In My House

Objectives
Vocabulary Project
• To name household rooms and objects • To make a ‘New and Old’ poster
• To name family members
• To use prepositions to show position Values
• To learn the value of being tidy
Reading
• To identify important ideas in a story Phonics
(‘A Family Visit’) • To identify and say the letters and
• To use reading strategies to sound oo individually and as part of
comprehend and appreciate a story word

Grammar Think Big

• To use the contractions it’s and they’re • To develop 21st century skills and
• To use Where’s and Where are ‘bigger picture’ thinking
• To use the possessive s

Content Connection
• Social Science: To classify inventions as
old and new

Key Vocabulary
Household Rooms Prepositions Everyday English Content
and Objects Words
bath DVD player between Great! cars
bathroom fridge next to I put my toys in the toy glasses
bed kitchen behind box. jacket
bedroom lamp in front of I put my dirty dishes in the keys
sink.
chair living room new
cooker sink Family I put my dirty clothes in
the washing machine. phone
cupboard sofa Members They’re my aunt and uncle. old
dining room TV Who are they? skates
dressing table cousin
aunt
uncle

T3A Unit 3

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 Materials Unit Opener Activities
Pupil’s Book, Unit 3
Main unit, pages 28–39 Family Connection
Checkpoint Units 1–3, Have pupils work with their families
pages 40–43 to make a map of their home. Tell
Cutouts for Checkpoint, page 139 them to include these items on their
Class Audio CD, Tracks 1:44–63 maps: furniture, household objects
and appliances. Have pupils bring the
Activity Book, Unit 3 maps to school and help them label the
Main unit, pages 22–31 different features. Finally, have pupils
take the maps back home and read the
Checkpoint Units 1–3, pages 32–33 labels aloud to their families.
Extra grammar practice,
page 100
Class Audio CD, Tracks 1:49–61

Assessment
Unit 3 Practice test
Unit 3 Unit test
In My House Bulletin Board
Unit 3 Oral assessment
Divide a bulletin board into four sections.
Units 1–3 Review test Label the sections living room, kitchen,
bedroom and bathroom. Have pupils look
Additional Materials through magazines and cut out objects
Flashcards 18–28 found in a house. Have pupils attach the
Video (eText), Unit 3 items to the bulletin board under the label
Interactive activities (eText), Unit 3 of the room where it is found. Help pupils
name and label each object. Use the bulletin
Digital activities (MyEnglishLab), board to ask and answer questions such as:
Unit 3 Where’s the bed? (It’s in the bedroom, next
to the cupboard.)

Checkpoint Activities Units 1–3

Pupil’s Book, pages 40–43, 139 Activity Book, pages 32–33

Guide pupils in discussions (spontaneous Working independently, pupils

class, group or pair conversations) that ask explore a scene in which children do
them to apply vocabulary and grammar skills activities on a playground and inside
they have learnt. Encourage pupils to assess classrooms. Pupils use critical thinking and
themselves on how well they have learnt the creativity to identify and organise the
material. As they do, pay attention to their information in the scene. Exercises guide
performance and target areas that need them in synthesizing the material and
more practice before having them move assessing their mastery of the language
onto the next part of the lesson. acquired in the preceding units. Pupils
develop communication and collaboration
skills as they share their work in groups or
pairs.

Unit 3 T3B

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 unit In My
3 House
1:44

1 Listen, look and say.

living room bathroom

1 table
2 chair

3 sofa

4 DVD player
5 TV
6 bath

kitchen bedroom
10 bed
11 dressing table
7 fridge

8 sink

12 lamp
9 cooker 13 cupboard

1:45

2 Listen, find and say. 3 Play a game.

28 Unit 3 vocabulary (furniture)

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 Warm-Up OBJECTIVES
To name furniture and
• Take pupils for a walk around the classroom. Point out pieces of furniture, name rooms in a house
them and have pupils repeat. For example, say: chair, table, cupboard, TV, DVD
player, sink, lamp.

Key Vocabulary
Using Page 28
Nouns: bath, bathroom,
bed, bedroom, chair,
1 1:44 Listen, look and say. cooker, cupboard, dining
Explain the lesson objective – pupils will name and identify furniture and room, dressing table,
INVOLVE DVD player, fridge,
rooms in a house. kitchen, lamp, living
room, sink, sofa, TV
• Read the directions aloud. Play audio track 1:44. Have pupils listen, point to
the photo for each corresponding item and then repeat it. Materials
Replay the audio and pause after each word while pupils repeat it several Flashcards 18–28
MONITOR times. Listen for proper pronunciation and appropriate intonation. Ask pupils Audio tracks 1:44–45
to repeat each word aloud after you, if necessary. Interactive activities
(eText)
ASSIST Replay the audio as needed. Digital activities:
MyEnglishLab
Ask pupils if they can identify and name other objects in the
pictures in Activity 1. For example, have them identify and name
the cupboards in the kitchen and the computer in the bedroom. Page 22
Answers on page T151

2 1:45 Listen, find and say.

• Point to the furniture and rooms in Activity 1 and say the name of each item.
Have pupils repeat after you. Randomly say the name of an item and have
pupils point to the item you have named.
• Read the directions aloud. Play audio track 1:45. Have pupils listen, point to
each room and piece of furniture in the photographs in Activity 1and say the
words.
MONITOR
Check to make sure pupils are pointing to the correct image. Listen for correct
pronunciation and appropriate intonation.
ASSIST
Replay the audio as needed. Use the flashcards to help pupils associate the
names with the items.

Display the flashcards. Ask: Where’s the bed? Where’s the bath?
Continue asking about different pictures and having pupils point
in response.

3 Play a game.
• When pupils are familiar with the vocabulary, play I Spy with the class. Say,
for example: I spy with my little eye something beginning with b… (bedroom)
Use the flashcards to help pupils guess and to practise naming key vocabulary TEACHING TIP
words. Once pupils are familiar with the game, let them take turns to think of
Synonyms
something and have the rest of the class guess.
Explain to pupils that
MONITOR
Check that pupils can read and pronounce words correctly. Also listen for there can be more than
correct pronunciation and appropriate intonation. one name for things.
People use other
• Assign Activity Book page 22 and direct pupils to digital activities. names for some of the
vocabulary words in
Application and Practice Activity this unit – for example:
sofa: couch; dressing
• Draw a simple house on the board with a bedroom, bathroom, kitchen, living table: chest of drawers,
room and dining room. Invite pupils to come up and draw a piece of furniture cooker: stove/oven,
into one of the rooms, to label it using a line to the side and to ask: Where is the lamp: light, living
room: sitting room.
(bed)? The class responds: It’s in the (bedroom). Have pupils share any
other synonyms they
know for the
vocabulary words in
Activity 1.

Unit 3 T28

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 OBJECTIVES Warm-Up
To ask and answer
about where things are • Have each pupil draw and label a picture of their favourite room in their home.
in the house • Invite volunteers to share their pictures. As they do, ask them to name the room
To sing a song and to point to and read aloud the labels on their pictures.

