OMAN 1A

Teacher’s Book
with Digital Resources

Trial Edition
2022
Sultanate of Oman

Produced by National Survey Authority, MOD, Sultanate of Oman, 2019.

Copyright © National Survey Authority, MOD, Sultanate of Oman, 2019.
This map is not an authority on International Boundaries.
 OMAN 1A
ook
Teachearl ’RsesB
ources
with Digit

Contents
Scope and sequence............................................. 6

Introduction ........................................................10

Course components .............................................11

Unit walkthrough ............................................... 13

Course features ..................................................16

Assessment ......................................................... 17

How to ... .............................................................19

Games bank ....................................................... 22

Classroom language ......................................... 25

Unit lesson notes ............................................... 26

Sounds and Spelling Book lesson notes ..........124

 Scope and sequence
Unit Vocabulary Grammar Skills
Meet the characters
Welcome Hello!

boy, cat, friend, girl, Hello / Hi. Introducing yourself and

Family and
1 friends
brother, dad, mum,
sister
What’s your name?,
My name’s …, I’m … .
others

Who’s this? This is (my) … .

bag, pen, eraser, ruler, I’ve got … Identifying school

My school
2 bag
book, crayon, pencil,
pencil case
I haven’t got … objects and saying what
you’ve got

Maths: Language booster 1:

Learning
Numbers 1–6 A (red) bag.
club 1
Art: (Six) bags.
Colours (red, yellow,
blue, green, orange,
brown)
door, teacher, What’s this?, It’s a ... . Identifying things in the
Our
3 classroom
whiteboard, window,
chair, desk, floor, wall
The book is in / on / under
the bag.
classroom and saying
where things are

ball, car, robot, teddy, What colour is it? It’s … . Identifying toys and
My favourite
4 toy
doll, plane, train, yo-yo What’s your favourite toy?
It’s my … .
their colours, and saying
your favourite toy

Maths: Language booster 2:

Learning
Shapes (square, circle, What are these? They’re … .
club 2 triangle, rectangle)

Picture dictionary

Vocabulary time

Progress path

6
Values Project Get ready for...

Be helpful Make finger puppets Class Book:

Listening Part 3
Activity Book:
Listening Part 3

Look after your things Make a school bag Class Book:

Listening Part 3
Activity Book:
Speaking Part 1

Be tidy Make a desk tidy Class Book:

Listening Part 1
Speaking Part 3
Activity Book:
Listening Part 4

Share Make a toy box and colour toys to put Class Book:
in it Listening Part 2
Speaking Part 4
Activity Book:
Listening Part 4

