Start! Teacher's Book

Jeremy Walenn

CEFR

• All the vocabulary, skills and grammar for the test • Authentic test style practice • Specific materials to develop students’ confidence in speaking • Short videos to highlight the main grammar topics • A picture dictionary with audio tracks

Start!

Move!

Fly!

Pre A1 A1 A2

Cambridge English Exam Starters Movers Flyers

Preparation for the Pre A1 Starters Cambridge English Qualifications

The Digital Book, ideal for online and integrated learning, contains the full version of the Student’s Book with MP3 audio tracks and videos, plus interactive exam activities.

Use the ELILINK app to listen and look at the multimedia content of your Digital Book on your smartphone or tablet.

Download the Digital Book from www.elionline.com/digitalbooks using the access code in the Student’s Book.

Start! Student’s Book with downloadable audio + Digital Book Start! Teacher’s Book

Sara Walenn

Sara Walenn

Start! is part of a fun series of volumes to prepare students for the Cambridge English Qualifications for Young Learners exams.

The series covers all areas of the YLE syllabus and allows students to take the test confidently. It is flexible to complement a general English course book and is ideal for both exam and non-exam students.

Jeremy Walenn

978-88-536-3038-4 978-88-536-3040-7

Teacher’s Book

Teacher’s Book

Jeremy Walenn

Sara Walenn

Preparation for the Pre A1 Starters Cambridge English Qualifications

Teacher’s Book

Contents Introduction

p. 4

Student’s Book – Contents

p. 14

Lesson plans

p. 16

Teaching notes

Unit 0 Unit 1 Unit 2 Unit 3 Unit 4 Revision 0-4

p. 22 p. 24 p. 28 p. 32 p. 36 p. 40

Unit 5 Unit 6 Unit 7 Unit 8 Revision 5-8

p. p. p. p. p.

42 46 50 54 58

Unit 9 Unit 10 Unit 11 Unit 12 Revision 9-12

p. p. p. p. p.

60 64 68 72 76

Unit 13 Unit 14 Unit 15 Unit 16 Revision 13-16

p. p. p. p. p.

78 82 86 90 94

Starters Practice Test Answer Key and Audioscripts

p. 96

Photocopiable activities

p. 100

3

Introduction What is Start! ?

Start! is designed to help students to prepare for the Pre A1 Starters of the Cambridge English Qualifications.

It is written for young learners between the ages of 7 and 10. The materials fully address the learning styles, interests and motivation of this age group by providing engaging activities to introduce new language with plenty of opportunities to practise language and skills. The words and grammar in the book are contained in the Starters vocabulary and structures lists. They are presented in a way that helps students to remember and use them. There is also recycling of words and structures that helps to build students’ confidence.

Start! is very flexible. Teachers can use it with students who are: • preparing to take the Pre A1 Starters • not taking the exam but want an enjoyable and carefully structured course • studying in both small and large classes • studying in both monolingual and multilingual classes • studying remotely

What is Pre A1 Starters?

Pre A1 Starters of the Cambridge English Qualifications: • gives a reliable indication of how well children are performing in English in the skills of listening, speaking, reading and writing • is the first of three tests (Pre A1 Starters, A1 Movers, A2 Flyers) and is set just below level A1 on the Common European Framework of Reference (CEFR) It is matched to these Pre A1 CEFR can do statements:

Listening and Speaking

Can understand: • letters of the English alphabet when heard • some simple spoken instructions given in short, simple phrases • some simple spoken questions about self: name; age; favourite things; daily routine • some very simple spoken descriptions of people: name; gender; age; mood; appearance; actions • some very simple spoken descriptions of everyday objects: how many; colour; size; location • some very short conversations using familiar questions and answers

Can name: • some familiar people or things: family; animals and school; household objects Can give: • very basic descriptions of some objects and animals: number; colour; size; location Can respond to: • very simple questions with single words or a yes / no response

Reading and Writing

Can: • read and understand some simple sentences, including questions • follow some very short stories written in very simple language

• write the letters of the English alphabet • write their name using the English alphabet • copy words, phrases and short sentences • spell some very simple words correctly

Components • Student’s Book with ELI Link App • Teacher’s Book with photocopiable activities

4

• Online audio / ELI Link App • Digital Book

Introduction

The Student’s Book – Key features All the vocabulary, grammar and structures from the Pre A1 Starters syllabus is covered in the book.

New vocabulary is introduced in a large picture at the start of each unit. Grammar and structures are presented in a comic strip story involving the main characters: Eva, Mark and Rosie. This includes some of the more colloquial language from the syllabus such as Me too. Attention is also paid to revision and recycling of the vocabulary and structures. This provides students with confidence to use the language they have learnt and opportunities to personalise the language in meaningful ways. The book carefully integrates the skills of listening, speaking, reading and writing using the vocabulary and grammar points that have been presented.

Topics

The body Colours Clothes Family & friends Food and drinks Toys Transport Weather Familiar surroundings: the home; the beach; the park; the street; the classroom Animals Daily routine Sport These topics follow the requirements in the Cambridge Pre A1 Starters syllabus and are presented in a way that reflects the age and the interests of the students. The characters in the stories do activities that the students can easily relate to, which helps them to fully engage with the language activities they are asked to do.

Listening

Listening activities include: listen and point; listen and colour; listen and match; listen and check. They are designed to develop the students’ exam skills in listening for: information; specific words; numbers and spelling.

Reading and Writing

Reading and writing activities include: circle the correct word; matching words; writing words such as numbers and colours; reading and writing short sentences; spelling words.

The main exam skills that are practised are: recognition of lexis; reading and writing about a text; spelling of words.

Speaking

The speaking activities are planned to make sure the students are always exposed to the vocabulary and structures they need to complete the tasks successfully. They are also designed to be engaging so that the students enjoy what they are doing. Speaking activities include: look, ask and say; say and play; say the sounds.

The main exam skills are: carrying out instructions; identifying objects and places; answering questions.

5

Introduction

Tour of a Unit Start! consists of sixteen units. There are four pages per unit: two to introduce vocabulary; one to present structures and grammar and one for exam practice. There are two revision pages after every four units. At the end of the book, there is a complete practice test, followed by a picture dictionary, word list and grammar reference pages.

Pages 1 and 2 – Vocabulary The first and second pages of the unit focus specifically on vocabulary. Each unit starts with a main picture which introduces the new vocabulary for the unit. The artwork usually illustrates activities involving the three main characters: Eva (aged 7), Mark (aged 8) and their friend, Rosie, a rabbit. They do lots of interesting things with other friends and family which provide a framework for the topics.

The words are practised using listen and point. They are then presented in a box below the picture. In the second exercise, there is always a listen and check activity to highlight pronunciation. Say the Sounds sections introduce activities, such as chants and tongue twisters, to practise specific sounds. Additional exercises, such as match, look and write; say and play provide enjoyable ways to help the students to consolidate their learning with pair and group activities. There are also Look and Learn boxes which focus on specific aspects of grammar and vocabulary. The UK vs US boxes highlight the differences between British and American English, such as truck (UK) and lorry (US), and ensure complete coverage of the Pre A1 Starters wordlist.

Page 3 – Grammar & Functions

Pre A1

6

The third page of the unit concentrates on a new grammar point. This is introduced in an enjoyable comic strip with the characters, which include some of the colloquial language from the Pre A1 Starters structures list.

It is followed by a variety of exercises that encourage the students to use the language in context. There is also the opportunity to practise some of the vocabulary they have been presented with in the unit and to recycle words from previous units. The tasks include: complete the sentences; ask and answer; say the sounds; listen and tick.

Introduction Page 4 – Starters Practice The fourth page provides exam practice. There are exercises that test different skills and they provide authentic test practice following the format of the Pre A1 Starters exam. This provides thorough preparation, familiarising students with the exam procedure, using the vocabulary and grammar points that have been highlighted in the unit. The students are also given an exam tip to help them prepare for the test. Other helpful hints on what to do in the exam are provided in the Teacher’s Book.

Revision pages The revision units occur after every four units and provide an opportunity for the students to practise using the language they have learnt and for the teacher to check on their progress. It is introduced with a video focusing on the main structures students have learnt in the four previous units.

There are then exercises based on the language used in the video. These include: circle the word; complete the table; say and play. After the exercises based on the video, there is an enjoyable speaking activity (Say & Play) based on pictures. On the second page, there is an exam practice exercise.

The Picture Dictionary

At the end of the book there is a picture dictionary illustrating words contained in the Pre A1 Starters wordlist. In the digital book or via the ELI link App, students can listen and check the pronunciation of each word.

7

Introduction

The Teacher’s Book The Teacher's Book contains: • advice on how to prepare a lesson plan • clear guidance of the aims and objectives in each lesson • suggestions on how to introduce each lesson with a guide to the materials and equipment that can be used • a step-by-step approach on how to do each exercise • answer keys and audioscripts of all the activities • information on teaching sounds and prosodic features • photocopiable activities • suggestions for extra activities that can be done in class to practise vocabulary, grammar and pronunciation • tips on how to help students to prepare for each part of the Pre A1 Starters exam

The audio The audio is available via the ELI Link App or in the digital book, or can be downloaded from www.elionline.com/ start. Students can listen to the audio and practise at home.

The digital book The digital book can be used in class on an IWB or on a projector, or at home for homework and extra practice.

It is also an essential support for blended learning. It includes: • all the audio files in the Student’s Book • all the videos in the Student’s Book • all the activities in the Student’s Book which are interactive and self-correcting • all the audio files of words included in the Picture Dictionary • a digital game (It's your turn!) for revising vocabulary • browsable Flashcards of all the words in the volume • a picture bank for extra speaking activities • a link to two extra online practice tests • the phonetic chart with audio – a word with phonetic and audio transcription is associated with each phonetic symbol to enable students to listen and practise the pronunciation • geographic maps: UK and Ireland map, The United States map, English-speaking countries map • a Digital Graded Reader with audio tracks and a video In addition, from the toolbar in the platform it is not only possible to access the traditional drawing palette (pencil, highlighter, boxes to insert notes, rubber) but also to make text cuttings, insert exercises, files, notes, videos, hypertext links and audio recordings to practise pronunciation.