Using Page 29
Key Vocabulary
Nouns: bath, bathroom, 4 1:46 Listen and sing. Then look at 1 and find.
bed, bedroom, chair,
cooker, cupboard, dining INVOLVE
Explain the lesson objective – pupils will sing a song and talk about where
room, dressing table, things are in a house.
DVD player, fridge,
kitchen, lamp, living • Read the directions aloud. Play audio track 1:46 and have pupils follow along
room, sink, sofa, TV quietly. Help pupils to understand the meaning of keys by pointing them out
behind, in, on, under
in the picture.
21st Century Skills • Replay the audio and have pupils sing along. Do this several times.
Critical Thinking • Ask pupils to read the song silently, look at the images in Activity 1 and find
which rooms and furniture are mentioned in the song. (Answers: chair, living
Materials room, bedroom, dining room)
Old magazines,
catalogues or • Once pupils are familiar with the song, have them practise it using the karaoke
newspapers version (audio track 1:47). Or, if you wish, save the karaoke version for use at
A3 paper, crayons and/ anothern time as a fun way to review the song.
or marker pens, glue and
scissors Check pupils’ comprehension. Ask: What’s the girl looking for? (her keys)
Interactive activities MONITOR Where are the keys? (on the chair behind her) Where are the chairs? (in the
(eText)
living room, bedroom, dining room)
Audio tracks 1:46–49
Audioscript, page T140 5 1:48 Listen and look at 1. Say yes or no.
Digital activities:
MyEnglishLab • Read the directions aloud. Play audio track 1:48 and have pupils look at the
pictures in Activity 1 and say yes or no.
• Do the first item together as a class and then have pupils continue the activity
Page 23
with a partner.
Audioscript on page
T140
MONITOR
Review the answers as a class. (Answers: 1 Yes, 2 Yes, 3 No, 4 No, 5 No, 6 No,
Answers on page T151 7 No, 8 Yes)
6 Look at 1. Ask and answer.
• Read the directions aloud. Read aloud the speech bubbles while pupils follow
in their books. Have pupils repeat the dialogue and point to corresponding
image in Activity 1.
• Ask volunteers to model the dialogue using more examples. For example:
Where’s the sink? (It’s in the kitchen.) Where’s the table? (It’s behind the sofa.) Then
have pupils work in pairs to ask and answer about the images in Activity 1.
MONITOR Listen for proper pronunciation, intonation and correct language use.
st
21 Critical Thinking
• Discuss the questions as a class. Encourage pupils to give simple answers in
English. For example, we may use a bathroom and a kitchen for washing and a
dining room and a kitchen for eating.
• Assign Activity Book page 23 and direct pupils to digital activities.

Application and Practice Activity

• Have pupils divide a piece of A3 paper into four sections and label each section
with a room that has at least one table, chair or sofa. Have pupils count the
number of pieces of furniture in each room and write or draw the number and
item – for example, living room: 3 chairs, 1 sofa, 1 table.
• Then call out the name of a room and one of the household items (for example:
living room and chair) and have volunteers tell how many of that item they have
in that room.

T29 Unit 1

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 6 1:4
1:4

7
4 Listen and sing. Then look at 1 and find.

Where Are My Keys?

Where are my keys, Mum?
Your keys are on the chair.
The chair? Which chair?
There are chairs everywhere!

There’s a chair in the living room

And one in the bedroom, too.
There are chairs in the dining room.
I don’t know which chair. Do you?

Your keys are where you left them.

Put on your glasses and see.
They’re on the chair behind you.
My keys are there! Silly me!

1:48

5 Listen and look at 1. Say yes or no.

6 Look at 1. Ask and answer.

Where’s the
bath? It’s in the
bathroom.

What rooms in a house do we use for washing?

What rooms in a house do we use for eating?

song/vocabulary Unit 3 29

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 Story
1:50

7 Listen and read. How many cousins has Jamie got? Jamie, where’s
the TV?
A Family Visit These are my cousins. They’re my
aunt and uncle’s children.

Who are
they, Jamie?

Great! They’re watching

TV. They’re quiet!
5 It’s in the living room. 6

They’re my aunt and uncle.

My aunt is my mum’s sister. 8 Look and write.
1 2
bedroom living room kitchen

Where are your Where are

they now?
1 Jamie’s cousins are in the .
cousins now? They’re in the
kitchen. Look!
2 Now they’re in Jamie’s .

The TV is in the .
3

My father’s brother is my…

They’re in my bedroom. My father’s sister is my…
3 4 They’re jumping on my bed! My uncle’s son is my…

30 Unit 3 reading Unit 3 31

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Warm-Up
• Draw a simple family tree on the board that begins with mum, dad, brother (Tony), brother
(Jamie) and sister (Jenny). Add the mum’s parents (grandma and grandad). Then add a sister for
mum and write: aunt. Continue adding the twins’ uncle and cousins to the family tree.
• Point to each person on the family tree. Demonstrate how pupils can ask you questions: Who’s
he/she? Who are they? Say the name of each person and have pupils repeat. Use this activity to
introduce new family terms, namely aunt, uncle and cousins. For example, say: This is Jenny and
Jamie’s aunt. He’s Jenny and Jamie’s uncle. They are Jenny and Jamie’s cousins.

Using Page 30
7 1:50 Listen and read. How many cousins has Jamie got?

INVOLVE
Explain the lesson objective – pupils will listen to and read a story, answer questions about it
and discuss ideas related to it.
• Have pupils look at each story frame and describe what they see. Help them name the rooms
the characters are in and name any furniture they recognise.
• Read the story title aloud. Have pupils repeat it. Point to each character. Explain that this is
about the boy, Jamie, telling his friend, Dan, that his aunt, uncle and cousins are visiting his
home.
• Read the directions aloud. Draw attention to the question: How many cousins has Jamie got?
Play audio track 1:50. Have pupils listen and read along silently.
Ask comprehension questions about the story. For example, ask: Who’s at Jamie’s house? (his
MONITOR
aunt, uncle and cousins) Who is Jamie’s aunt? (his mum’s sister) Who are the cousins? (his aunt
and uncle’s children) How many cousins has Jamie got? (two) Where are they? (in the kitchen,
in the bedroom, in the living room) What are they doing? (jumping on the bed, watching TV)
ASSIST
Replay the audio as necessary. Pause after each frame and point out what is going on in each
picture. Use simple language and gestures to explain unfamiliar words.
• Assign half the class the role of Jamie and half the role of Dan. Have pupils read the dialogue
aloud. You may wish to have pupils repeat the activity in pairs.

