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Documente Cultură
Multiple Intelligences
. Research
We do not all learn in the same way
at leas t seve n diffe rent
shows that there are
sthe tic, mat hem atica l/log ical,
intelligences: kine
Star Players is based on the latest research into how children l, inte rper sona l, visu al/sp atia l, verbal
intrapersona
learn languages. and tasks are
and musical. In Star Players, activities
s of learning.
varied to cater to these different way
Topic and Content-Based Approa
ches
Language does not have any value
without a context Zone of Proximal Development
that is meaningful to learners. The
contexts or topics Learning takes place within the zon
best suited for young children are e of proximal
those that come development, or ZPD. The ZPD is the
from their own world and experien difference
ce, such as family, between what children can do alon
friends and pets. As children get olde e and what
r, they can work Extension
they can do when they are working
with topics that take them into the in a supportive
wider world – for environment with other children or
example, space, history or the Inte with their
rnet. teacher. The collaborative nature of
In a topic- or content-based approac tasks is a very
h, language important aspect of learning. Whe
is taught through themes that are n children work
interesting and together, they learn to share ideas,
involving and that are often linked listen to others
with other school and work as a team. They also lear
subjects. In this way, Star Players help n to be tolerant
s learners of others and to understand that each
reinforce what they have already lear person can
ned in other contribute and has value.
subjects and exposes them to new
content as well.
ii Lesson 1
Course Features
iv & v
Tips and Tricks
vi & vii
Scope and Sequence
viii & ix
Word Lists
x, xi & xii
Diagnostic Test
xiii & xiv
Extras
Review Pages
T15A, T27A, T39A, T51A, T63A, T75
A, T87A & T99A
Star Players Certificate
T99B
Project Pages
T100
Worksheets
T108
Assessment Pages
T116
Practice Book Answer Key
T132
CD Track Section
T141
iii
Class
C CD
· recordings of all
songs, chants and
listening material
iv
Posters
· a full-colour interactive poster for each unit
· colourful poster cutouts for use with the posters
· extra poster cutouts for additional class activities
vi
vii
Grammar Vocabulary
1
Verb to be: What’s your Present Simple: I like Things around a House: Family: aunt, cousin, dad,
name? I’m (Jack). How old (strawberries), but I don’t bath, clock, mirror, plant, granny, grandad, mum,
are you? What colour are like (chicken sandwiches). rug, vase uncle
the (walls)? Present Continuous Rooms/Parts of a House: Food: doughnut, hot dog,
There is/are: There is a What’s (he) doing? (He’)s garden, dining room, floor, meat, rice, salad, strawberry
(clock). There isn’t a (mirror). dancing. (He)’s wearing (a garage, roof, walls
red jumper). Other: binoculars, boat,
There are (two bedrooms).
Clothes: jeans, suit, tie light, lighthouse, on/off,
Are there any (doughnuts)? Prepositions: behind, in, round, skateboard, square
next to, on, under
2
Verb to be: What time is Can: Can I (have a pencil)? Time: a.m., in the Food: cereal, grapes,
it? It’s (two) o’clock. afternoon/evening/ meatballs, mushrooms,
There is/are: How many
morning, o’clock, p.m. peas, toast
Present Simple: What (meatballs) are there?
time do you (eat lunch)? Daily Routines: do School Subjects: Art,
What do you eat for homework, eat breakfast/ English, Maths, Music, P.E.
(dinner)?He gets up at dinner/lunch, get up, go to Numbers: 20–100
(nine) o’clock. We have bed, play computer games, Feelings: cold, happy,
(Maths) on (Mondays). have a shower, watch TV hungry, sad, scared
3
Present Simple: It lives (in Can: It can (jump). It can’t Animals: bat, camel, Animal Body Parts: beak,
the jungle). It eats (meat). (sing). Can it (fly)? cheetah, chimpanzee, feathers, fur, neck, tail,
What does it eat? Where crab, crocodile, Emperor teeth, wings
Prepositions: at, behind,
does it live? It hasn’t got penguin, gerbil, giraffe,
between, during, in, on, Animal Habitats: desert,
(wings). Does it (live) (in hippo, jaguar, jellyfish,
next to, under grasslands, jungle, sea
the jungle)? kiwi, lion, octopus, ostrich,
owl, panda, platypus, Action Verbs: fly, hunt,
Verb to be: Is it (between
scorpion, shark, starfish, talk, walk
the rock and the crab)?
