M01 Poptropica TB2 Global British English for Argentina 91686 · Writing • Can do simple sums and...

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1 NatureUnit overviewUnit objective

• I can talk about nature

Language

Target vocabulary

Nature: animal, birds, clouds, flowers, insects, mushrooms, pond, rock, sun, trees

Target structures

There is a blue pond. / There’s a blue pond.

There are pink insects.

How many ponds are there?

FeaturesPhonics : /i /ː Values: Respecting small animals and plants

Cross-curricular: Maths: sums and number puzzles

Skills

Reading • Can understand a simple story • Can understand details of a story • Can do simple sums and number puzzles

Writing

• Can do simple sums and number puzzles • Can complete simple sentences using numbers and colours (Activity Book) • Can copy simple nature words (Activity Book) • Can write simple answers (Activity Book) • Can complete simple sentences about playing safe, nature and my favourite

place (Activity Book)

Listening • Can identify common nature words • Can understand a simple story

Speaking

• Can ask and answer about how many there are • Can ask and answer using Is there a…? / Are there any…? and Where is he/

are they? • Can role play a story • Can talk about playing outside and playing safe • Can pronounce words that include /iː/

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1 NatureWorksheet 1Name: Class:

1 Find and count. Then write.

1 ten rocks

2 insects

3 flowers

4 birds

5 mushrooms

6 clouds

2 Draw and colour your planet.

3 Now write.

This is .

There are .

There are .

There’s a !

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Sample

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Respecting small animals and plants

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Maths: sums and number puzzles

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Maths: sums and number puzzles

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Sample

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Can understand a simple story

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Can understand a simple story Can understand details of a story

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Can understand details of a story Can do simple sums and number puzzles

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Can do simple sums and number puzzles

• Sample

• Can do simple sums and number puzzles Sample

Can do simple sums and number puzzles • Sam

ple

• Can complete simple sentences using numbers and colours (Activity Book) Sample

Can complete simple sentences using numbers and colours (Activity Book) • Sam

ple

• Can copy simple nature words (Activity Book) Sample

Can copy simple nature words (Activity Book) • Sam

ple

• Can write simple answers (Activity Book) Sample

Can write simple answers (Activity Book) Can complete simple sentences about playing safe, nature and my favourite Sam

ple

Can complete simple sentences about playing safe, nature and my favourite

unit

unit

unit There is a blue pond. / There’s a blue pond.

unit There is a blue pond. / There’s a blue pond.

Respecting small animals and plants unit


1

30

2 Listen and find. What’s missing?

• Focus on the scene. Ask questions about it, e.g. Who’s this? Where are they? Also use the picture to consolidate any other vocabulary, such as colours. Call out the nature words and have pupils find and point.

• Tell pupils (in L1) that they are going to hear an audio describing what they can see in the main scene but that one vocabulary item won’t be mentioned.

• Play the audio and ask pupils to listen first.

CD1, Track 10 Park Keeper: Hello! Welcome to the park.

There are a lot of things to see. Look! There’s a pond here and there’s a big rock.

PROD 2: There are insects! Katy: Ooh, yes. Kim: And there are blue birds. Look! PROD 1: The flowers are beautiful. Mmm… Kim: Ooh, the sun is hot. I like the park.

• Play the audio again. Pupils listen to the dialogue and circle the pictures when they hear the related words.

• They then identify which item is missing.

ANSWER KEY animal

3 Listen and number.

• Ask pupils to look at the small pictures. • Play the audio. Ask pupils to listen and point to the

pictures.

CD1, Track 11 1 There’s a brown rock. 2 Look! Four pink insects, one, two, three, four. 3 Look, two birds. They’re blue! 4 The sun is yellow. Ooh, it’s hot! 5 The pond is blue. 6 The animal is funny. It’s got seven legs. 7 I can see five yellow flowers. One, two, three,

four, five!

• Play the audio again. Ask pupils to find the items and number them.

ANSWER KEY a 2 b 5 c 1 d 3 e 7 f 4 g 6

Listen and find. What’s missing? Listen and find. What’s missing? Listen and find. What’s missing? Listen and find. What’s missing? Listen and find. What’s missing? Listen and find. What’s missing?

Listen and number. Listen and number.

Lesson 1 PB page 6

Learning objective Can identify some common nature words

Target language animal, birds, flowers, insects, pond, rock, sun

Receptive language Welcome to the park. I like the park.

Warm-up

• Play the numbers chant from the Welcome unit (CD1:09) to revise numbers 1–50. Listen first then play the audio again and chant together.

• When pupils are confident, divide pupils into two groups and ask each group to chant a section in turn, with everyone joining in with the clapping.

Learning adventure

1 What do you know?

• Look at the main scene. Ask, What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re learning to talk about nature .

• If using books, close them. Ask pupils what English words they know for nature, e.g. tree, flower . Write them on the board.

• Introduce pupils to the learning adventure poster. Use this poster with pupils to help them indicate how confident they feel about the lesson objectives to show you who may need more help. See page 7 in the Introduction for how to use this with your classes.

• Refer to the learning adventure poster and say, Great! You are already moving along your learning adventure!

Presentation

• Present the new vocabulary with Flashcards 1–7. Show the flashcards in turn, say the words and pupils repeat. Stick the flashcards on the board as you say each word.

• To teach animals , draw a few simple line drawings of animals on the board.

• Ask pupils to look outside the classroom for things they can see in nature. They point and say what they are. If conditions permit, take pupils outside to do this activity.

M01 Poptropica TB2 Global British English for Argentina 91686.indd 30 24/04/2017 11:26

Sample

Play the audio again. Pupils listen to the dialogue and

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Play the audio again. Pupils listen to the dialogue and circle the pictures when they hear the related words.

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circle the pictures when they hear the related words. •

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• They then identify which item is missing.

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They then identify which item is missing.

ANSWER KEY

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ANSWER KEY animal

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animal

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Sample

Sample

Sample

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. Write

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. Write

Introduce pupils to the learning adventure poster.

Sample

Introduce pupils to the learning adventure poster. Use this poster with pupils to help them indicate how

Sample

Use this poster with pupils to help them indicate how confident they feel about the lesson objectives to

Sample

confident they feel about the lesson objectives to show you who may need more help. See page 7 in the

Sample

show you who may need more help. See page 7 in the

Sample

Introduction for how to use this with your classes.

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Introduction for how to use this with your classes. Refer to the learning adventure poster and say,

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Refer to the learning adventure poster and say, Great!

Sample

Great!

You are already moving along your learning adventure!

Sample


Sample

Present the new vocabulary with Flashcards 1–7. Sample

Present the new vocabulary with Flashcards 1–7. Show the flashcards in turn, say the words and pupils

Sample

Show the flashcards in turn, say the words and pupils

unit

there’s a big rock.

unit

there’s a big rock. There are insects!

unit There are insects!

Ooh, yes.

unit Ooh, yes.

And there are blue birds. Look!

unit And there are blue birds. Look!

The flowers are beautiful. Mmm…

unit The flowers are beautiful. Mmm…

Ooh, the sun is hot. I like the park.

unit Ooh, the sun is hot. I like the park.

unit

Play the audio again. Pupils listen to the dialogue and unit

Play the audio again. Pupils listen to the dialogue and circle the pictures when they hear the related words. un

itcircle the pictures when they hear the related words. They then identify which item is missing. un

itThey then identify which item is missing.

1

31Materials Poster, a picture of something from nature Flashcards 1–7

Lesson 1 Can identify some common nature words

Nature1 NatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNatureNature

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1 What do you know?