T30 Unit 3

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 OBJECTIVES
Have pupils write a short dialogue in which Jamie introduces his To read unit language
cousins to his friend. Ask for volunteers to read their dialogue in context
aloud to the class. To read for
understanding and
enjoyment
Using Page 31 To read and draw
conclusions
8 Look and write.
• Read the directions aloud. Help pupils identify the story characters pictured in
each item. Key Vocabulary
• Read the words in the box aloud. Nouns: aunt, bed,
bedroom, cousins,
• Have pupils complete the activity independently, assisting them as needed. kitchen, living room, TV,
uncle
MONITOR
Review the answers as a class. Walk around to check that pupils have circled
the correct answer. (Answers: 1 kitchen, 2 bedroom, 3 living room) 21st Century Skills
ASSIST
Tell pupils you will read frames 3, 4 and 5 of the story aloud and they must Critical Thinking
raise their hand when they hear the words kitchen, bedroom and living room.
st
Materials
21 Critical Thinking Drawing paper
Pencils, crayons or
• Have pupils work out the answers in pairs or small groups and then ask marker pens
volunteers to share their answers with the whole class. (Answers: uncle, aunt, Audio track 1:50
cousin) Digital activities:
MyEnglishLab
• Listen for correct pronunciation, appropriate intonation and correct language
use.
• Assign Activity Book page 24 and direct pupils to digital activities. Page 24
Answers on page T151

Application and Practice Activity Summary

• Have pupils draw and label their own simple family trees modelled on the one Jamie tells his friend,
you created for the Warm-Up activity. Where possible, have them include the Dan, about his relatives
who are visiting. They
following relatives: mum, dad, brother, sister, grandma, grandad, aunt, uncle, describe where the
cousin(s). cousins are and what
they are doing.
• Call on a volunteer and ask questions about his or her family tree. Ask: Who’s
he/she? Who are they? Then have pupils work in pairs to talk about their family
trees.

Have pupils write extra information about each person. Provide a

model: This is my aunt Rosa. She’s my mum’s sister.

Unit 3 T31

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 Story
1:50

7 Listen and read. How many cousins has Jamie got?

A Family Visit These are my cousins. They’re my

aunt and uncle’s children.

Who are
they, Jamie?

They’re my aunt and uncle.

1 My aunt is my mum’s sister. 2

Where are your Where are

cousins now? they now?
They’re in the
kitchen. Look!

They’re in my bedroom.
3 4 They’re jumping on my bed!

30 Unit 3

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 Jamie, where’s
the TV?

Great! They’re watching

TV. They’re quiet!
5 It’s in the living room. 6

8 Look and write.

bedroom living room kitchen

1 Jamie’s cousins are in the .

2 Now they’re in Jamie’s .

The TV is in the .
3

My father’s brother is my…

My father’s sister is my…
My uncle’s son is my…

reading Unit 3 31

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 Language in Action
1:51

9 Listen. Help Jamie and Jenny make sentences.

the TV the cooker the bath the keys

in the kitchen under the bed

on the table in the bathroom

Where’s the lamp ?

It’s on the table .
Where are the chairs ?
They’re in the living room .

10 Look and write. Use Where’s or Where are.

between behind in front of next to

1 the table?
It’s the TV and the sofa.
2 the lamps?
They’re the sofa.
3 the chair?
the table.
4 the TV?
the table.

32 Unit 3 language practice (Where’s the lamp? It’s on the table.)

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 Warm-Up OBJECTIVES
• Have pupils review the prepositions in, on, under and behind by having them To ask questions using
Where’s and Where are?
place a pencil in different places. For example, say: Put the pencil in your book.
Put the pencil on your desk. Put the pencil under your chair. Put the pencil behind To use the contractions
it’s and they’re
you. Introduce the meaning of between, in front of and next to in the same way.

Using Page 32 Key Vocabulary

9 Nouns: bath, bathroom,
1:51 Listen. Help Jamie and Jenny make sentences. bed, chairs, cooker, keys,
Explain the lesson objective – pupils will make questions using Where’s kitchen, lamp, living
INVOLVE room, sofa, table, TV
and Where are and answer them using It’s and They’re. They will also use
Prepositions: between,
prepositions to describe the position of something. behind, in front of, next
to
• Point to the board in the Pupil’s Book and read the phrases. Ask pupils to
repeat after you.
Materials
• Read the directions aloud. Play audio track 1:51. Have pupils listen and follow Flashcards 18–28
along in their books. Pause after each completed sentence so that pupils can Audio track 1:51
repeat what they hear. Digital activities:
MyEnglishLab
• Read the questions and answers aloud again. Have pupils choral-read the
questions and answers in the language blocks. Point out that Where’s and It’s
are contractions for Where is and It is and are used when asking and answering Page 25
about one thing. Point out that Where are and There are used for asking and Answers on page T151
answering about more than one. They’re is a contraction for They are.
• Have pupils practise the target language in pairs, using the alternative language
provided in the coloured blocks at the top of the box. For example: Where’s the
cooker? (It’s in the kitchen.) Where are the keys? (They’re under the bed.)
MONITOR
Check for understanding. Review possible questions and answers as a class.
Ask pairs to say aloud a question and answer that they have made.
ASSIST
Make a question using Where’s or Where are. Help pupils to make up a possible
answer using the correct structure.
10 Look and write. Use Where’s or Where are.
• Help pupils to understand the meaning of each preposition by using the
pictures in the box. Have pupils point to each picture and repeat each
preposition after you.
• Demonstrate these further by pointing to different objects around the
classroom. Say, for example: Where’s the chair? (It’s next to the table.) Where’s the
DVD player? (It’s between the TV and the cupboard.)
• Read the directions aloud. Explain to pupils that they should look at the
picture and then complete the questions and answers with the missing words.
• Have pupils complete the rest of the activity independently.
MONITOR
Review the answers as a class. (Answers: 1. Where’s, between, 2. Where are, next
to, 3. Where’s, behind, 4. Where’s, in front of) TEACHING TIP
• Assign Activity Book page 25 and direct pupils to digital activities. Punctuation Marks
Use the sentences in
Activity 9 to explain
Application and Practice Activity ending punctuation.
• Have pupils play a game. Have Pupil 1 leave the room. Have Pupil 2 hide a Point out that question
flashcard of a key word in the classroom. Make sure all the other pupils know marks show asking and
where it is. full stops who
statements. Refer
• Have Pupil 1 return to the room look around and ask: Where’s the (sink)? Led by pupils back to some of
Pupil 2, the other pupils answer by using temperature. If Pupil 1 is far from the the sentences in the
hidden flashcard, the pupils say: You’re cold. As Pupil 1 walks closer, pupils say: story frames in Activity
You’re getting warmer. When Pupil 1 is near the card, pupils say: You’re hot! 7 on page 30 of their
books that end in
• When Pupil 1 is ‘hot’, he/she asks: Where’s the (sink)? Pupil 2 gives clues to direct exclamation marks.
Pupil 1 find it, e.g.: It’s under the book on Tom’s desk. Point out that these
• Once the card is found, Pupil 1 hides it and another pupil hunts. show strong feelings
like dismay or relief.

