| Presentation and practice
L9
S1
L5
R1 R2
W6 W7
L9
S4
R6 | Step 1 Listen, point and repeat. Pupils’ books closed. Put up the ‘My Numbers’ poster on the board. Point to each item, one at a time, and say the appropriate words. The pupils repeat, chorally and/or individually. Point to each number in random order. Ask individual pupils to name it. Ask the rest of the class for verification. Ask two pupils to come to the front of the classroom. Say a number from 2-12. The pupils work together and show the number on the fingers of their hands. Pupils’ books open. Play the CD. The pupils listen, point to the numbers, and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. | Track 1 CD2 My Numbers Poster
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| Step 2 Complete. Talk with your friend. (activity 1) The pupils point to and say the numbers. For stronger classes, allow the pupils some time to write the missing letters. Check their answers. Write on the board: Happy Birthday! How old are you? Point to and read the sentences. Have the pupils repeat after you. Explain their meaning. Then write as you say: I’m seven! Have the pupils repeat after you. Explain the activity. The pupils, in pairs, imagine it’s their birthday and ask and answer as in the example. Explain to the pupils that they can refer to the sentences on the board or at the bottom of the page in their Pupil’s books for help. Go around the classroom providing any necessary help. Ask some pairs to report back to the class. |
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| Step 3 Sing the ‘Birthday Song!’ (activity 2) Draw a happy face on the board, smile and say: I’m happy today! The pupils repeat after you. Then draw a simple sketch of a birthday cake on the board. Point to it and say: It’s my birthday! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into two groups and assign a verse to each group. Play the CD. The groups sing their assigned verse. Time permitting, play the song a third time for the pupils to sing the song as a class. | Track 02 CD2 |
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| Step 4 Listen and read. (activity 3) Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow the story in their books. | Track 03 CD2 |
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| Step 5 Tick (✓) (activity 4) Ask: How old is Lilly? Ask the pupils to look at the pictures, read the dialogue silently and tick the right number. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud. | Track 03 CD2 |
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| L3 Ending the lesson
| Say: It’s my birthday today. I’m (seven)! The pupils who are seven stand up and leave. Continue with another age and until all the children have left the classroom. |
| Check pupils’ birth dates. Use randomly. |
| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links
Health and safety check
ICT links
Values links |
give some weaker learners an extra letter in number words they do not know have stronger learners sound out spellings in giving feedback | check control in writing tasks of letter formation and spelling check text comprehension through questioning | ICT links: ask learners to check some spellings using an online picture dictionary projected to the board |
| Presentation and practice
S3
UE1 UE15 UE 9
L9
S4 UE5
R2 W2 | Step 1 Listen, point and repeat. Pupils’ books closed. Put up the My Food poster on the board and present the food items. The pupils repeat, chorally and/or individually. Point to each food item in random order. Ask individual pupils to name the item. Ask the rest of the class for verification. Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually | Track 04 CD1 My Food Poster
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| Step 2 Think and draw. (activity 5) Draw a happy face on the board. Point to the chocolate and say: Mmm, chocolate. I like chocolate! Ask the pupils to repeat after you. Draw a sad face on the board. Then point to the chocolate again, mime and say: Chocolate, yuk! I don’t like chocolate. The pupils repeat after you. Give the pupils enough time to complete the activity. Then pupils say which food items they like/don’t like. Explain to them that they can refer to the sentences on the board or at the bottom of the page for help. |
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| Step 3 Sing the ‘Food’ Song! (activity 6) Count on your fingers and say: One, two, three, four. The pupils repeat after you. Then rub your stomach and say: Yummy chocolate! The pupils repeat after you. Then gesture and say: Give me more! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into two groups and assign a verse to each group. Play the CD. The groups sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class. | Track 05 CD2 |
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| Step 4 Listen and read. (activity 7) Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow the dialogue in their books. | Track 06 CD2 |
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| Step 5 Complete. (activity 8) Explain the activity. The pupils look at the pictures, read the dialogue silently and complete the phrases. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud. | Track 06 CD2 |
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| Ending the lesson S3 | Ask the pupils to draw the food they like and present it to the class. |
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| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links
Health and safety check
ICT links
Values links |
prompt and elicit letters from letters in letter completion task in pairs ask stronger learners to ask questions to other learners about food they like | check use of simple present forms in answering and asking questions check spelling of words in writing task and think about any remedial follow-up needed | |
| Presentation and practice
UE2
L9
UE14 UE2 UE16
R6
W7
S3 L9 | Step 1 Complete. Listen, point and repeat. (activity 9) Pupils’ books closed. Put up the My Numbers poster on the board. Point to the numbers, one at a time, and say the corresponding words. The pupils repeat after you. Point to each number in random order. Ask individual pupils to name them. Ask the rest of the class for verification. Write a number on the board, e.g. 44. Ask a pupil to say the number. Ask the rest of the class for verification. Repeat with some more numbers. Pupils’ books open. Explain the activity. Allow the pupils some time to complete the missing numbers. Play the CD. The pupils listen, point to the numbers and repeat chorally and/or individually. | Track 07 CD2 My Numbers Poster