2

1:10 Listen and find. What’s missing?

3

1:11 Listen and number. 4

1:12 Listen and say.

insects

pond

rock

birds

sun

animal

a

e

b

f

c

g

d

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AB page 4

1 Match.

• Pupils draw lines to join the words to the pictures.

• Ask individual pupils to show their work and check the answers.

2 Now colour.

• Ask pupils to colour the picture as they choose.

• When they have finished, they show their pictures to the class. Encourage stronger pupils to describe the picture, e.g. (Red) (flowers) .

Learning adventure

Ask pupils, How many nature words do you know now? Give pupils a minute to

tell their partner the new words they know.

• Ask pupils, Where are you on your learning adventure now? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Before the end of the lesson, show pupils a picture of something from

nature and ask them to tell you what it is.

Show homework

• Invite pupils to play the Poptropica English Island Adventure Game. Show them various activities they could do as homework.

4 Listen and say.

• Play the audio and ask pupils to listen first.

CD1, Track 12 flowers insects animal pond rock birds sun

• Focus on the labels next to each picture. Read them to the class one by one. Pupils find the words as they hear them and repeat them.

• Play the audio again. Pupils listen, point to the pictures and repeat the words. Pupils then continue in pairs.

Game

• Choose one of the new words and whisper it to the pupil next to you. They whisper it to another pupil. They go on passing the secret word around the class. The last pupil goes to the board and draws the secret word. Compare how close it is to the original word. If necessary, write the original word on the board.

Listen and say. Listen and say. Listen and say. Listen and say. Listen and say. Listen and say.


Sample

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Can identify some common nature words

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Can identify some common nature words

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Pop quiz

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Pop quiz

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Play the audio and ask pupils to listen first.

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Play the audio and ask pupils to listen first.

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animal Sample

animal Sample

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pond Sample

pond pond Sample

pond Sample

rock Sample

rock rock Sample

rock Sample

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Focus on the labels next to each picture. Read them to the Sample

Focus on the labels next to each picture. Read them to the class one by one. Pupils find the words as they hear them and

Sample

class one by one. Pupils find the words as they hear them and

unitLearning adventure

unitLearning adventure

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unitAsk pupils,

unitAsk pupils, How many nature words do

unitHow many nature words do

you know now?

unityou know now?


unittell their partner the new words they know.

• unit

• Ask pupils, unit

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itfind easiest or most difficult to remember. Tell pupils, un

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• Ask what is different about the last sentence (there are two or more insects but only one pond).

• Help pupils create a simple rule, e.g. There is one, There are two, three, four . Write it on the board.

• Pupils look around the room and give more examples, e.g. There are twelve chairs . Write the examples on the board.

• Pupils then copy them into their notebooks.

6 Play a memory game.

• Ask two pupils to read the example sentences aloud. • Divide pupils into two teams. Pupils look at the main

illustration carefully for a minute then close their books.

• Alternating between the teams, pupils take turns to say what is in the picture. Give a point for correct sentences and each correct detail.

AB page 5

3 Listen, draw and colour.

• Explain that pupils are going to hear a description of the picture and must draw and colour it following the instructions.

• Play the audio once for pupils to listen.

CD1, Track 15 There’s a blue pond. Draw the pond and colour. There are blue birds. Colour the birds. There’s a brown rock. Colour the rock. There are pink insects. Colour the insects. There’s a purple animal. Colour the animal. There are yellow flowers. Draw the flowers and colour.

• Play the audio again, pausing after each line for pupils to complete and colour the picture.

• Play it a third time so pupils can check they have followed the instructions correctly.

ANSWER KEY a blue pond, blue birds, a brown rock, pink insects, a purple animal, yellow flowers

Listen, draw and colour. Listen, draw and colour. Listen, draw and colour. Listen, draw and colour. Listen, draw and colour.

Lesson 2 PB page 7

Learning objective Can say what there is in a picture

Target language There is a (blue pond). There’s a (blue pond). There are (pink insects).

Recycled language big, small Colours, Nature Plurals

Warm-up

• Hold up Flashcards 1–7 in turn and ask individual pupils to come and write the words on the board. Pupils say all the words.

• Revise colours and the words big and small by pointing to objects in the classroom ( door, pencil, chair, etc.) and asking, What colour is it? Is it big?

• Ask pupils to look at the main scene and find the tifftiff plant (in the pond).

Learning adventure

Look at the activities. Ask, What are we learning today? Write the lesson objective on the board or

look at it on the screen: We’re learning to say what there is in a picture.

5 Listen and chant. Circle the nature words.

• Play the audio (CD1:13). Pupils listen and follow the words, circling the nature words.

• Play the audio again. Pause after each line to give pupils time to repeat the words.

• Play the chant and ask pupils to chant along.

ANSWER KEY pond, rock, animal, birds, insects, flowers

Presentation

• Read through the Look! Box with the class and play the audio (CD1:14).

• Focus on the first two sentences. Point out the highlighted words ( There is, There’s ). Explain (in L1) that both forms are correct.

Listen and chant. Circle the nature Listen and chant. Circle the nature


Sample

the picture and must draw and colour it following the

Sample

the picture and must draw and colour it following the instructions.

Sample

instructions. •

Sample

• Play the audio once for pupils to listen.

Sample

Play the audio once for pupils to listen.

CD1, Track 15

Sample

CD1, Track 15 There’s a blue pond. Draw the pond and colour.

Sample

There’s a blue pond. Draw the pond and colour. There are blue birds. Colour the birds.

Sample

There are blue birds. Colour the birds. There’s a brown rock. Colour the rock.

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There’s a brown rock. Colour the rock.

Sample

What are we learning

Sample

What are we learning

Write the lesson objective on the board or

Sample

Write the lesson objective on the board or

We’re learning to say what there

Sample

We’re learning to say what there

Listen and chant. Circle the nature

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Listen and chant. Circle the nature

Play the audio (CD1:13). Pupils listen and follow the

Sample

Play the audio (CD1:13). Pupils listen and follow the words, circling the nature words. Sam

ple

words, circling the nature words. Play the audio again. Pause after each line to give Sam

ple

Play the audio again. Pause after each line to give pupils time to repeat the words. Sam

ple

pupils time to repeat the words. Play the chant and ask pupils to chant along. Sam

ple

Play the chant and ask pupils to chant along. Sample

unit

sentences and each correct detail.

unit

sentences and each correct detail.

Listen, draw and colour.

unit Listen, draw and colour.

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Explain that pupils are going to hear a description of the picture and must draw and colour it following the un

itthe picture and must draw and colour it following the instructions. un

itinstructions. Play the audio once for pupils to listen. un

itPlay the audio once for pupils to listen.

1

33Materials Flashcards 1–7

7

Nature

Lesson 2 Can say what there is in a picture

7

5

1:13 L isten and chant. Circle the nature words.

6 Play a memory game.

There’s a pond, a blue pond. There’s a rock, a brown rock.

There’s an animal, a purple animal. There are birds, blue birds.

There are insects, pink insects. There are flowers, yellow flowers.

flowers

There’s a purple animal.

There are two birds.

There is a blue pond.

There’s

There are pink insects.

1:14


Show homework

• Direct pupils’ attention to the frog card on page 7 of the Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Game and find the item. Once pupils click on it, they are taken to a supplementary language task.

4 Look and write.

• Ask pupils to read the example: There’s a blue pond . Remind them about the rule they made for is and are .

• Pupils complete the remaining sentences and read them to the class.