whale, zebra
4
Demonstratives: This is Possessive: (Kim)’s house Around Town: ambulance, Activities on the Farm:
the (cinema). That is the is next to (Lizzy)’s house. café, cinema, fire station, collect, feed, milk, pick
(hospital). hospital, library, museum, plant, take care of sick
Imperatives: Don’t (throw
police car, police station,
Present Simple: Where paper on the floor). Professions: chef, clown,
post office, restaurant,
do you work?(She) doesn’t dancer, doctor, farmer,
Present Continuous: They sweet shop, ticket,
(work). I work (in a café). firefighter, gardener, nurse,
are (having a party). toy shop, train station
She works (in a post office). police officer, postman/
Prepositions of Place: woman, sales person,
across the street from soldier, train driver, vet
between
viii
5
Verb to be: What’s the Are they (swimming)? Clothes: raincoat, sandals Other: blow, bottom,
weather like? It’s (windy). What’s (she) wearing? calendar, carry, change,
Months
When’s your birthday? It’s Christmas cards, fall down,
Adverbs of Frequency:
in (February). Seasons: autumn, spring, fall out, float, go by bus,
always, never, sometimes
summer, winter ground, grow, nuts, pick
Present Simple: When do
Possessive Pronouns: up, river, season, sink, skip,
they (go to the park)? They Weather: cloudy, cold,
It’s mine. It’s his. It’s hers. snowman, Spain, squirrel,
(go to the park) in (March). cool, hot, rainy, snowy,
It’s yours. stay at home, think, trips,
The squirrel collects nuts. sunny, warm, windy
turn over, weather
Possessive: Whose
Present Continuous:
(umbrella) is this?
Is (he) (flying a kite)?
It’s (Rachel)’s (umbrella).
6 Verb to be: Where is Present Simple: What time Equipment: cycling gloves, Other: bite, busy, buy,
my (helmet)? It’s in the do you (get up)? I (get up) dancing shoes, helmet, carrots, catch thieves, cook,
(bathroom). My favourite at (half past seven). Does he music book, rollerbades, cut, fisherman, fishing
day is (Monday). It’s (half (play tennis)? swimsuit, tennis ball, tennis net, go upstairs, idea,
past ten). Let’s + infinitive: Let’s (go racket, trainers market, money, ordinary,
How much…?: How much to the park) on Saturday. Hobbies and Activities: poor, pound, price list, put
is the (helmet)? How much do karate, horseriding, away, put on, sell, sports
Present Continuous: shop, stomach, surprised,
are the (rollerblades)? They What is (he) doing? (He) is skipping, playing basketball
are (75) pounds. together, until, watch, zoo
(reading). (They) are (roller-
Adverbs of Frequency blading).
7 Present Simple: Have Questions with How: Review of: adjectives; Transport: bus, helicopter,
you got (big teeth)? Yes, How tall are you? parts of the body; clothes; motorbike, lorry, plane,
I have./No, I haven’t. Has How long are your (arms)? numbers; colours; animals ship, train,
it got (a big mouth)? Yes, They’re (one metre) long.
Adjectives: fast, long, Other: advert, body,
it has./No, it hasn’t. I have
Comparatives: I’m (taller) short, slow, strong, tall, centimetre, fall out, grass,
got (long hair). She has got
than my (brother). The young invention, metre, move,
(ten toes).
(brown shoes) are (bigger) pillow, pocket, show, think,
Parts of the Body: finger,
than the (black shoes). tooth fairy, touch, travel on
knee, toe, tooth/teeth
land, wheel
8 Verb to be: I’m from Adverbs of Frequency Countries Places: beach, city,
(India). He’s/She’s from mountain, temple
Comparatives: A city is Festivals: Carnival,
(China).
