TB Super Minds LEVEL 1

Me lanie Williams with Herbert Puchta, Günter Gerngross & Peter Lewis-Jones

MiniSsttrryicMotlayf lEafodyrsuicaation
Teacher’s Book 1

trictly for cationUniversity Printing House, Cambridge CB2 8BS, United Kingdom

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istry o ysiaeducation, learning and research at the highest international levels of excellence.

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© Cambridge University Press 2012

laThis publication is in copyright. Subject to statutory exception

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no reproduction of any part may take place without the written

in apermission of Cambridge University Press.

First published 2012

MReprinted 20188
MPrinted in Italy by Rotolito Lombarda S.p.A.

A catalogue record for this publication is available from the British Library
ISBN 978-0-521-22061-3 Teacher’s Book 1
ISBN 978-0-521-14855-9 Student’s Book with DVD-ROM 1
ISBN 978-0-521-14857-3 Workbook 1
ISBN 978-1-107-66604-7 Teacher’s Resource Book with Audio CD 1
ISBN 978-0-521-22136-8 Class Audio CDs 1
ISBN 978-0-521-22026-2 Flashcards 1
ISBN 978-0-521-14858-0 Classware and Interactive DVD-ROM 1
Cambridge University Press has no responsibility for the persistence or accuracy
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Cambridge University Press does not guarantee the accuracy of such information
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Contents

Map of the course iv

Introduction

About Super Minds viii

Super Minds 1 components ix
Tour of a unit
Teaching with Super Minds 1 xi

r nWorking with large classes xiv
fo tioEffective use of L1 xv
xv
Monitoring xvi
xvi
trictly caAssessment xvii

Using the Super Minds songs T4
T10
duUsing the Super Minds stories T22
iSstry of EysiaTeaching notes T34

Friends

laAt school
in aLet’s play!
M MPet show
Lunchtime T46

Free time T58

The old house T70

Get dressed! T82

The robot T94

At the beach T106

Map of the course

Friends (pages 4–9)

Vocabulary Grammar Story and value Thinking skills

Numbers: What’s your name? Meet the Super ● Matching

one, two, I’m (Thunder). Friends

three, How old are you? Making friends

four, five, I’m (seven).
six, seven,
eight, nine,
ten
Colours:

r nyellow, red,

orange,

fo tiopurple,

green, blue

Song: A, B, C, D, E, F, G
trictly caAt school (pages10–21)
uVocabulary Grammar
dClassroom Story and value Skills Thinking skills English for school
S Eobjects: Phonics
What’s this? ● Listening ● Matching Art: Colours
pen, rubber, It’s a (pencil). Watch out, for specific ● Hypothesising Project: Make
Is it a (pen)? Flash! information LE your own picture
fpencil, Yes, it is. / No, it Helping each and predicting
istry o ysiabook,isn’t. other ● Reading for specific
Open your book, The letter information LE
notebook, please. sound a
bag, desk, Pass me a (ruler), ● Interactive
ruler, pencilplease. speaking
Sit at your desk,
lacase please. ● Writing a
description from
a model
in MaLet’s play! (pages 22–33)
Song: What’s this? Creativity Revision
MVocabulary Grammar
Story and value Skills Thinking skills English for school

Phonics

Toys: What’s his/her The go-kart ● Reading for specific ● Comparative Maths: Tangrams
kite, doll, name? His/Her race information LE thinking Project: Make a
monster, name’s (Ben/Sue). Fair play – tangram
plane, What’s his/her cheating is ● Listening ● Analysis of
computer favourite toy? His/ wrong for specific statements
game, Her favourite toy’s The letter information LE
train, car, his/her ball. sound e ● Hypothesising
ball, bike, How old is he/she? ● Interactive ● Evaluating
go-kart He’s/She’s (seven). speaking
It’s a (new kite). strategies
It’s an (ugly ● Writing a
monster). description from
a model

Song: Hey, Emma! What’s your favourite toy? Creativity Revision

iv Map of the course

Pet show (pages 34–45)

Vocabulary Grammar Story and value Skills Thinking skills English for school
Phonics

Animals: The (lizard) is in/on/ The spider ● Reading for specific ● Matching Science:

elephant, under the (bag). Being brave information verbal Camouflage

rat, lizard, I like / I don’t like The letter ● Listening and visual Project: Draw a
frog, spider, (dogs). sound i for specific information camouflage
duck, dog, information LE ● Applying world
cat knowledge
● Writing a ● Matching
description from a
model

● Speaking about a
picture LE
for tionSong: Look at the spiders
trictly caLunchtime (pages46–57) Creativity Revision
duFood:
Vocabulary Grammar Story and value Skills Thinking skills English for school
banana, Phonics
I’ve got / haven’t ● Listening ● Categorising Science: Fruit and
S Ecake, got a (sandwich). The pizza for specific ● Applying world veg
Have we got any Waiting your information Project: Make
cheese (cheese)? turn knowledge a fruit and
Yes, we have. / No, The letter ● Spelling LE ● Matching vegetable diary
fsandwich, we haven’t. sound o ● Reading for specific ● Predicting
istry o ysiaapple,
information LE
pizza, ● Productive
sausage,
chicken, speaking
steak, peas,
carrots
laSong: Tommy’s in the kitchen
in aFree time (pages 58–69) Creativity Revision
M MVocabulary Grammar
Story and value Skills Thinking skills English for school
Phonics

Days of I (play football) on We’re lost! ● Listening ● Interpreting Social science:
the week: (Saturdays). Asking for help for specific and I’m healthy!
Monday, Do you (watch TV) when you need information LE understanding Project: Do a class
Tuesday, at the weekend? it survey
Wednesday, Yes, I do. / No, I The letter ● Reading
Thursday, don’t. sound u for specific
Friday, information LE
Saturday,
Sunday ● Writing a poem
from a model

Song: It’s a busy, busy week Creativity Revision

Map of the course v

The bodyThe old house (pages 70–81) English for school
Vocabulary Grammar Story and value Skills Thinking skills

Phonics

The home: There’s a (monster). At the house ● Reading ● Interpreting Geography:

bathroom, There are (four cats). Looking after for specific pictures Habitats

bedroom, Is there a (plane)? your friends information LE ● Applying world Project: Make a

living room, Yes, there is. The letter ● Interactive knowledge habitat

hall, dining Are there any (rats)? sound h speaking ● Matching

room, No, there aren’t. ● Listening

kitchen, How many (cars) are for specific

stairs, cellar there? information LE

There are (four cars). ● Writing a
description from a
Song: In my little house model

Creativity
r nGet dressed! (pages 82–93)
fo tioVocabulary Revision
trictly caClothes:
Grammar Story and value Skills Thinking skills English for school
jeans, Phonics
sweater, Do you like this ● Reading ● Interpreting Science: Materials
(hat) / these The cap for specific visual Project: Make
ujacket, skirt,(shoes)? Saying sorry information LE information a poster with
Yes, I do. / No, I The letter different
shorts, don’t. sounds sp ● Interactive ● Matching materials
(Olivia)’s wearing (a and st speaking ● Selecting
dcap, shoes,red sweater).
Is he/she wearing (a ● Listening relevant
socks, blue T-shirt)? for specific information
Yes, he/she is. / No, information ● Applying world
S ET-shirt, he/she isn’t. knowledge
istry of ysiatrousers ● Writing a
description from a
model

laThe robot (pages 94–105)
Song: I’m a cool, cool cat Creativity Revision

in aThebody: Skills

head, arm, ● Listening
for specific
Mfingers, information
Mhand, knee,
Vocabulary Grammar Story and value ● Interactive Thinking skills English for school
Phonics
I can/can’t (stand LE ● Problem Science: The
on one leg). The problem solving skeleton
He/She can/can’t Teamwork Project: Make a
(skip). The letter ● Identifying skeleton
sound g

leg, toes, Can you (swim)? speaking about a

foot Yes, I can. / No, I survey

can’t. ● Reading

for specific

information

● Writing a

description from a

model

Song: Can you guess who we are? Creativity Revision

vi Map of the course

At the beach (pages 106–117)

Vocabulary Grammar Story and value Skills Thinking skills English for school

Phonics

Holidays: Let’s (play the The top of the ● Reading ● Inferring Geography:

catch a guitar). hill for specific meaning Holiday weather

fish, paint Good idea. Modesty information LE ● Applying world Project: Write a

a picture, Where’s the (blue The letter ● Listening knowledge weather diary

eat ice book)? It’s in the sounds ee and for specific ● Interpreting

cream, take (green bag). ea information visual

a photo, Where are the ● Writing a information

listen to (orange books)? description from a

They’re in the (black
bag).
music,
look for
shells, read
a book,
make a

r nsandcastle
model
● Speaking about a

picture LE

Creativity
MiniSsttrryicMotlayf lEafodysuicaatioSong:Let’sgotothebeach Revision

Map of the course vii

Introduction

About Super Minds Expanding young minds

What is Super Minds? Super Minds begins from the premise that the students

Super Minds is a seven-level course for primary age are not just language learners but explorers in every

students, with a Starter level underpinning Super Minds 1. aspect of their educational development. The course

enables students to become smart in three ways:
By building solid foundations, expanding young minds,
kindling the imagination and fostering positive values, • Think! The development of thinking skills underpins
Super Minds encourages students to become smarter as
they develop in the widest educational sense. the course methodology and is clearly signposted
in purposeful activities. These thinking skills are the
r nA flexible approach building blocks of learning and the activities keep in
fo tioSuper Minds offers maximum flexibility: step with the students’ increasing maturity through the
course.
• Super Minds gives the option of an oral–aural
• Wider thinking through the application of knowledge
introduction to English by using the Starter level,
is encouraged by content and language integrated
trictly cawhereas some schools may prefer to begin with learning (CLIL), with topic-based material clearly
linked with subjects across the curriculum.
this level, Super Minds 1. All the language from the
Starter level is re-introduced here in different contexts,• Games and other activities in pairs, groups or as a

udeveloping all four skills. whole class are designed to improve students’ memory
d• All seven levels of Super Minds have been specifically and concentration skills.

researched to cater for a variety of teaching situations In Super Minds 1, specific activities develop a range of
skills from observation to thinking skills such as memory,
S Eincluding those with a higher than usual number of sequencing, categorising and deciphering codes.

hours of English per week. The units include lessons Kindling the imagination

fwith a core syllabus focus and additional lessons From the beginning, Super Minds fuels the imagination
istry o ysiawhich can be used flexibly according to the time not just through the adventures of the superhero
characters in school and play contexts parallel to the
available for English. This is explained in the Tour of students’ own experiences, but also through specific
a unit (see pages xi–xiii). activities.