ANSWER KEY 2 There are 3 There’s 4 There’s 5 There are 6 There are

Pop quiz

Ask pupils to write sentences about the classroom or things they can see from the window. Divide pupils in pairs and

ask them to read their sentences to their partner, e.g. There are three pencils. There’s a tree .


Sample

Sample

Sample

Sample

Sample

Sample

Can say what there is in a picture

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Can say what there is in a picture

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7

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7

Sample

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Ask pupils to read the example:

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Ask pupils to read the example: There’s a blue pond

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There’s a blue pond . Remind

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. Remind There’s a blue pond . Remind There’s a blue pond

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There’s a blue pond . Remind There’s a blue pond

them about the rule they made for

Sample

them about the rule they made for

Sample

is

Sample

is and

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and are

Sample

are .

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.

Pupils complete the remaining sentences and read them to the

Sample

Pupils complete the remaining sentences and read them to the

There’s Sample

There’s Sample

unit

unit

1

34

7 Listen and sing.

• Focus on the song illustration. Read the words with the pupils. Ask pupils which animals they can see in the picture.

• Play the audio (CD1:16). Pupils listen and follow the words.

• Play the song again. Ask pupils to join in with the actions and the words.

• If pupils feel confident, use the karaoke version of the song on the Audio CD (CD1:17).

Practice

• Divide pupils into three groups. The whole class sings the question and verb lines (e.g. Stamp, stamp, stamp! ). Group A sings the first set of intervening lines, Group B sings the second and Group C sings the third. Sing the song with each group singing their own lines.

• Switch groups and sing the song again. Repeat as often as necessary.

Presentation

• Read through the Look! Box with the class and play the audio (CD1:18).

• Point out the highlighted words. Ask pupils (in L1) what is different in each case. (The first answer is about one thing, a pond; the second answer is about many things, seven birds.)

• Point to the birds in the picture and ask, How many birds are there? Repeat with other elements.

• Then ask pupils to ask their own questions and give answers. Write two questions on the board, one with a singular answer, the other with a plural answer.

• Pupils then copy the sentences into their notebooks.

8 Ask and answer.

• Pupils work in pairs. Everyone covers their books and asks and answers questions about the picture using, How many (birds) are there?

• For extra practice, you may wish to follow with questions about colour.

Home–school link

• Encourage pupils to sing the song at home for their families.

Listen and sing. Listen and sing. Listen and sing. Listen and sing. Listen and sing. Listen and sing. Lesson 3 PB page 8

Learning objectives Can identify more common nature words Can ask and answer about how many there are

Target language clouds, mushrooms, trees How many (birds) are there?

Recycled language Animals, Colours, Nature, Numbers There’s one (bird). There are (seven) (birds).

Warm-up

• Show pupils a nature picture and play I spy (see page 21) to revise nature words and colours.

• Brainstorm with the class other animal words they have learnt, including cat, sheep, dog and horse .

Learning adventure

Open books and ask pupils to look at the activities. Ask, What are we learning today?

Write the lesson objectives on the board or look at them on the screen: We’re learning more nature words and learning to ask and answer about how many there are .

• If using books, close them. Ask pupils what English words they know for nature, e.g. sun, rock . Write them on the board.

• Refer to the learning adventure poster and say, Great! You are moving along your learning adventure!

Presentation

• Present the new vocabulary with Flashcards 8–10. Show the flashcards in turn, say the words and pupils repeat. Stick the flashcards on the board as you say each word.

• Then show Flashcards 1–10 in random order and ask , What is it/are they? ( a rock ) What colour is it/are they? ( black )

• Now point to the different elements in the picture and say, There’s a (horse). There are (birds).

• Say and mime the actions in the song ( stamp, clap, jump, splash ) to make the meaning clear. Say the verbs in random order and ask the class to mime.


Sample

the audio (CD1:18).

Sample

the audio (CD1:18). •

Sample

• Point out the highlighted words. Ask pupils (in L1)

Sample

Point out the highlighted words. Ask pupils (in L1) what is different in each case. (The first answer is

Sample

what is different in each case. (The first answer is about one thing, a pond; the second answer is about

Sample

about one thing, a pond; the second answer is about many things, seven birds.)

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many things, seven birds.)

•

Sample

• Point to the birds in the picture and ask,

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Point to the birds in the picture and ask, birds are there?

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birds are there?

•

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•

Sample

Then ask pupils to ask their own questions and give

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Then ask pupils to ask their own questions and give answers. Write two questions on the board, one with

Sample

answers. Write two questions on the board, one with

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and learning to ask and answer about how many there are

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and learning to ask and answer about how many there are .

Sample

.

If using books, close them. Ask pupils what English

Sample

If using books, close them. Ask pupils what English

. Write them

Sample

. Write them

Refer to the learning adventure poster and say,

Sample


Sample

Great!

Sample

Great!

You are moving along your learning adventure!

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You are moving along your learning adventure!You are moving along your learning adventure! You are moving along your learning adventure!

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You are moving along your learning adventure! You are moving along your learning adventure!



Show the flashcards in turn, say the words and pupils Sample

Show the flashcards in turn, say the words and pupils repeat. Stick the flashcards on the board as you say Sam

ple

repeat. Stick the flashcards on the board as you say Sample

Then show Flashcards 1–10 in random order and ask Sample

Then show Flashcards 1–10 in random order and ask

unit

B sings the second and Group C sings the third. Sing

unit

B sings the second and Group C sings the third. Sing the song with each group singing their own lines.

unitthe song with each group singing their own lines.

Switch groups and sing the song again. Repeat as

unitSwitch groups and sing the song again. Repeat as

often as necessary.

unitoften as necessary.

Presentation

unitPresentation

Read through the Look! Box with the class and play unit

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itthe audio (CD1:18). Point out the highlighted words. Ask pupils (in L1) un

itPoint out the highlighted words. Ask pupils (in L1)

1

35Materials Poster, a nature picture Flashcards 1–10

8 Lesson 3 Can identify more common nature words / Can ask and answer about how many there are

7 1:16 / 1:17

Listen and sing.

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How many birds are there? There are seven birds.

There are six mushrooms. There are five rocks.

Seven, six, five, Stamp, stamp, stamp!

How many animals are there? There are four animals. There are three trees.

There are two clouds. Four, three, two, Clap, clap, clap!

How many ponds are there? There’s one pond. One blue pond.

Only one blue pond, J ump, jump, splash!

8

Ask and answer.

trees

mushrooms

clouds

How many birds are there? There are

seven birds.

How many ponds are there?

There’s one pond.

How many birds are there?

There are seven birds.

1:18


Learning adventure

Ask pupils, How many nature words do you know now? Give pupils a minute to


• As a whole class or in pairs, ask pupils to say where they are on their learning adventure now. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Play Spelling bee (see page 21) with the vocabulary items from Lessons 1 and 3.

Put pupils into two teams and have them take turns to spell a word. Teams win a point for each correct word they spell.

AB page 6

5 Look and write.

• Pupils look at the picture and complete the sentences using the correct form of the verb ( is or are ) and the correct number.

ANSWER KEY 2 are six 3 are five 4 are four 5 are three 6 are two 7 is one

6 Tell the class.

• Following the previous activity, pairs of pupils take turns to come to the front to ask and answer questions about the picture.


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seven bird

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seven birds

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s.

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Can identify more common nature words / Can ask and answer about how many there are

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Can identify more common nature words / Can ask and answer about how many there are

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Pupils look at the picture and complete the sentences using the

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Pupils look at the picture and complete the sentences using the correct form of the verb ( Sam

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are four Sample

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unit

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for each correct word they spell.