Unit 3 T32

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 OBJECTIVES Warm-Up
To practise unit
language in context • Have pupils stand in groups of four. Write the words keys, glasses, phone and
shoes on index cards. Make a set of cards for each group. Distribute one card to
To use the possessive s
each pupil. Tell pupils to listen and to move as the sentence describes. Say: The
keys are between the glasses and the phone. The pupil holding ‘keys’ should move
between the pupil holding ‘glasses’ and the pupil holding ‘phone’. Once pupils
Key Vocabulary
have moved to the correct position, ask: Where are the keys? Prompt pupils to
Nouns: bath, bathroom,
bed, books, cat, chair, answer: They’re between the glasses and the phone. Continue using different words
glasses, kitchen, living and prepositions. Repeat until everyone has had a chance to move at least once.
room, phone, shoes,
sofa, table, TV
Prepositions: in, next to, Using Page 33
on, under
11 1:52 Listen and stick. Then ask and answer.
Materials
Index cards INVOLVE
Explain the lesson objective – pupils will stick stickers and ask and answer
Unit 3 stickers
questions using the possessive s and prepositions.
Old magazines, • Help pupils find the Unit 3 stickers at the back of the Pupil’s Book. Tell them
catalogues or they will listen to the audio and place stickers in the correct places on the
newspapers
Pencils, crayons or
picture based on what they hear.
marker pens • Have pupils identify and name the rooms and furniture they see in each
Audio track 1:52 picture. Ask questions that reinforce key vocabulary and position words such
Audioscript, page T140 as: Where’s the sofa? (It’s in the living room between the lamp and the table.)
Interactive activities
(eText) • Read the directions aloud. Play audio track 1:52. Continue playing the audio
Digital activities: repeating it as necessary and have pupils complete the sticking part of the
MyEnglishLab activity independently.
Review the answers as a class. Ask where the sticker objects are. Have
Page 26 volunteers say the answers aloud. For example: Where are Ben’s shoes? (They’re
Answers on page T151 MONITOR in the kitchen next to the chair, under the table.) (Answers: 1 Ben’s shoes are in
the kitchen. They’re next to the chair, under the table., 2 The cat is in the bath.,
3 Aunt Mary is in the living room on the sofa., 4 Lucy’s books are on the bed.)
• Read each speech bubble aloud while pupils follow in their books. Then ask
pupils to look at their completed picture (with stickers) and make their own
questions and answers.
ASSIST If necessary, pause audio and help pupils complete each item.
12 Write and draw. Where’s your uncle’s phone?
• Read the directions aloud. Explain to pupils that they should draw a picture
of a phone somewhere in the dining room. Elicit a few examples of where one
could draw the phone and possible sentences. For example: It’s on the table or
It’s under the chair.
MONITOR
Check pupils’ complete work. Ask volunteers to show their pictures to the
class and read aloud their sentences.
Ask pupils to show you something they have drawn and help them to make a
TEACHING TIP ASSIST
sentence using the correct structure.
Punctuation
• Assign Activity Book page 26 and direct pupils to digital activities.
Explain that the
apostrophe in a
contraction takes the Application and Practice Activity
place of a letter (in
Where’s and It’s, the • Have pupils cut out a picture of something they like from an old magazine,
apostrophe stands for catalogue or newspaper. Instruct them to glue it on an index card. Under the
the i in is). Contractions object, have them write their name with punctuation to show possession and
allow you to combine the name of the item. For example: Mike’s car.
two words into one.
However, an • Have pupils sit together in groups of three. Have each group member display
apostrophe s (‘s) at the his/her card in the classroom. Then have pupils take turns asking about the
end of someone’s name location of another pupil’s card. For example, Pupil 1 asks: Where’s Mike’s car?
indicates ownership.
Ben’s shoes mean that Pupil 2 says: It’s under the chair.
the shoes belong to
Ben.

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 Language in Action
1:52

11 Listen and stick. Then ask and answer.

Where are Ben’s shoes are

Ben’s shoes? in the kitchen.

12 Write and draw. Where’s

your uncle’s phone?
My uncle’s phone is

language practice (Where are Ben’s shoes? Ben’s shoes are in the kitchen.) Unit 3 33

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 Content Connection Social Science
1:53

13 Look, listen and repeat. 15 Write old or new. Match.

1 2 3 4

a b c d
1 old 2 new
1:54

14 Look, listen and read. What things are new?

1 These things are old. 2 These things are new.
This bike
This is an
is new.
old bike. 16 Look at 15. Play the game.

This phone is old.

Number 1.
These cars are new.
Number 3.

PROJECT
This jacket These skates This is a These are 17 Make a New and Old poster. Then present it to the class.
is old. are old. new jacket. new skates.
Old New This bike is new.
This car is old.

Find one old thing and one new thing in

Ye Olde
Manuscript
One hand has
your classroom. got 27 bones.
Name one old thing and one new thing
in your home.

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Warm-Up
• Display photos of old and new cars from the internet. Explain that old describes something
that was used a long time ago and new describes something that is used today.
• Give each pupil two sheets of paper. Have them crumple one sheet and then smooth it back out
so it looks wrinkled and used. Have them write old in large letters on the wrinkled sheet. Have
them carefully write new in large letters on the other sheet, keeping it from becoming torn.
• Point to a photo of a car and ask: Is this old or new? Have pupils respond by holding up the
appropriate sheet of paper. Continue with each photo.

Using Page 34
13 1:53 Look, listen and repeat.

INVOLVE
Explain the lesson objective – pupils will classify and talk about old and new objects. They
will also make an ‘Old and ‘New’ poster.
• Read the directions aloud. Play audio track 1:53 and have pupils point to each picture in their
books. Play the audio again while pupils listen and repeat.
14 1:54 Look, listen and read. What things are new?
• Point to each object and say its name: bike, jacket, skates. Have pupils look at the pictures and
repeat after you.
• Read the directions aloud. Play audio track 1:54 and have pupils point to each object and
read along silently.
Check for comprehension. Repeat the sentences in random order and have pupils point to
MONITOR the correct object. Review answers with the class. (Answers: The bike, the jacket and the skates
are new.)
ASSIST
Replay the audio as needed. Pause after each sentence to enable pupils to point to each object
in their books.

Have pupils describe how the old and new items are both alike and
different.

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 st
21 Critical Thinking OBJECTIVES
To classify and talk
• Help pupils to identify and name an old object and a new object in the about objects as new
and old
classroom. For example: This book is old. These are new computers.
To make a ‘new’ and
• Have pupils answer the second question for homework and to be prepared to ‘old’ poster
tell everyone in the next lesson.

Using Page 35 Content Words

cars, glasses, jacket,
15 Write old or new. Match. keys, new, phone, old,
skates
• Read the directions aloud. Explain that pupils must label each image old or
new and then match each image with its opposite. 21st Century Skills
• Do the first item together as a class and then have pupils complete the activity Critical Thinking
independently.
Review the answers as a class. (Answers: 1. old, d, new, 2 new, c, old, 3 new, a, old Materials
MONITOR
Photos of old and new
4 old, b, new) cars from the internet
16 Old magazines,
Look at 15. Play the game. catalogues or
• Read the directions aloud. Then read the dialogue aloud while pupils follow newspapers
in their books. A3 paper, glue, scissors
crayons or marker pens
• Model one or two more dialogues. For example: This bath is old. (Number 4) Audio tracks 1:53–54
These are old boots. (c) Interactive activities
(eText)
• Have pupils complete the activity in pairs. Video (eText)
MONITOR
Walk around while pupils are playing the game. Ask pairs to model their Digital activities:
dialogues for the rest of the class. MyEnglishLab