Building solid foundations Rounding up the language and contexts of the unit,
guided visualisation activities invite the students to relax
laSuper Minds 1 is appropriate for students who are ready and listen before creating the picture that they saw in
their mind, and TPR (total physical response) action
to begin reading and writing in English and includes an sequences enable them to act out a story using simple

in aearly focus on the alphabet. The solid language syllabus

is carefully structured to cater for those preparing for the

MYLE exams, with the YLE Starters syllabus covered by the
Mend of Super Minds 2.
The students meet four Super Friends with engaging language.

super powers: Whisper can talk to animals, Misty can Fostering positive values
make herself invisible and Thunder and Flash have
superhuman strength and speed respectively. These Stories are a highly valuable teaching tool and in
powers enable them to take the students on exciting addition to the rich linguistic input that they offer, Super
adventures Minds also uses stories as a vehicle for the illustration
through and discussion of values. The students are encouraged
which all four through discussion and specific Workbook activities to
language think about the deeper meaning of the stories, such as
skills are the importance of fair play, waiting your turn, helping
practised and and looking after your friends.

developed.

viii Introduction

Super Minds 1 components

Student’s Book • A Creativity lesson featuring either

The Student’s Book contains:

• An introductory Friends unit a guided visualisation activity or

(6 pages) which introduces the

characters Whisper, Thunder,

HerbeSrtt uPudchetantG’sünBteor Goekrng1ross Peter Lewis-Jones Misty and Flash together with the an action sequence telling a story in simple
alphabet, and presents or revises language
greetings, colours and numbers

1–10 • A Revision lesson featuring a topic-based game,

• 9 core units (12 pages) with an easy-to-use single- project or quiz

page lesson format rounding off with revision Interactive DVD-ROM

• Cut-outs for festivals and selected activities This complementary component is included with the
Student’s Book, for students to use at home or in the
r n• Stickers for a different activity in each unit school computer room, and with the Classware CD-ROM,
fo tioEach unit offers: for teachers to use in the classroom with a computer
and a projector. Offering language reinforcement
• An opening scene in contemporary and attractive 3D and consolidation while the students also have fun, it
contains:
artwork which establishes the setting of the unit story
• Interactive games and activities
trictly caand also provides a vehicle for the presentation of • The Student’s Book stories brought to life with

core vocabulary high-quality animation

• A memorable chant to practise the core vocabulary • The Student’s Book songs with karaoke versions for

u• 2 grammar lessons with varied presentation and the students to record and play back their own voice
practice activities including targeted oral production
dof the new language in a Grammar focus feature • Videoke activities featuring real-life clips, with the

S E• An engaging song for further language practice option for students to record themselves speaking one
or both roles
• A story featuring the Super Friends characters, illustrating
CD 3 The robot
fa different value in each unit for class discussion and 17
istry o ysialeading into a phonics focus on specific sounds 1

• Think! Activities to develop a range of thinking skills
• Cross-curricular English for school lessons, broadening

the unit topic in the context of other school subjects,

laencouraging the students to learn

and then apply knowledge, and

offering an accessible follow-up

in aproject
M1 CD3 Listen and look. Then listen and say the words.
M26
1 head

7 What are you doing? 8 Thank Well done,
Robot, can you speak now? you, Misty. Misty.

2 And now the head, please. 2 arm
Here’s the head.
1 Give me the right leg Here’s the 3 fingers
and the left arm. right leg.

4 hand 5 knee

Yes, I can. 6 leg

2 Think! What does the robot say?

Here’s the left arm. smra 2 CD 3 7 toes 8 foot
toof 18
3 Batteries! We haven’t 4 Here you are. koob Listen and chant.
got batteries. Thank you. ekib miws
No problem. HHLeeerrtee’s’’ssmthnekehrme .rdob. ot!
Here’s leg.
Here’s knee.
Here’s h nd. Here’s foot.
Here re the fingers. Here
Th nk re the toes.
3 Find who says … Give me the right leg. 94 The body you! Off it goes.

5 Robot, can you speak? 6 We’ve got a problem. 4 CD3 Listen and say.
It can’t speak. 28

Nac I sey. Let me try something. Greg’s got a big bag and a green go-kart. Phonics focus 99
98 Value: teamwork
Introduction ix

Workbook Teacher’s Book

This reinforces the core vocabulary This Teacher’s Book is interleaved

and grammar and consolidates with the Student’s Book pages. Each

the students’ skills development by page of teaching notes features:

HerbeWrtoPurckhbtaooGkünt1er Gerngross Peter Lewis-Jones offering: MTeacher’s Book 1elanie Williams with Herbert Puchta, Günter Gerngross & Peter Lewis-Jones • An Aims box with detailed lesson

• Reading, matching and colouring aims, new and recycled language,

puzzles, written practice at word any necessary or optional
and sentence level, listening input
materials and the language

and opportunities for oral work competences that the students

• A values activity for each unit drawn from the will achieve

message in the Student’s Book story • Concise and clear instructions, tapescripts and answers

trictly forucation• Craft activities to extend the focus of the English for12 for all the Student’s Book and Workbook activities
school lessons
dYou • Additional lesson stages in coloured boxes:

need Warm-up: ideas for beginning the lesson, recycling
language from the previous lesson or presenting
S Etoiletrolltube scissors new language
f1 2 Ending the lesson: simple ideas that are flexible in the
istry o ysiaCutflapsatthebottomof cardboard glue animal time available to bring the lesson to a close, requiring
magazines no presentation or extra materials
the toilet roll tube. Extension activities: optional activities for extending
3 the focus of the lesson, for which any additional
laGlue the flaps on the piece of Fold the flaps out. materials are listed as optional in the Aims box
in acardboard. 4
M M5 Flashcards
Cut out pictures of animals
from magazines. The 103 A5 double-sided flashcards cover all the core
vocabulary with the image on one side and the word in
6 a large font on the other.

Class CDs

The 3 Class CDs contain all the recorded material for
the Student’s Book and Workbook, including the chants,
songs, karaoke versions and stories.

Classware CD-ROM

This whiteboard software features:

• The Student’s Book pages
• The audio material

It is also packaged together with the Interactive DVD-
ROM, which provides interactive activities and games for

Glue the pictures on the tube. Now you have a pencil holder. classroom use.

• A record of learning in each unit which the students Teacher’s Resource Book

personalise by drawing and writing at sentence level This contains the following flexible photocopiable
resources for each unit:
• A full-colour Picture dictionary which guides students
• Three worksheets to reinforce the core vocabulary and
to label the core vocabulary from each unit as an
additional record of learning structures through extra practice, without introducing
unfamiliar language
Pet show
• One cross-curricular extension worksheet
rat duck frog lizard cat elephant spider dog • Teaching notes with suggestions for exploitation and

cat optional follow-up activities

• An End-of-unit progress test evaluating the core

vocabulary and structures with reading, writing and
listening activities

x Introduction

Tour of a unit

Super Minds 1 begins with an introductory Lesson 2
6-page Friends unit in both the Student’s Book and the
Workbook. This presents the Super Friends characters Grammar 1
together with the alphabet and consolidates greetings,
colours and numbers 1–10. If the students have studied The first of two core grammar points in the unit is
English before, for example with Super Minds Starter, presented and practised in Lesson 2, in the topic-based
this unit acts mainly as a revision focus. For students new context of the unit.
to English, it encompasses the basic blocks with which
they can build their foundation in English. Occasionally, these grammar lessons use the unit stickers,
which are listed in the Materials section of the Aims box
in the teaching notes.

There are then nine main units, each with twelve lessons. • In most cases, the students first hear or read the
Each page in the Student’s Book constitutes a lesson,
together with its corresponding Workbook page. language and give a non-linguistic response such as
numbering, ticking, circling or sticking.
The material is structured in a flexible way to make it
• Gr mm r There is then a specific oral focus on the new
r nsuitable for different teaching situations:
fo tio• Lessons 1–6 present and practise new core language, focus language which can be used for presentation
and discussion.
as well as including a chant, a song and a story with
its follow-up activities. • This is followed by an opportunity to use the

trictly ca• Lessons 7–12 focus on skills work and the use of language, usually in a game.
English for school, together with creativity and
revision. • The practice activities in the Workbook begin with

uClasses with fewer than 5 hours of English per week more receptive tasks in the early units, building to
dtherefore have the option to miss out some or all of more active production at phrase and sentence level.
They also sometimes include listening.
Lessons 7–12, whilst still covering the vocabulary and
Lesson 3
S Egrammar syllabus.
Song
Using all the material in the Student’s Book and
The vocabulary and usually the first grammar point of
istry of ysiaWorkbook provides enough material for classes with upthe unit are combined in a song for students to join in
and sing.
to 10 hours per week.
• The students first listen and read the song, using the
Classes with more than 10 hours per week can extend
the material by using the worksheets in the Teacher’s pictures to help them, before joining in.
Resource Book.
• There is then a follow-up comprehension activity.
laLesson 1 • The next track on the CD after the song is always a
in aVocabulary presentation
karaoke version which you can use once the students
The core vocabulary of the unit is presented and are familiar with the song.

Mcontextualised in a colourful illustration which also acts • The practice activities in the Workbook are varied and
Mas an introductory scene-setting frame for the story later
in the unit. do not generally require the use of the CD. However,
the karaoke version is very motivating for the students
when there are guided opportunities for them to write

their own verse of the song.

• The students first hear a line or two of dialogue from

the opening of the story.

• The students listen and find the new vocabulary in the

picture and then listen again, this time repeating the

words.

• The new words are then practised in a simple and

memorable chant.

• The Workbook offers a wide variety of practice

activities, most of which are suitable for homework

if necessary.

Introduction xi

Lesson 4 Lesson 6

Grammar 2 Story follow-up and values

Lesson 4 introduces the second grammar point Lesson 6 exploits the story in more depth and features a phonics
for the unit. focus.