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for each correct word they spell.

1

36

CD1, Track 19 There’s a butterfly. There are black birds. There are three trees. They are green. The book is… Three green trees!

• Play the last line of the dialogue to check the answers. • Ask pupils who answered correctly why they chose

that title (in L1).

ANSWER KEY 3 Three green trees

11 Listen and say.

• Explain to the class (in L1) what a tongue twister is. Ask pupils if they know any tongue twisters in L1.

• Pupils look at the tongue twister and say which sound the blue letters make.

• Play the audio (CD1:20) to check. • Say the sound /i /ː in isolation a few times and pupils

repeat. • Play the audio again. Stop after each line to give

pupils time to repeat. • Pupils practise saying the tongue twister as a class.

12 Play the game.

• Ask pupils to find the Unit 1 mini cards on page 81 of the Pupil’s Book. Pupils cut out their mini cards.

• Ask two pupils to read the text in the speech bubbles aloud.

• Pupils work in pairs. They put both sets in a single pile face down on their desks.

• Explain (in L1) that one pupil chooses a card but doesn’t show it to their partner. The other pupil guesses what it is. If the guess is correct, he/she wins the card. If it’s incorrect, the card goes back to the bottom of the pile. Pupils switch roles and repeat. They continue until all the cards have been won.

Listen and say. Listen and say. Listen and say. Listen and say. Listen and say. Listen and say.

Lesson 4 PB page 9

Learning objectives Can read and talk about nature Can pronounce words that include /i:/ Recycled language ball, butterfly, duck Nature There’s a (butterfly). There are (three trees). How many (trees) are there?

Warm-up

• Play the song from Lesson 3 (CD1:16). Pupils listen and join in with the words.

• Draw or mime animals, birds and insects that pupils have learnt, including butterfly and duck . Pupils guess the words. Pupils then take over your role, miming or drawing for their classmates.

Learning adventure


Write the lesson objectives on the board or look at them on the screen: We’re reading and talking about nature and learning to pronounce words that include /iː/ .

9 Look, read and say the title.

• This activity introduces pupils to the skill of identifying main ideas by using text and illustrations.

• Ask them (in L1) to cover the right-hand side of the page and to look at the text and picture on the book. Ask them to find the butterfly, trees and birds in the picture. Ask them to suggest a suitable title for this book.

• Pupils uncover the three titles and read the sentences. • They compare these with their suggestions and

choose the best title.

10 Now listen and check.

• Tell pupils (in L1) that you are going to play the audio and they are going to hear the correct title for the book.

• Play the audio. Pupils follow the words in their books. Pause before the answer is revealed and ask, Which is the answer?

Now listen and check. Now listen and check.


Sample

Play the audio (CD1:20) to check.

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Play the audio (CD1:20) to check. •

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• Say the sound

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Say the sound repeat.

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repeat. •

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• Play the audio again. Stop after each line to give

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Play the audio again. Stop after each line to give pupils time to repeat.

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pupils time to repeat.

•

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• Pupils practise saying the tongue twister as a class.

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Pupils practise saying the tongue twister as a class.

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12

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12 Play the game.

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Play the game. Play the game.

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Play the game. Play the game.

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Play the game.

•

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•

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/iː/

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/iː/ .

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. /iː/ . /iː/

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/iː/ . /iː/

This activity introduces pupils to the skill of identifying

Sample

This activity introduces pupils to the skill of identifying main ideas by using text and illustrations.

Sample

main ideas by using text and illustrations. Ask them (in L1) to cover the right-hand side of the

Sample

Ask them (in L1) to cover the right-hand side of the page and to look at the text and picture on the book.

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page and to look at the text and picture on the book.

Sample

Ask them to find the butterfly, trees and birds in

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Ask them to find the butterfly, trees and birds in the picture. Ask them to suggest a suitable title for Sam

ple

the picture. Ask them to suggest a suitable title for

Pupils uncover the three titles and read the sentences. Sample

Pupils uncover the three titles and read the sentences. They compare these with their suggestions and Sam

ple

They compare these with their suggestions and

unit Listen and say.

unit Listen and say.

Explain to the class (in L1) what a tongue twister is.

unitExplain to the class (in L1) what a tongue twister is.

Ask pupils if they know any tongue twisters in L1.

unitAsk pupils if they know any tongue twisters in L1.

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itPlay the audio (CD1:20) to check. Say the sound un

itSay the sound /i /ːun

it/i /ː

1

37Materials Unit 1 mini cards

99 Lesson 4 Can read and talk about nature / Can pronounce words that include /iː/

1

12 Play the game.

9

Look, read and say the title.

11 1:20 Listen and say.

Trees, trees, trees. Green, green trees. Three green trees. Lee sees Three green trees.

Three green trees

Three red balls

10 1:19 Now listen and check.

Three big ducks

There’s a tree.

Yes.

1

2

3


CD1, Track 21 1 There’s a tree. There are four flowers. 2 There’s a cloud. There are five birds. 3 There’s a mushroom. There are

three insects. 4 There’s a horse. There are two cats.

• Play the audio again for pupils to choose and tick.

• Play it a third time so pupils can check their choices.

• Encourage stronger pupils to describe the pictures they didn’t tick.

ANSWER KEY 2 picture 1 3 picture 2 4 picture 1

9 Listen, write and say.

• Play the audio to remind pupils of the tongue twister.

• Pupils complete the gap-fill activity.

CD1, Track 22 Trees, trees, trees. Green, green trees. Three green trees. Lee sees Three green trees.

• Play the audio again so pupils can check their work.

Pop quiz

Before the end of the lesson, ask pupils to say the tongue twister in Activity 11

as fast as they can.

Listen, write and say. Listen, write and say. Listen, write and say. Listen, write and say. Listen, write and say. Listen, write and say.

AB page 7

7 Look, match and write.

• Ask pupils to look at the book covers and the three titles. • Pupils choose a title for each book and write it.

ANSWER KEY Book on the left: 1 The white horse Book on the right: 3 The flower and the mushroom

8 Listen and tick ( ✓ ).

• Ask pupils (in L1) to look carefully at the pairs of pictures. Explain that they are going to listen to an audio and they have to tick the picture that is described.

• Play the audio once so that pupils can listen to the descriptions.

Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick ( Listen and tick (


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9

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9Can read and talk about nature / Can pronounce words that include /

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Can read and talk about nature / Can pronounce words that include /iː

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iː/

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/

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Look, match and write.

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Look, match and write.

Ask pupils to look at the book covers and the three titles.

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Ask pupils to look at the book covers and the three titles. Pupils choose a title for each book and write it. Sam

ple

Pupils choose a title for each book and write it.

Book on the left: 1 The white horse Sample

Book on the left: 1 The white horse Book on the right: 3 The flower and the mushroom

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Book on the right: 3 The flower and the mushroom Sam

ple un

itun

itpicture 1

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• Play the audio to remind pupils of the

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• Pupils complete the gap-fill activity. unit

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38

Extension questions

Write the following questions on the board: Is it safe in the park? Which things are dangerous? ( the

pond, the trickster, some insects ) Use L1, if necessary. Ask pupils to work with a partner to answer them.

• Give pairs two minutes to think of their answers. They might like to write their ideas in their notebooks. Write their suggestions on the board in two categories. Ask pupils to say (in L1) why they chose their ideas.

14 Act out the story.

• See the ‘How to use stories’ section on page 18 for more ideas on how to build your pupils’ confidence with roleplays.