bigger than a town. Christmas, Harvest Festival, Other: bad luck, building,
Present Simple: What do New Year candles, celebrate,
Demonstratives &
you wear? When do they coin, dragon, fireworks,
Possessive Pronouns: Actions: bend your knees,
celebrate (Diwali)? Who float, grape, jewellery,
This/That (kite) is mine. decorate, dress up, drop,
do they visit? We don’t kilometres, look for, nest,
Those/These (boots) are his/ give presents, hop, laugh,
celebrate (Harvest Festival) outside, pillow, rabbit hole,
hers/yours. make noise, pick up, send
in (Brazil). They celebrate relatives, remember, river,
away, stay at home, sweep,
(Harvest Festival) in (India). Imperatives: Close your scarf, squirrel, sweets,
take, visit
eyes. Don’t make any noise. thumb, tooth, toothbrush
ix
1
Things around Rooms/Parts of Clothes grandad Other
a House a House jeans mum binoculars
bath dining room suit uncle boat
clock floor tie light
mirror garage Food lighthouse
plant garden Family doughnut on/off
rug roof aunt hot dog round
vase walls cousin meat skateboard
dad rice square
granny salad
strawberry
2
Time go School Subjects sixty Actions
a.m. play Art seventy count
in the afternoon have a shower English eighty draw
in the evening watch TV Maths ninety do sums
in the morning Music one hundred jump
o’clock Food P.E. paint
p.m. cereal Adjectives play
grapes Numbers cold run
Daily Routines meatballs twenty happy
do homework mushrooms thirty hungry
eat peas forty sad
get up toast fifty scared
3
Action Verbs crab ostrich Body Parts grasslands
fly crocodile owl beak jungle
hunt Emperor penguin panda feathers sea
talk gerbil platypus fur
walk giraffe scorpion neck Other
hippo shark tail diver
Animals jaguar starfish teeth fruit
bat jellyfish whale wings insects
camel kiwi zebra oar
cheetah lion Habitats plants
chimpanzee octopus desert push
5
Clothes September cold carry sink
raincoat October cool change skip
sandals November hot Christmas cards snowman
December rainy fall down Spain
Months snowy fall out squirrel
January Seasons sunny float stay at home
February autumn warm go by bus think
March spring windy ground trips
April summer grow turn over
May winter Other nuts weather
June blow pick up
July Weather bottom river
August cloudy calendar season
6
Equipment Hobbies and buy ordinary until
cycling gloves Activities carrots poor watch
dancing shoes do karate catch thieves pound zoo
helmet horse riding cook price list
music book playing basketball cut put away
rollerblades skipping fisherman put on
football fishing net sell
swimsuit go upstairs sports shop
Other
tennis ball idea stomach
bite
tennis racket market surprised
busy
trainers money together
xi
8
Countries drop Other relatives
Brazil give presents bad luck remember
Canada hop building river
China laugh candles scarf
India make noise celebrate squirrel
Japan pick up coin sweets
Spain send away country thumb
stay at home dragon tooth
Festivals sweep fireworks toothbrush
Carnival take float tooth fairy
Christmas visit grape town
Harvest Festival jewellery
New Year Places kilometres
beach look for
Actions city nest
bend your knees mountain outside
decorate temple pillow
dress up rabbit hole
xii
ants. pencil.
eye. notebooks.
rubber. apples.
4 6 2
Vo ca bula r y
Clothes
G ra mm a r
T3
I’m seven.
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Explain that Lizzy is introducing her family to Jack. The
Functional Language: My name’s (Lizzy). students’ task is to match each character to his/her name.
How old are you? I’m (seven). What’s her name? Play Track 2 twice and then correct as a class.
Her name’s (Lizzy).
Make a note.
Vocabulary: mum, dad; family members
Write the following on the board and ask students to
Materials: Paper, construction paper (1⁄2 sheet copy it into their notebooks:
per student), light-coloured construction paper, a What’s your name? My name’s .
stapler or tape, a ball. How old are you? I’m .
Preparation: Name Crowns: Cut light-coloured Students complete the sentences and draw a picture of
construction paper into 60 x 10 cm strips (1 per themselves next to them.
student). Then students answer the following questions and draw
family members beside them:
What’s her name? Her name’s .
What’s his name? His name’s .
Warm-up
Make name crowns. Draw and introduce your family.
Distribute the Name Crowns (see Preparation). Distribute paper (see Materials). Students draw a picture
Students cut out triangles along one edge of the of themselves with their immediate family (mum, dad,
strip. Then they write their name in big colourful brother, sister and pet).
letters in the middle of the strip and draw some Students mingle and show their pictures. Say Stop!
jewels for decoration. Help students to fasten the Students talk about their families with the student
crowns around their heads with staples or tape. closest to them:
Place the crowns at the front of the class. Invite a S1: This is my mum. S2: What’s her name?
volunteer to the front. The class chants Hello. What’s S1: Her name’s (Lilly).
your name? The student responds I’m (Laura). Place Say Go! Students mingle again.
the student’s crown on his/her head. Continue the Distribute halves of construction paper. Students glue
activity with other students. their family picture on the paper. Then they write about
themselves on the paper: This is me! My name’s Laura.