The range of presentation and practice activities • A follow-up comprehension activity in the Student’s Book
is similar to Lesson 2, including Grammar focus
reminds the students of the story.

and the occasional use of stickers. • The teaching notes then guide a discussion in English and

Lesson 5 L1 of the value illustrated in the story. The students are
encouraged to think about what the characters say and

Story do and to reflect on what is right (or wrong) about the

This lesson features the main characters’ behaviour.
story for the unit which was
introduced in Lesson 1, bringing • The Workbook presents a similar situation to the value from
the unit context, vocabulary and structures
together. The clear and expressive illustrations the story, with two pictures illustrating positive and negative
behaviour. The students circle the picture which shows the
r ninvite the students to follow as they listen, same value as the story.
fo tioand inspire them to act out the story with real
• After the values discussion, the Phonics focus in both
emotion later in the lesson.
the Student’s Book and the Workbook works on specific
• The teaching notes first suggest ways of sounds. The students first find a sentence in the story and
then practise a target phrase or sentence featuring further
trictly careviewing the characters and the story in the examples of the sound. A memorable cartoon helps the
students visually associate the sentence with its meaning.
previous episode.
Lessons 7 and 8
• The students then hear the story, which is
Skills work
ubrought off the page with clear character
These two lessons offer topic-based skills work
voices and sound effects to help them follow consolidating the language of the unit while
developing all four language skills. The particular skills focus is
dthe action. clearly identified at the foot of each page.
S E• After discussing the story in English and L1 (the
The varied activities include:
students’ own language) where appropriate,
• Think! Thinking activities
fthe students turn to practice activities in the • Sticker activities
istry o ysiaWorkbook. Here they first hear lines from the• Speaking activities for work in pairs, groups or as a whole

story and tick the character who is speaking. class
There are then further follow-up activities,
often designed to develop thinking skills. • Tasks in the style of the Cambridge Young Learners English

• The Ending the lesson activity in Lesson 5 is tests as a gentle introduction to the exam

laalways a role play in groups to practise the • An opportunity to personalise the language of each unit in a

story. drawing and writing or speaking activity

in a• The optional Extension activity in Lesson 5 is
always a discussion of the value in the story,

M Mrelating it to examples in students’ own lives.

xii Introduction

Lessons 9 and 10 Lesson 11

English for school Creativity

These two lessons introduce a This lesson brings together the topic and language of

topic from another area of the the unit in creative ways to encourage the students to

primary school curriculum which is use their imagination. It alternates between guided

related to the overall unit topic. They are designed to visualisation and TPR (total physical response):

encourage the students to learn about other subjects Guided visualisation
through English and then to demonstrate and apply that
knowledge in follow-up tasks including a project. • The students are first encouraged to

• The first lesson usually introduces the topic and put their heads on their desks, close
their eyes and relax.
presents words which the students use actively but
which are not core vocabulary. • They then hear a voice with soft music in the
Habitats
background, asking questions to fire the students’
1 Look at the habitats. What colours are they? imagination and to encourage them to visualise in
their mind.
r nThepolar
• After the listening, the students draw (or make) the
regions are
white and blue.picture that they imagined. This activity is to encourage
fo tiopolarregion self-expression, so the students are encouraged to draw
trictly cajungle ocean freely, with no sense of ‘a right answer’.

usand desert mountains • They then present their work to the class or in groups,

You find sand using language from the unit.
in the desert.
2 What do you find in the habitats?drocks TPR action sequences
S E78 Geography
trees • The teaching notes suggest reviewing

istry of ysia• The second English for school lesson providescoralsnow simple instructions for the students to
opportunities for the students to apply the knowledge carry out before they listen.

from the previous lesson, developing their thinking skills.• The students then hear a sequence of sentences

• A creative project to be done either as a whole class telling a simple story, which they act out with simple
language.
or in groups or individually rounds off the work on the
• To consolidate their understanding of the story, they
latopic. Some of the projects use the cut-outs at the back
then read and number the sentences, matching them
of the Student’s Book. with the pictures.
in a1 Think! Wheredoyoufindtheanimals?
MYou find tigers in the jungle. 4 • The corresponding Lesson 11 page in the Workbook is
M1 2 3
a topic-based craft activity.

Lesson 12

Revision

The Student’s Book Revision page in each unit features
one of three different activity types:

• Poster activities consolidate the cross-curricular topic

as well as the language

tiger parrot camel goat • Board games to be played in small groups encourage
5 6 7 8
oral production of the language

polar bear shark jellyfish penguin • Quiz time pages provide revision in a fun format

2 Project Make a habitat. The Workbook page offers an opportunity for the

students to create a record of learning and for the

teacher to carry out informal assessment.

Picture dictionary activities review key vocabulary of
the unit.

Geography 79

• The corresponding pages in the Workbook consolidate

the work on the topic through a wide variety of

activities.

Introduction xiii

Teaching with Super Minds 1

Working with large classes

Working with a large group of students of this age is • You could also use the word side of the flashcards for

challenging, but Super Minds has been developed with this, to encourage the students to read.

these teaching situations in mind. In addition to the • Remember that although the students are beginning
support in the teaching notes themselves, this section
to read in English, the printed instructions are above

offers tips which you may find useful particularly if you their level, so even though examples are given for

are new to teaching a large class of this age group. most activities in the Workbook, you will still need

Finding the right resources to focus on these and demonstrate them with your

Not all subjects require the students to work with two finger. Ask the class why this is the right answer as an
books in one lesson and establishing effective techniques additional comprehension check.
for having the correct book open at the correct page can
save a lot of time. • Even at this young age, there will usually be one or

r nThe right book two students able and more than willing to explain
fo tio• The first time you use a book in a lesson, holding up the instructions in L1 as a final check if some students
still seem unsure.
your own Student’s Book or Workbook is an obvious
cue for the class, but in a large class you can also Involving everyone

trictly casave time by asking the students to hold up the book In Super Minds, presentation and practice activities
involving the whole class are balanced with individual
as well. Anyone with the wrong book will quickly see practice activities, allowing time for monitoring each
what their classmates are doing and will be able to student’s progress. This combination ensures that all the
change books. students are actively involved in the lesson.

u• To practise reading skills, you could also point to the The students can also be involved in presentation stages
dtitles Student’s Book and Workbook. of the lesson, by holding flashcards or demonstrating
S EThe right page games and activities with you at the front of the class.
This takes longer, but there are several benefits:
• Write the page number on the board in figures as you
• It changes the dynamic of the classroom, which helps
fsay it in English. Students learn numbers 1–10 in the
istry o ysiaFriends unit and 11–20 in Unit 4 but it helps to foster to keep everyone’s attention.

an English-speaking environment if you use English, • It provides opportunities for recycling classroom
provided you give the support on the board.
language in a meaningful way as you invite the
• Again, asking students to hold their books open at students to stand up, come to the front, pick up a
pencil, etc. The whole class can hear this language
the right page can be a faster way of checking that and they watch to see how their classmate responds.

laeveryone is ready. • It demonstrates important values: you share your
in aChecking instructions
materials with the students, they play with them, look
The key to classroom management is clear instruction after them and give them back safely. Please and
Thank you become common, natural phrases in the
Mand the larger the class, the more possibility there is that classroom in a way that isn’t possible if the students
Msome students will become distracted and are not then
sure what to do. only ever play a passive role in class.

• If the students need to move to different desks for any Confident students will eagerly volunteer to come to the
front in every lesson, so you may find it useful to keep
reason, move them first and then explain the activity. a column in your notebook to mark students’ names
when they have been involved in this way to ensure that
• If they need to take certain materials with them, everyone has been asked to take part (for example,
F = flashcard, A = acting out).
support your instructions with flashcards or board

drawings, e.g. Take your pencil (stick the pencil

flashcard on the board) and your book (stick the book

flashcard on the board) with you.

xiv Introduction

Working in groups • After you have first explained and demonstrated

It is well worth the effort to accustom the students to a task in English using mime to support your
working in groups in the language classroom. With instructions, there may still be some students who
young students, it is a practical way of managing lack confidence. Rather than holding up the activity,
craftwork and projects. The students can share materials it may be helpful to use limited L1 to clarify. However,
allocated to their group and, with your help, different it is best to avoid doing this all the time. If you always
tasks such as drawing, painting and cutting out can repeat instructions in L1 after first explaining in
be assigned to different members of the group. This English, the students will learn to expect this and more
gives the students a sense of responsibility and fosters passive students may ‘switch off’ until they hear the L1
cooperation. When playing games or doing other instructions.
speaking activities in a group, each student will have
• When a student has clear emotional needs, for

more chance to speak than in an activity for the whole example if they are unhappy because a craft activity
class. If the idea of working in groups is established at a hasn’t turned out as they intended, they won’t have
young age, it becomes a natural part of their language the necessary English to explain the problem and
learning, which is then extremely beneficial as their English would create a barrier. In these instances,
fluency increases. discuss the problem in L1 first, but to move on, you
could then use English to console them, to praise their
r nThe teaching notes for songs often suggest dividing the work and to integrate them back into what the rest
fo tioclass into groups to sing along with the karaoke version. of the class are doing, e.g. OK now? Really, your kite’s
great! Come and look at (name)’s kite. It’s red and
This can be extended into other aspects of classroom blue like yours.
management by establishing general class groups.
• Students at this stage don’t have the range of English
trictly caThese groups could be fixed through the year or you
that they would need to discuss abstract issues such
could change them at regular intervals such as every as values. For this reason, the teaching notes give very
term, giving you the opportunity to sort the students clear suggestions for the use of both English and L1
when working on the deeper meaning of the story in
uinto different groups as you develop a picture of their each unit. English is used wherever possible to prompt
the students to use relevant key phrases from the
individual needs and contribution in class. Using core story, but L1 is then suggested for the discussion of
concepts such as not cheating, teamwork, being brave,
dvocabulary as the names for these groups allows etc.

frequent, natural recycling and you could ask specific You may find these general principles useful:

S Egroups at different times: • Use English whenever you can use actions or
istry of ysia• to distribute art and craft materials, e.g.
flashcards to support the meaning.
Lizards, please give out the paper.
• Use L1 to avoid a breakdown in communication or
• to take responsibility for specific tidying duties after a
to discuss abstract issues.
craft activity, e.g. Apples, please collect the scissors.
Kites, put the rubbish in the bin. Monitoring

la• to come and show you their work while the rest stay at In any lesson, regardless of the class size, monitoring is
their desks, to ensure that the queue is manageable an essential part of classroom management, to ensure
that everyone’s attention is on the task in hand. In the
in aEffective use of L1 language classroom, monitoring takes on an even more
important role as it provides informal opportunities for
With young learners, it is helpful to establish an English- practice and more students will have an opportunity to
speak if you encourage this while you are monitoring
Mspeaking environment as far as is possible, whilst their work.

still fostering an encouraging atmosphere where the

Mstudents feel at ease and able to contribute. The more

you use English, the more natural it will be for the
students to copy you and to use as much as they can.
Many students will also acquire a little more language
passively in this way and some may surprise you by using
new classroom phrases that they have heard.

However, there are times when the use of L1 is an As you circulate:

effective tool: • Use English to praise the students’ work and to ask

questions about it. Some students may be able to use

a few words; others may need questions to prompt

them; others may only be ready to understand and

agree as you talk about their work.