• Invite a group of pupil volunteers to act out the roles. Play the audio while pupils mime the story first. Then play the story audio again and ask them to speak along to the audio. Encourage pupils to say the lines from memory.

• Divide pupils into groups of four (Katy, Kim, PROD 1, PROD 2). Give groups time to practise their roleplay.

• Play the audio again and ask pupils to speak along. Ask other groups of pupils to come to the front to act out the story.

You might like to give pupils feedback on their roleplay.

Values

• Talk with pupils (in L1) about the importance of being respectful to nature. Ask them why it is important to look after plants and animals. Discuss the importance of small creatures like insects (pollination, food source for bigger animals), and of trees and flowers (produce oxygen for us to breathe, help to reduce global warming).

• Ask pupils to work with a partner to draw a picture of their favourite things in nature. Display the pictures around the class.

AB page 8

10 Look and read. Then tick ( ✓ ) or cross ( ✗ ).

• Pupils look at the sentences. They then read the sentences carefully.

• Pupils put a tick if the sentences are correct or a cross if they are not.

ANSWER KEY 2 ✓ 3 ✗ 4 ✗ 5 ✗

Lesson 5 PB page 10

Learning objectives Can understand a simple story Can act out a story

ValuesRespecting small animals and plants

Functional language I don’t know. Help! I’m in the pond! There are no tifftiffs here. It isn’t funny !

Recycled language What colour is it? Is this a tifftiff?

Warm-up

• Ask questions about the main illustration in Lesson 1, e.g. How many (trees) are there? (There are two trees.)

• Ask pupils (in L1) what they remember about the characters’ adventures so far. Elicit that they are looking for a tifftiff plant to help cure the sick people.

Learning adventure

Look at the story. Ask, What are we learning today? Write the lesson objectives on the board

or look at them on the screen: We’re reading a story and acting it out.

13 Talk about the pictures. Then listen and read.

• Direct pupils’ attention to the story and ask questions about the characters and the scene: Who can you see? Where are they? What are they doing? Can you see any flowers?

• Ask pupils to predict what will happen in the story. • Play the audio (CD1:23) and ask pupils to listen to the

story as they follow along in their books. • Play the audio again. Check pupils’ understanding

of the story by pointing to the pictures and asking questions, e.g. What are they looking for? What does the tifftiff flower look like? Can you see a tifftiff flower? Who pushes PROD 1 in the water? Is PROD 1 happy?

• After pupils have a clear understanding of the story, play the audio again and ask different groups of pupils to read along the parts of the characters.

Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen Talk about the pictures. Then listen


Sample

Play the audio again and ask pupils to speak along.

Sample

Play the audio again and ask pupils to speak along. Ask other groups of pupils to come to the front to act

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Ask other groups of pupils to come to the front to act out the story.

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out the story.

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You might like to give pupils feedback on their

Sample

You might like to give pupils feedback on their roleplay.

Sample

roleplay.

Values

Sample

Values

•

Sample

• Talk with pupils (in L1) about the importance of being

Sample

Talk with pupils (in L1) about the importance of being

Write the lesson objectives on the board

Sample

Write the lesson objectives on the board

We’re reading a story

Sample

We’re reading a story

Talk about the pictures. Then listen

Sample

Talk about the pictures. Then listen

Sample

Direct pupils’ attention to the story and ask questions

Sample

Direct pupils’ attention to the story and ask questions about the characters and the scene: Sam

ple

about the characters and the scene: Who can you see? Sample

Who can you see? Where are they? What are they doing? Can you see any Sam

ple

Where are they? What are they doing? Can you see any Sample

Ask pupils to predict what will happen in the story. Sample

Ask pupils to predict what will happen in the story. Play the audio (CD1:23) and ask pupils to listen to the

Sample

Play the audio (CD1:23) and ask pupils to listen to the

unit

Invite a group of pupil volunteers to act out the roles.

unit

Invite a group of pupil volunteers to act out the roles. Play the audio while pupils mime the story first. Then

unitPlay the audio while pupils mime the story first. Then

play the story audio again and ask them to speak

unitplay the story audio again and ask them to speak

along to the audio. Encourage pupils to say the lines

unitalong to the audio. Encourage pupils to say the lines

from memory.

unitfrom memory.

Divide pupils into groups of four (Katy, Kim, PROD 1, unit

Divide pupils into groups of four (Katy, Kim, PROD 1, PROD 2). Give groups time to practise their roleplay. un

itPROD 2). Give groups time to practise their roleplay. Play the audio again and ask pupils to speak along. un

itPlay the audio again and ask pupils to speak along. Ask other groups of pupils to come to the front to act un

itAsk other groups of pupils to come to the front to act out the story. un

itout the story.

1

39

10 Lesson 5 Can understand a simple story / Can act out a story

14 Act out the story.

13 1:23

Talk about the pictures. Then listen and read.

1 2

3 4

5 6

Is this a tifftiff?

It isn’ta tifftiff!

It’s an animal!

I don’t know.

Hee, hee, hee!

It isn’t funny!

There are no tifftiffs here.

What colour is it? It’s orange.

Look, it’sa tifftiff plant!

Help! I’m inthe pond!


Show homework

• Invite pupils to play the Poptropica English Island Adventure Game. Show them various activities they could do as homework.

Role playing the story

Below are some suggestions for extra work with the stories:

• While pupils listen to the story, they perform a specific action for target vocabulary (e.g. pupils clap when they hear the word purple or stamp their feet when they hear the word blue).

• Pupils draw a new picture for any frame of the story.

• Pupils create a new ending for the story.• Pupils draw or describe their favourite

character.• Pupils discuss real-life situations that

are related to the story.• Pupils comment on how they would feel

or how they would behave if they were in a similar situation to one of the story characters.

• You might like to give pupils feedback. You could give pupils two stars and one wish, e.g., Fantastic actions!, Great teamwork!, Speak a bit louder next time. This could be given in L1.

Story card activities

For suggestions on how to use the story activities, please see page 18.

11 Number the pictures.

• Ask pupils (in L1) if they can remember what happened in the story. Then have individual pupils read the speech bubbles in Activity 11.

• Ask pupils to number the pictures in the order in which they occur in the story.

• They can look back at their Pupil’s Books to check.

ANSWER KEY a 2 c 4 d 6 e 3 f 5

Pop quiz

Before the end of the lesson, make true and false statements about the story. Pupils say if they are true or

false, e.g. PROD 1 sees a tifftiff. ( true ) PROD 2 is in the pond. ( false )


Sample

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Can understand a simple story / Can act out a story

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Can understand a simple story / Can act out a story

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Ask pupils (in L1) if they can remember what happened in the

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Ask pupils (in L1) if they can remember what happened in the story. Then have individual pupils read the speech bubbles in

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story. Then have individual pupils read the speech bubbles in

Ask pupils to number the pictures in the order in which they Sample

Ask pupils to number the pictures in the order in which they

They can look back at their Pupil’s Books to check. Sample

They can look back at their Pupil’s Books to check. Sample

Sample

unit

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Pupils draw a new picture for any frame

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Pupils draw a new picture for any frame of the story.

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of the story.Pupils create a new ending for the story.

unitPupils create a new ending for the story.

Pupils draw or describe their favourite

unitPupils draw or describe their favourite

character.

unitcharacter.