I’m seven. They draw a line to the picture of themselves.
1 Listen, point and repeat. 1 Students label all family members: This is my mum, and
Explain that the girl in the picture, Lizzy, is moving into so on. Display the pictures in a family portrait gallery.
a new house with her family, and she has met Jack, the
boy who lives next door.
Play Track 1. Students listen to Lizzy and Jack’s Wrap-up
conversation and point to the corresponding characters Values Syllabus
as they speak. Learning Names
Divide the class into two groups. One group reads out Explain that it is friendlier to use other students’
Lizzy’s part and the other reads out Jack’s. names and not just call them you, he or she.
Students sit in a circle on the floor. Go around
Let’s make friends. the circle giving each student a turn to introduce
Students put on their Name Crowns and work in pairs. themselves: My name’s (Anna).
Students practise the dialogue from their books using Then give a ball to a student. He/she rolls it to another
their own names and ages. student and asks What’s your name? That student says
Ask a few pairs to act out their dialogue in front of his/her name and then takes a turn rolling the ball.
the class.
Lesson 1 T4
T5 Lesson 2
Lesson 2 5
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name the toy tries to find the toy in ten seconds. If the
Grammar: Verb to be: Where’s the (vase)? It’s (on) student can do it, award a point to his/her team.
(the desk).
Prepositions: on, in, under, next to, behind Make a note.
Students note the new vocabulary in their notebooks:
Vocabulary: vase, floor, rug, computer, clock, vase, floor, rug, computer, clock and plant. They draw
plant, skateboard; furniture; toys
1
small pictures next to each word. Write the following on
Materials: 1 B : Object cutouts. Poster and the board for students to copy:
poster cutouts. Where’s the mouse? 1. It’s on the wardrobe. 2. It’s
under the wardrobe. 3. It’s in the wardrobe. 4. It’s next
to the wardrobe. 5. It’s behind the wardrobe.
Students draw a picture of a wardrobe with five mice
Warm-up on, under, in, next to and behind the wardrobe. They
Poster Work 1
number each mouse according to the sentences.
Display the poster. Ask volunteers to point to and
name the objects, animals or rooms on the poster. 2 Listen and place the cutouts. 5 1
B
Divide the class into two teams. Ask questions about Present the clock and plant poster cutouts.
the poster: What colour is the (table)? What colour Students cut out the Object cutouts.
are the (socks)? The first student to answer the Name the cutouts one by one. Students hold them up.
question wins a point for his/her team. Explain that Jack is helping Lizzy to organize her new
room. Students identify the objects in the picture. Write
the vocabulary on the board.
Attach and say. 1
Play Track 5. Students listen and place the Object
Attach the poster cutouts to the board. Say the words cutouts in the correct positions in the picture.
and ask students to repeat. Play the track again. Students check their answers.
Turn the poster away from students and remove a
cutout. Students say which cutout is missing. Thumbs up
Say The ball is behind the chair. Students give you the
1 Listen, match and chant. 4
thumbs up if the statement is correct.
Students look at the picture and name the objects. Divide the class into two teams. Teams take turns
Explain that Lizzy is looking for her hat. making true/false statements for the other team.
Play Track 4. Students match each line of the chant to
the corresponding part of the picture. • Ask and answer about the cutouts.
Divide the class into two groups: Lizzy and Jack. Play Divide the class into pairs. S1 places his/her cutouts
the track again. Each group chants along with their in different locations on the picture. S2 asks where
character. Ask students: Where’s the hat/cat? the objects are and places the cutouts in the
corresponding position in his/her book.
Musical Intelligence Students exchange roles and repeat the activity. They
Make up a chant. glue their cutouts into their books wherever they choose.
Draw a rug on the board and ask a student to draw
an object on the rug. Then another student draws an
object on top of that object, and so on, until there is a Wrap-up
1
tower of objects. Write about your picture. B
Draw a hat at the top of the tower and chant to the Students write five sentences in their notebooks
class: Children, children, where’s my hat? about the Object cutouts: The robot is on the bed.