Introduction xv

• Ask students questions about their classmates’ work Assessment

and encourage them in this way to show interest in Assessment at this young age is largely an on-going

others’ work and to compliment each other. process of observation in whole-class work and

Specific issues that may arise when you are monitoring monitoring at an individual level, but once the students
include the following: are developing basic reading and writing skills, you may
wish to carry out a more formal evaluation. The Super
• Students may choose to draw items which they cannot Minds Teacher’s Resource Books provide an end-of-unit
test which evaluates the core vocabulary and structures
yet name in English. When this happens, feed in new with listening, reading and simple writing activities such
vocabulary in a passive way, both for the student as sentence completion.
individually and for everyone if the work is presented
to the class.

• Students may try to write English words on their Using the Workbook Revision page

pictures. Rather than correcting any spelling at this The Workbook Revision page, whilst ostensibly a record
of learning, can also be used for informal assessment. A
stage, praise their efforts and show the work to the possible system would be to grade the work as follows:

L1 literacy teacher where possible in your teaching • Shows awareness of some new language
• Shows awareness of most new language
situation. • Demonstrates vocabulary and both core structures

r nDrafting stage from the unit but with some spelling errors
fo tioThere are always opportunities in the skills lessons for
• Accurate use and spelling of the new vocabulary and
the students to personalise their learning by drawing
both core structures
and writing freely using the language from the unit.
Using the Super Minds songs
trictly caThis work is very suitable for display, but you may want
As well as providing a welcome change in the class
the students to draw their picture first and to work on a dynamic, songs are an extremely valuable part of
the language-learning process at this stage for three
draft writing stage separately. reasons:

uMonitoring while the students are working on a rough • The students will produce far more language in a song
ddraft in their exercise books or on scrap paper is a very
than in any other form of practice activity.
useful way of informally correcting in a private and
• Through songs, the students are producing a series of
S Eindividual way:
f• Praise some aspect of the work (the picture, the connected sentences when the rest of their spoken work
istry o ysiahandwriting, the original ideas, the use of new words). may still only be at the short phrase or sentence stage.

• Ask questions about the picture to check what the • The repetitive nature of song lyrics means that key

student intended to draw. language is activated many times.

• If there are serious problems with the writing, ask the Before playing a song

student to read what he/she has written. As long as It may be tempting to want to explain the song lyrics
from the page before the students hear it, thinking that
lait matches the picture, you can confirm, e.g. That’s they will enjoy it more if they understand every word,
but it is far more effective and motivating to let them
right. Your favourite toy is a red bike. Then continue

in aWe write it like this and demonstrate by writing the

sentence for the student to copy on the same sheet of

paper.

M• For small mistakes, it may be enough to point to the
Mhandwritten word and then find and point to the word
written correctly in the Student’s Book or Workbook. simply enjoy it first.

Spell out the word correctly using the English alphabet While playing a song
and pointing to each letter to help the student find the

mistake. Where there are repeated words such as a chorus, some

When you have seen rough drafts, the students can then students may want to join in reading the words from the
copy the work out neatly for display. Discuss the finished page even though this is the first time that they have
work with the students, praising any improvements heard the song. It is rewarding if you encourage this,
made between their draft and final versions. even if they are not yet sure of the rhythm, as there is
plenty of time to work on the song.

xvi Introduction

After playing a song It is very useful to establish an agreement with the class
at the beginning of the year that story time is special
After the students have heard a song once, you may like and that there are to be no interruptions.
to explain any unfamiliar language, particularly where it

has essential meaning, but the main focus can be on the Before playing a story
core language.
• Explain that students should ask any questions before

Learning a song you start playing the CD.

• As well as providing a context, the Super Minds song • Tell students to put all their pencils and crayons

illustrations are designed as visual prompts to help away in their pencil cases to avoid fidgeting and the
support the meaning of the lyrics.
unwelcome distraction of things falling on the floor.

• It is common for students of this age to ‘mumble’ While listening to a story

the less familiar words, even when they are reading • Hold up your book and point to each speech bubble as
from the song lyrics, so it is usually more beneficial
to concentrate on the core language rather than the characters speak.
detracting from their enjoyment of the song by
insisting on every word. After listening to a story

r n• Once the students are more familiar with the song • The Lesson 5 teaching notes give detailed guidance
fo tiothey will often be adding in actions, for which they will
on how to work with the story, with suggestions for
need to stand and sing without their books. ‘scaffolding’ (using prompts to encourage the students
to say words and phrases from the story), questions
• When the students are singing without the book, you that can be phrased in English and others which will
be more effective in L1.
trictly camay, depending on the song structure, sometimes
• In Lesson 6 there is then the full exploitation of the
be able to show a flashcard to help them join in
enthusiastically with the core nouns. value illustrated in the story, as mentioned on page xii.

uPerforming the songs Performing the stories
d• The teaching notes suggest dividing into groups to
As well as acting the stories out in class, you could
perform the songs. consider putting on a performance of some of the stories
for parents. This is a very visual demonstration of the
S E• There are karaoke versions of the songs after the work done during the year and is highly motivating for
main recording. These are best used once the class the students.
istry of ysiaare confident enough to sing without their books or
when the students have written their own verses, as Students who are more self-conscious about acting in
sometimes suggested in the Workbook. public can be involved in other ways such as:

• Where possible in your teaching situation, you could • Writing invitations/‘tickets’
• Decorating the invitations/‘tickets’
use the karaoke versions as a showcase for parents to • Making simple props
• Saying Hello to parents in English and showing them
lasee what their children have been learning.
to their seats with Please sit here. Even if the parents
Using the Super Minds stories don’t speak English, they will be delighted to hear
their children using simple phrases like this.
in aThe scene-setting on the opening page of each unit
If you involve the whole class in different ways as above,
in Super Minds creates anticipation, which encourages

Mthe students to listen and follow the main story when
Mthey reach Lesson 5. The teaching notes suggest ways
of referring back to the initial scene, offering an ideal be sure to acknowledge everyone’s contribution in public

opportunity to revise the core vocabulary before hearing so that it isn’t just the actors who are clapped at the end.

the story.

Introduction xvii

Friends

1 CD1 Listen and look. Then listen and say the words.
02

MiniSsttrryicMotlayf lEafodyrsuicaation

1 Whisper 2 Thunder 3 Misty 4 Flash

2 CD1 Listen and chant. Hi, I’m Fl sh.
03 Wh t’s your n me?
Hi, I’m Misty.
Hi, I’m Whisper. Wh t nice n me!
Wh t’s your n me?
Hi, I’m Thunder.
Wh t nice n me!

4 Greetings

Aims: 2 CD1 SB p4 Listen and chant.
03

• to present the names of the characters Aim: to present Hi, What’s your name? I’m (name).
• to present and practise Hello, Hi, What’s your
• Students look at the chant.
name? I’m (name). • Play the recording. Students listen and follow the chant

• to say a chant with the class in their Student’s Books.

New language: Hi, What’s your name? • Play the recording again, pausing after each line for

I’m (name), nice, character names students to repeat.

Materials: CD, flashcards (colours), pieces of card • Practise the chant as a class.
• Invite four students to come to the front of the class.
(optional)
Give each one a character name. They do the chant for
Language competences: Your students will be
the class. Repeat with other students.
able to ask and answer about names.

Warm-up

Aim: to review students’ names

r n• Point to yourself and say your name.
fo tio• Ask a student to stand up.

• Elicit his/her name from the student. Use L1 to

prompt the student’s response if necessary.

trictly ca• Repeat with about six other students.
uPresentation Practice
d1 CD1
02 Aim: to personalise and practise the new language
S EAim: to introduce the names of the characters • Invite a pair of students to the front of the class.
f• Students look at the picture in their Student’s Books. • Prompt them to do the chant using their real names.
istry o ysia• Playtherecording. • Repeat with two more pairs of students.
• Make pairs. Students practise the chant, taking turns
• Students point to the character names when they hear
to start.
them.
SB p4 Listen and look. Then listen and say • Students do a mingling activity, introducing themselves

the words. to the students in the class using Hi, I’m (name). What’s
your name? Hi, I’m (name). What a nice name!
CD1 Track 02
1 WB p4 Match the sentences with the pictures.
laThunder: What’s your name?
Colour the circles.
Whisper: I’m Whisper.
Thunder: Hi, Whisper. I’m Thunder. Aim: to review colours and character names

in aWhisper: Hi, Thunder. Key: I’m Flash: 4th picture, I’m Thunder: 2nd picture,

Misty: Hi, I’m Misty. What’s your name? I’m Misty: 1st picture.

MFlash: I’m Flash. Ending the lesson

Misty: Hi, Flash. Aim: to review key language from the lesson
• Make a circle of eight students.
MFlash: Hi, Misty. • Invite two into the centre of the circle.
• The students in the circle start clapping rhythmically.
• The two students in the centre do the chant from

SB Activity 2, using their real names.

• The two students join the outer circle and two other

students go into the middle.

• Repeat twice more.

Now say the words. • If there is space, have more than one circle chanting

1 Whisper, 2 Thunder, 3 Misty, 4 Flash at the same time.

• Play the recording again.

• Point to the character names / pictures in turn. Students Extension activity

say the names.

• Students practise pointing and naming in pairs. Aim: to enable students to make a name label

• Tell students they are going to make a name label.

• Hand out some card to each student. They fold it in

half lengthways.

• They write their name on one side and colour it.

• They stand the card on their desks.

T4

Aims: • Students check in pairs.
• Play the recording again. Check answers with the class.
• to present and practise numbers one–ten
• to present and practise How old are you? I’m Key: Misty: I’m six. Flash: I’m eight. Whisper: I’m eight.

(age). Thunder: I’m seven.

New language: one, two, three, four, five, six, 3 SB p5 Ask and answer.

seven, eight, nine, ten, How old are you? I’m (age). Aim: to present and practise How old are you? I’m

Recycled language: What’s your name? I’m (age).

(name). • Teach the question How old are you? and the response.
• Students practise the question and answer in open pairs
Materials: CD, flashcards (numbers one–ten)

Language competences: Your students will be around the class.

able to count from one to ten. • Demonstrate the conversation with a student: What’s

r nWarm-up
fo tioAim: to review asking and answering about names

• Ask Student A Hello. What’s your name?
• Student A answers, e.g. Hi. I’m (name).

trictly ca• Student A asks Student B and Student B answers.