•

unit• Pupils discuss real-life situations that

unitPupils discuss real-life situations that

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are related to the story.• un

it• Pupils comment on how they would feel un

itPupils comment on how they would feel or how they would behave if they were un

itor how they would behave if they were in a similar situation to one of the story un

itin a similar situation to one of the story un

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CD1, Track 24 1 Three trees plus two trees equals five. 2 Seven flowers minus three flowers equals four. 3 Five birds plus three birds equals eight. 4 Six rocks minus three rocks equals three.

• Play the audio again, pausing after each item for pupils to repeat the words.

ANSWER KEY 1 five 2 four 3 eight 4 three

17 Read the number puzzles. Then write the answer.

• Explain (in L1) what a number puzzle is. • Revise or teach the animal words that are used in the

puzzles: bird, spider, insect, cat . Elicit how many legs these animals have got.

• Divide pupils into pairs and ask them to work out the numbers.

• Pupils change partners and compare their answers. • To check the answers, read each puzzle pausing after

each animal is mentioned and writing the number of legs, e.g. three birds . ( six )

ANSWER KEY 1 fourteen 2 eight

Project

• Tell pupils that they are going to make insects. Ask pupils to think about insects and bugs and to talk to a partner about what they know.

• Then ask them to choose an insect that they would like to make (real or imaginary).

• Provide the materials and give pupils time to make their insects. Ask them to think about what materials they will use to make the body, legs, wings, etc. For example, a pencil would make a very good insect body to stick wings on.

• Ask pupils to show their insects to the class and talk about them.

• Display the insects in the classroom and ask pupils to choose their favourite.

You may also wish to give pupils feedback on their projects.

Lesson 6 PB page 11

Learning objectives Can do simple sums and number puzzles Can make a bug

Cross-curricular Maths: sums and number puzzles

Target language plus, minus, equals birds, cat, horse, legs

Recycled language insects Numbers

Warm-up

• Write a few numbers on the board and ask pupils to say them. Ask individual pupils to come to the front and write the words.

Learning adventure

15 What do you know?

• Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson objectives on the board or look at them on the screen: We’re learning to do simple sums and number puzzles and we’re making a bug.

• If using books, close them. Ask pupils what they know about adding and subtracting. Write their ideas on the board.

• Refer to the learning adventure poster and say, Great! You are already moving along your learning adventure!

Presentation

• Explain (in L1) to the class that they are going to do some Maths exercises in English.

• Write the symbols +, – and = on the board and ask, What’s this? to elicit the words. Write the words (plus, minus and equals) on the board as a reference for pupils. Say the words and have pupils repeat.

16 Count and write. Then listen and check your answers.

• Divide pupils in pairs. Explain (in L1) that pupils have to complete the sums and subtractions. Encourage them to use English when counting.

• Play the audio, pausing after each item for pupils to check their answers.

Count and write. Then listen and check Count and write. Then listen and check


Sample

Pupils change partners and compare their answers.

Sample

Pupils change partners and compare their answers. •

Sample

• To check the answers, read each puzzle pausing after

Sample

To check the answers, read each puzzle pausing after each animal is mentioned and writing the number of

Sample

each animal is mentioned and writing the number of legs, e.g.

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legs, e.g.

ANSWER KEY

Sample

ANSWER KEY 1

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1 fourteen

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fourteen

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objectives on the board or look at them on the screen:

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objectives on the board or look at them on the screen: We’re learning to do simple sums and number puzzles

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We’re learning to do simple sums and number puzzles

If using books, close them. Ask pupils what they know

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If using books, close them. Ask pupils what they know about adding and subtracting. Write their ideas on

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about adding and subtracting. Write their ideas on


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Refer to the learning adventure poster and say, Great!

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Great!


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Explain (in L1) to the class that they are going to do Sample

Explain (in L1) to the class that they are going to do some Maths exercises in English. Sam

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some Maths exercises in English. Write the symbols +, – and = on the board and ask, Sam

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Write the symbols +, – and = on the board and ask, to elicit the words. Write the words

Sample

to elicit the words. Write the words

unitExplain (in L1) what a number puzzle is.

unitExplain (in L1) what a number puzzle is.

Revise or teach the animal words that are used in the

unitRevise or teach the animal words that are used in the

bird, spider, insect, cat

unitbird, spider, insect, cat . Elicit how many legs

unit . Elicit how many legs bird, spider, insect, cat . Elicit how many legs bird, spider, insect, cat

unitbird, spider, insect, cat . Elicit how many legs bird, spider, insect, cat

these animals have got.

unitthese animals have got.

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itnumbers. Pupils change partners and compare their answers. un

itPupils change partners and compare their answers. To check the answers, read each puzzle pausing after un

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iteach animal is mentioned and writing the number of

1

41Materials Poster, materials to make the project (card or paper, scissors, coloured pens and pencils, glue, pencil)

1111 Lesson 6 Can do simple sums and number puzzles / Can make a bug

1 15

What do you know?

16 1:24 Count and write. Then listen and check your answers.

17 Read the number puzzles. Then write the answer.

1

2

3

4

+ =

=

=

=

+

–

–

Three birds plus

one spider.

How many legs?

Two insects minus

one cat.

How many legs?

1

2

= (equals)– (minus)+ (plus)

1 Think about insects.2 Choose an insect.3 Make an insect.4 Talk about your insect.

Make an insect. Talk to a friend.


14 Complete the sums.

• Pupils find the missing numbers in the sums. • When they have finished, ask individual

pupils to come to the front to write while others dictate the sums to them.

ANSWER KEY b 7 c 1 d 5

Learning adventure

Ask pupils, How much do you know about adding and subtracting now?

Tell pupils to work with a partner. Give pairs a minute to think of ideas. Accept any answers and promote discussion.

• Ask pupils, Where are you on your learning adventure now? Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Before the end of the lesson, ask pupils some mental Maths problems: What’s 8

plus 3? What’s 22 minus 7? How many legs: two spiders and one bird? Three butterflies minus one dog?

AB page 9

12 Draw and write.

• Pupils look at the pictures and answers. They draw the missing items to get the correct results.

• They then complete the sentences below. • Ask individual pupils to read their sentences to the class.

ANSWER KEY 2 three mushrooms 3 three clouds 4 four flowers

13 Solve the number puzzle.

• Ask pupils to read the puzzle and work out the answer.

ANSWER KEY eighteen


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11

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11 Can do simple sums and number puzzles / Can make a bug

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Can do simple sums and number puzzles / Can make a bug

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about insects.

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about insects. an insect.

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an insect. an insect.

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an insect.

about your insect.

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about your insect.

Talk to a friend.

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Talk to a friend.

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spiders and one bird? Three butterflies minus

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spiders and one bird? Three butterflies minus one dog?

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one dog?

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Pupils look at the pictures and answers. They draw the missing

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Pupils look at the pictures and answers. They draw the missing items to get the correct results. Sam

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items to get the correct results. They then complete the sentences below. Sam

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They then complete the sentences below. Ask individual pupils to read their sentences to the class. Sam

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Ask individual pupils to read their sentences to the class. Sample

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a minute to think of ideas. Accept any

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a minute to think of ideas. Accept any answers and promote discussion.

unitanswers and promote discussion.

Ask pupils,

unitAsk pupils, Where are you on your learning

unitWhere are you on your learning

adventure now?

unitadventure now? Tell pupils,

unit Tell pupils, adventure now? Tell pupils, adventure now?

unitadventure now? Tell pupils, adventure now?

reinforce the progress they are making.

unitreinforce the progress they are making.

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Before the end of the lesson, ask pupils unit

Before the end of the lesson, ask pupils unit

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42

• Play the audio again. Pupils listen and number the photos.

