifi!11®'
• Direct Ss' attention to the pictures
and ask them to guess what
each character is saying. Elicit Ss'
answers. Then read the following
exchanges aloud and have Ss
repeat after you and tick the stars.

Memory game 1. - Have you got a plane?

• Use Blu tack to stick one set of the flashcards of kite, boat, train, bike, ball, - No.
plane, robot, teddy bear, doll, new, old, big, small, listen, look, run, and stop on 2. - I've got a teddy bear. It's
the board backwards so that Ss can't see them. new! I haven't got a car.
• Put a second set in a pile on your desk. 3. - Run, Goldilocks. Run!
• Divide Ss into two teams. Explain to Ss that one member from each team will
come up to your desk at a time and pick a flashcard.
• Then, he/she will choose one of the flashcards stuck onto the board by turning it
over (without taking it off the board) to see if it's the same as the flashcard he/
she is holding.
• If it's the same, then he/ she must say what the flashcard depicts and remove the
0 Note
For the next lesson, bring:
flashcard from the board as well as its pair from the game.
• two oranges, two pears and a
• If the flashcard is different from the one he/ she is holding, the S must show the
bunch of grapes (optional)
flashcard that is stuck to the board to his/ her fellow Ss and return the other
flashcard to the bottom of the pile on the desk. • sheets of coloured cellophane
• Every matching pair of flashcards earns a point for the teams. The team to earn paper
the most points when all the flashcards run out wins the game. • plain A4 sheets of paper

85
 Food
Warmup Iii.
Cl!•
• Hold up each flashcard (oranges, pears, grapes), say the word and ask Ss to
repeat.
• Draw an orange on the board and say, orange. Then draw three more
@ Language focus oranges and say, oranges. Make sure you stress the-sat the end of the
word. Repeat a couple of times, until Ss are familiar with the concept of
Objectives singular vs plural nouns. Hold up the oranges you 've brought with you to
class, say I like oranges and have Ss repeat after you a couple of times in
• to identify food
chorus. Repeat for pears and grapes in a similar manner.
• to express likes
• Give each student a piece of fruit or flashcard and encourage Ss to hold it,
Vocabulary pretend they like it and say, I like (grapes) .
Food: oranges, pears, grapes • Explain to Ss that we use the structure I like ... to express our preference and
Structures liking towards a person/ thing.
I like (oranges). 1 Vocabulary " CD2 Track 2
• Have Ss open their books top. 55.
• Point out the fruit in the vocabulary section. Play the CD a few times and

¥.: Materials have Ss point to the corresponding pictures and repeat.

• Say the words for the fruit again in random order and have Ss point and
repeat.
• flashcards for oranges, pears and
grapes Listening transcript
• two oranges, two pears and a oranges, pears, grapes
bunch of grapes (optional)
• sheets of coloured cellophane
Activity 2 f 2 Track 3
paper • Direct Ss' attention to the pictures and ask them to tell you what they depict
(Children with fruit).
• plain A4 sheets of paper
• Explain to Ss that they are going to listen to a song.
• Ask Ss to guess what the song will be about. (Fruit.)
• Play the song once and have Ss listen and point to the corresponding fruit
being mentioned.
• Play the song again and encourage Ss to sing along.
Listening transcript - Song
I like pears.
I like pears.
Oranges, too.
I like pears.
How about you?
I like pears.
And grapes, too.
I like pears.
How about you?

Activity 3 "
• Direct Ss' attention to the photo in the activity and ask them to guess what
the children are doing. (Playing a game.) Tell them that they are going to
play this game.
• Explain to Ss that they have to throw a scrunched-up piece of paper to each
other and say the food they like from the ones they are familiar with, e.g. I
like (grapes).
• Divide Ss into small groups.

86