ASSIST
Pair up weaker language learners with stronger language learners to facilitate
participation. Page 27
Answers on page T151
17 Make a New and Old poster. Then present it to the class.
• Read the directions aloud. Have pupils look at the example of a ‘New’ and
‘Old’ poster in their book. Read the boy’s speech bubble aloud while they
follow in their books. Model or elicit one or two other sentences which the
boy could say about his poster. For example: This is an old phone. This is a new
car.
• Have pupils make their own posters independently, in pairs or in small
groups. They may draw pictures or cut out pictures from old magazines,
catalogues or newspapers. They should label their posters as well, following
the example.
MONITOR
Have pupils present their posters to the rest of the class. Listen for correct
pronunciation, appropriate intonation and correct use of language.
ASSIST
While pupils are making their posters, ask them to read one or two sentences
aloud to you (or a partner) as practice before doing the class presentation.
TEACHING TIP
• Assign Activity Book page 27 and direct pupils to digital activities. Antonyms
Explain to pupils that
Application and Practice Activity some words have
opposite meanings.
• Divide a bulletin board into two sections. Title one section Old Things and the That means they are as
other New Things. different as possible.
• Have pupils look through magazines, catalogues or newspapers and cut out Provide common
pictures. Have them attach their pictures to the appropriate side of the bulletin examples such as hot
and cold, up and down,
board. over and under, short
• Once the bulletin board is complete, point to each item and ask: What’s this? and tall, fast and slow.
Provide concrete
• Move any pictures that were incorrectly sorted. examples to illustrate
• Have pupils view the Unit 3 video segment. Use the Video Guide. pairs of opposites.
Have pupils look for
the two opposites on
the page (old and new).

Unit 3 T35

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 Content Connection Social Science
1:53

13 Look, listen and repeat.

1 old 2 new
1:54

14 Look, listen and read. What things are new?

1 These things are old. 2 These things are new.
This bike
This is an
is new.
old bike.

This jacket These skates This is a These are

is old. are old. new jacket. new skates.

Find one old thing and one new thing in

your classroom.
Name one old thing and one new thing
in your home.

34 Unit 3

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 15 Write old or new. Match.
1 2 3 4

a b c d

16 Look at 15. Play the game.

This phone is old.

Number 1.
These cars are new.
Number 3.

PROJECT
17 Make a New and Old poster. Then present it to the class.
Old New This bike is new.
This car is old.

Ye Olde
Manuscript
One hand has
got 27 bones.

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 Values Be tidy.
1:55

18 Listen and write. Then say. sink toy box

washing machine

1 I put my toys in the .

2 I put my dirty dishes in the .

3 I put my dirty clothes in the

.

19 How do you keep your home tidy?

Act it out. Then guess.

You put your clothes

in the cupboard.

Is it good to be tidy at home? Why?

Is it good to be tidy in class? Why?

36 Unit 3 values

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 Warm-Up OBJECTIVES
To learn the value of
• Review with pupils your classroom rules for keeping the room tidy. List the being tidy
rules on the board.
To relate content to
• Explain that these rules help keep the classroom orderly so that teachers and pupils’ own lives
pupils can find what they need.

Using Page 36 Key vocabulary

sink, toy box, washing
18 1:55 Listen and write. Then say. machine

INVOLVE
Explain the lesson objective – pupils will discuss different ways to keep their
homes (and classroom) tidy. 21st Century Skills
Critical Thinking
• Have pupils echo-read the words in the box at the top of the page. Have pupils
point to the picture that shows each item as you read each word. Materials
• Read the directions aloud. Play audio track 1:55 and have pupils follow along Cleaning supplies
needed for the game
silently.
Audio tracks 1:55–56
• Have pupils complete the sentences independently. Audioscript, page T141
• Replay the audio and have pupils repeat each item. Digital activities:
MyEnglishLab
MONITOR Review answers as a class. (Answers: 1 toy box, 2 sink, 3 washing machine)
ASSIST
Replay the audio as needed. Help pupils connect the picture and answer
choices by asking questions about the details in the pictures. Page 28
Audioscript on page
19 How do you keep your home tidy? Act it out. Then guess. T141
Answers on page T151
• Review with pupils the three ways the people in Activity 18 work to keep their
homes tidy. Discuss with pupils ways in which they keep their homes tidy.
Prompt them to finish the sentence frames: I put my ... in the … .
• Have pairs of pupils take turns acting out ways they keep their home tidy
while their partner guesses what they are doing.
MONITOR
Listen to pupils’ guesses for proper pronunciation, appropriate intonation and
correct use of vocabulary.
CHALLENGE
Ask pupils who does what in their homes. Who does the cooking, the washing
and the cleaning? Do they have assigned chores? What do they do?
st
21 Critical Thinking
• Discuss these questions as a class and encourage pupils to respond based on
what they have learnt on this page and their own prior experiences. They may
use their own language to give reasons; help them to repeat their ideas in simple
sentences in English. For example: Yes. It’s good to be tidy at home because you can
find everything easily. It’s good to be tidy in the classroom because it makes learning TEACHING TIP
easier. Tidy-Up Chart
• Assign Activity Book page 28 and direct pupils to digital activities. Make a chart with a
pocket beside each
pupil’s name. On
Application and Practice Activity index cards, write the
daily tidying up tasks
• Lead pupils in a game of Follow the Leader around the classroom, cleaning in that need to be done
designated areas. (See Game Bank, page T136, for details.) For example, lead in your classroom. Put
them to the classroom library and shelve one book. Say: I put a book on the shelf. a card in each pupil’s
Each follower puts a book away and repeats the sentence. pocket. Allow about
three minutes at the
• Continue around the classroom, doing other classroom chores. end of each day for
pupils to perform
their assigned tasks.
As needed, help
them read the task
and demonstrate for
them what needs
to be done. Once a
week, move the cards
so that pupils’ tasks
change.

Unit 3 T36

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 OBJECTIVES Warm-Up
To identify and say the
letters and sound oo • Draw a simple picture of a moon on one side of the board and a book on the other.
individually and as part Point to and say aloud each word, drawing pupils’ attention to the different oo
of words sound in the middle of each word. Underline the oo sound in both words.
• Write some oo words on index cards (write a separate word on each card). For
example, write: zoo, room, boot, food, cool, foot, look, cook, good. Mix them up
Materials and put them in a hat or something similar. Ask a volunteer to come up, close
Index cards their eyes and pick out a card. Read aloud the card to the class and have pupils
A4 paper, coloured
pencils or marker pens say whether the word has an oo sound like moon or book. Stick the card on the
Audio tracks 1:57–60 correct side of the board. Continue until all the cards are stuck on the board.
Game, (eText)
Digital activities: Using Page 37
MyEnglishLab
20 1:57 Listen, look and repeat.
Page 29 INVOLVE
Explain the lesson objective – pupils will identify and name the letters and
Answers on page T151 sounds for oo individually and as part of words.
• Read the directions aloud. Play audio track 1:57 and have pupils listen and
point to each sound as it is said. Have pupils repeat.
MONITOR
As pupils repeat, check they are pointing to the correct sound and listen for
correct pronunciation.
21 1:58 Listen and find. Then say.

• Read the directions aloud. Play audio track 1:58 and have pupils listen, find
and point to each word and its corresponding picture as it is said. Have pupils
repeat each word.
ASSIST
Replay the audio as needed. Pupils can also check that they are pointing to the
correct word and saying it properly with a partner.
22 1:59 Listen and blend the sounds.
• Read the directions aloud. Play audio track 1:59 and have pupils listen and
point to each item as it is sounded out and blended on the audio. Have them
repeat after each item.
• Replay the audio and have pupils repeat the activity.
MONITOR
As pupils repeat, check they are pointing to the correct word and listen for
correct pronunciation and appropriate intonation.
23 1:60 Underline oo and oo. Then listen and chant.