• Student B asks Student C and so on around the

class.

u• Encourage students to ask other students at
drandom.
Your students will be able to ask and answer your name? I’m (name). How old are you? I’m (age).
about ages.
• Students practise around the class in open pairs or in
S E1 CD1
04 groups of four.
istry of ysiaAim: topresentandpractisenumbersone–ten
1 WB p5 Match the numbers with the words.
• Teach numbers one–ten using the flashcards.
• Display the flashcards around the room or against the Aim: to review numbers one–ten
Key: three – 3, ten – 10, eight – 8, nine – 9, one – 1,
board.
four – 4, five – 5, two – 2, six – 6
• Play the recording. Students listen and point to the
2 WB p5 Write the numbers.
laflashcard numbers.
Aim: to review spelling of numbers one–ten
• Students open their Student’s Books. Play the recording Key (in two columns): 1, 6, 2, 7, 9, 8, 4, 10, 5

in aagain. Students point to the numbers in their Student’s Ending the lesson

Books. Aim: to review numbers one–ten
SB p5 Listen and point to the numbers. • Use the flashcards to review numbers one–ten.
• Show the flashcards at random and have students
M2 CD1
05 say the number.
Mand write.
• Invite ten students to the front of the class and hand

out the flashcards at random.

• Students quickly arrange themselves into the correct

number sequence.

• Ask the class to say if the sequence is correct by

calling out the numbers together.

• Repeat.

SB p5 How old are the Super Friends? Listen

Aim: to practise the written form of numbers one–ten Extension activity

• Play the recording. Give students thinking and writing Aim: to review spelling of numbers
• Write numbers one–ten in scrambled letter order
time.

CD1 Track 05 on the board.

Teacher: How old are you, Misty? • Students work in pairs to unscramble the words.
Misty: I’m six.
Teacher: How old are you, Whisper? They use their Student’s Books or the flashcards to

help them.

Whisper: I’m eight.

Teacher: How old are you, Flash?

Flash: I’m eight.

Teacher: How old are you, Thunder?

Thunder: I’m seven.

T5

1 CD1 Listen and point to the numbers.
04

Strictly Efodrucation2
CD1istry of ysiaI’m .
05 How old are the Super Friends? Listen and write.

in alaI’m . I’m . I’m .
M M3 Ask and answer.
What’s your name?

I’m Carlos.

How old are you?

I’m six.

Numbers 5

1 CD1 Listen and sing.
06

A, B, C, D, E, F, G
Sing with me …

for tionH, I, J, K, L, M, N
trictly caI’m your friend …
iSstry of EdysuiaO, P, Q nd R nd S

Yes, yes, yes …

laT, U, V nd W
in aMe nd you …
M MX, Y nd Z

Let’s sing nd d nce.
X, Y nd Z
The lph bet …

2 Say the alphabet.

A
B

6 Singing for pleasure; the alphabet

Aims: 2 SB p6 Say the alphabet.

• to present and practise the letters of the alphabet Aim: to give students further practice saying the
• to present lower and upper case letters
alphabet

• to sing a song with the class • Point to letters of the alphabet in sequence around

New language: sing with me, me and you, let’s the room for students to repeat. Then choose letters

sing and dance at random.

Recycled language: I’m (your friend) • Students work in pairs. They do the same, but use the

Materials: CD, alphabet cards: one for each letter alphabet in their Student’s Books, taking turns to say

of the alphabet (write the capital letter on one the letters.
side and the small letter on the other)
• Monitor to check they are saying the letters correctly.

Language competences: Your students will be 1 WB p6 Write the missing letters.

r nWarm-up
fo tioAim: to raise awareness of the alphabet

• Call to the front of the class four students whose

trictly canames start with the first four letters of the

alphabet. If this sequence is not possible, any four-
letter sequence in the alphabet, e.g. d, e, f, g, will
do.

u• Stand the students in alphabetical order according
dto the first letters of their names. Say their names,

repeating the first letter, e.g. Anna, A; Boris, B.

S E• Tell students the lesson is about the alphabet.
able to write and say the letters of the alphabet. Aim: to present and practise lower and upper case
Your students will be able to join in with a song.
letters
istry of ysia1CD1SB p6 Listen and sing.
06 Key: E, G, n, Q, T, x
07
• Stick the alphabet cards around the room, capital letter Ending the lesson

side showing. Group them as in the Student’s Book Aim: to review the letters of the alphabet
• Hand out the alphabet cards at random to students
laactivity.
around the room.
• Point to each card in turn, saying the letter for students
• Invite the 26 students to come to the front and
in atorepeat.
arrange themselves in alphabetical order.
• Repeat two or three times.
• For smaller classes, use only some of the alphabet
M• Play the recording. Students follow the song in their
MStudent’s Books. cards.
Aim: to present and practise the letters of the alphabet
• Do the activity once with lower case and again with

upper case.

• Repeat.

Extension activity

Aim: to practise alphabet sequence
• Make groups of six students.
• Students arrange themselves in alphabet sequence

of the first letter of their names.

• Have other groups check that each group’s

sequence is correct.

• Put students into new groups of six and repeat.

• Play the recording again, in sections. Students repeat.

• Use the karaoke version of the song for students to sing

in groups.

T6

Aim: 1 WB p7 Colour the words.
Aim: to practise reading the colours
• to present and practise colours
New language: colour, yellow, orange, red, 2 WB p7 Write and draw.
Aim: to practise writing the colours
purple, blue, green, balloon, My hat is (colour)

Recycled language: character names, I’m (name)

Materials: CD, coloured pencils

Language competences: Your students will be Ending the lesson

able to recognise, say and write some colours. Aim: to review spelling of the colours

• Write the six colours in scrambled letter order on

Warm-up the board.

• Students work in pairs to unscramble them.
r n1 CD1
08
Aim: to review the letters of the alphabet • Students then put the colours in alphabetical order:

• Sing the alphabet song from SB page 6 again with blue, green, orange, purple, red, yellow.

students. Extension activity

Aim: to find the colours in the classroom
• Say, e.g. Find something red. Demonstrate by

pointing to / touching something red.

• Students do the same. Repeat for the other colours.
• Students can do this from their seats or move

around the room to find the colours.
fo tioAim: to present the colours

• Use the picture in the Student’s Book to present the

trictly cacolours.

• Point to each balloon in turn and say the colour.
• Students repeat.

u• Play the recording. Students listen and point. Repeat.
SB p7 Listen and point to the balloons.

dCD1 Track 08

Yellow, red, orange, purple, green, blue

S E• In pairs, students take turns to point to the balloons
fand say the colours.
istry o ysia2CD1
09
SB p7 Listen and colour. Then follow the lines
Aim: to practise saying the colours
• Tell students to take out their coloured pencils.and say.

la• Play the recording. Students make a dot of the right
colour in each hat.
in aCD1 Track 09

Hat number 1 is blue.

MHat number 2 is purple and red.
MHat number 3 is orange and green.
Hat number 4 is yellow.

• Play the recording again for students to check. They

compare answers in pairs.

• Check answers with the class.
• Students colour the hats.
• Demonstrate the activity by giving an example sentence,

e.g. I’m x. My hat is x (and x).

• Students say the other sentences in pairs.
• Elicit the sentences in turn and write them on the board.

Key: 1 c blue, 2 d purple and red, 3 a orange and

green, 4 b yellow

T7

1 CD1 Listen and point to the balloons.
08

blue

red purple

yellow
trictly for cation2 green
orange

CD1du1 a
09 Listen and colour. Then follow the lines and say.
iSstry of Eysia Shane

2b
Min Mala Jane
3c

Ben

4d

Sue 7

Colours

1 CD1 2
10

1

Wow! Look at me!

trictly for cation3 Cool.
uMy turn. Look!
iniSstryMoaf lEadysia5 Whatabout 4 Misty?
Myou, Whisper?
I speak 6 What’s your name, cat?

to animals.

I’m Tabby.

8 Value: making friends

Aims: 1 CD1 WB p8 Listen and tick (✓) the box.
11
• to present a picture story
• to review language from the unit Aim: to review phrases from the story
New language: look at me, my turn, What about
CD1 Track 11
you? I speak to animals, cool, power, cat 1 Flash: Look at me!
2 Whisper: I speak to animals.
Recycled language: character names, I’m (name/ 3 Cat: I’m four.

age), What’s your name? How old are you? Key: 1 Flash: 1st picture, 2 Whisper: 2nd picture,

Materials: CD 3 Cat: 1st picture

Language competences: Your students will be 2 WB p8 Match the Super Friends with the 

able to listen to and read a picture story. powers.

Your students will be able to act out a story. Aim: to review the story
Warm-up Key: 2 d, 3 c, 4 a

r nAim: to review What’s your name? How old are you?Ending the lesson

• Say, e.g. Hello, Jim to a student, not using his/herAim: to practise the story
• Put students into groups of five.
fo tiorealname. • Students each take a role of one of the characters

• When the student looks confused, say, e.g. Are you (including the cat).

Jim? Then say What’s your name? • Play the recording. Students repeat in role.
• Students practise the role play in their groups.
trictly ca• Repeat with other students and other names.• Volunteer groups role play for the class.

• Ask some students How old are you? They reply, Note: Students mime powers, e.g. pretending a book
is very heavy and trying to lift a desk (without success).
e.g. Seven.
du1 CD1 Extension activity
10
Aim: to review phrases from the story
• Call out phrases from the story in turn, e.g. Look

at me!

• Students say who is speaking.
SB pp8–9 Meet the Super FriendsS EAim: to present a picture story
f• Review the names of the four Super Friends using the
istry o ysiapicturesintheStudent’sBook.

• Play the recording. Students listen and read to find

the name and age of the cat (Tabby, four).

• Play the recording again. Pause after frame 2. Point to

Flash running and ask Who’s this?

la• Repeat for the other Super Friends. Teach the word
(super)power.

in a• Play the recording again. Pause after each frame.
M MStudents listen and repeat.

T8

Aims: 1 WB p9 Draw and write examples of what
• to talk about the meaning of a story
you know.

• to review language from the unit Aim: to enable students to demonstrate what they

• to enable students to reflect on what they have have learnt

learnt

Recycled language: vocabulary and grammar Ending the lesson

from the unit Aim: to review numbers one–ten and colours

Materials: CD, flashcards (numbers one–ten) • Students look at the Picture dictionary page for

Language competences: Your students will be numbers 1–10 (WB page 118).

able to identify phrases from a story. • In pairs, they take turns to point to a number and

Your students will be able to demonstrate what say the word.

they have learnt in the unit. Extension activity

Value: making friends Aim: to review the letters of the alphabet

r nWarm-up • Spell out some of the words from the unit,
fo tioAim: to refresh students’ memory of the story
e.g. H A T.
• Mime running very fast. Elicit from students who in
• Students say the word, e.g. hat, and find it on a
the story can do this.
page of the unit.
trictly ca• Repeat for the other Super Friends.
• Repeat for cat, colours, etc.
• Students take turns to come to the front and mime

for the class to say the name.

du2 Think! SB p9 Read and number the pictures.
S EAim: to practise phrases from the story
fThinking skill: matching
istry o ysia• Play the recording of the story with Student’s Books

closed.