The Teacher’s digital book also contains a ‘key’ button with the key of all the interactive exercises.

To activate the Teacher’s digital book, go to www.elionline.come/digitalbooks, follow the instructions and use the access code at the front of the Teacher’s Book.

To activate the Student’s digital book, go to www.elionline.com/digitalbooks, follow the instructions and use the access code at the front of the Student’s Book.

8

Introduction

ELI LINK ELI LINK is an application that can be downloaded for free from the AppStore (for iOS) or GooglePlay (for Android) on a smartphone or tablet. Thanks to ELI LINK, the material you see is enriched with multimedia elements that can be activated directly from a smartphone or a tablet.

After downloading and launching the app, you can frame the page of your book and immediately access the connected video and audio content and the interactive exercises.

Thanks to its technology, the ELI LINK tool is designed to increase productivity in class or at home, while saving time, as well as keeping students’ attention and involvement high. All the multimedia content of the course is in fact available at all times with one simple click from your mobile device.

Download the free ELI LINK App on a smartphone or tablet

Launch the app, frame the video icons or audio on the paper page of your book

Online resources

Instant access to audio and video content

Further flexibility is given to Start! thanks to an area dedicated to online resources on the website www.elionline.com/start. This will allow the materials to be continuously updated and enriched and downloaded free of charge.

The Pre A1 Starters exam The Pre A1 Starters exam is divided into 14 parts.

Listening Parts 1-4

Each part begins with a clear example. All the texts are heard twice.

Test length: 20 minutes. There are 20 items in total.

Main skills focus

Input

Number of items

Item type

1

Listening for names and descriptions

Picture with dialogue

Match names to figures in a picture by drawing a line

5

2

Listening for numbers Listening for spelling

Picture with dialogue

Write down numbers and names

5

3

Listening for specific information

3-option multiple-choice pictures and dialogues

Choose from 3 options

5

4

Listening for specific vocabulary

Picture with dialogue

Follow instructions to locate and colour

5

9

Introduction Reading and Writing Parts 1-5

Each part begins with a clear example.

Test length: 20 minutes. There are 25 items in total.

Main skills focus

Input

Item type

Number of items

1

Reading for recognition of vocabulary

5 items with pictures

Indicate true or false

5

2

Reading for understanding

1 picture 5 sentences

Write yes or no

5

3

Spelling of single words

5 pictures 5 sets of jumbled letters

Write words

5

4

Reading and writing to complete a text

Semi-factual cloze test with picture prompts

Fill a gap with one word

5

5

Reading and writing about a story

Story presented with 3 pictures 5 questions

Write one-word answers to questions

5

Speaking Parts 1-4

Test length: 3-5 minutes. There are 4 parts.

Format: a one-to-one exchange between examiner and candidate that follows a script.

Input

Item type

1

Greet and name check (unassessed) Identify objects in a picture Place object cards on the picture

Follow instructions by pointing to the correct part of a picture; placing object cards on the picture

2

Questions about the scene picture

Answer questions with one word answers or short phrases

3

Questions about the object cards

Answer questions with one word answers or short phrases

4

Questions from the examiner on topics such as: personal information; school; home; likes and dislikes

Answer questions with one word answers or short phrases

Assessment / Results

All children who take the Pre A1 Starters exam receive a certificate which shows how many ‘shields’ they have received (out of a maximum of five) for each part of the test. There is no pass or fail and it is a great way to reward children for their abilities, build their confidence and provide a positive first impression of international exams.

A result of one shield means a child can improve a lot in that skill. Five shields mean that a child did very well in that skill and answered most questions correctly.

The back of the certificate shows how results align to the CEFR. If a child has achieved 4 or 5 shields in each skill, they are ready to start preparing for the next Cambridge English exam – A1 Movers.

10

Introduction From September 2020, students receive their certificate together with a statement of results (available in English as well as bilingual versions). The Statement of Results includes: • the number of shields they have received for each part of the test • information on their strengths • areas for improvement • ideas on how to improve While preparing students for the Cambridge English Qualifications, in order to motivate them, teachers should give individual feedback on areas that need more study and areas for improvement.

How does Start! prepare students for the Pre A1 Starters exam?

Start! prepares students for the Pre A1 Starters exam by: • introducing and practising all the vocabulary and grammar in the Pre A1 Starters syllabus • familiarising students with the Starters exam format through a range of practice tests which model what is in the exam • helping students to overcome any anxieties they might have in sitting the exam by getting to know the Pre A1 Starters format • giving the students opportunities to practise the speaking tasks in the exam by asking and answering questions in pair and group activities Practice of each exam part is offered in Start! on the following pages:

Part 1

Listening

p. 27 (Unit 5), p. 57 (Unit 12), p. 78

Reading & Writing

p. 9 (Unit 1), p. 13 (Unit 2), p. 82

Speaking

p. 45 (Unit 9), p. 63 (Unit 13), p. 87

Part 2 p. 17 (Unit 3), p. 59 (Revision 9-12), p. 75 (Unit 16), p. 79 p. 23 (Revision 0-4), p. 39 (Unit 8), p. 71 (Unit 15), p. 83 p. 45 (Unit 9), p. 63 (Unit 13), p. 87

Part 3

Part 4

p. 31 (Unit 6), p. 67 (Unit 14), p. 80

p. 13 (Unit 2), p. 77 (Revision 13-16), p. 81

p. 21 (Unit 4), p. 45 (Unit 9), p. 84

p. 21 (Unit 4), p. 63 (Unit 13), p. 85

p. 9 (Unit 1), p. 35 (Unit 7), p. 87

p. 49 (Unit 10), p. 87

Part 5

p. 41 (Revision 5-8), p. 53 (Unit 11), p. 86

11

Introduction

Extra time activities These provide opportunities for extra practice and can be used to change the pace of the lesson and classroom dynamics, for example, moving from a whole class activity to pair or group work.

Emoji face

Divide the class into two or three teams. Choose a word from the vocabulary set you are practising. Draw short lines on the board to represent each letter of the word. Teams take it in turns to guess a letter in the word. If the guess is correct, write the letter on the line. If it is incorrect, start drawing the emoji face. If one of the teams guesses the word before you complete the face, award them a point. The team that gets four points wins the game.

Wiggly worm words

Draw a long fat wiggly worm on the board. Inside it write a set of words that you are revising. Do not put any gaps between the words. For example: earsarmsnosemouthlegseyes Put students into teams. Ask each team to come up to the board and to take it in turns to circle a word. Have a different set of words for each team but make sure you have the same number of words in each set. Give them two minutes to complete the task. The team that circles the most correct words wins the game.

Word mix

Write six words from a vocabulary set on the board, with the letters mixed up. Tell the students to write down the correct spellings of the words in their notebooks. Tell them to put up their hand when they have completed the task. The student who does this first comes to the board and writes the correct spelling of the words.

Preposition game

On the board, write some prepositions and some objects which are easy to draw such as: ball; doll; car; bag; table. Put students into pairs. Ask student A to draw a picture using the objects and the prepositions and then to describe where the objects are so that Student B can draw them. For example: The ball is under the table.

The bag is between the doll and the car.

When they have finished, ask them to compare their pictures. Then tell them to repeat the procedure with Student B describing the picture to Student A. Encourage Student B to put the objects in different places.

Rosie says

Give instructions to the class using verbs you are practising. Tell the students that they must only do what you say when you start the sentence with Rosie says.

Rosie says point to the door. They must do the action. If you say Point to the door, they mustn’t do the action.

Before you start the game, tell the students to stand up. If they make a mistake, they have to sit down. The students who are still standing at the end of the game are the winners.

Word Bingo

Tell the students to write down six words in a grid from a vocabulary set in their notebooks. Call out the words from the set, in random order. Tell the students to cross out the word when they hear it. When a student has crossed out all the words, he/she must shout out Bingo. If all the words are correct, that student wins the game.

Describe and draw

Put the students into pairs and tell them to draw a simple picture of a place you have already presented such as: the park; the classroom; the street. If necessary, demonstrate by drawing a picture on the board. Remind them that this is not a test of their artistic skills and set a time limit to complete their picture. Tell them to take turns to describe their pictures and encourage them to compare their pictures and spot any differences.

12

Introduction

Blended learning Blending learning combines traditional classroom teaching with online and digital tools. In order to achieve this, teaching methodologies and activities need to vary and adapt to the learning environments. A lesson that works well in a face-to-face environment may not work in an online environment. Plan how to take advantage of both ways of teaching to maximise the impact they have on your students. For example, the flipped classroom approach allows students to watch teaching content and new concepts in an online environment and then use in-class time to engage students in discussion/group work with the teacher's support.

Tips for teaching online

You may not be able to see your students’ reactions as well as you can in the classroom and there may also be problems with the connectivity that could mean that students do not hear everything you say. Always ask check questions to make sure they are certain about what they have to do and provide clear examples before you ask them to complete the task.

Activities are likely to take longer when you teach online. Make your lessons as straightforward as possible with well-defined aims. Keep the activities short and try to vary the pace. Don’t try to fit in as much as you would if you were teaching face to face. Avoid nominating individual students to give their answers as this can be time consuming. Show the answers on screen so they can check them for themselves.

Students are likely to get distracted more easily because they are learning in a different environment. Involve students in the lesson as much as possible by giving them a physical task. For example, ask them to show you something in their room or to hold up an object in a certain colour. Encourage them to make their own flashcards to display. Use action songs to engage them if you think their concentration is flagging.

Pair and group work activities are more challenging to set up online. It is possible to do it, but practise with the technology you are using before trying it out in a live lesson. If you think pair work is not possible, split the class into two groups to do a task that they would normally complete in pairs. Tell a student from Group 1 to ask a question and a student from Group 2 to answer while the other students listen. Try to involve as many different students as you can without letting the activity go on for too long.

Lesson planning for online teaching is extremely important. Send materials, such as worksheets, to parents and guardians well before the lesson to ask them to print them out. However, only do this if all families in the group have access to a printer. Do not create a situation in which a student may feel left out because they do not have access to materials that are available to other students. If this is the case, send them by mail!