• Read the directions aloud. Read the chant aloud while pupils follow in their
books. Find the first word with oo together (look) and have pupils underline
it. Do the same for the first word with oo (good). Then have pupils continue
finding and underlining the other words with oo and oo independently.
• Play audio track 1:60 and have pupils listen. Replay several times and
encourage them to join in.
TEACHING TIP As pupils repeat the chant, listen for proper pronunciation, appropriate
Pronunciation MONITOR intonation and the correct use of language. Check the answers as a class.
Explain to pupils that (Answers: look, cook, book, food, good, cool)
the letters oo make
two different sounds in • Assign Activity Book page 29 and direct pupils to digital activities.
English. Demonstrate
how to make the first
oo (moon) sound by Application and Practice Activity
rounding your lips and • Write a list of oo words on the board. Then have pupils fold a piece of A4 paper
pushing them forward in half (landscape). Have them to draw a large circle in each half and to write
(almost as if you are
whistling). Demonstrate the heading oo (moon) at the top of one circle and oo (book) at the top of the
how to make the other.
second oo (book) • Have pupils copy the oo words from the board into the correct circle. They can
sound by rounding
your lips less and also illustrate the words with simple drawings.
relaxing them a bit. • Have pupils play Unit 3, Game 1 on the eText.

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 oo Phonics
1:57

20 Listen, look and repeat.

1 oo 2 oo
1:58

21 Listen and find. Then say.

moon zoo

book foot
1:59

22 Listen and blend the sounds.

1 r-oo-m room 2 l-oo-k look
3 f-oo-d food 4 c-oo-k cook
5 c-oo-l cool 6 g-oo-d good
1:60

23 Underline oo and oo. Then listen and chant.

Look in my cook book.

The food is good!
The food is cool!

phonics (oo) Unit 3 37

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 Review

24 Look and choose a room. Draw a line.

keys phone football

glasses skates hat

25 Look at 24. Ask and answer.

Where are the keys?

They’re on the table

in front of the bed.

38 Unit 3 review

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 Warm-Up OUTCOMES
Pupils can tell the
• Play I Spy using objects in the classroom. (See Game Bank, page T136, for location of objects
details.) Have Player 1 choose a known classroom object and describe the object
by telling where it is located. Model: I spy something that’s on my desk. It’s between
the scissors and the books. A pupil answers: It’s the computer!
Materials
• The pupil who correctly guesses the object is the next player to give clues. Index cards
Digital activities:
Using Page 38 MyEnglishLab

24 Look and choose a room. Draw a line.

Page 30
INVOLVE Explain the lesson objective – pupils will review key vocabulary. Answers on page T151
• Have pupils choral-read the names of the six objects pictured on the page.
• Review the directions and have pupils draw a line from an object to a different
room. Instruct them to draw the line to a particular place in the room; for
example, on a piece of furniture, next to something, or between two things.
MONITOR
Ask questions to check for understanding. For example, ask: Where’s the hat?
Where are the skates?
• Review the names of the different rooms with pupils. Ask them which items in
Activity 24 can usually be found in their house.
25 Look at 24. Ask and answer.
• Read the dialogue in the speech bubbles aloud. Then have volunteers take
turns reading it.
• Read the directions aloud. Instruct pairs to ask questions about each other’s
rooms in Activity 24.
MONITOR
Listen for correct vocabulary and question intonation. Pay special attention to
the correct use of prepositions of location.
Provide sentence stems for pupils to follow: Where are the … ? They’re … .
ASSIST Where’s the … ? Remind pupils that It’s is for one object and They’re for more
than one object.
• Assign Activity Book page 30 and direct pupils to digital activities.

Application and Practice Activity

TEACHING TIP
• Make a set of word cards and a matching set of flashcards for the words keys,
Word Wall
phone, football, glasses, skates, hat, bedroom, bathroom, living room and kitchen.
Designate a bulletin
• Set pupils in pairs. Demonstrate how to shuffle and lay out all the cards face board or section of a
down in rows. Explain that the object of the game is to find as many pairs as wall as a ‘Word Wall’.
possible by matching each picture to its word. As pupils learn new
words, write them on
• Model by turning over two cards. Read the word aloud and name the picture. If cards large enough to
the cards match, keep the pair. If they do not match, turn the cards back over. be read from across
Explain that when pupils find a match, they can take another turn. If the cards the room. Post the
do not match, their turn ends. Play continues until all cards are matched. The cards on the wall at
pupils’ eye level. You
winner is the player with the most pairs at the end of the game. may post them by
categories such as
Rooms or Household
Objects or you may
post them
alphabetically. You may
wish to include a
section for high-
frequency words as
well. Allow pupils to
use the wall as
necessary. Review
words from time to
time and add to or
change them
throughout the year.

Unit 3 T38

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 OUTCOMES Warm-Up
Pupils can name
household objects • Using the flashcards, have pupils play Beat the Clock. To play, set a timer for one
minute. Have each pupil take a turn naming the pictured room or furniture
Pupils can classify things
as old or new before the timer goes off. As pupils can name the objects more quickly, set the
Pupils can say where
timer for less and less time.
things are
Using Page 39
26 Look and write. Use old or new.
21st Century Skills
Self-Direction INVOLVE
Explain the lesson objective – pupils will review the language they learnt in
this unit and assess their progress so far.
Materials • Read the directions aloud and have pupils complete the sentences.
Flashcards 18–28
Timer MONITOR
Review answers as a class. (Answers: 1 cooker, new, 2 dressing table, old,
Props for skits such as
3 new lamp, 4 new fridge, 5 baths, old, 6 new chairs)
Maths book and glasses
ASSIST
Provide two answer choices for each picture on the board and allow pupils to
Game (eText) choose one answer to copy.
Digital activities:
MyEnglishLab 27 Write.
• Review the words in the box by reading them aloud.
Page 31 • Have pupils work independently to complete the activity.
Answers on page T151
Write the answers on the board and have pupils check their work. (Answers:
MONITOR 1 where’s, 2 in, 3 on, 4 are, 5 glasses, 6 Tina’s) Walk around checking that pupils
use apostrophes correctly.

I Can
st
• 21 Self-Direction This section asks pupils to assess their own learning and
reflect on their progress. Read the statements aloud. Explain that pupils should
tick the boxes if they can do the activities. Help pupils appreciate their progress.
Say: The I Can statements point out what you have learnt in this unit.
• Assign Activity Book page 31 and direct pupils to digital activities.

Application and Practice Activity

• Working in pairs, assign pupils the roles of James and Kate. Instruct pupils to
practise the dialogue and present it to the class. Allow pupils to make or use any
necessary props.
• After pupils have practised the original dialogue a couple of times, have them
brainstorm more things each character might say. Encourage pupils to extend
the dialogue and practise it with their partner.
• Have each pair present their dialogues to the class.
• Have pupils play Unit 3, Game 2 on the eText.
TEACHING TIP
Completing Cloze
Sentences
Instruct pupils to first
read the whole
sentence through. Then
have them reread the
sentence inserting
answer choices in the
gap or gaps. Tell them
to see which word
makes sense. Explain
to pupils that they may
have to try more than
one answer to find the
one that makes the
most sense.