• Students try to do the activity in pairs.
• Pairs check with other pairs.
• Check answers with the class. Have students say the

lanames of the characters as a response.
Min MaKey: 2,5,1,4,3

T9

7 Wow! How old are you? 8

No. Listen to me!

Meow.

for tion9 How old are you?
trictly ducaI’mfour. 10 Cool.

iniSstry oaf lEaysia2 Think! Read and number the pictures.
M M1 Look at me!
2 My turn. Look! 3 I’m Tabby.

4 How old are you? 5 No. Listen to me!

Listening and reading 9

At school

1 CD1 Listen and look. Then listen and say the words.
12

1 pen

2 rubber 3 pencil
trictly for cation4 book
iSstry of Edysuia6 bag7 desk 5 notebook
8 ruler
in Mala2 CD1
M13 9 pencil case

Listen and chant.

Hey, Fl sh! Hey, Fl sh! Hey, Fl sh! Hey, Fl sh!
Come b ck, come b ck! Close your b g, close your b g!

Your ruler, your rubber, Your ruler, your rubber,
Your pencil, your book, Your pencil, your book,
Your pen, Your pen,
And your pencil c se. And your pencil c se.

10 Classroom objects

Aims: 2 CD1 SB p10 Listen and chant.
13

• to present and practise classroom objects Aim: to give students further practice saying the

• to say a chant with the class classroom words

New language: pen, rubber, pencil, book, • Elicit which character students can see running in the

notebook, bag, desk, ruler, pencil case, school, picture (Flash).
come back, close your bag
• Play the recording. Students listen and follow the chant

Recycled language: colours in their Student’s Books.
Materials: CD, flashcards (classroom objects)
Language competences: Your students will be • Play the recording again, pausing after each verse for

able to identify and name classroom objects. students to repeat.

• Do the chant as a class and then in groups.
• Students put the objects, e.g. pen and pencil case, on

their desks.
Warm-up

Aim: to review colours

r n• Play a true/false game to review colours.

• Students stand up when the sentence is true and

fo tiosit down when it is false.

• Point to, e.g. a green object in the classroom, and

say It’s red. Students don’t stand.

trictly ca• Repeat for other colours in the room. Make some
sentences true and some false.
uPresentation • Students do the chant again, holding up the relevant
dAim: to present classroom objects
S E• Hold up each flashcard in turn. Say the word for objects when they say them.
fstudents to repeat in chorus.
istry o ysia• Dothisthreeorfourtimes. Practice

• Hold up each flashcard for students to say the word Aim: to personalise and practise the new language
• Students close their Student’s Books.
in chorus. • In pairs, they take turns to name the classroom objects

• Stick the flashcards on the board or around the room. on their desks from SB Activity 2.
la1 CD1
12 1 WB p10 Match the words with the pictures.
in aAim: to practise classroom objects
Aim: to practise matching words with pictures
• Students look at the picture in their Student’s Books.Key: 2 c, 3 g, 4 i, 5 e, 6 d, 7 h, 8 f, 9 b

M• Play the recording. 2 WB p10 Look and colour.
MCD1 Track 12
SB p10 Listen and look. Then listen and say Aim: to review colours and classroom objects
Key: 1 yellow bag, 2 green ruler, 3 purple rubber,
the words.
4 orange pencil case, 5 red pen, 6 blue notebook

Ending the lesson

Aim: to review key language from the lesson
• Display the flashcards around the room.
• Say an object and students point to the flashcard.
• Say words quickly one after another, repeating

some more than once.

• Point to flashcards at random for students to say

the words.

Flash: Oh no! My notebook!

Misty, Thunder, Whisper: Wow! Look at Flash! Extension activity
Now say the words.

1 pen, 2 rubber, 3 pencil, 4 book, 5 notebook, 6 bag, Aim: to play a game to practise the new vocabulary

7 desk, 8 ruler, 9 pencil case • Students draw a 2 x 2 grid in their notebooks.
• Display the flashcards on the board.
• Students point to the objects and the words when • Students draw one object in each square. Each

they hear them. student chooses which to draw.

• Play the recording. Students repeat the words. • Say the objects at random. When students hear the
• Students practise pointing and naming in pairs.

object, they cross it out.

• The student(s) who cross(es) out all four first is/are

the winner(s).

T10

Aims: 2 CD1 SB p11 Listen and say.
15
• to present and practise What’s this? It’s a (ruler),
Aim: to focus students on grammatical form
Is it a (ruler)? Yes, it is, No, it isn’t
• Play the recording.
• to play a game with the class • Hold up a pencil for the first question and answer.
New language: What’s this? It’s a (ruler), Is it a • Hold up a pen and another object for the second

(ruler)? Yes, it is, No, it isn’t question and answers.

Recycled language: classroom objects • Play the recording again. Students repeat in chorus.
• Students repeat the questions and answers three or
Materials: CD, flashcards (classroom objects),
four times.
blindfold (optional)

Language competences: Your students will be 3 SB p11 Play the guessing game.

able to ask and answer about classroom objects. Aim: to give students practice with questions

and answers

• Demonstrate the activity with one or two students.
• Put students into groups of four. They take turns to

ask and answer, using the language pattern from

SB Activity 2.
Warm-up
1 CD1
r nAim: to review classroom objects 16

• Stick the flashcards on the board (picture side).

fo tio• Write the wrong word under each flashcard,
e.g. picture of ruler, word: pen.

trictly ca• Invite students to come up in turn and swap two
flashcards so that the word and picture are a match
for one.

u• Repeat until all the words and pictures match.
WB p11 Listen and write the words.

Aim: to review classroom objects

d1 CD1
14
CD1 Track 16
1 What’s this?

[Someone scribbling with a pencil.]
2 What’s this?

[Someone flicking through a book.]
3 What’s this?

[Someone rubbing out with a rubber.]
4 What’s this?

[Someone unzipping a pencil case.]

Key: 2 book, 3 rubber, 4 pencil case
S EAim: to present What’s this? It’s a (ruler). Is it a (ruler)?

Yes, it is. No, it isn’t.

istry of ysia• Give students time to look at the pictures first.

• Play the recording. Students listen and number.
SB p11 Listen and number the pictures.

CD1 Track 14 2 WB p11 Read and tick (✓) the box.
1 Girl: What’s this?
Aim: to practise the new grammar
Boy: Is it a rubber? Key: 2 Yes, it is. 3 No, it isn’t. 4 No, it isn’t.

laGirl: Yes, it is. Ending the lesson

2 Boy: What’s this? Aim: to review new language from the lesson
Girl: It’s a ruler. • Ask What’s this? and start drawing, e.g. a cat, on

in a3 Girl: What’s this? the board.
Boy: Is it a pencil?
MGirl: No, it isn’t. It’s a pen.

M4 Girl: What’s this?
Girl: Is it a pencil case? • Do the drawing slowly for students to guess.

Girl: Yes, it is. • Repeat for other words, e.g. classroom and hat.

Key (from left to right): 2, 3, 4, 1 • Prompt students to guess by asking, e.g. Is it a

• Students check in pairs. book?

• Play the recording again. Check answers with the class.

• Read each set of questions and answers for students

to repeat. Extension activity

Aim: to play a game to practise the new grammar

• Blindfold a student. Put, e.g. a pen, in his/her hand.
• Say What’s this? The student guesses.
• Repeat with other objects.
• Students play in pairs, closing their eyes rather than

using a blindfold.

T11

1 CD1 Listen and number the pictures.
14

What’s this? What’s this? Is it a pencil?

No, it isn’t.

It’s a ruler. It’s a pen.
What’s this? What’s this?
trictly forucationYes,itis. Is it a rubber?

S Ed2 CD1 Is it a Yes, it is.
15 pencil
case?

istry of ysiaWhat’sthis?Gr mm rListen and say.
focus
No, it isn’t.
Yes, it is. It’s a pencil.
Is it a pen?
Min Mala3 Play the guessing game.
What’s this? Is it a … ?

Questions and short answers 11

1 CD1 Listen and sing.
17

Wh t’s this?

Look t the desk,
Look t the desk,
The desk is in mess!

for tionIs it your pen?

Is it your book?

trictly caIs it your pencil c se?
uYes or no?
dTell me, Joe.
S f EIt isn’t my pen.
istry o ysiaIt isn’t my book.

It isn’t my pencil c se.
Oh no, no!

laNo, no, no!
Min MaLook t the desk …

2 Look at Joe’s desk. Draw lines from the school things
to the correct desk.

12 Singing for pleasure

Aims: 2 SB p12 Look at Joe’s desk. Draw lines from
• to sing a song with the class
the school things to the correct desk.

• to present and practise It isn’t my (pen). Aim: to practise recognition skills

New language: It isn’t my (pen), look at (the • Students look at the picture and match the objects with

desk), in a mess, tell me the correct child’s desk.

Recycled language: classroom objects • Make sure that students understand that Joe has two

Materials: CD, flashcards (classroom objects) extra items from each of the other desks on his desk.

Language competences: Your students will be • Students compare answers in pairs.

able to join in with a song. • Check with the class.

Your students will be able to ask and answer Key: blue book and rubber – Anna’s desk, yellow pencil

questions about classroom objects. case and pencil – Tom’s desk, red pen and ruler –

Warm-up Maria’s desk

r nAim: to review classroom objects and questions 1 WB p12 Follow the lines and make sentences.

and answers Aim: to practise comprehension of It’s / It isn’t
Key: 1 It isn’t my rubber. 2 It isn’t my bag. 3 It’s my
fo tio• Flash each flashcard very quickly in front of the
class and ask What’s this? pen. 4 It isn’t my pencil case. 5 It’s my notebook.
6 It’s my book.
trictly ca• Studentsrespond.
uAim: to sing a song with the class Ending the lesson
1 CD1d• Students look at the picture. Elicit what they can seeSB p12 Listen and sing.
17on the desks. Aim: to review key language from the lesson
18 • Students sing the song from SB Activity 1 again.
S E• Pre-teach in a mess. • Collect different objects and put them on your desk.
f• Play the recording. Students follow the song in their • As students sing the song, point to different objects
istry o ysiaStudent’sBooks.
for students to substitute the words.
• Play the recording again, pausing after each verse
Extension activity
for students to repeat.
Aim: to practise the spelling of classroom objects
• When students have learnt the song, use the karaoke • Students close their Student’s Books.
• Write on the board the words for the classroom
version to practise it with the whole class and then
objects with letters missing for students to complete
lain groups. in pairs, e.g. de_k, _ook.
Practice

in aAim: to play a game to practise the language from
Mthe song
M• Demonstrate the game to students.
• Invite four students to the front. Each one brings two

classroom objects.