Powerpoint is a useful tool for presenting grammar and vocabulary. Make sure you know how to share your screen. Do not make the slides too busy as this may hinder rather than help students to understand.

Before you start every lesson, check the technology. Make sure the students’ cameras and the mute buttons are switched on when you want to see and hear them. Teach them to use gestures, such as thumbs up/down to show when things are right or wrong.

13

Introduction Useful tools for teaching online Screen-sharing You can share your screen and allow students to look at images, videos and pages of your Digital Book. This is a great way for presenting vocabulary, giving instructions and setting up tasks. You can also share stories and songs, as well as create your own ‘boardwork’ on screen with extra pictures and words to support the lesson, just as you would do in the classroom.

If you don’t have the possibility of screen-sharing, hold your book up to the camera and point at sections of the page you are focusing on.

Whiteboards If you are able to use tablet or laptop cameras, get your students to make mini ‘whiteboards’. They can do this by inserting a blank sheet of paper into a plastic sleeve and writing on the plastic with a water-based felt-tip pen. They can use these to share their answers.

Chat box This can be used even by younger students who are preparing for Pre A1 Starters as they can type single words in the chat box. Using the chat box for short answers and brainstorming allows all students to participate actively at the same time. It can be a useful tool for starting the lesson, checking concepts, closing the lesson and getting feedback.

Flashcards Flashcards can be a great way of showing pictures of objects and introducing the vocabulary. A PDF with Flashcards is available in Start! Digital Book.

Puppets for pairwork / dialogues If pairwork activities result too difficult to be done in an online environment, it can be a nice idea to use puppets.

Ask students to make two puppets (if they have a printer at home, they can download and print out finger puppets from the Internet) or find two animal toys and do the dialogues as if two different people are speaking.

They should use a different voice for each person. This encourages them to practise speaking and the different voices help them avoid speaking unnaturally. These dialogues would be great fun shared as videos with the rest of the class.

Lesson planning What is lesson planning?

A lesson plan is a detailed description of the course of instruction or learning trajectory. The key points to include are: • methodology • lesson objectives • anticipated problems • materials required • additional activities • timings

14

Introduction Why is lesson planning important?

Lesson planning is important as it gives the teacher confidence in delivering the lesson by considering in advance: what to teach; how to teach it; what materials to use; how much time to spend on each activity; how to avoid problems. Lesson planning is a ‘thinking skill’. By planning, the teacher creates a framework for efficient teaching and is able to imagine the lesson before it happens.

A plan also helps the teacher to reflect on the lesson by considering points such as: what worked well; what went wrong; were the timings accurate; was the level right for all the students; what I would do differently.

It’s also important to remember that plans are projects which need to be implemented in a real classroom with real students. Many things may happen which you had not anticipated. In the end, you may need to adapt your plans in order to respond to your students’ needs. As Jim Scrivener says: ‘Prepare thoroughly. But in class, teach the learners, not the plan’.

What should you consider when writing a lesson plan?

Introduction: • Level • Objectives

to present and practise

Structure

Function

Skills

Vocabulary

to revise and practise • Materials (with textbook page numbers) • Key exponents • Key phonemic items: individual sounds and minimal pairs; word and sentence stress; intonation patterns • Key vocabulary and presentation: word family; scale; opposites; mind map; spidergram Within the lesson plan: • Lesson stages and procedures: presentation; controlled/semi-controlled/freer practice; writing; reading • Anticipated problems • Estimated time for each activity • Concept check questions • Interaction: pair/group work (S Ss) / teacher to student(s) (T Ss) • Extra activities • Board work:

Key language / visuals For example: Contrasting sentence patterns / spellings Model sentences Visual explanations (charts; simple diagrams)

Incidental vocabulary with stress markings For example: photo photographer

• Online options for blended learning • Lesson evaluation: what went well / what you would change next time

15

An example lesson plan Level: Pre A1

Objectives: • to present and practise the language of: introductions; colours; numbers 1-10; classroom objects – singular and plural: bag, board, book, chair, classmate, crayon, desk, English teacher, paper, pencil, pen, ruler, rubber / eraser; people in the classroom: classmate, English teacher • Pronunciation: final s in plurals

Interaction

Activities and procedure

T → Ss

Warmer Welcome the students. Revise “My name’s XXX” “What’s your name?” Ask students to practise in groups of four.

T → Ss

Lead in Hold up a bag which contains four classroom objects. Like a magician, pull each object out of the bag.

As you reveal the object, say the word, including the indefinite article. Ask the students to repeat the words each time.

Reveal the object and prompt the students to give the name. Revise colours – ask the students: What colour is the crayon? Red. / Green.

T → Ss

Presentation: page 6, exercise 1 Listen. Look and point.

Quick number revision - write numbers 1-13 on the board in random order. Point to different numbers – ask students to say what they are. Hold up the book or display on the interactive whiteboard (IWB). Point to different classroom objects to see what the students can remember.

Set up the audio. Mime Listen then play the audio. Stop after the first object and point to it yourself.

Ask the students to repeat the word. Replay the first word and play the rest of the audio.

Replay and pause after each word – ask different students to point to the object on the page and say the word.

Ss → T T → Ss Ss → Ss T → Ss Ss → T T → Ss Ss → T

Controlled practice: page 7, exercise 2 Write the words. Listen and check.

Introduce this exercise by taking some of the objects shown earlier and eliciting the words. Ask the students to identify the number of the same object in the picture. When they are ready, tell the students to complete the exercise on their own. Put them into pairs to check. Play the audio to check. Monitor for accuracy.

Controlled practice: page 6, exercise 3 Match the words and numbers.

Use the example to make sure the students know what to do. Ask them to complete the exercise. Write the numbers on the board – ask students to come up to the board and write the words next to the numbers.

Controlled practice: page 7, exercise 4 Write the words.

Check that the students can write the plural of these classroom objects. Hold up a pen – one pen, two pens two pens – make sure they understand that the plural form is for any number over one. Ask the students to complete the exercise.

T → Ss

Pronunciation focus: Highlight the pronunciation of the final s: /s/ vs /z/: boards /z/; rulers /z/; desks /s/; rubbers /z/; crayons /z/; backpacks /s/. Write S and Z on each side of the board. Model each word and ask them to point to the correct sound.

T → Ss

Controlled practice: page 7, exercise 5 What’s in your bag? Listen and match.

Point to the three students. Say their names and ask the students to repeat them. Revise the names for the objects in the backpacks with realia you have previously used. Ask the students to listen and match the pictures. Replay and stop the audio after each person and check.

Ss → T T → Ss

Ss → Ss

Semi-controlled practice: page 8, exercise 6 Say & Play. What’s in your bag?

If possible, ask students to sit in a semi-circle for this game. Give them the first sentence: My bag is the one with three pencils. Ask them to repeat. Then show the students how to play the game by adding objects: My bag is the one with three pencils and six books. Gesture to the first student and repeat: My bag is the one with three pencils. Ask the student to repeat. Gesture to the second student and repeat: My bag is the one with three pencils and six books. Ask the student to repeat. Prompt the next student to repeat this and then add and two rubbers. The next student can then add another object.

Production/Free practice: Optional activity Ask the students to close their books and play the game using the objects they remember.

Ask them to add colours: …three red pencils / four green crayons. Use to revise or practise other vocabulary groups, such as clothes; food; animals in later units.

Lesson evaluation What went well – What were the problems – How were the timings – How successful were the activities What engaged the students – How the lesson could be improved

16

ime.

An example lesson plan Anticipated problems: omission of the final s in plural forms; pronunciation of sounds – crayon; paper; bag; chair

Materials and equipment: • Start! pages 6-7 • a bag (for Guess what’s in the bag) and classroom objects (as above)

Approximate timing in minutes 3

5

Online options If your online platform allows you to see your students, ask them to wave.

Show students the bag in front of the webcam. Alternatively, use the Flashcards you can find in your Digital Book and share your screen.

If students have the option to speak aloud, they can put their hand up and provide answers.

Use the Flashcards you can find in your Digital Book.

10

Go to page 6 in your Digital Book and share your screen with the students.

Ask the students to share their screen and point to the object together as it may be time consuming to ask different students.

5

Hold up the objects in front of the camera or use the Flashcards and share your screen.

Encourage students to place a piece of paper in a plastic sheet. They can use this as a mini whiteboard by writing and erasing on the plastic.

5

Use the Flashcards and share your screen. Invite one student at a time to write the number using the chat box.

Hold up the pens in front of the camera.

5 Ask the students to write S and Z on two separate pieces of paper. Model each word and ask them to show the correct letter in front of their camera.

5

10

Hold up the realia in front of the camera. Alternatively, use the Flashcards in your Digital Book and share your screen.

If the software is available, put the students into breakout rooms which are spaces enabling students to talk without anyone hearing them. Using the function buttons, you can come into their spaces to monitor them.

17

Photocopiable blank lesson plan Level: Pre A1

Objectives: • to present and practise the language of: Pronunciation:

Interaction

Activities and procedure

T → Ss

Warmer

T → Ss

Lead in

T → Ss

Presentation:

Ss → T

Controlled practice:

S→S

Semi-controlled practice:

Production/Free practice: Optional activity/Homework activity

Lesson evaluation

18

Photocopiable blank lesson plan Anticipated problems: Materials and equipment:

Approximate timing in minutes

Online options

3

5

10

15

15

19

Student’s Book – Contents

20

Student’s Book – Contents

21

0 WeIcome!

UNIT OBJECTIVES New language • Colours: black, blue, brown, green, grey, orange, pink, purple, red, white, yellow • Letters of the alphabet • Greetings: Hi / Hello, Bye / Goodbye, My / Your name is…

Functions • greeting • asking for and giving personal information • leave-taking

Grammar • I’m… , It’s…

• questions using How and What • possessive adjectives my and your Equipment needed: • assorted crayons in a box • cards with letters of the alphabet and colours for the Bingo! game

Pages 4-5

• Pick up one crayon. Model: My favourite colour is….

• Model the question: What’s your favourite colour?

Elicit one-word answers: red / blue.

Vocabulary

1

1

Meet the team. Look and listen.

• Hold up your book and demonstrate to the students to open theirs on the same page.