The class chants back: Your hat’s on the (chair). Ask a student to read one of his/her sentences out
Continue in this way, with the class adding a line each loud. All students who have got the same sentence
time to describe the tower of objects. stand up. Repeat several times.
Find the toys. 1
Lesson 3 T6
T7 Lesson 4
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✔ ✔ ✘ ✘ ✔ ✘ ✔
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Are there any (hot dogs)? He/she responds Yes, there
Grammar: There is/are: Are there any are./No, there aren’t and then goes to the front to mark
(doughnuts)? Yes, there are./No, there aren’t. the corresponding sentence on the board with a tick or
Vocabulary: hot dog, doughnut, strawberry; food a cross.
Materials: A large sheet of construction paper, 2 Draw five food items from the list
felt-tip pens, pens, a tablecloth or piece of fabric, Mime eating one of the foods on the list and ask
food magazines. students What am I eating? They respond It’s a
Preparation: Alphabet: Write the alphabet (banana). [Note: In Level 1, students were introduced to
in a column down one side of a large sheet of the word strawberries. Point out the singular form
construction paper. to them here].
Cut out some pictures of food from magazines or Students work in groups of three. One student mimes
draw food items on some flashcards. eating one of the foods from the list and the others guess.
The first student to guess correctly takes the next turn.
Students choose five foods from the list and draw them
in the cupboard in their book.
Warm-up
Make a food alphabet. • Ask a friend and mark (✔ or ) the list.
Attach the Alphabet (see Preparation) to the board. Students work in pairs. They take turns guessing what
Tell students that they are going to make a food is in their partner’s cupboard: Are there any (bananas)?
alphabet poster. Students put a tick or a cross in the box next to each
As they call out the names of foods they know in food as they go down the list. The first student to guess
English, write the words next to the corresponding all of his/her partner’s foods is the winner.
letters. For example, A: apple, B: banana, C: cake,
and so on. Make a note.
There will be some letters that students cannot Students draw a shopping basket with food items in
think of a food for, but these can be filled in later. their notebooks under the title My Shopping Basket.
Alternatively, if you have got picture dictionaries, Students write sentences about the food items they
students could race to find foods beginning with the have drawn in their basket and questions for other
remaining letters. It will be impossible to find foods students.
for some letters, such as X. There is ___________ in my basket.
Leave the poster displayed on the wall. There isn’t ______________ in my basket.
There are ______________ in my basket.
Are there any bananas in your basket?
Can you guess? Are there any strawberries in your basket?
Explain that Lizzy’s family is having a house-warming
party. They have invited family and friends to visit them Wrap-up
in their new house. Lizzy’s mum and dad have prepared
Guessing Game
some party food. It is on the table in the garden.
Place the food pictures or flashcards on the table
Students guess what food there is on the table: There
and cover them with a tablecloth (see Materials).
are cakes. There are sandwiches. Make a list on the
Divide the class into teams. Teams take turns
board. Leave the list on the board for later.
guessing what food is on the table, asking Are there
Draw a doughnnut, a strawberry and a hot dog on the
any (apples)? If they guess correctly, give them the
board. Teach these new words.
corresponding picture. Once all of the pictures have
1 Listen and mark (✓ or ) the food. 6 been removed, teams count how many they have
Students look at the picture in activity 1. Explain that got to find out who wins.
Jack and Lizzy are looking to see what food there is on
the table.
Play Track 6. Students listen to the conversation and Extension
mark the boxes below the food with a tick or a cross. Guess the word.
Play the track again. Students check their answers.
Divide the class into two teams. Start to write a food
Talk about the food. word on the board, letter by letter, and ask What’s the
Students look at the sentences from the Can you guess? word? The first team to guess correctly wins a point.
activity. Ask a volunteer about one of the sentences: The team wins a second point if they can tell you the
rest of the letters needed to complete the spelling.
Lesson 5 T8
I Like Salad!
I like salad, rice and apples, apples
chocolate
I like biscuits, meat and cheese.
But I don’t like chicken sandwiches,
No sandwiches for me!
sandwiches biscuits
I like pizza, cake and lemons,
I like chocolate and ice cream.