T39 Unit 3

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 Review

26 Look and write. Use old or new. baths

chairs
cooker
dressing table
fridge
lamp

1 This 2 This 3 This is a

is . is . .

4 This is a 5 These 6 These are

. are . .

27 Write. are glasses in on Tina’s where’s

James: Kate, 1 my Maths book?

Kate: It’s 2 the dining room 3
the table.
James: Thanks. Hey, 4
those your 5 ?
Kate: No, they’re 6
glasses.

I Can say where things are.

talk about possessions.
talk about new and old objects.

review/self-assessment Unit 3 39

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 Checkpoint Units 1–3
Do I Know It?

1 Think about it. Look and circle. Practise.

I know this. I don’t know this.
1 p. 4 2 p. 17

3 p. 28 4 p. 28

5 What’s he doing? He’s reading a book. p. 8

6 How many computers are there?

There’s one computer./There are three computers. p. 9

7 What do they like doing? They like flying kites. p. 20

8 Where’s the table? It’s in the kitchen. p. 32

40 Checkpoint Units 1–3

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 Warm-Up OBJECTIVES
To self-assess comfort
• Have pupils play I Spy to review key vocabulary from Units 1–3. (See Game with target skills and
Bank, page T136, for details.) Model: I spy something white. Is it the computer? No. key language for Units
Is it the poster? No. Is it the cupboard? Yes! 1–3

Using Page 40
21st Century Skills
1 Think about it. Look and circle. Practise. Self-Direction
Explain the Do I Know It? objective – pupils will say how well they can use
INVOLVE Materials
what they have learnt in Units 1-3.
Coloured pencils
• Read the directions aloud. Have pupils point to the face icons at the top of the Classroom objects
page as you read the descriptions aloud. Then have pupils repeat after you, (book, crayon, pencil
etc.)
using intonation and facial expressions to mime the meanings.
Index cards
• Have pupils use a coloured pencil or marker pen to complete the exercise. Audio tracks 1:12–31
(They will then choose a different colour when they review this exercise at the For more information
end of the Checkpoint.) about using Checkpoints
see Introduction, page x
Follow the suggestions below to review the key language in the unit. Check to
see how well pupils are able to use the language. Remind pupils that they will
MONITOR be asked to assess their own abilities. You may wish to review all the language
in the checklist first and then have pupils complete it or have pupils mark the
checklist as each page is reviewed.
ASSIST
Encourage pupils to turn to the page references when they need additional
support to refresh their memories.
Classroom activities (page 4)
Have pupils play Charades. (See Game Bank, page T136, for details.) Invite
them to take turns acting out the classroom activities on page 4. Then say:
Circle the face that tells if you know classroom activities.
Outdoor activities (page 16)
Have pupils mime the outdoor activities on page 16. Then say: Circle the face
that tells if you can name outdoor activities.
Things at home (page 28)
Give each pupil six index cards. Have half of the class write the names of the
items on page 28 and have the other half draw the items. Then have partners
work together to match the words with the pictures. After pupils complete the
activity, say: Circle the face that tells if you can name these things.
What’s he/she doing? (page 8)
Write these words on the board: listening, cutting, gluing, writing. Have a
volunteer pretend to do one of these activities. Ask: What’s he doing?
What’s she doing?
How many? There’s/There are … (page 9)
Play audio track 1:12. Then have pupils set up groups of classroom objects and
ask how many there are. Model: How many books are there? There’s one book.
How many marker pens are there? There are three marker pens.
What do they like doing? (page 20) TEACHING TIP
st
Play audio track 1:31. Have partners repeat the dialogues. Then have them ask 21 Self-Direction
and answer questions about classmates. Model: What does he love doing? He Remind pupils that
loves riding his bike. What do they like doing? They like ice skating. there are no right or
Where’s/Where are … ? It’s/They’re … . (page 32) wrong answers on this
page. Emphasise the
Hide one or two classroom objects and then give pupils clues by answering fact that they should
questions. Model: Where are the pencils? They’re under a book. Where’s the book? circle the face that
It’s on the table. shows how they feel
about each skill. Say:
This page will help us
find out what you know
well and what you
should study more.

Checkpoint Units 1–3 T40

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14:49
 OBJECTIVES Warm-Up
To complete a dialogue
• Write the words between, on and under on the board. Play Simon Says with
To ask and answer pupils. (See Game Bank, page TXX, for details.) Give each pupil one sheet of
questions using the
target language paper, two paper clips and three crayons. Use the words on the board in the
To describe how many
directions. Model: Simon says put the paper clips between the crayons. Simon says
things there are in a put the crayons under the paper. Put the paper clips on the paper.
picture
• Allow pupils to take turns leading the game. Remind leaders to use the words
on the board in their directions.

21st Century Skills

Critical Thinking
Using Page 41
2 1:62 Get ready.
Materials
Paper, paper clips and Explain the I Can Do It! objective – pupils will put together what they learnt in
crayons INVOLVE Units 1–3. They will complete a dialogue and then ask and answer questions
Audio track 1:62 about a picture.
Audioscript, page T141
• Part A: Read the directions aloud. Have pupils preview the picture. Ask: What
do you see in this picture? (Answers include pupils, teacher, chairs, marker pens,
football, skates, desks)
• Invite volunteers to read the words in the box aloud. Ask them to tell or show
what each word means. Then read the names in the dialogue aloud. Invite
volunteers to read the dialogue aloud, saying ‘blank’ for each missing word.
• Play audio track 1:62 and have pupils listen and write the words they hear in
the gaps.
MONITOR
Have pupils read the sentences they completed aloud to make sure that they
completed them correctly. (Answers: 1 on, 2 under, 3 between)
st
• 21 Critical Thinking Have pupils identify the names of the pupils in the
illustration. Point out that there are three girls pictured but only two of the
girls are named.
• Part B: Read the directions aloud. Ask volunteers to read the text in the
speech bubbles aloud. Then have partners ask and answer questions about the
picture in Part A. Model asking and answering questions: What’s he doing? He’s
writing.
MONITOR
As pupils ask and answer questions, listen for proper pronunciation,
appropriate intonation and correct use of language.

Have pupils write down four questions about what the children in
the picture are doing. Then have them write answers. Suggest that
pupils assign each child in the picture a name.

• Part C: Read the directions aloud. Have pupils complete the activity together
as a class.
Check to make sure pupils use the correct language and number for their
TEACHING TIP MONITOR answers. (Answers: 1 There’s one football., 2 There are six chairs., 3 There’s one
Punctuation teacher.)
Remind pupils that end
punctuation marks
affect how we say
sentences. Have pupils
underline each full stop
in the dialogue. Then
have them circle each
question mark and
draw a box around
each exclamation mark.
Then replay audio track
1:62. Discuss how these
punctuation marks
affect the way people
talk.

T41 Checkpoint Units 1–3

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M03_
 I Can Do It!
1:62

2 Get ready.
1
A Look, listen and write.

between on under 2

Miss Davis: What do you like doing in the playground? 5

Adam: I like playing 1_____________ the swings.
Beth: Katy and I like playing football.
Katy: And I like skating! 6
Miss Davis: OK. Where’s the football?
Beth: It’s 2_____________ the chair.
Miss Davis:
Adam:
And where are Katy’s skates?
They’re 3_____________ the two chairs.
7
Miss Davis: OK. Let’s go outside!
B Look at A and point. Ask and answer with a partner.
8
What’s she doing? She’s colouring a picture.