• Write the numbers 7 and 8 on the board. Point to the numbers and ask them to repeat.

• Model: ‘How old is Eva?’ ‘Eva’s seven.’

‘How old is Mark?’ ‘Mark’s eight.’

• Ask the students to look at their book and listen.

OPTIONAL ACTIVITY

Lead-in

• Welcome the students: Hello. My name’s…

Model: My name’s. Gesture to students to repeat My name’s.

• Introduce the question: What’s your name? Repeat the question and answer: ‘What’s your name?’ ‘My name’s…’ Use the question as a prompt and invite individual students to answer: T: What’s your name? (to an individual) S: My name’s… (student gives their name) Repeat the question. Prompt the student to give the complete answer. Encourage the use of the contracted forms: My name’s / What’s • Ask each student to give their name using the prompt.

• Gesture for them to work in pairs and practise: ‘What’s your name?’ ‘My name’s…’

• Put the box of crayons in front of you. Take out each crayon and say the colour. Ask the students to repeat the colours as you say them.

22

• Ask the students to work in groups of three and give them time to practise acting out the story.

• Invite the groups to act out the story.

2 Write about you.

• Write on the board: My name’s…; I’m…; My favourite colour is…

• Invite three students to come and complete a sentence each. Ask them to say the sentences to the rest of the class.

• The whole class can complete the exercise on their own by writing their name, their age and their favourite colour on the empty lines provided.

Monitor for accuracy.

• To complete the exercise, ask the students to draw a self-portrait inside the frame and / or ask them to write their name, age and favourite colour.

3 Ask and answer questions.

• Ask two students to come to the board.

• Ask Student A: Hi. What’s your name? Elicit:

WeIcome!

My name’s… Then ask: How old are you? Elicit: I’m…

Say: OK, bye! Gesture to the student to sit down.

• Ask Student B: Hello. What’s your name? Elicit: My name’s… Then ask: What’s your favourite colour?

Elicit their favourite colour, e.g.: Orange. Say: OK, goodbye! Gesture to the student to sit down.

• Ask the students to work in pairs and practise the mini dialogue.

• Monitor for accuracy.

4 Write the colours.

• Ask the students to look at the UK vs US box and highlight the different spelling of the words colour and grey in American English.

• Do this as a whole class exercise. Model the pronunciation.

• Ask the students to repeat the individual words and write them next to the correct colour.

• When they have finished, practise by holding up your crayons individually and asking them to shout out the colour.

Answers 1 black 2 red 3 blue 4 white 5 green

5

2

6 orange 7 purple 8 pink 9 brown 10 grey

Listen and write the letters.

• Write the alphabet on the board.

• Model each letter and encourage the students to repeat.

• Play the audio with the alphabet chant and ask them to write the missing letters.

• Monitor for accuracy.

• Replay the audio and ask the students to sing the chant together.

0

Audioscript and Answers A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

6 Look, ask and say.

• Hold up the book. Point to the letter C. Ask: What colour is C? Elicit: Brown. Ask the students to spell brown. Model: B – R – O – W – N. • Choose another letter and repeat the procedure.

• Ask the students to repeat the exercise in pairs.

• Monitor for accuracy.

7 Say & Play Choose three colours and three letters. Play Bingo!

• Prepare simple cards for this activity by writing the letters of the alphabet on single pieces of paper and colouring other pieces of paper with the colours the students learnt in exercise 4. Then put all the cards / pieces of paper in a box or bag.

• Write the alphabet on one side of the board and the colours in exercise 4 on the other. Ask the students to choose three letters and write them in three of the spaces on the bingo card in their books. Then ask them to choose three colours and colour the other three spaces in the bingo card.

• Ask one student at a time to come to the front of the class, extract one card / piece of paper and shout out the letter / colour. If the other students have that letter or colour on their bingo card, they cross it out.

• The first student to cross out all the spaces on their bingo card is the winner. He/She raises his/ her hand and shouts Bingo!

23

1 In the classroom UNIT OBJECTIVES Topic: people and objects in the classroom New language: • classroom objects: bag, board, book, chair, crayon, desk, paper, pencil, pen, ruler, rubber • people in the classroom: classmate, English teacher • numbers 1-10 Functions: • asking for and giving personal information • identifying classroom objects • identifying numbers

Grammar: be – Present simple Pronunciation: final -s in plurals Revision: colours Starters practice: • identify classroom objects (Reading and Writing Part 1) • answer questions about classroom objects (Speaking Part 3) Equipment needed: • a bag (for Guess what’s in the bag) • classroom objects

Pages 6-7 Vocabulary

• Hold up the book or display page 6 on the interactive whiteboard (IWB). Point to different classroom objects to see what the students can remember.

• Play the audio. Stop after the first object and point to it yourself. Ask the students to repeat the word.

• Play the rest of the audio.

• Ask different students to point to the object on the page and say the word.

Audioscript book, crayon, rubber, pencil, board, English teacher, ruler, classmate, chair, bag, pen, paper, desk

Warmer

• Welcome the students.

• Revise: My name’s (Linda). What’s your name?

• Ask students to practise in groups of four.

Lead-in

• Hold up a bag which contains four classroom objects. Like a magician, pull each object out of the bag. As you reveal the object, say the word, including the indefinite article. Ask the students to repeat the words each time.

• Reveal the objects again and prompt the students to give the name.

• Revise colours – ask the students: ‘What colour is the (pen / crayon)?’ ‘(Red / Green).’

1

3

Listen. Look and point.

• Revise numbers 1-13 by writing them on the board in random order. Then point to different numbers and ask students to say what they are.

24

2

4

Write the words. Listen and check.

• Introduce this exercise by taking some of the objects you showed earlier and eliciting the words.

• Ask the students to look at the UK vs US box and highlight the difference between the words rubber (UK) and eraser (US).

• Read out the words in the box then ask the students to identify the number of the same object in the picture. Do the example together. Say: Number one is... board.

• Allow the students time to complete the exercise on their own.

• Put them into pairs to check.

• Play the audio to check. Monitor for accuracy.

Audioscript and Answers 5 ruler 1 board 6 pen 2 English 7 bag teacher 8 rubber 3 classmate 9 pencil 4 book

10 paper 11 chair 12 crayon 13 desk

1

In the classroom OPTIONAL ACTIVITY

OPTIONAL ACTIVITY

• Write a word for a classroom object on the board, with two or three gapped letters.

• Ask a student to come to the board and write the missing letters to complete the word, or ask students to call out the missing letters. This gives students practice saying the letters of the alphabet.

3

Match the words and numbers.

• Use the example to make sure the students know what to do.

• Ask them to complete the exercise.

• Write the numbers on the board and ask students to come up to the board and write the words next to the numbers.

• Ask the students to spell the numbers out loud.

Answers 1 one 2 two 3 three 4 four 5 five

• Highlight the pronunciation of the final -s: /s/ vs /z/ – boards /z/; rulers /z/; desks /s/; rubbers /z/; crayons /z/; bags /z/.

• Write S and Z on each side of the board.

• Model each word and ask them to point to the correct sound.

5

STARTERS TIP

4

How many are there? Look and write.

• Check that the students can write the plural of these classroom objects. Hold up a pen – one pen, two pens – two pens. Make sure they understand that the plural form is for any number over one.

• Ask the students to complete the exercise.

• Check answers. Ask: How many (rulers) are there?

Answers a three rulers b two desks c eight crayons

d four bags e six pens f seven rubbers

What’s in their bags? Listen and match.

Audioscript 1 A What’s in your bag, Bill?

B My bag is the one with six books, two rulers and three pens.

2 A What’s in your bag, Grace?

B My bag is the one with two books, five crayons and one pencil.

3 A What’s in your bag, Lucy?

B My bag is the one with one book, two rulers and three rubbers.

6 six 7 seven 8 eight 9 nine 10 ten

Students are required to spell out and listen to spelling so practise whenever possible saying the letters of the alphabet. Make sure that they know the sounds for vowels and difficult consonants (l, TIPhighlight pairs of consonants that r,STARTERS w, y) and also Students are required to spell out and listen to students might confuse (g and j, n and m, s and c, spelling so practise whenever possible saying p and b). the letters of the alphabet.

5

• Point to the three children, say their names and ask the students to repeat them.

• Revise the names for the objects in the bags with realia you have previously used.

• Ask the students to listen and match.

• Check answers as a class.

Answers 1c 2a 3b

6

Say & Play What’s in your bag?

• If possible, ask students to sit in a semi-circle for this game. With larger classes, they could also play the game in groups.

• Gesture to the first student and say: My bag is the one with three pencils. Ask the student to repeat.

Gesture to the second student and say: My bag is the one with three pencils and six books. Ask the student to repeat. Prompt the next student to repeat this and then add and two rubbers. The next student can then add another object. The students should try to make and remember the longest sentence.

OPTIONAL ACTIVITY

• Ask the students to close their books and play the game using the objects they remember.

• Ask them to add colours: three red pencils, four green crayons.

25

1

In the classroom Page 8 Functions & Grammar

Warmer

• Revise the words for classroom objects from the previous lessons by asking students to write in their notebooks objects that start with the letter ‘b’ (book, board), ‘c’ (chair, crayon, classmate), ‘p’ (paper, pencil, pen), ‘r’ (rubber, ruler).

• Ask students What’s in your bag? to elicit the names of other classroom objects. Ask How many (books) are there? / What colour is it/are they? to revise numbers and colours.

Lead-in

• Introduce the comic story exercise by pointing to yourself and saying I’m…

• Encourage some of the students to stand up and introduce themselves.

• Use the question: Who are you? Prompt: I’m… The student repeats I’m and gives their name.

7

6

Listen and read.

• Ask students to look at the pictures in the story.

Point to Eva and ask Who’s she? Repeat with Mark and Rosie. Then ask: Where are they? What classroom objects can you see? (desk, chairs, paper, board, bag).

• Play the audio. Ask the students to listen, read and follow the story in their books.

• Play the audio again and pause after each line for them to repeat.

OPTIONAL ACTIVITY

• Ask the students to work in groups of three and give them time to practise acting out the story.

• Invite the groups to act out the story.