• Students put the objects on a desk.

• Sing the first four lines of the song. Continue the song,

but ask about the objects on the desk.

• The four students take turns to answer truthfully,

e.g. It isn’t my ruler.

• Students repeat the activity in groups of four, using the

song structure each time.

T12

Aims: • Students around the class give instructions for the rest of
• to present and practise positive imperatives
the class to act out, e.g. Open your pencil case, please.

• to play a game with the class 3 SB p13 Play the chain game.

New language: imperatives, please, sit (at your Aim: to give students practice with giving and

desk), open your (bag), close your (book), pass following instructions

me a (pen) • Demonstrate the activity with a small group

Recycled language: classroom objects of students.

Materials: CD, Unit 1 stickers, scissors • Put students into small groups. One student gives an

Language competences: Your students will be instruction to the student on his/her left. The student
carries out the instruction and then gives a new
able to give and respond to classroom instructions. instruction to the student on his/her left.

Warm-up • If students repeat an instruction or if a mistake is

Aim: to review classroom objects made in the instruction or the acting out, the game
changes direction.
r n• Hold up each of the set of classroom objects in turn.
fo tio• Students write the words in their notebooks. 1 WB p13 Read and write the words.

• Students check answers and spelling in pairs before Aim: to give students practice in writing words for

the class check. classroom objects
trictly ca1CD1
19 Key: 2 bag, 3 book, 4 pen, 5 desk
uAim: to present imperatives
Note: In order to carry out this activity, students will first 2 WB p13 Read and match. Write numbers.
Aim: to give students practice with reading
dneed to cut out their stickers with the backs attached.
S E• Give students time to look at the pictures first. and matching

• Students prepare their stickers. Key: a 4, b 3, d 5, e 2

f• Play the recording. Students listen and choose the Ending the lesson
istry o ysiacorrectstickers.
SB p13 Listen and stick. Then write the words. Aim: to practise key language from the lesson
• Demonstrate the game ‘Please’.
CD1 Track 19 • When you say please after an instruction, students
1 Teacher: Sit at your desk, please.
2 Teacher: Open your bag, please. do it.
3 Teacher: Close your book, please.
• When you don’t say please, students don’t do it.
la4 Teacher: Pass me a pen, please. • Give instructions quickly one after the other,
Boy: Here you are.
practising the imperatives and the classroom
in a• Students check in pairs. objects.

• Play the recording again. Check answers with the class. Extension activity

M• Students stick the stickers on the pictures and write Aim: to give students further practice with
Mthe words.
• Read and mime each instruction. Students copy the imperatives

action as you give the instruction. Repeat two or • Volunteer students come to the front of the class
three times.
in turn.

Key: 1 desk, 2 bag, 3 book, 4 pen • Each student gives instructions for the class

2 CD1 SB p13 Listen and say. to follow.
20

Aim: to focus students on grammatical form

• Play the recording. Students listen and repeat in chorus.
• Play the recording again. Students mime the action for

each one.

• Vary the instructions for students to mime the actions,

e.g. Pass me a notebook, please.

T13

1 CD1 Listen and stick.
19

Then write the words. pen book bag desk

1 Sit at your , please. 2 Open your , please.

for tion3 Closeyour
Strictlyf EducaHereyouare., please.4 Pass me a , please.

istry o ysia2 CD1
20
laOpen your book, please. Pass me a ruler, please.Gr mm rListen and say.
Min MaSit at your desk, please. Close your bag, please.focus

3 Play the chain game.

Open your … Pass me …

Imperatives 13

1 CD1 2
21

1 Pass me the box, please.

Watch out!

trictly for cation3
duI’m sorry.
It’s OK. 4 Here you are!
Mum. My notebook!
MiniSstryMoaf lEaysia5 Thankyou.
Flash, come back! 6 Here’s your pencil case.

Here’s your ruler.

Here’s your book.

14 Value: helping each other

Aims: 3 Think! WB p14 Write the numbers.

• to present a picture story Aim: to check comprehension of key phrases

• to review language from the unit Thinking skill: matching

New language: watch out, I’m sorry, Key: 2 It’s OK. 3 Thank you.

it’s OK, Mum, here you are, thank you, come back,

here’s (your pencil case) Ending the lesson

Recycled language: classroom objects, Aim: to practise the story

imperatives • Put students into groups of seven.
• Students each take a role of one of the characters.
Materials: CD, flashcards (classroom objects)

Language competences: Your students will be • Play the recording. Students repeat in role.
• Students practise the role play in their groups.
able to listen to and read a picture story. • Volunteer groups role play for the class.

Your students will be able to act out the story. Extension activity

Value: helping each other Aim: to review phrases from the story
• Students close their Student’s Books.
• Write short sequences from the story on the board,

but put them in the wrong order, e.g. Pass me the
box, please. / I’m sorry. / Watch out! / It’s OK.

• In pairs, students put the sequences in the

correct order.
r nWarm-up
fo tioAim: to review the characters and the story

• Elicit from students the names of the four Super

trictly caFriends.

• Ask individual students to mime their special powers.
• Elicit the cat’s name and age.

u• Elicit who their favourite character is.
d1 CD1
21
S EAim: to present a picture storySB pp14–15 Watch out, Flash!
f• Elicit which characters students can see in the pictures.
1 CD1istry o ysia• Sticktheflashcardsontheboard.
22
• Play the recording. Students listen for the classroom

objects mentioned.

• Students compare their answers in pairs before the

class check.

la• Play the recording again. Pause after frames 3, 5 and
8 to check comprehension.

in a• Talk with the class about the value (helping each other).

• Play the recording a third time. Students listen

M Mand repeat.
WB p14 Listen and tick (✓) the box.

Aim: to review phrases from the story

CD1 Track 22
1 Flash: Mum. My notebook!
2 Flash: I’m sorry.
3 Man: It’s OK.

Key: 1 Flash – 1st picture, 2 Flash – 2nd picture,

3 Man – 1st picture

2 WB p14 Look at the story. Find Flash and write

the number.

Aim: to review the storyline

Key: b 3, c 7, d 8

T14

Aims: 4 CD1 SB p15 Listen and say.
23
• to talk about the meaning of a story
• to practise saying the short vowel sound a Aim: to practise the letter sound a, a short vowel sound
• to review language from the story and the unit
• Play the recording. Students look at the picture, read

and repeat.

New language: peaches, worm, fat rat, dog CD1 Track 23
Recycled language: bag, cat, black
Materials: CD a–a–a
A fat rat in a black bag.
A fat rat in a black bag!

Language competences: Your students will be • Repeat the sentence as a class without the recording.

able to identify phrases from a story. Say it loudly, slowly, quickly, whisper it, etc.

Phonics focus: Your students will be able to • Students take turns to repeat in pairs.

identify and say the letter sound a in the sound 1 WB p15 Look and circle.
sentence.
Aim: to focus students on the value of helping
Value: helping each other
each other
for tionWarm-up
Key: Picture 2
Aim: to review phrases from the story
2 CD1 WB p15 Write and match. Listen and say.
• Go around the class. Pick up several objects and 24

trictly capass them to students, saying, e.g. Here’s your pencilAim: to give further practice reading and saying words

case. Students respond: Thank you. with the letter sound a

• Students practise in groups of four. CD1 Track 24

du2 Think! SB p15 Find and circle the same a A black bag. b A cat. c A black hat. d A fat rat.
pictures in the story.
Key: a 3, c 4, d 2
S EAim: to focus on detail in the story
istry of ysiaThinkingskill:matching

• Give students time to re-read the story as you play

the recording.

• Students do the activity individually and then check

in pairs.

la• Check with the class.

Key: Bag – frame 4. Dog – frame 8. Cat – frame 5.

in aPeaches – frame 3.

3 SB p15 Find who says ...

M MAim: to present the letter sound a
Ending the lesson

Aim: to review and write decodable words with

the letter sound a

• Dictate the sound sentence while students write.

They compare their sentences with a partner before
checking in the Student’s Book.

• Have a spelling test. Individually or in pairs, students

write words from the unit which include the letter
sound a as you read them out: thank, Flash, back,
bag, fat, rat, black, cat, hat.

Note: In British English, pass (see story frame 1) is
pronounced /pɑ s/ (rhyming with class). It is a special
word and must be learnt separately.

• Write bag on the board, using a red pen for the a. Extension activity

Separate out the three phonemes in the word and

say each one separately (b – a – g) before saying the Aim: to discuss the values of apologising and

whole word. helping each other

• Students repeat My bag! after you and find the speech • Focus on the parts of the story where the characters

bubble in the story (frame 8). apologise and help each other.

Key: Flash • Elicit from students why these values are important

and elicit examples from the students of when they

have apologised and helped people.

Note: This discussion will probably need to take place
in L1.

T15

7 Oh no! What is it? 8 My bag!

for tion2 Think! Find and circle the same pictures in the story.
iSsttrryicotlyf Edysuicaa3 Findwhosays… Mybag!
in ala4 CD1
M M23
Listen and say.

A fat rat in a black bag.

Phonics focus 15

1 CD1 Listen and draw lines.
25

M1 iniS4sSamttrryi2cMotlayfFre5dlEafodyr3suicKaimation

Mia Jane

16 Listening

Aims: 1 WB p16 Look and read. Put a tick (✓) or a cross

• to practise listening and reading skills (✗) in the box.
• to present This is (my desk), There’s a (bag)
• to review the vocabulary for classroom objects Aim: to practise reading for specific information
Skills: listening and reading for specific information
(scanning) LE

Key: 3 ✗, 4 ✗, 5 ✓, 6 ✓

New language: Fred, Sam, Kim, Mia, Jane, this is Ending the lesson

(my desk), there’s a (bag)

Recycled language: classroom objects Aim: to give students speaking practice through

Materials: CD, flashcards (classroom objects) a chain game
Language competences: Your students will be
• Start the chain by saying, e.g. This is my desk.
able to listen and read for specific information.
There’s a bag.

Warm-up

r nAim: to review classroom objects
fo tio• Display the flashcards on the board.

• Elicit what the objects are.
• Draw one of the objects in a corner of the board,

trictly cahidingitsostudentscannotsee.