But I don’t like chicken sandwiches,
ice cream No sandwiches for me!
cheese
Lizzy ✔ ✔ ✗ ✔ ✗
Jack ✗ ✔ ✔ ✗ ✔
Me
My Friend
I like rice, but I don’t like cheese. Do you like meat? Yes, I do. / No, I don’t.
Lesson 6 9
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5
3 4
6
1
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Lesson 7 T10
T11 Lesson 8
1
1 Read and place the cutouts. C
Lesson 8 11
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Episode 1
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Comprehension Check
Grammar: Present Simple: What’s round? Ask students the following questions about the story:
The (kitchen) is round. Picture 1: What’s his name? Where does he live? Who
Present Continuous: What’s (she) doing? does he live with? (Point to Jake.)
(She)’s (reading). What’s his name? Who is he visiting?
Vocabulary: lighthouse, boat, round, square, (Point to Toby.)
on/off, bath; rooms; furniture; food Picture 2: What room is this? Is there a table? How
Materials: Paper, magazines, tape. many chairs are there? What food can you
1
E : Shape cutouts. see? (Point to the kitchen.)
Picture 3: What room is this? Is there a bath? Is there
a shower? (Point to the bathroom.)
1
Warm-up Round or Square E
Say the lighthouse rhyme. Draw some circles and squares on the board. Point to
Show students the picture of the lighthouse. Ask a square and introduce the word. Students point out
them if they know what a lighthouse is for. Explain round and square objects in the classroom.
that, at night, its light flashes on and off to tell the Point to one of the circles on the board and ask What’s
boats that they are near dangerous rocks. round? Add details to the circles to make pictures of the
Teach students the following rhyme: objects students call out. Repeat with square objects
On, off, on, off, (for example, a window, a box, a television).
The lighthouse flashes on and off. Distribute paper and magazines (see Materials).
On, off, on, off, Students find or draw pictures of round and square
It tells the boats there are big rocks. objects. Students cut out their pictures. Students glue
Students hold their hands up, opening them when the pictures to the plate or inside the photo frame.
they say on and closing them when they say off. Display all cutouts in class.
Lesson 9 T12
Warm-up
Find and point.
Students look at the pictures on page 13.
Call out the names of the objects that students
know and ask them to find and point to them in
the pictures (bed, chair, table, books, light, sea, TV).
Point to the binoculars and teach the word.
Make a lighthouse.
Distribute the Lighthouse materials (see Materials). Extension
Students paint their tube with stripes and add a door Body Furniture
and round windows so that it resembles a lighthouse. Play some music. Students stand up and walk around
Students add some crepe paper or tissue paper rolled the room. When you stop the music, students get
into a ball at the top, to represent the light. into pairs. Call out chair. Pairs work together to make
Draw a cross section of a lighthouse on the board. the shape of a chair with their bodies. Point out and
Divide it into rooms and label them dining room, praise those that have made a good chair shape.
bedroom and so on. Students suggest one or two Repeat the activity, calling out a different type of
pieces of furniture for each room. furniture each time you stop the music
Hand out paper. Students draw similar cross sections of
their lighthouses with furniture in each room. They label
the rooms and the furniture.
T13 Lesson 10
Jake and Toby go back to the living room. Jake wants to look at
the sea. He takes the binoculars and looks through the window.
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A New Home
1
Students make their own poster of a favourite place
Grammar: Present Simple: I (play football) and and write some captions for the poster with There is a/
(eat ice cream). Verb to be: My favourite place is the an (beach). There are some (trees).
(sea).There is/are: There are (birds) and (fish).
Guess the place.
Vocabulary: rooms; colours
Students take turns going to the front of the class with
Materials: Large sheets of white paper (1 per their poster. They turn their poster so the class cannot
student). see it. The other students ask questions to guess what
1 Poster and poster cutouts. place they have drawn: Are there any animals? Are
there any trees?
Warm-up Wrap-up
Visualize a favourite place and tell a friend. Display the posters and vote.
Tell students about a place you like to go for a Give each poster a number and display them around
day trip. the classroom. Students look at and read the
Students close their eyes for 30 seconds and think posters. Students write the number of their favourite
about their favourite place for a trip. Ask them to poster on a piece of paper. Collect the papers and
think about the animals, people and things they see, tell the class which poster was voted the winner.
the smells and so on. Students tell the class about
their favourite place. For example: My favourite
place is the sea. There are birds and fish. I swim with
my mum and dad. I play football and eat ice cream. Extension
Game: I Spy 1
Lesson 11 T14
Wrap-up
Warm-up
Play Noughts and Crosses.