26

8 Complete the sentences.

• Check that students remember the affirmative, negative and interrogative forms of be. Ask them to go to page 106 and look at the grammar table of the verb be to revise the forms.

• Ask some check questions to different students, such as Who are you? Who is s/he? Correct when necessary.

• Ask the students to complete the sentences on their own. Monitor for accuracy.

• Check answers by asking pairs of students to read out the questions and answers.

OPTIONAL ACTIVITY

• Put students into groups of four. Model and drill Who are you? Who is s/he?

• Ask them to practise the questions and answers.

Monitor and check.

Answers 1 ‘m, are

2 Is, isn’t, ’s

3 are, are

9 Look at objects in your classroom. Ask and answer questions.

• Hold up some objects and ask questions with: Is it a crayon / ruler / pencil?

• Point to other objects in the classroom and elicit the vocabulary to check they know their names.

• Model questions which give a positive and negative response: Yes, it is. / No, it isn’t.

• Put the students into pairs and ask them to take turns to ask and answer questions.

• Monitor for accuracy.

10

7

Say the Sounds Say the chant.

• Play the audio and ask the students to listen.

• Replay the first two lines and ask them to repeat.

Beat the stress with your hand. Repeat this procedure with the rest of the chant. Also highlight or elicit the words that rhyme (Grey / today, he / three / Rosie).

• Divide the class in half. Ask one half to chant lines 1, 3 and 5 and the other half to chant lines 2 and 4.

• If possible, record the students doing this, then let them listen to themselves. Monitor their pronunciation and congratulate them on their efforts!

1

In the classroom Page 9 Starters Practice

OPTIONAL ACTIVITY

Ask the students to look at the pictures in exercise 1 again and say what colour the objects are (a yellow and blue pencil, a pink bag, a white board, an orange rubber, a green desk, a blue chair, a pink book).

Speaking Part 3 2 Reading and Writing Part 1

1 Look and read. Put a tick (3) or a cross (7) in the boxes. There are two examples.

• Tell the students that this page has activities that are similar to what they will have to do in the Starters tests.

• Ask the students to read Rosie’s tip. Put a 3 and a 7 on the board. Point to each and elicit true / yes and false / no. Write the words under the symbols.

• Go through the examples with the class. Elicit the answers. With the second one, elicit It isn’t a rubber.

It’s a bag.

• Ask the students to complete the exercise. This could also be done as a homework activity.

Answers 13 27 33 43 57

STARTERS TIP

• Encourage students to look at the pictures and read the sentences at least twice.

• Make sure that the mark they put in the box is clearly a tick or cross.

• Practise also with other classroom objects, making sure they do not confuse words with similar sounds (e.g. ruler / rubber). Show them a ruler and say: This is a rubber. Elicit the answer: No, it isn’t. It’s a ruler.

8

Listen and answer.

• Ask the students to look at the picture on the right.

Explain that this is a representation of the speaking part of the exam (a dialogue between a student and a friendly examiner). The examiner will show them pictures and cards and ask some questions.

• Explain that in this part of the exam the examiner will show them eight cards and ask questions about only four of them.

• Explain that the questions they are going to listen to on the audio are very similar to the questions the examiner will ask them on the day of the exam.

• Ask students to listen to the first question on the audio and answer together.

• Make sure they understand the task, then play the rest of the audio. Monitor for accuracy.

Audioscript One • What’s this?

• What colour is it?

Two • What’s this?

• What colour is it?

• What colour are the chairs in your school?

Three • What’s this?

• What colour is it?

Four • Is this a ruler?

• What is it?

• What colour is it?

• What colour is your rubber?

STARTERS TIP

• In this part of the exam, students can answer with one-word answers (e.g. ‘What’s this?’

‘Pen.’), but encourage them to make sentences (e.g. ‘What’s this?’ ‘It's a pen.’)

• If students don’t understand something during the Speaking Test, encourage them to ask for repetition or clarification in English. Teach them phrases such as: Pardon?; Sorry?; Can you say that again, please?

27

2 I like that dress!

UNIT OBJECTIVES Topic: clothes New language: clothes: handbag, dress, glasses, hat, jacket, jeans, shirt, shoe, skirt, socks, trousers, T-shirt, watch Functions: identifying clothes Grammar: demonstratives: this, that, these, those Pronunciation: the th sound

Revision: colours; numbers Starters practice: • listen and colour (Listening Part 4) • identify clothes (Reading and Writing Part 1) Equipment needed: • clothing items and / or pictures of clothes (see p. 100) • coloured pencils

Pages 10-11

• Alternatively, say the name of an item and ask the students to call out the number.

Vocabulary

Audioscript jacket, jeans, T-shirt, socks, shirt, shoes, skirt, dress, trousers, watch, hat, handbag, glasses

2

Warmer

• Welcome the students.

• Revise vocabulary from the previous lessons by pointing to objects in the class and eliciting the names of the classroom objects.

Lead-in

• Introduce the lesson by showing your own clothes or photos in magazines: It’s a hat. / It’s a dress. / They’re jeans. Use a gesture to ask students to repeat and encourage them to say any other words for clothes / accessories that they know.

1

9

Listen. Look and point.

• Hold up page 10 in the book. Point to the items you introduced in the lead-in.

• Now prompt the students to say other words they know.

• When you think the students are ready, play the audio and encourage them to look and point.

Demonstrate this yourself.

• Play the audio again. Monitor for accuracy by saying a number and asking them to name the item of clothing.

28

10

Write the words. Listen and check.

• Introduce this exercise by taking some of the clothes you showed earlier and eliciting the words.

• Ask the students to identify the number of the same clothes in the picture. Do the example together. Say: Number one is... handbag.

• Allow the students time to complete the exercise on their own.

• Put them into pairs to check.

• Play the audio to check. Monitor for accuracy.

Audioscript and Answers 8 trousers 1 handbag 9 shirt 2 hat 10 dress 3 skirt 11 shoes 4 jeans 12 socks 5 jacket 13 watch 6 glasses 7 T-shirt

STARTERS TIP

You can also highlight the difference between some other Starters clothes words: hat and (baseball) cap (look at the mannequins’ caps on page 12); shoes and boots (look at Eva’s boots on page 12); trousers and shorts (look at the girl’s shorts in ex 1 page 13); watch and clock (see Unit 11).

I like that dress!

3 Look at the picture above and write colours.

• Hold up the picture again. Point to, for example, the black hat. Say: A black hat. Ask students to repeat.

• Repeat this process with other items. Now elicit other colours and items by pointing to them in the picture.

• Ask students to complete the exercise on their own. Monitor for accuracy and check the answers as a class.

• Encourage the students to use the indefinite articles where appropriate (for example, a green skirt) and elicit the colours of other clothing items in the picture, for example, the handbags (orange, pink and blue), Eva’s dress (orange), the T-shirts Mark is holding (red), Rosie’s skirt (blue).

Answers 1 blue 2 green 3 yellow

4 black 5 white 6 orange

OPTIONAL ACTIVITY

Practise the pronunciation of plural forms of the clothing items: /s/ – jackets; socks; hats; skirts; T-shirts; shirts /z/ – jeans; trousers; shoes; bags /iz/ – dresses; watches; glasses

4 Look at the picture again. How many are there?

• Point to the Look & Learn box. Highlight the spelling of the plural endings. In the Starters Test, students will need to be able to recognise the difference between singular and plural nouns, so provide plenty of practice.

• Write numbers 1 to 6 on the board. Ask some confident students to come to the board and ask them to write the words next to the numbers and say the word when they have written it. Point to the words and encourage all the students to say them.

• Erase the words on the board. Ask the students to look at the picture and complete the exercise. Ask them to check in pairs as you monitor for accuracy.

Answers 1 four 2 five (including the mannequins’ hats) 3 seven (including Rosie's)

2

5 Look and complete Rosie’s checklist.

• Ask students to point to the red dress in the picture to check they know what it is.

• Ask them to complete the exercise and check in pairs.

• Monitor for accuracy.

Answers 3 three yellow T-shirts 3 two green watches

3 a blue hat 3 orange glasses

6 Say & Play What’s in your bag? Tell your partner.

TB p. 100

• Ask students to play a game in pairs. Give each of them the set of photocopiable cut-out cards on page 100 of this Teacher’s Book and ask them to choose and colour five items of clothing.

• Once they have finished colouring, ask them to swap their picture cards for one minute. Then ask them to cover the cards and say what they remember about their partner’s clothes.

• The student who remembers the most or makes the fewest mistakes is the winner.

OPTIONAL ACTIVITY

• Make two copies of the cut-outs and use them to play Pelmanism (memory game).

• Put the students in pairs and ask them to spread two sets of cards face down between them.

Demonstrate Pelmanism (memory game) and ask them to say the names of the items as they reveal two identical cards. The student who collects the most cards wins.

OPTIONAL ACTIVITY

Ask one student to come to the front of the class.

Ask another student to describe the clothes their classmate is wearing, for example blue jeans, green shirt, brown shoes.

4 three (including Mark’s) 5 three

29

2

I like that dress!

Page 12 Functions & Grammar

glasses to a student and point as you say: Those glasses are (green).

• Ask students to work in pairs opposite each other.

Give each student four cards. Ask them to take turns: A This is a (red) dress. These are (blue) jeans.

B This is a (yellow) T-shirt. These are (green) glasses.

A (pointing to B’s cards) That’s a (black) hat. Those are (orange) socks.

8

Warmer

• Play a game of Seven Smileys to warm the class up and revise the words for clothes and accessories.

• Draw seven smiley emojis on the board. Choose a word and draw a line on the board for each letter in the word, for example: __ __ __ __ __ (dress).

• Students take turns to say letters. If the letter is in the word, you write it on the line. If the letter isn’t in the word, you erase one of the emojis. The game finishes when students complete the word or they lose all seven emojis.

Lead-in

• Before looking at the comic story, introduce this / that with pictures of items of clothing, for example, hats, handbags or T-shirts. You can also use the photocopiable cards on page 100 of this Teacher’s Book. Colour the pictures and put one picture next to you and ask a student to hold up another picture.