• Play it a third time, pausing after each sentence to check the answers.

• Now ask pupils to work in pairs to help each other remember any of the words they couldn’t remember.

ANSWER KEY a 3 b 1 c 6 d 2 e 7 f 8 g 5 h 4

19 Play a guessing game. Ask and answer.

• Ask pupils to work in pairs. They take turns to choose a photo from Activity 18. They describe the photo they have chosen for their partner to guess. Then they switch roles.

20 Draw the view from your window in your notebook. Talk to a friend.

• Focus on the picture in Activity 20. Ask a pupil to read the texts in the speech bubbles aloud.

• Ask pupils to draw the view from their window. This can be the view from the class window or from their bedroom window at home.

• In pairs, they describe their pictures.

AB page 10

15 Complete the crossword.

• Ask pupils (in L1) if they have ever done a crossword puzzle and elicit/explain how to do one.

• Pupils solve the puzzle individually or in pairs. • Check the answers as a class, asking, e.g. What’s

number (two)? Pupils answer.

ANSWER KEY 2 clouds 3 flowers 4 birds 5 insects 6 mushrooms 7 rock 8 pond

16 Look and write.

• Pupils look at the picture and count the items to complete the sentences.

• When they have finished, ask individual pupils to read their answers aloud.

ANSWER KEY 2 are five 3 are nine 4 ’s one 5 are three 6 are four 7 are six

Lesson 7 PB page 12

Learning objective Can assess what I have learnt in Unit 1

Recycled language Nature, Numbers There’s a (rock). There are (five rocks).

Warm-up

• Ask pupils to vote whether they prefer the chant from Lesson 2 (CD1:13) or the song from Lesson 3 (CD1:16) they have learnt in this unit. Play both again if pupils need to be reminded. Chant or sing together the one that they choose.

Learning adventure


Write the lesson objective on the board or look at it on the screen: We’re thinking about our learning adventure .

• If using books, close them. Ask pupils if they can remember the things they have been learning in the unit, e.g. nature .

• For each idea, ask pupils, Where are you on your learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice.

18 Listen and number.

• Ask pupils to look at the photos and try to remember the names of the animals or objects from nature, e.g. Four flowers .

• Play the audio. Ask pupils to listen and point to the photos.

CD1, Track 25 1 There’s a mushroom. 2 There are two trees and five birds. 3 There are five birds. 4 There’s a pond and there are three birds. 5 There are two trees. 6 There are four butterflies. 7 There’s a rock and there are four flowers. 8 There are six insects.

Listen and number. Listen and number.


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This can be the view from the class window or from

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This can be the view from the class window or from their bedroom window at home.

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their bedroom window at home. •

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• In pairs, they describe their pictures.

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In pairs, they describe their pictures.

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AB page 10 AB page 10

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15 Complete the crossword.

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Complete the crossword. Complete the crossword.

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Complete the crossword. Complete the crossword.

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Complete the crossword.

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• Ask pupils (in L1) if they have ever done a crossword

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Ask pupils (in L1) if they have ever done a crossword

Reassure pupils who are less

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Reassure pupils who are less

confident that they will have opportunities for more

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confident that they will have opportunities for more

Ask pupils to look at the photos and try to remember

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Ask pupils to look at the photos and try to remember the names of the animals or objects from nature, e.g.

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the names of the animals or objects from nature, e.g.

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Play the audio. Ask pupils to listen and point to the Sample

Play the audio. Ask pupils to listen and point to the Sample

unit Draw the view from your window in your

unit Draw the view from your window in your

notebook. Talk to a friend.

unitnotebook. Talk to a friend.

Focus on the picture in Activity 20. Ask a pupil to read

unitFocus on the picture in Activity 20. Ask a pupil to read

the texts in the speech bubbles aloud. unit

the texts in the speech bubbles aloud. Ask pupils to draw the view from their window. un

itAsk pupils to draw the view from their window. This can be the view from the class window or from un

itThis can be the view from the class window or from their bedroom window at home. un

ittheir bedroom window at home.

1

43MaterialsPoster

I can identify some common nature words.

I can talk about how many there are.

I can do simple sums and number puzzles.

Lesson 7 Can assess what I have learnt in Unit 1

I CANDO IT!I CAANDODODDO ITT!T!T!T!T!TI CANDO IT!

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18 1:25

Listen and number.

a b c d

e f g h

19 Play a guessing game. Ask and answer.

20 Draw the view from your window in your notebook. Talk to a friend.

There are two trees.Picture g?

Picture d!

There’s a big cloud.

There are three trees.

No. There are five birds.


General poster activities

• Before displaying the poster for the first time, pupils can anticipate and predict who and what they will see within a topic area and then see how many items they guessed correctly once the poster is visible.

• Pupils can create their own posters, based on a similar topic.

• Using a large piece of paper placed over the top of the poster (with a 5 cm hole cut out), pupils can be asked to identify what they can see through the hole.

• By pointing to an object and making a statement, pupils can reply Yes or No if the information is correct or incorrect, e.g. This is a library.

• In teams or pairs, pupils can write down as many words as possible for the items in each poster.

Learning adventure

Ask pupils (in L1) how they feel about their learning in this unit. Ask them to tell you what they found easiest or most

difficult to learn in the unit.

• Pupils revise the I Can statements at the bottom of page 12 of the Pupil’s Book. For each one, pupils shade the corresponding bar to reflect how confident they feel. (For this first unit, explain that the faces indicate, from left: not confident, confident and very confident.)

• Ask pupils, Where are you on your learning adventure? Pupils indicate where they think they are on the learning adventure poster. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

In groups of four, pupils tell the others the answers to the following questions: Which is your favourite activity in the

unit? Why? Which activity don’t you like? Why? What is your favourite new word? Which word is the most difficult for you?


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Can assess what I have learnt in Unit 1

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Can assess what I have learnt in Unit 1

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Ask pupils (in L1) how they feel about their learning in this

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Ask pupils (in L1) how they feel about their learning in this unit. Ask them to tell you what they found easiest or most

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unit. Ask them to tell you what they found easiest or most


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Pupils revise the I Can statements at the bottom of page 12 of Sample

Pupils revise the I Can statements at the bottom of page 12 of Sample

the Pupil’s Book. For each one, pupils shade the corresponding Sample

the Pupil’s Book. For each one, pupils shade the corresponding bar to reflect how confident they feel. (For this first unit, explain Sam

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bar to reflect how confident they feel. (For this first unit, explain Sample

that the faces indicate, from left: not confident, confident and Sample

that the faces indicate, from left: not confident, confident and

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the information is correct or incorrect,

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the information is correct or incorrect, e.g.

unite.g. This is a library.

unitThis is a library.

In teams or pairs, pupils can write

unitIn teams or pairs, pupils can write

down as many words as possible for the

unitdown as many words as possible for the

items in each poster.

unititems in each poster.

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44

ANSWER KEY

Picture A Picture B three butterflies five butterflies twelve ants nine ants eight flowers thirteen flowers three worms no worms four trees five trees three rocks four rocks no spiders one spider

Pairwork

• Pupils work in pairs. Give each pupil a sheet of A4 paper and ask them to fold it into two. In one section, they draw a picture of a garden or park containing elements they can describe.

• When they have finished, Pupil A dictates the elements of their picture to Pupil B, who then draws the picture from dictation. They switch roles and compare their pictures.

AB page 11

17 What’s in your favourite park? Circle.

• Ask pupils to think about a real park they like very much or, alternatively, an imaginary park.