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| Step 2 What number am I? Read and choose. (activity 10) Explain the meaning of the words ‘before’ and ‘after’. Allow the pupils some time to complete the activity. Check the pupils’ answers. |
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| Step 3 How old are you? (activity 11) Ask pupils to tell you how old they are. Then the pupils draw that number of candles on the cake and complete the sentence. Ask some pupils to count the candles on their cake and read out the completed sentence. |
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| Step 4 Let’s sing! (activity 12) Point to Lilly and say: It’s Lilly’s birthday! The pupils repeat after you. Then sing: Happy Birthday to you, Happy Birthday to you. The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and look. Play the song again and encourage the pupils to sing along. | Track 08 CD2 |
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Ending the lesson S3 | Tell the pupils that it’s your birthday today and you want a ‘present’ from them. Ask them to draw and colour a present for you. The pupils give you their present as they leave the class while wishing you happy birthday. |
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| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links
Health and safety check
ICT links
Values links |
model and drill correct pronunciation of words with weaker learners in pairs, provide support with comprehension task ask stronger learners to think invent write out other before/after number questions for other learners to respond to | check learners and pronouncing number words correctly check comprehension of written sentences while learners work in pairs | |
| Presentation and practice
R3 S3 UE5 UE14
S2 S4
R3
W5 W7 | Step1 What’s it for? Look, choose and complete. (activity 13) Point to and elicit the items. Allow the pupils some time to complete the sentences. Check the pupils’ answers. |
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| Step 2 Listen and circle. Talk with your friend. (activity 14) Refer the pupils to the children and the words next to them. Tell them that they are going to listen to the children talk about their favourite food. Play the CD, twice if necessary. The pupils listen and circle the correct words. Check their answers. Write on the board: What’s your favourite food? Point to and read the question. Have the pupils repeat after you. Explain its meaning. Then write as you say: My favourite food is ... .Have the pupils repeat after you. The pupils, in pairs, talk about their favourite food. Explain to the pupils that they can refer to the sentences on the board or at the bottom of the page in their Pupil’s Books for help. Go around the classroom providing any necessary help. Ask some pairs to report back to the class. | Track 09 CD2 |
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| Step 3 Refer the pupils to the pictures and read the examples out loud. Explain the game. Hand out the photocopies to the pupils. Then pupils go around the classroom and look for their matching pair. Ask individual pairs to report back to the class. Demonstrate this yourself first. |
| Photocopy the food templates from the Teacher’s Resource Pack CD-ROM, one per pupil |
| Step 4 CRAFTWORK Show the example in the book. Tell the pupils that they are going to make a birthday card. Guide them through the cutting and writing. Go around the classroom, providing any necessary help. While the pupils are doing the craftwork, feel free to play any song from the module. |
| Have scissors, coloured paper and coloured pens/pencils ready to use or ask the pupils to bring their own in the previous lesson. If you wish, you can assign it as written homework. |
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Ending the lesson R1 | Upon completing the craftwork, the pupils read their birthday cards out loud. |
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| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links
Health and safety check
ICT links
Values links |
provide extra support in comprehension and card making tasks in the form of support with decoding and spelling provide extra challenge in use of language in craft task. | monitoring that weaker learners are decoding words correctly in reading task and spelling in writing task check comprehension in reading activity | |
| Presentation and practice
L9
UE5 UE6 UE13 S4
R3
W7
S3
| Step 1 Listen and read. Pupils’ books closed. Refer the pupils to the world map. Point to Scotland, Kazakhstan and Spain. Say the name of each country out loud. The pupils repeat after you. Ask the pupils, in L1 if necessary, to tell you what they know about these countries, e.g. capital cities, flags, famous people, etc. Explain to the pupils that in this section they will be learning about traditional dances from these countries. Pupils’ books open. Refer the pupils to the pictures of the different traditional dances. Point to the first picture and ask: Where is this dance from? Elicit: (It’s from) Scotland. Next, ask: Can you dance like that? Elicit: Yes, I can / No, I can’t. Play the CD. The pupils listen and follow in their books. Then ask individual pupils to read part of the text out loud. | Track 10 CD2 World Map
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| Step 2 Find a picture of a traditional dance in your country. Present it to the class. Have a class discussion, in L1 if necessary, about traditional dances from their country. Ask the pupils, as homework, to do a project with pictures or drawings of traditional dances and present it to the class. Make sure you display their work somewhere in the classroom. |
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Homework task: Ask the pupils to do a project with pictures or drawings of traditional dances and present it to the class. Make sure you display their work somewhere in the classroom. |
| Step 3 From trees or from Plants?