Point to the one next to / near you and say: This handbag is (blue). Point to the card that the student is holding and say: That dress is (yellow).

7

11

Listen and read.

• Ask students to look at the pictures in the comic story. Play the audio for the students to listen and follow the story in their books.

• Play the audio again and pause after each line for the students to repeat.

• Divide the class in pairs and give them time to practise acting out the story. Then invite pairs of students to act it out.

• Ask students to look at the pictures in the Look & Learn box. Draw their attention to this / that and these / those. Explain these / those with shoes and glasses. Hold the cut-out card of shoes near you and say. These shoes are (red). Give the card with

30

12

Say the Sounds Say this three times.

• Play the audio and clap your hands on the th sound and ask the students to join in.

• Invite the students to say the chant together. First say it slowly, and then gradually quicken the pace to make it more fun! You can also change the level of your voice, first whispering and then saying it louder.

STARTERS TIP

In the Speaking Parts of the test, students are asked to answer questions like What’s this? or What are these? Practise This is… / These are… and monitor the correct pronunciation of the th sound.

9

13

Listen and tick (3).

• Check students know the vocabulary by asking what is in each picture.

• Play the example to check that they understand the exercise.

• Play the rest of the audio and ask them to do the exercise on their own. Monitor for accuracy.

Audioscript This is a handbag.

1 That is a shirt.

2 This is a skirt.

Answers 1 YES 2 NO

3 NO

3 That is a jacket.

4 These are trousers.

5 Those are socks.

4 YES

5 NO

10 Look at the pictures above. Ask and answer questions.

• Demonstrate the exercise with the first example with the whole class. Ask Is this a handbag? and elicit Yes, it is. Then point to the handbag and ask Is this a jacket? and elicit No, it isn’t.

• Ask students to work in pairs. Then check answers by inviting students to ask and answer the questions as you monitor for accuracy.

OPTIONAL ACTIVITY

Highlight the sentence stress and intonation: ‘Is this a handbag?’ ‘Yes, it is. / No, it isn’t.’

I like that dress!

Page 13 Starters Practice

Listening Part 4 1 14 Listen and colour. There is one example.

• Check that the students have all the coloured pencils they need for this activity.

• Make sure they understand this is not a test of their colouring skills.

• Explain that they have to identify which one of the seven similar items in the picture is being described and colour that item in the right way. They should not colour anything else in the picture.

• Do the first one as an example to check they understand what they have to do. Then let them do the rest of the task on their own. Monitor for accuracy.

Audioscript Part 4. Look at the picture. Listen and look. There is one example.

A What a nice shop! There are a lot of shirts!

B Yes. There’s a big shirt.

A That one on the wall?

B Yes. Colour that shirt orange.

A Orange. OK. Can you see the orange shirt? This is an example.

Now you listen and colour.

One B Look at that shirt.

A Yes, the one on the girl – the girl with a handbag.

B Would you like to colour that shirt?

A Yes, I want to colour it blue.

B Good. A blue shirt.

Two B And can you see that boy with a cap?

A Yes. The boy has a shirt.

B Colour that shirt green.

A Green?

B Yes, please.

2

Three B That’s a nice shirt.

A Yes. That one on the chair.

B Oh yes. Have you got a yellow pencil?

A Yes. B Well, colour that shirt yellow.

Four A Right. What now?

B Can you see the shirt in the bag?

A Sorry? The shirt in the bag?

B Yes, let’s colour the shirt in the bag pink.

A Pink. OK. B That’s nice.

Five B And can you see the man?

A Yes! B Well done. Colour the man’s shirt red.

A What colour?

B Make that shirt red.

A OK. I like red.

B Great!

Now listen to Part 4 again.

Answers 1 colour shirt on the girl – blue 2 colour shirt on the boy – green 3 colour shirt on the chair – yellow 4 colour shirt in the bag – pink 5 colour shirt on the man – red

Reading and Writing Part 1 2 Look and read. Put a tick (3) or a cross (7) in the boxes. There are two examples.

• Demonstrate the examples with the whole class.

For the first example, point to the picture and read out the sentence. Ask the students to say whether the sentence is correct (Yes) or not (No). Show the class the example tick to indicate it is correct. For the second example, say: This isn’t a shirt. What is it? (It’s a skirt!) and indicate the cross to show that the sentence is incorrect.

• Ask students to complete the exam practice.

• Check answers by reading out the sentences and asking students around the class to say Yes or No. Ask students to correct the false sentences.

Answers 13 27

33

47

53

31

3 A day with my family UNIT OBJECTIVES Topic: family & friends New language: • family members: mum / mother, dad / father, grandma / grandmother, grandpa / grandfather, sister, brother, cousin • friends: man, woman, baby, friend • adjectives: old, young, happy, sad Functions: describing people Grammar: Who?; possessive adjectives

Pronunciation: • focus on sounds: mother, mum, cousin father, dad, grandma friend • word stress: family, grandpa, grandfather Revision: this / these; the verb be Starters practice: listen to a dialogue and answer simple questions (Listening Part 2) Equipment needed: photos of families or magazine cut-outs of families (also for students to bring)

Pages 14-15 Vocabulary

• Play the audio and ask them to point to the picture to identify the family members.

• Play the audio again, pausing after each word to allow the students to repeat. Monitor for accuracy.

• Highlight the presence of the silent letter i in the word friend /'frɛnd/.

Audioscript dad, mum, grandpa, grandma, brother, sister, cousin, friend

2 Read and write the names above.

Warmer

• Welcome the students.

• Revise the vocabulary from the previous lessons by pointing to some students and asking the class to say what they are wearing.

Lead-in

• Ask the students which words they know for family members.

• Draw a simple family tree on the board of your family and ask students to try to guess the first names of each family member.

• If possible and appropriate, encourage the students to bring a photo of their family. Show a photo of your family, possibly one with yourself as a child. Say: This is me / my family / my mum, etc. Alternatively, show them photos from magazines.

1

15

Listen. Look and point.

• Ask the students to open their books on page 14.

Hold up the picture and explain that this is Eva’s family. Point to some family members and elicit their title. Monitor pronunciation.

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• Ask the students to read the text. While they are reading, write the first names of the family members on the board.

• When they are ready, point to Bill on the board and elicit grandpa.

• Ask them to write his name on the picture, then continue the procedure with the other family members.

• When they have finished writing, read the names again and ask them to repeat them, monitoring for pronunciation. These are all names (except for Rosie) taken from the wordlist for Starters. Make sure the students can pronounce and write them correctly.

• Invite some students to the board, spell a name and ask them to write it correctly. Repeat the procedure with the other names. You can also call pairs of students to the board and ask one student to spell a name and the other to write it on the board.

Answers 1 Eva 2 Anna 3 Ben 4 Tom

5 Grace 6 Lily 7 Bill 8 Lucy

9 Mark 10 Rosie

A day with my family 3 Match the words.

Audioscript and Answers male: baby brother, dad, grandpa, man female: mum, grandma, sister, woman both: friend, cousin

• Introduce the exercise by pointing to mum in the picture.

• Ask them to look at the example line from mum to mother. Then ask them to do the same with the other family members.

• Ask the students on one side of the room to shout out mum, then the other half to shout out mother.

Repeat this for all the words and mix up the order to make it more fun.

OPTIONAL ACTIVITY

Revise singular and plural nouns by writing the singular or plural forms of nouns from Units 1 and 2 on the board, one at a time. Ask the students to say whether each noun is singular or plural. You can play this as a game dividing the class in two teams.

Answers 1c 2a 3d 4b

STARTERS TIP

There are nearly always questions about family members in the Starters tests. In order to ensure students are confident about using words for family members, encourage them to practise talking about their own families (their names, ages, number of brothers / sisters / cousins).

Practise asking and answering about this kind of information with your class.

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16

Say the Sounds Say the chant.

• Play the audio all the way through.

• Play it again and stop after three. Ask them to repeat while beating the stress. Repeat this procedure, stopping after me, too and you. Monitor their pronunciation.

• If possible, record them saying the chant, then let them listen to themselves.

5

17

Write the words. Listen and check.

• Tell the students that they need to write the words in the boy, girl or boy and girl groups. Before they start the exercise, make sure they understand that mum is female, baby brother is male and friend can be either. Teach them that the word baby can be either male or female if used alone.

• Draw male and female stick people on each side of the board and ask students to point when you say the names of the family members.

• Ask them to complete the exercise on their own.

• Play the audio so they can listen and check.

• Use the Look & Learn box to highlight the irregular plural forms of man and woman (men – women) and make sure students pronounce women correctly /wɪmɪn/.

3

6

18

check.

Circle the correct word. Listen and

• Draw emojis on the board for happy B and sad J. Point to them and elicit the vocabulary.

• Check they know old and young and ask them to complete the exercise on their own.

• Play the audio so that they can listen and check.

Audioscript and Answers two old men 2 one sad boy 1 two young women 3 three happy girls

OPTIONAL ACTIVITY

Encourage students to say adjectives that they know. You can make this into a simple game by saying an adjective and eliciting the opposite: happy / sad, small / big, long / short, old / young or new, etc.

7 Say & Play Guess who! Ask and answer questions.

TB p. 101

• Demonstrate the game by holding up a picture card to practise the questions, e.g. a picture of a happy, young girl and ask ‘Is she sad?’ to elicit ‘No, she isn’t.’ Ask ‘Is she young?’ to elicit ‘Yes, she is.’

• To revise colour vocabulary ask students to colour the T-shirts on the picture cards. For example, say: Colour the happy girl’s T-shirt red. Then invite them to ask questions about clothes, e.g. ‘Is his/her T-shirt red?’ ‘Yes, it is. / No, it isn’t.’

• Ask students to play the game in pairs. Monitor and help the students as they do the activity.

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3

A day with my family Page 16 Functions & Grammar

Warmer

• Ask the students to draw a picture of a family member. The students can then work in pairs, asking and answering questions about their pictures, e.g.

‘Who’s that?’ ‘That’s my (grandfather). ‘

8

19

Listen and read.

• Point to Eva in the comic story and ask Who’s she?

Do the same with Rosie. Then ask Where are they?