• Tell them to circle the words relating to things in their park.

18 Look and write.

• Pupils look at the pictures and complete the text in the speech bubble.

ANSWER KEY 2 rocks 3 trees 4 birds 5 flowers

19 Write about your favourite park. Then tell the class.

• Ask pupils to write a description of their favourite park. Pupils should use the framework given in the book and the words they circled in Activity 17.

• Ask individual pupils to describe their park to the class. Encourage stronger pupils to ask questions about the park and help pupils answer them.

Lesson 8 PB page 13

Learning objective Can use what I have learnt in Unit 1

Recycled language Nature, Numbers There’s a (pond) in my picture. There are (three rocks).

Warm-up

• Stick Flashcards 1–10 on the board. Write the words below each but make some intentional mistakes. Teach the words right and wrong . Point to each word in turn and ask, Right or wrong? Invite pupils to the board to correct your mistakes.

Learning adventure

Open books and ask pupils, Look at the activity. What are we learning today? Write the lesson

objective on the board or look at it on the screen: We’re talking about nature .

Extension questions

Say, I’m thinking of a question . The answer is: There are six . Give pupils a minute to think what the

question might be. They might like to write their ideas in their notebooks. Write their suggestions on the board, e.g. How many (legs) are there? How many (flowers) are there? Ask pupils to say why they chose their ideas. With a confident class you might repeat this activity with a pupil giving the answer to a mystery question.

21 Spot the differences. Cover a picture. Talk to a friend.

• Ask pupils to work in pairs. Each pupil chooses a picture and covers the other picture. Explain that they need to describe their picture to find the differences between the two pictures. Ask two pupils to read the texts in the speech bubbles at the bottom of the page aloud. Encourage pupils to circle the differences as they find them.

• When pupils have found several differences, ask them to uncover the pictures and look carefully at both pictures side-by-side to check that they have found all the differences.

• This activity helps build pupils’ confidence as they are using the language they have learnt in a different context.


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17

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17 What’s in your favourite park? Circle.

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What’s in your favourite park? Circle. What’s in your favourite park? Circle.

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What’s in your favourite park? Circle. What’s in your favourite park? Circle.

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What’s in your favourite park? Circle.

•

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• Ask pupils to think about a real park they like very

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Ask pupils to think about a real park they like very much or, alternatively, an imaginary park.

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much or, alternatively, an imaginary park.

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• Tell them to circle the words relating to things in

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Tell them to circle the words relating to things in their park.

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their park.

There

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There

. Give pupils a minute to think what the

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. Give pupils a minute to think what the

question might be. They might like to write their ideas

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question might be. They might like to write their ideas in their notebooks. Write their suggestions on the

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in their notebooks. Write their suggestions on the

How many (legs) are there? How many

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How many (legs) are there? How many

Ask pupils to say why they chose

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Ask pupils to say why they chose

their ideas. With a confident class you might repeat

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their ideas. With a confident class you might repeat this activity with a pupil giving the answer to a

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this activity with a pupil giving the answer to a

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Spot the differences. Cover a picture. Sample

Spot the differences. Cover a picture.

Ask pupils to work in pairs. Each pupil chooses a Sample

Ask pupils to work in pairs. Each pupil chooses a picture and covers the other picture. Explain that they

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picture and covers the other picture. Explain that they

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paper and ask them to fold it into two. In one section,

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paper and ask them to fold it into two. In one section, they draw a picture of a garden or park containing

unitthey draw a picture of a garden or park containing

elements they can describe.

unitelements they can describe.

When they have finished, Pupil A dictates the

unitWhen they have finished, Pupil A dictates the

elements of their picture to Pupil B, who then draws

unitelements of their picture to Pupil B, who then draws

the picture from dictation. They switch roles and unit

the picture from dictation. They switch roles and compare their pictures. un

itcompare their pictures.

AB page 11 unit

AB page 11

1

45Materials A sheet of A4 paper for each pupil, consolidation and extension worksheet 1 Flashcards 1–10

Now go to PoptropicaEnglish World

Lesson 8 Can use what I have learnt in Unit 1 Lesson 10 Can use what I have learned in Unit 1 21

1 25

Spot the differences. Cover a picture. Ask a friend.

A

B

Is there a rainbow? No, there isn’t.

Are there any flowers? Yes, there are. There are 8 flowers.

M01_POP_ENG_L3_SB_1p.indd 21 18/12/2014 14:39

Lesson 10 Can use what I have learned in Unit 1 21

1 25

Spot the differences. Cover a picture. Ask a friend.

A

B

Is there a rainbow? No, there isn’t.

Are there any flowers? Yes, there are. There are 8 flowers.

M01_POP_ENG_L3_SB_1p.indd 21 18/12/2014 14:39

13

1 21

Spot the differences. Cover a picture. Talk to a friend.

A

B

There’s a pond in my picture. There’s a pond in my picture, too.

There are three rocks. No! There are four rocks!


Are you ready for Unit 2?

Ask pupils if they are ready to move onto the next unit. Tell pupils that it is

fine if they do not remember everything as they will continue to practise throughout the level.

• Encourage pupils to ask if they’ve got any questions about what they learnt in the unit. Tell pupils, Well done! to reinforce the progress they are making.

Evaluation

• You can check your pupils’ progress using Evaluation sheet 1 (pages 190 and 191). See also teaching notes on page 186.

Preparation for evaluation

Procedure the day before the evaluation

• Review unit content using games to give practice for the coming evaluation.

• Ask pupils to predict what they think the content of the evaluation might be, using the children’s first language as needed.

See Teacher’s Book page 184 for procedure on the day of evaluation.

AB page 70

• Pupils play a game in pairs using the Nature pictures in the Picture dictionary. Each pupil takes turns to say a word and his/her partner points to the correct picture. Stronger pupils may wish to cover the written words below each picture.

Consolidation and extension worksheet 1

• Pupils complete the consolidation and extension activities on Worksheet 1 (page 28). See also teaching notes on page 23.

I want to know more!

Ask pupils to choose anything they enjoyed from the unit and to go and find out more. You might like to set this

activity as homework with a quick feedback session at the beginning of the next lesson, e.g. find out more words for nature or find out more information about conserving nature.


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Now go to Poptropica

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Now go to Poptropica

English World

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English World

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Can use what I have learnt in Unit 1

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Can use what I have learnt in Unit 1

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Pupils play a game in pairs using the Nature pictures in the

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Pupils play a game in pairs using the Nature pictures in the Picture dictionary. Each pupil takes turns to say a word and his/

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Picture dictionary. Each pupil takes turns to say a word and his/her partner points to the correct picture. Stronger pupils may

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her partner points to the correct picture. Stronger pupils may wish to cover the written words below each picture. Sam

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wish to cover the written words below each picture. Sample

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Consolidation and extension worksheet 1Sample

Consolidation and extension worksheet 1Consolidation and extension worksheet 1Sample

Consolidation and extension worksheet 1

Pupils complete the consolidation and extension activities on Sam

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Pupils complete the consolidation and extension activities on

unit

unit

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unitPreparation for evaluation

unitPreparation for evaluation

Procedure the day before the evaluation

unitProcedure the day before the evaluation

•

unit• Review unit content using games to give

unitReview unit content using games to give

practice for the coming evaluation.unit

practice for the coming evaluation.• un

it• Ask pupils to predict what they think the un

itAsk pupils to predict what they think the content of the evaluation might be, using un

itcontent of the evaluation might be, using the children’s first language as needed.un

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