C Look at A. Point and say how many. Use There’s or

9
There are.
chairs football teacher

Checkpoint Units 1–3 41

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 Checkpoint Units 1–3
Do I Know It?
3 Get set.
Cut out the cards on page 139.
Now you’re ready to Go!
1:63

4 Go!
A Look at the cards and write. Listen and check.

are colouring on reading they’re under

1 In pictures 1 and 2, they’re a picture.

2 In pictures 3 and 4, playing football.
3 In pictures 1 and 3, they’re a book.
4 In pictures 2 and 4, there’s a basketball
the table.
5 In pictures 1, 2, 3 and 4, there keys
the table.

B Point to a card. Ask and answer with a partner.

What do they like doing?

They like playing football.

Where are the keys?

They’re on the table.

42 Checkpoint Units 1–3

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 Warm-Up OBJECTIVES
To match descriptions
• Have pupils preview the cutouts on page 139. Say: You will hear about these and pictures
pictures. Have volunteers name things and activities shown on the cards. Write
the words on the board.
• Ask: What things do you see in more than one card? (Answers include basketball,
keys, pupils, football, colouring, books) Materials
Cutouts on page 139
• Suggest that pupils give the people on the cards names. They can use the names Scissors
when they talk about the pictures. Index cards
Audio track 1:63
Using Page 42 Audioscript, page T141

3 Get set.
INVOLVE
Explain the I Can Do It! objective – pupils will complete descriptions of
pictures. Then they will ask and answer questions about the pictures.
• Read the directions aloud and have them cut out the cards on page 139.
4 1:63 Go!
• Part A: Read the directions aloud. Ask volunteers to read the words in the box
and then the dialogue aloud saying ‘blank’ for each missing word.
• Complete the first item as a class. Have pupils look at Pictures 1 and 2. Ask:
What do you see in both of these pictures? (a pupil colouring)
• Play audio track 1:63 and have pupils listen and write the words they hear in
the gaps.
Have pupils read the completed sentences aloud to make sure that they
MONITOR completed them correctly. (Answers: 1. colouring, 2. they’re, 3. reading, 4. under,
5. are, on)
ASSIST
Replay audio track 1:63, pausing after each sentence. Point to the people or
objects named and then have pupils repeat the sentence.
Ask pupils to name the clues they used to fill in each gap. Model: In Sentence
CHALLENGE 2, the missing word names a person or people because that information isn’t in the
sentence.

Invite pupils to tell stories about the people shown in the cards.
Suggest that they choose one picture and tell what happens next.
Pupils can draw additional cards to illustrate their stories and then
share their cards with the class.

• Part B: Read the directions aloud. Invite volunteers to read the text in the
speech bubbles aloud.
MONITOR
As pupils ask and answer questions, listen for proper pronunciation,
appropriate intonation and correct use of language.
Have pairs of pupils write down questions and answers about the pictures on
CHALLENGE
separate index cards. Then have them mix up their cards and exchange the
card sets with another pair. Challenge pupils to find the matching questions TEACHING TIP
and answers. Compare and
Contrast
Tell pupils that they will
compare and contrast
the four cutout
pictures. Say: When
you compare two
things, you tell how
they are alike. When
you contrast two
things, you tell how
they are different. Have
pupils choose two
cards and tell how they
are alike and different.

Checkpoint Units 1–3 T42

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14:49
 OBJECTIVES Warm-Up
To write and draw a
journal entry • Point out that people take photos to help them remember events. Say: When
you look at photos, you remember what that day was like. Explain that writing
To reassess comfort with
target skills and key a journal can do the same thing. Say: You can write about yourself in a journal.
language for Units 1–3 Then you can look back at a journal entry to remember what was happening in your
life at the time you wrote the entry.

21st Century Skills Using Page 43

Self-Direction
5 Write or draw.
Materials
Explain the lesson objectives – pupils will write and draw about themselves.
Coloured pencils, marker
pens or crayons INVOLVE Then they will look back at Units 1–3 again and think about how well they
Game (eText) can use what they have learnt.
Digital activities: • Read the directions and journal title aloud. Invite volunteers to read the
MyEnglishLab
questions aloud.
• Then have pupils write and/or draw to complete All About Me. Provide
Pages 32–33 additional paper as needed.
Answers on page TXX
• Invite pupils to share their journal entries.
MONITOR Check pupils’ writing for correct use of language.
CHALLENGE
Encourage pupils to write complete sentences when they answer each journal
question.
6 Think about it.
• Part A: Read the directions aloud.
st
• 21 Self-Direction Have pupils turn to the ‘Look and circle’ exercise on page
40 and think about each of the categories again. Remind pupils to take their
time to think about each category carefully. Suggest that they look at the
reference pages listed as they review their skills.
• Suggest that pupils use a different coloured marker pen or pencil when they
revisit the checklist on page 40. This will help them see both sets of circles.
• Pupils may want to circle the same face icon when they revisit the exercise.
Model drawing the second circle outside the first so that both colours are
visible, rather than covering up the first circle with the second colour.
• Part B: Read the directions aloud. Say: You will tick one box. Pupils can use
the ‘Look and circle’ exercise on page 40 to help them choose a response.
If they circled seven or eight smiling faces, they can start the next unit
with confidence. If they circled fewer than seven smiling faces, they should
probably tick one of the other choices.
7 Rate this Checkpoint. Colour the stars.
TEACHING TIP • Write easy and hard on the board. Say: Something is easy if you can do it without
Using Checkpoint any problems. It’s hard if you have trouble doing it. Give pupils examples of easy
Evaluations and hard activities: It’s easy to raise your hand. It’s hard to touch the top of a door.
Pupil evaluations of the • Write fun and not fun on the board. Say: Something is fun if you really enjoy
Checkpoint (easy/hard, doing it. Ask pupils to mime things that are fun to do.
fun/not fun) can give
you insight into pupils’ • Read the directions aloud. Point out that they will colour two stars. Say: First,
reactions to classroom you will say if the Checkpoint was easy or hard. Then you will say if it was fun or
activities. Review their not fun.
answers to help you
engage and motivate • Have pupils play the Checkpoint Game on the eText.
them as they continue • Assign Activity Book pages 32–33 and direct pupils to digital activities.
to review Units 1–3 and
move on to the next
units. Consider whether
pupils require additional
assistance, deeper
challenges or more
inspiring activities.

T43 Checkpoint Units 1–3

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M03_
 I Can Do It!
5 Write or draw.
1
All About Me
What do you like doing in Where do you
2
your classroom? like reading?

3
What do you like doing in Where are your toys?
the playground?
4

5
Do I Know It Now?

6 Think about it.

6
A Go to page 40. Look and circle again.
B Tick (✔).
7
I can start the next unit.
I can ask my teacher for help and then
start the next unit. 8
I can practise and then start the
next unit.

7 Rate this Checkpoint. Colour the stars.

9

easy hard fun not fun

Checkpoint Units 1–3 43

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