• Students have three guesses. They ask, e.g. Is it a

bag? You respond.

u• The student who guesses does the next drawing.
d• Repeat four or five times.
S E1 CD1 • Student A says, e.g. This is my desk. There’s a bag
25
and a pencil.

• Student B says, e.g. This is my desk. There’s a bag,

a pencil and a hat.

• Continue until there are about eight objects in the

chain. Then start a new chain.

• Choose students at random to continue the chain.

Extension activity

Aim: to give students writing practice
• Students place several objects of their choice on

their desks.

• They draw a picture of their desks with the objects

in their notebooks.

• They write about it, using the language pattern

from the Ending the lesson activity.
fAim: to practise listening for specific information
istry o ysia• Read out the names of the five children.

• Tell students to look carefully at the objects on

the desks.

• Make sure students know what to do. Read the

lainstructions aloud.

• Play the recording through without stopping.
SB p16 Listen and draw lines.

LE

in aCD1 Track 25

Fred: Hi, I’m Fred. This is my desk. There’s a pencil case, a pencil,
a rubber, a ruler and a book.

MMia: Hello, I’m Mia. This is my desk. There’s a pencil case, a pencil,
Ma rubber, a ruler and a pen.
Kim: Hi, I’m Kim. This is my desk. There’s a pencil case, a pencil,

a rubber, a ruler and a notebook.

Jane: Hello, I’m Jane. This is my desk. There’s a pencil case,

a ruler, a rubber, a pen and a book.

Sam: Hi, I’m Sam. This is my desk. There’s a pencil case, a pencil,

a ruler, a pen and a notebook.

• Give students time to check with their friends.
• Play the recording through again without stopping.
• Students compare answers again in pairs. Check with

the class.

Key: 1 Fred, 2 Kim, 3 Jane, 4 Mia, 5 Sam

T16

Aims: 2 SB p17 Ask and answer.

• to practise reading, speaking, writing and Aim: to give students practice in asking and

listening skills answering questions

• to review imperatives and present Put away • Students take turns to ask and answer in pairs.
• Check and give further practice using open pairs.
(your book), Take out (your ruler)
3 SB p17 Draw and write about your bag.
• to review numbers and the vocabulary for

classroom objects

Skills: Aim: to give students practice in writing a description

• reading and listening for specific information • Elicit a description of the bag in the Student’s Book and

write it on the board.

• Students draw a bag in their notebooks and write a

description of it on paper.

• Check students’ descriptions before they write a final

version next to their pictures.
• interactive speaking
• writing a short description from a model 1 CD1 WB p17 Listen and number.
26
New language: put away (your book), take
Aim: to practise listening for specific information
out (your ruler), look for (the rubber), can you
see (the pencil)? find (the ruler), what number? CD1 Track 26 Boy: OK.
write (number one) on the (pencil) Woman: Can you see
Woman: Can you see the pencil?
r nRecycled language: classroom objects, Boy: Yes. the book?
fo tioimperatives Woman: Write a number one Boy: Yes.
Woman: Write the
Materials: CD on the pencil.
Now find the ruler and write number six on it.
Language competences: Your students will be number two on it. Boy: Number six.
Boy: OK. Woman: And now the bag.
trictly caable to listen and read for specific information. Woman: Next, find the pencil
case. Write number
Your students will be able to write a short Boy: What number is it? seven on it.
Woman: Three. Boy: Yes.
udescription from a model. Now find the notebook and Woman: The last one.
write number four on it. Boy: Is it the pen?
Your students will be able to ask and answer Boy: Got it. Woman: Yes, it is. Write
Woman: Look for the rubber number eight on
dabout pictures. and write number five on it. the pen.
S f EWarm-up
istry o ysiaAim:toreviewimperatives

• Play the game ‘Please’ again from page T13.
• Vary the classroom objects and the instructions.

la1 SB p17 Read and circle the correct pictures.

Aim: to practise reading for specific information

in a(scanning)

• Tell students to look carefully at the sentences and

Mat the pairs of pictures.
M• Make sure students know what to do. Read the
Key: 2 ruler, 3 pencil case, 4 notebook, 5 rubber,

6 book, 7 bag, 8 pen

Ending the lesson

Aim: to practise productive speaking
• Volunteer students take turns to show to the class

instructions aloud. the pictures of their bag from SB Activity 3 and to

• Do the first one as an example. read their descriptions aloud to the class.
• Students complete the activity individually and silently.
• Set a listening activity to keep students’ attention,

• Give students time to compare answers with their e.g. How many things in each bag?

friends.

• Check with the class. Have students mime the Extension activity

correct answers.

Key: 1 1st picture, 2 1st picture, 3 2nd picture, Aim: to practise word order of instructions

4 1st picture • Write some of the imperatives on the board in

jumbled word order, e.g. book, please. / away your /

Put.

• Students put the words in the correct order.

T17

1 Read and circle the correct pictures.

1 Put away your book, please.

2 Take out your ruler, please.

trictly for cation4 Openyourbag,please.
3 Pass me a pencil, please.

du2 Ask and answer. What’s number 1?
S E1 2 3
MinistryMoaf laysia4 5 6 It’s a bag.

3 Draw and write about your bag.

This is my bag. blue.
It is green and

Reading, speaking and writing 17

1 Read and answer the questions.

a There are three
primary colours.
What are they?

r nb Look at your
fo tioclassroom.

What objects

trictly caare blue, red

or yellow?

iniSstry oaf lEadysuia2 Look and read. Mix the colours to make new colours.
MWe mix the primary colours to make new colours. These are

M called secondary colours.

purple green orange

18 Art

Aims: 1 WB p18 Complete the colour chart.

• to integrate other areas of the curriculum Aim: to give practice in classifying
Key:
through English: Art
Primary colours Secondary colours
• to practise reading for information and red purple
blue green
instruction yellow orange

New language: primary (colours), objects, mix,

new, secondary (colours)

Recycled language: classroom objects, colours

Materials: paints (optional) 2 WB p18 Read, write and colour.
Language competences: Your students will
Aim: to encourage students to make use of their own
have learnt specific language to be able to talk
about Art in English.
experience and knowledge
Warm-up Note: If possible, let students mix real paints to check their
predictions.
r nAim: to review colours
fo tio• Write Colours in the centre of the board and draw Key: 2 orange, 3 purple

a circle around it. Ending the lesson

• Brainstorm the colours that students know and Aim: to review what students have learnt in

trictly cacreateamindmap. the lesson

• Take each colour in turn and elicit objects which • Write the following prompt on the board: Today I’ve

are that colour. learnt about:

u• Students can answer in L1 if appropriate. • Elicit from students what they learnt about today,
d1 SB p18 Read and answer the questions.
S EAim: to enable students to identify primary colours e.g. primary and secondary colours / mixing colours.
istry of ysia• Read the instruction for Activity 1a aloud.
• Write it on the board. Students copy it into
• Elicit from students what the three colours are.
• Prompt them to guess what the word primary means. their notebooks.
• Read the instruction for Activity 1b aloud.
• In pairs, students identify as many objects of these Extension activity

lacolours as they can. Aim: to extend students’ understanding of colour
• Draw a colour wheel on the board.
• Make groups of four for students to share ideas. • Students copy it into their notebooks and write the

in a• Check and discuss. colours next to or within the wheel.
2 SB p18 Look and read. Mix the colours to make

M Mnew colours.
Aim: to enable students to identify and mix

secondary colours

• Read the instruction aloud.
• Ask students to read the text about primary and

secondary colours.

• Prompt students to guess what the word secondary

means.

• Elicit what colours are used to make purple, green and

orange.

T18

Aims: 3 Project SB p19 Make your own picture.

• to extend the focus on Art through English Aim: to enable students to apply what they have
• to practise reading for information and
learnt about colours
instruction
• Ask students to draw and colour or paint a painting,
• to complete a project
New language: lighter, white, pink, grey inspired by the painting in SB Activity 1. They use
primary and secondary colours.
Recycled language: primary (colours), mix,
• If they are using paint, encourage them to mix colours.
secondary (colours), colours • The class can have their own exhibition to show the rest

Materials: coloured pencils, paints (optional), of the school their work.

photocopies of a simple outline picture (optional) 1 WB p19 Colour the picture.

Language competences: Your students will be Aim: to give students practice in following a code

able to talk about Art in English. Ending the lesson

Warm-up Aim: to review what students have learnt in

r nAim: to review colours the lesson
fo tio• Elicit the colours from the previous lesson and write
• Write the following prompt on the board:
them on the board.
Today I’ve …
• Underline red, blue and yellow.
• Elicit from students what they did today, e.g. learnt
trictly ca• Elicit from students why you have underlined them.
u1 SB p19 Look at the picture. Read and answer. about making colours lighter and I’ve made a
dAim: to review what students have learnt about picture.

colours • Write it on the board. Students copy it into their

S E• Read the instruction for Activity 1 aloud (Look at the notebooks.
fpicture. Read and answer.).
istry o ysia• Put students into pairs for the rest of the activity. Extension activity

• They read the instructions for 1a together and discuss Aim: to make colour-code pictures
• Hand out the outline pictures to students.
their answers. They then do the same for 1b. • Tell them to choose colours for their picture.
• They code the picture and write a key using WB
• Make groups of four for students to share answers
Activity 1 as a model.
and ideas.
• Students swap pictures and colour according to their
la• Check and discuss.
friend’s code.
Key: a Red, blue, yellow.

in ab Purple (red and blue), green (blue and yellow),

orange (red and yellow).

M2 Think! SB p19 When you mix white with a
M different colour, the colour gets lighter.
Look, think and colour.

Aim: to encourage students to make use of their own

experience and knowledge

Thinking skill: hypothesising and predicting

• Read the activity instruction aloud and encourage

students to guess what lighter means. If they can’t
guess, demonstrate using coloured objects in the
classroom.

• Students guess what the answers are before they mix

paints (if appropriate).

• Check with the class before students colour the pots

in the appropriate colours.

Key: 1 pink, 2 grey

T19

1 Look at the picture. Read and answer.

a Find the primary
colours. What are
they?

b Find the secondary
colours. Do you

r nremember how
fo tioto make them?
trictly duca2 Think! When you mix white with a different colour,
the colour gets lighter. Look, think and colour.
S f E1
istry o ysia+ =
2

+=
Min Mala3 Project Make your own picture.

Art 19

1 CD1 Listen and act out with your teacher. Then listen
27

again and number the pictures.

iSsttrryicotlyf Efodyrsuicaation2 Read and number the sentences from the story.
laTake out your pencil case.
Min MaPut the pencil case on your head.
Look down and catch it. Turn around.

Stand up.
Stretch.

3 Listen to your friend

and act out.

Put the ruler
on your head.

20 Creativity