(At home). Ask some questions about their clothes, e.g. What colour is Eva’s dress? What colour are her boots? Describe Rosie’s clothes.

• Write some examples on the board: grandpa his Ross mum her Ruth brothers and sisters their Roy, Rick, Rachel Connect grandpa, his and Ross with lines. Model: This is grandpa. His name’s Ross. Ask students to repeat.

• Circle the names of the brothers and the sisters to demonstrate their.

• Play the audio. Ask the students to listen, read and follow the story in their books.

• Play the audio again and pause after each line for them to repeat.

• For further practice, the students can use their own pictures from the warmer activity to talk about their families. Use the comic story as a model to elicit for example: This is my (grandfather). His name’s (Ben).

OPTIONAL ACTIVITY

• Ask the students to work in pairs and give them time to practise acting out the story.

• Invite pairs of students to act out the story.

9 Circle the correct word.

• Ask the students to complete the exercise on their own. Monitor for accuracy.

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• You can also revise the other possessive adjectives by writing two columns on the board. The students call out the corresponding possessive adjective to complete the table.

I

my you

your he

his etc. (See Student's Book p. 106) • For further practice, write some sentences on the board and ask students to complete them with the correct possessive adjective. For example: Hi, _____ name’s Alice. This is _____ family. These are my brothers and sisters. _____ names are...

Answers 1 her 2 his

10

20

tick (3).

3 his

Which is Alice’s family? Listen and

• Remind the students to choose only one picture based on what they hear.

• Focus on picture A. Ask students: Who are they?

Prompt: They’re dad, mum and three sisters. Repeat the procedure with the other two pictures.

• Play the audio once. Ask the students for their answer. Play the audio again to listen and check.

Audioscript Hi, I’m Alice. That’s my family – my mum Lisa, my dad Tom, and my baby sister. Her name is Sue and she’s one year old. We’re very happy!

Answer C3

11 Draw your family and friends. Describe them to your partner.

• Encourage students to draw about 4-5 family members and / or friends. If some of your students are not at ease talking about their families, tell them that they can talk about some of their friends instead. Give them a time limit of about five minutes.

Remind them not to worry if they aren’t good at drawing. This is not a test of their artistic skills!

• Put them into pairs so that they can describe their pictures to each other.

• Monitor for accuracy, particularly for his, her and their and the pronunciation of family members.

• If there is time, you could invite some students to come to the front and talk about their pictures to the whole class.

A day with my family Page 17 Starters Practice

Listening Part 2 Lead-in

• Ask a student some questions: What’s your name?

How do you spell that? How old are you? What’s your mother’s name? How do you spell that? How many brothers / sisters have you got? Ensure students know the difference between the words name and family name. Ask a student to tell the class what their family name is.

• Write the student’s answers on the board, then ask another student questions about the first student.

Ask: What’s his/her name? How do you spell that?

The second student uses the information on the board to answer the questions.

1

Read the question. Listen and write a name or a number. There are two examples.

21

• Tell the students that in Starters Listening Part 2 they have to write a name or a number. Ask the students to read Rosie’s tip. Tell them that the names will be spelled out letter by letter and numbers can be written as digits to avoid spelling mistakes.

• Point to the two examples. Spell the name Holly to demonstrate what they will hear, then play the first part while the students look at the examples.

• Ask them to read the five questions and ask: Which questions ask about a name and which questions ask about a number?

• Before playing the audio, make sure they know the meaning of the word monkey.

• Play the audio and tell them to answer the questions on their own.

• Play the audio a second time and then check the answers as a class. Ask the questions and invite the students to answer with the correct name or number. Ask the students to spell the names.

3

Audioscript Part 2. Look at the picture. Listen and write a name or a number. There are two examples.

A Hello. Is this the library?

B Yes, it is. What’s your name, please?

A Holly.

B Is that H-O-L-L-Y? A Yes. Holly.

B How old are you, Holly?

A I’m nine.

B OK, the books for you are there.

A Thank you.

Can you see the answers? Now you listen and write a name or a number.

One B Holly, what’s your family name?

A It’s Green. G-R-E-E-N. B Green? That’s my friend’s family name.

A Is it?

B Yes, it’s her family name.

Two B Have you got brothers or sisters, Holly?

A Yes, a brother. His name is Tom. B Tom? T-O-M? My cousin’s name is Tom. A Is it?

B Yes, it is.

Three B How old is Tom? A He’s ten.

B Oh, ten is my favourite number.

A Is it?

B Yes, it is.

Four B What’s in your bag?

A A book about monkeys. I’ve got a pet monkey.

B What’s your monkey’s name?

A Molly. That’s M-O-L-L-Y. B Molly?!

A Yes, it’s like my name.

Five B How old is your monkey?

A She's three.

B Three?

A Yes. She’s small and really funny.

B That’s nice!

Now listen to Part 2 again.

Answers 1 Green 2 Tom 3 10 4 Molly* 5 3 *not in the Pre A1 Starters wordlist

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4 I’ve got an alien!

UNIT OBJECTIVES Topic: the body and the face New language: • parts of the body and the face: arm, body, ear, eye, face, foot, hand, hair, head, leg, mouth, nose, tail • adjectives: big, small, long, short, nice, ugly Functions: describing physical appearance Grammar: have got – Present simple Pronunciation: the sound /aɪ/

Pages 18-19 Vocabulary

Warmer

• Welcome the students.

• Revise the vocabulary from the previous lessons by drawing a very simple family tree on the board and eliciting the names for family members. Write personal names under each family member in the family tree and ask: What’s his / her name?

Encourage the use of possessive adjectives in the answers, e.g. His / Her name is…

Lead-in

• Draw a funny stick person on the board with exaggerated parts of the body which are mentioned in exercise 1. Ask the students What’s his / her name? and encourage them to suggest names.

• Point to each of the body parts and say the words.

Model the singular and plural forms, highlighting that hair is usually singular and the plural of foot (feet) is irregular.

• Show short hair and long hair in two basic drawings.

• Encourage the students to repeat as you monitor for pronunciation. Leave the picture and words on the board for exercise 1.

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Revision: numbers 1-5; colours Starters practice: • identify parts of the body and the face (Reading and Writing Part 3) • understand a short text and complete it (Reading and Writing Part 4) Equipment needed: • coloured board pens • paper and crayons for the students • pictures of parts of the body and the face

1

22

Listen. Look and point.

• Ask the students to look at the picture and ask some questions. Point to Mark, Eva and Rosie and ask: Where are they? (at the cinema). Then point to the two aliens and ask: What are these? (two aliens) What colour are they? Are they happy or sad?

• Ask a student to read the words written on the picture (head, body, face). Monitor the pronunciation. Make sure they understand the difference between head and face. Now play the audio and ask the students to point to the corresponding body parts in the picture.

• Replay the audio. Ask the students to listen and say the words together.

• Ask them to work in pairs and take turns to say a body part and point to it. Refer them to the picture and vocabulary on the board to help.

Audioscript leg, foot, hand, arm, tail, eye, ear, nose, mouth, hair

2

23 Write

the words. Listen and check.

• Ask the students to look at the picture of the two aliens. Read out the words in the box and ask the students to match the numbers in the picture to the body parts. Do the example together. Say: Number one is… hair.

• Allow the students time to complete the activity and tell them to copy the words carefully and check that they have spelt each word correctly.

• Use the Look & Learn box to remind them that the plural of foot is irregular. Say: one foot, two… feet.

• Play the audio so that they can listen and check. Ask them to repeat after each word as you monitor for accuracy.

I’ve got an alien!

Audioscript and Answers 1 hair 6 ear 2 eye 7 foot 3 tail 8 leg 4 mouth 9 arm 5 hand 10 nose

STARTERS TIP

Concentrate on words which are likely to be confused, e.g. eye / ear. Invite some students to the board, spell these words and ask them to write them correctly. Then ask them to match the words to the stick person you drew on the board at the beginning of the lesson. Ask another student to repeat the words and check the pronunciation.

3

24

Say the Sounds Say this five times.

• Say the sentence I’ve got five eyes. Beat the stress with your hand.

• Ask students to listen and repeat. By repeating the phrase, students can hear the sounds more clearly and reproduce them.

• Highlight that the word eye is pronounced /aɪ/, the same as the sound in the words I and five.

4 Look at the picture again. Write yes or no.

• This activity is a preparation to Starters Reading and Writing Part 2, where students are asked to look at a picture and five statements, some of which describe the picture and some which do not.

• Ask the students to look at the picture and the example sentence. Ask them: Has the small alien got one nose? Encourage them to shout out the answer. Make sure they understand which is the small alien (the green one) and which is the big alien (the purple one). If necessary, write the words small and big on the board next to the drawings of a small box and a big one.

• Follow the same procedure as the first sentence.

• Ask the students to work in pairs and complete the exercise.

• Nominate each pair to shout out the answers: one student reads the statement and the other says yes or no. Ask a different student to correct the incorrect sentences, e.g. The small alien has got five eyes.

Answers 1 no 2 yes 3 yes 4 no 5 yes 6 no 7 no 8 yes

5

25

alien.

4

Listen and circle. Then draw Harry the

• Check that the students know the vocabulary for the exercise. Use your drawing to highlight the contrasts between long / short, nice / ugly.

• Play the audio and do the example with them. Play the rest of the audio before they start the exercise.

• Replay the audio and ask them to complete the exercise.

• Ask them to use the information to draw Harry the alien. You could also encourage them to use the adjectives and words they learnt in the previous units by asking some questions: Is your alien old or young? Is he/she happy or sad? Has he / she got a cap, a bag? If yes, what colour is it / are they?

What’s your alien’s name? How old is he / she?

• Give them a time limit of about five minutes. Invite them to share their pictures with the rest of the class.

Audioscript Harry is an alien with big eyes and small ears.

He’s got long arms and short legs. He isn’t nice, he’s very ugly!

Answers 1 small ears 2 long arms

3 short legs 4 ugly

6 Say & Play Follow the instructions and draw your alien.

TB p. 102

• Divide the class into pairs for this game. With larger classes, you can also play the game in groups.

• Give each pair two sets of cut-out cards (see page 102 of this Teacher’s Book), one with numbers 1-5 and the other with parts of the body and face.