(activity 2) Pupils’ books closed. Write ‘From Trees’ – ‘From Plants’ on the board. Tell the pupils that fruit and vegetables can grow on trees or on plants. Say: Let’s see if you know where some fruit and vegetables come from. Name the fruit and vegetables from the lesson and have the pupils say if they grow on trees or on plants. Write them under the appropriate heading. When you have finished, say: Let’s see if you’re right. Put up the From Trees or Plants? poster on the board and have the pupils check to see if their answers were correct. Pupils’ books open. Refer the pupils to the pictures of the fruit and vegetables and explain the activity. Allow the pupils some time to complete the activity. Check their answers. |
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Ending the lesson
L9 S3 | Tell the pupils that they are going to play a game called Chinese Whispers. Explain the game. Whisper a word from the lesson to a pupil. The pupil whispers the word to the pupil sitting next to him/her and so on. The last pupil says the word out loud. |
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| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links
Health and safety check
ICT links
Values links |
support given in rehearsal in pairs for weaker learners in Reading aloud tasks prompt stronger learners to produce more language in project task e.g. ask them to complete sentence beginnings in preparation for presentations. | monitor written work in presentation task for spelling, punctuation and use of capital letters monitor and drill where not correct word stress on polysyllabic food words.
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| Presentation and practice
L9 S3
L8
R3 R5
UE11 UE12 | Step 1 Listen, point and repeat. Pupils’ books closed. Put up the flashcard on the board and say the corresponding word. The pupils repeat, chorally and/or individually. Pupils’ books open. Play the CD. The pupils listen, point to the picture and repeat the word. | Flashcard 45 Track 11 CD2
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| Step 2 Listen and read. Act out the story. (activity 3) Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils repeat, chorally and/or individually. Read the Smiles Values! and have a discussion with the pupils, in L1 if necessary, with the pupils about the moral of the story. Tell pupils that it’s the thought that counts and that we should not believe that material things are the only things that show love and affection. Put up the story cards in random order. Ask the pupils to come and put the cards in the right order. Play the CD for verification. Assign roles and allow the pupils, in groups, some time to rehearse. Ask the groups to act out the story. They can use the story cards for help. | Story Cards Track 12 CD2 | Optional: Photocopy the story cards from the Teacher’s Resource Pack CD-ROM, one set per pupil. Photocopy the story cards from the Teacher’s Resource Pack CD-ROM, one set per pupil |
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Ending the lesson
W2 W5 | Tell the pupils that they are going to make a heart for their mum. Give each pupil the coloured paper and guide them through the drawing and cutting of the heart. Finally, help them write the sentence ‘I love you, Mummy!’ Alternatively, write the sentence on the board for the pupils to copy. The pupils can decorate their hearts or make similar hearts for other family members. |
| Have coloured pieces of paper, scissors, markers, crayons and/or coloured pencils ready to use. |
| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links
Health and safety check
ICT links
Values links |
give weaker writers the chance to overwrite key words before completing cards stronger learners can be prompted with sentence beginnings to write more on their cards. e.g. This present … | monitor motor control and control of spelling in writing task check comprehension through questions is story ordering task | Values links: affection counts more than material gifts |