Unit 1 Quiz 1
Draw a 3 x 3 grid on the board and write one of the
Ask students to remember and call out new words
following letters in each square on the grid:
they have learned for food, family, clothes, rooms
a, b, c, e, i, m, p, r, s
and furniture.
Divide the class into two teams. The first team
Display the poster and cutouts. Divide the class into
chooses a letter and then names a food that begins
three teams. Ask questions about the poster and
with that letter.
award points for correct answers:
If the answer is correct, draw an O around the letter.
Where’s the (cooker)? It’s in the (kitchen).
Now the other team does the same. Draw an X in
Where’s the (mouse)? It’s on/in/under...
the box if their answer is correct.
What colour are the (jeans)? They’re (blue).
The first team to have a horizontal, vertical or
Are there any (spiders)? No, there aren’t.
diagonal row of Xs or Os is the winner.
T15 Lesson 12
Lesson 12 15
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A New Home
1
Assessment 1
Grammar Module: Are there any… ? Track 13
In this unit, we use the interrogative form of there Listen and colour.
are. There are is used to talk about a quantity of GIRL: What colour is the rug?
plural nouns. To form the interrogative, we invert BEN: The rug? It’s orange.
the position of the verb to be (are) and there. GIRL: And what colour is the clock?
BEN: It’s blue.
We add the word any before plural objects.
GIRL: And the table? What colour is the table?
Are there any sandwiches? BEN: It’s yellow.
Are there any doughnuts? GIRL: And what colour is the wardrobe?
We reply to Are there any …? questions with the BEN: It’s brown.
short answers Yes, there are and No, there aren’t.
Assessment 1
Track 14
Listen and match.
GIRL: Ben?
Grammar Module: Present Continuous BEN: Yes.
(3rd person / Wh- questions) GIRL: Where’s the skateboard?
In this unit, we use questions in the Present BEN: It’s under the table.
Continuous to ask about actions in progress at GIRL: And where’s the robot?
BEN: It’s next to the chair.
the moment of speaking.
GIRL: And where’s the ball?
We also use it to ask about the clothes that people BEN: It’s in the wardrobe.
are wearing. GIRL: Where’s the car?
Wh- question + verb to be + subject + (verb + -ing)? BEN: It’s on the rug.
What’s Dad doing?
What’s Granny wearing? Assessment 1
Answer Key
2 From left to right: clock; suit; strawberry; salad;
doughnut; jeans
Grammar Teaching Tip: Present Continuous 3 1. True; 2. False; 3. False; 4. True; 5. False; 6. True;
Students often enjoy playing mime games to practise 7. True; 8. False
Present Continuous questions. By means of these 4 1. He’s sleeping. 2. She’s reading. 3. She’s eating.
games, they grasp the concept of an action being 4. He’s drinking. 5. She’s playing.
performed at the moment of speaking. 5 Joel [2]; Rachel [4]; Sally [1]; Chris [3]
Ask some volunteers to each mime a different
action. Ask the rest of the class about them: Worksheet 1
Answer Key
What’s Julia doing?
1 1. It’s next to the computer. 2. It’s under the table.
Present Continuous questions about clothes can be
3. It’s on the rug. 4. It’s behind the clock. 5. It’s in
practised with a memory game. Ask two or three
the school bag.
volunteers to the front of the class and ask the class
2 1. is; 2. are; 3. are; 4. is
to remember all they can about the volunteers’
• 1. No, there aren’t. 2. Yes, there are. 3. Yes, there are.
clothes. Ask the volunteers to step outside the
4. No, there aren’t.
classroom and ask the class about their clothes:
What’s David wearing?
Practice Book
Unit 1 Track 12
Listen and number.
NARRATOR:
Number the children 1, 2, 3, 4.
Number one. He’s wearing blue and white trousers and a blue
shirt. His hat is white.
Number two. She’s wearing a red dress and a big, yellow hat.
Number three. She’s wearing pink shorts and a purple T-shirt.
Her shoes are big.
Number four. He’s wearing a big, green jumper, orange
trousers and brown boots.
Now listen again and colour the clothes.