Demonstrate what students have to do to play the game: one student picks a card from each group and describes the alien. For example, if he/she picks one card with the number two and another card with the picture of a head, he/she says: This is an alien with two heads. The other student draws the alien following their partner’s information.

• Give them a time limit of about five minutes to complete the task. Monitor for accuracy. Then ask them to swap roles and repeat the procedure.

• Invite each pair to share their drawings with the class. You could also ask them to put their drawings up on the classroom walls.

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4

I’ve got an alien!

Page 20 Functions & Grammar

Warmer

• Revise the words for parts of the body and the face from the previous lessons by asking some students to give orders to the class, for example Touch your nose or Point to your head. This could also be a game activity: every time a student makes a mistake following their classmate’s orders, they are eliminated. The student who ‘survives’ last wins.

• As a variation you can play Rosie says. Give instructions to the class, for example Rosie says touch your nose. Tell the class that they should only do the action if you say Rosie says first. If a student does the action when you did not say Rosie says, they are out of the game. The last student left in the game is the winner.

Lead-in

• Draw a simple alien picture on the board and give it an extra eye. Elicit a name for the alien, then point to the picture and ask: Has (Hugo) got two eyes?

Elicit: No, he hasn’t. He’s got three eyes. Repeat the procedure with other parts of the body.

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26

Listen and read.

• Ask the students to look at the pictures in the comic story. Play the audio and ask the students to listen and follow the story in their books.

• Play the audio again, pausing after each line for them to repeat.

• As an additional activity, students can go back to the picture they drew in exercise 5 and take turns to ask and answer questions (as in this story).

OPTIONAL ACTIVITY

• Ask the class to work in pairs and give them time to practise acting out the story.

• Invite them to act out the story in front of the class.

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8 Circle the correct words.

• Check that students remember the affirmative, negative and interrogative forms of have got. Ask them to look at the grammar table of the verb have got on page 106 to revise the forms.

• Hold up the book and point to Alex. Check that the students can see his hair is brown. Do the example with the class.

• Ask the students to complete the exercise on their own. Monitor for accuracy.

• Check answers by asking the students to read out the sentences.

Answers 1 have got 2 haven’t got 3 have got

4 have got 5 hasn’t got 6 has got

OPTIONAL ACTIVITY

• For further practice of the affirmative and negative forms of have got, ask the students to go back to page 14 and look at Eva’s family in the picture.

• Write some sentences on the board and ask students to complete them with the correct form of have got. For example: 1 Eva, her sister and her mum _______ blonde hair.

2 Grace _______ glasses.

3 Tom _______ brown hair.

4 Eva’s grandfather and grandmother _______ dark hair.

5 Eva’s mum _______ a blue shirt.

9 Guess your partner’s alien.

• Demonstrate the game with the class by choosing a picture and modelling the questions.

• Ask the students to play the guessing game in pairs.

One student chooses an alien without saying which one it is. Their partner then asks questions to guess the alien. Monitor for accuracy.

OPTIONAL ACTIVITY

• To practise asking and answering questions you can also play Who’s that?

• Ask a student to think of a classmate without revealing their name. Invite the other students to ask questions about his / her hair, his / her eyes. They can also ask about clothes.

• The class tries to guess the name of the student.

I’ve got an alien!

Page 21 Starters Practice

4

Reading and Writing Part 4

2 Read this. Choose a word from the box.

Write the correct word next to numbers 1-5.

There is one example.

Reading and Writing Part 3

1 Look at the pictures. Look at the letters.

Write the words.

• This part of the Starters is a test of knowledge of words and spelling. Make sure the students only use the letters provided. They must use all the letters.

• Check that the students understand the example.

Explain that the dashes indicate the number of letters in the answer.

• Ask them to complete the task on their own. Monitor for accuracy and check answers by asking students to spell the words.

Answers 1 foot 2 mouth 3 leg 4 hand 5 arm

STARTERS TIP

• In Part 3 of the Starters Reading and Writing test, encourage students to cross out the jumbled letters as they write them. This will help them to make sure that they have used all the letters.

• Students should have practice in writing all the words in the Pre A1 Starters vocabulary list.

Give them anagram puzzles of the other parts of the body and the face: body, face, eye, ear, nose, hair, tail.

• Before doing the task, students should read the text and look at the picture to understand the gist. Ask them some questions, for example: What’s the text about? (an animal) Is the animal small or big? How many legs has it got? Has it got a tail? Is its tail short or long?

• Go through the rubric to make sure they understand it.

• Read out the text up to the word sand. Show students how the word sand has been chosen from the box and written on the line as an example.

• Ask them to complete the exercise on their own, choosing the word from the box which fits in each gap (1-5).

• Remind the students that some of the words are singular and some are plural to help them identify the correct words. They can also use the process of elimination to choose the correct options.

• Tell the students there are two words they should not use.

• Check answers by asking students to say, then spell, the words. More confident students may like to read out sentences from the text. *jerboa is not in the Pre A1 Starters wordlist.

Answers 1 legs 2 tail 3 eyes 4 nose 5 kangaroo* *in the A1 Movers wordlist

STARTERS TIP

• Before looking at the options, practise guessing which word could go into each gap. Ask them: Is it a verb, a noun or an adjective? Is it preceded by 'a'/ 'an'? Is it plural or singular? The picture prompts will then help them to choose the correct word.

• Make sure students read the whole text at the end to check it makes sense. They should also cross out words after they have used them.

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REVISION 0-4 Page 22

Circle be in red and have got in green.

• Play the first part of the video again and ask the students to complete the first exercise. Hold up a red and a green crayon and elicit the colours. Ask them to complete the exercise on their own.

• Monitor for accuracy.

Answers I’m Rosie and I’ve got two big ears.

They are Mark and Eva and they’ve got a big family.

We’re friends!

1

Circle.

Watch the video. Then answer the questions.

• Before watching the video, revise the verbs be and have got. Write the contracted forms on the board and ask the students to identify the contracted words: I’m (am); you’re (are); s/he’s (is); we’re (are); they’re (are) I’ve (have) got; you’ve (have) got; s/he’s (has) got; we’ve (have) got; they’ve (have) got • Play the video, then ask some questions: Who’s got two big ears? (Rosie); Who’s got a magic bag?

(Rosie); Who are cousins? (Mark and Eva) Videoscript Hi, I’m Rosie!

Hi! I’m Rosie and I’m a rabbit. I’ve got two big ears and a small pink nose. This is my magic purple bag and those are my friends Eva and Mark. They’re cousins and they've got a very big family! to be (Part 1) I am Hugo. You are Matt. He is Bill. She is May. It is a cat. We are friends. You are cousins.

They are classmates. have got I have got a yellow T-shirt. You have got glasses.

He has got brown hair. She has got long hair.

It has got a tail. We have got blue trousers.

You have got black shoes. They have got glasses. this / that (Part 2) This is a cat. These are two cats.

That is a cat. Those are two cats.

Possessive adjectives (Part 4) My T-shirt is yellow. Your T-shirt is green.

His T-shirt is red. Her dress is pink. Its tail is long. Our trousers are blue. Your shoes are black.

Their glasses are grey.

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• Revise this and these by putting some items in front of you. Say: This is my pen. These are my books.

Point to a student’s desk. Say: That’s your pen.

Those are your crayons.

• Ask the students to work together to revise this / that / these / those with personal objects.

• Play the second part of the video again. Read the sentence and ask them to circle the correct alternative. If necessary, explain the meaning of the preposition near.

Answer near

Complete the table.

• Play the third part of the video again and ask them to complete the table, then shout out the answers.

Answers your her its our their

2 Say & Play Look at the picture. Ask and answer questions.

• Hold up the book and point to the picture. Say: Has the alien got three arms? Elicit: No, he hasn’t. He’s got five arms.

• Ask the students to work in pairs to ask and answer questions about the picture. Write these questions on the board or give them as speaking cards: Student A How many children are there?

How many books are there?

What colour is the alien?

How many arms has the alien got?

REVISION 0-4 What colour is the teacher’s skirt?

What colour is the girl’s T-shirt?

Has the girl got a hat?

Has the boy got glasses?

Student B Is the teacher a man or a woman?

How many pencils are there?

How many eyes has the alien got?

What colour are his eyes?

What colour is the teacher’s shirt?

What colour are the boy’s shorts?

Has the boy got a hat?

Has the girl got a watch?

• Ask the students to ask and answer other questions about the picture. Write prompts on the board: eyes / mouth / arms / legs / books / bags / crayons / girl / boy / teacher

OPTIONAL ACTIVITY

• Ask the students to write some of the words in alphabetical order: arm, bag, book, boy, crayon, ear, eye, girl • Monitor for accuracy.

Page 23 Starters Practice

Reading and Writing Part 2

and decide whether each sentence is correct (write yes) or incorrect (write no).

• Allow the students time to complete the task on their own. Monitor for accuracy.

• Check the answers with the whole class by reading out the sentences and asking students to say yes or no.

Answers 1 no 2 yes 3 yes 4 no

5 yes

STARTERS TIP

Make sure the students realise that in Reading and Writing Part 2 if any element of the five sentences is false, then they must write no, even if there is an element which is true, for example: The girl has got long brown hair. The girl’s hair must be both long and brown for a yes answer.

OPTIONAL ACTIVITY

Ask the students to correct the incorrect sentences, for example: Sentence 1 is incorrect – the girl hasn’t got glasses.

Sentence 4 is incorrect – there are two rulers.

OPTIONAL ACTIVITY

• Say more true or false sentences about the picture. For example: There is one yellow shirt. (no – The shirt is blue.)

There are four books. (yes) The books are yellow and orange. (no – They are yellow, orange, purple and green.)

The bag is yellow. (yes) The cat is orange. (yes) The desk and the chair are white. (no – The desk is white but the chair isn’t white.)

There are two rubbers on the desk. (no – There is one rubber on the desk.)

The rulers are yellow and blue. (yes) • Ask students around the class to look at the picture and answer yes or no. Ask them to correct the incorrect sentences.

Look and read. Write yes or no.

• Show the students the example questions and answers.

• Ask them to look at the picture, read the sentences

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