7
 Introduction
About Team Together Oman Each Class Book lesson has a corresponding Activity Book lesson
allowing for lots of additional vocabulary practice, including sticker
Learn Together! Succeed Together! Team Together! activities. In addition, the full set of vocabulary is practised at the end
Team Together Oman is an engaging and enjoyable, four-level primary of the Class Book in the Vocabulary time.
English course that develops language alongside future skills. Pupils In addition, there is a Picture dictionary at the end of the Class Book,
are challenged to communicate creatively in authentic contexts, think which can also be used to consolidate the vocabulary. The vocabulary
critically and work together to get results. Team Together Oman sets syllabus in the Class Book and Activity Book also link to the vocabulary
out a clear path for progress and prepares children for success in taught as part of the phonics syllabus in the Sounds and Spelling Book.
external examinations, including PTE Young Learners and Cambridge
English Qualifications. Language structures
Team Together Oman takes pupils from level Pre A1 to A2 of the Key language structures are taught in the context of a story in every
Common European Framework of Reference for Languages (CEFR). unit. The new structures are presented in dialogues in Lesson 1 and
Lesson 3, with language building in complexity across the unit and the
For pupils book. Repetition and recycling allows pupils to retain the structures as
Throughout their Primary education, pupils are in a transitional chunks of language.
period between childhood and their teens and are still developing Further consolidation practice is available in the Activity Book.
intellectually and emotionally.
Team Together Oman follows children’s developmental stages by Stories and values
offering content that is adapted to their cognitive needs in each Team Together Oman Grade 1 stories feature an Omani family with
level through a careful choice of the main characters, the topics, the three children: Fatma, Sami and Mazin. They have two friends called
language content and the way in which it is presented. Lily and Jack. The family have a cat called Meg and Jack has another
Team Together Oman has been designed to create an enjoyable and cat called Tom. The children explore familiar settings such as home, the
engaging environment for effective learning. A full colour Class Book school and the funfair. Each story has a value which is highlighted on
and Activity Book are complemented with a wide range of multimedia the Class Book page.
and digital tools, such as videos, eBooks and digital content online
which are certain to captivate pupils’ attention. Projects
Lesson 5 in each unit is a creative and collaborative arts and crafts
For teachers project that allows pupils to make something such as a school bag.
Team Together Oman has been created using tried and tested Follow-up activities give children the chance to practise key language
methodology for effective language teaching. A variety of language from the unit.
presentation contexts and an ample supply of resources will help keep Press-out templates provided at the back of the Class Book make the
pupils engaged and motivated. activities achievable, but still give you and your pupils the option to
Team Together Oman has also been created with busy teachers in personalise each item.
mind. At-a-glance organisation of materials within the Teacher’s Book
will help you find all the necessary information such as answer keys Learning club: Language booster and CLIL
and audio scripts, but it will also give you ideas on how to extend Class
After every two units of the Class Book, there is a Learning club
Book activities and how to adapt them to your pupils’ level.
section. This consists of a Language booster lesson and a CLIL lesson.
The Language booster lesson consolidates and extends language and
topics taught in the two preceding units. The CLIL lesson helps pupils

Course features learn key concepts of other subjects in the school curriculum in a more
integrated manner. In addition to this, each story in Team Together
Oman Grade 1 has been built around a key concept from common
Skills curricula. To explore this concept further, please see the teaching notes
The main focus of Grade 1 is to develop listening and speaking skills for Lesson 3 in each unit.
alongside the acquisition of key vocabulary and structures. The
course also develops pupils’ fine motor skills through activities such External exams preparation
as ticking, matching, circling and tracing. From the second semester Team Together Oman provides a lot of opportunities to get pupils
onwards, key vocabulary is presented on the page to assist with word acquainted with the format of external exams. Cambridge English
recognition. Optional worksheets provided online offer some early Qualifications exam type tasks, marked with the symbol , are
reading and writing skills which progress from recognising letters and seamlessly integrated into the core material, providing practice in an
words, to tracing letters, to writing a few known words. The Vocabulary unthreatening manner. The Get ready for... section at the end of each
time section in the Class Book allows children to consolidate the unit both in the Class Book and Activity Book focuses specifically on
vocabulary from the series and develop some early writing skills. The exam practice.
accompanying Sounds and Spelling Book contains practice in phonics
Team Together Oman fully prepares learners for Cambridge English
and reading and writing. The Sounds and Spelling Book also has an
Qualifications Pre A1 Starters, A1 Movers and A2 Flyers. As well as exam
alphabet banner in each lesson where applicable.
task-type practice, all vocabulary and structures are covered in the
series. Further vocabulary practice is covered in the Team Together
Vocabulary Oman Vocabulary Booster books.
New vocabulary consists of high-frequency items, taught in thematic
sets such as family, classroom objects and toys. Each set is introduced
gradually in each unit, with the first few words in Lesson 1 and the rest
of the set in Lesson 3. All vocabulary is taught in context, with clear
visuals and audio to aid comprehension.

10
 Course components
Future skills Sounds and Spelling Book
One of the features of Team Together Oman is the focus on future The Sounds and Spelling Book contains a carefully planned syllabus to
skills, which are a must for today’s learners to allow them to thrive teach children to read using synthetic phonics. There are reading and
and succeed in the modern world. Pupils need to learn more than just writing activities as well as fun tasks and chants.
vocabulary and grammar; they need to learn critical thinking and
problem-solving, creativity, communication and collaboration. Many of
Lesson
Lesson
Lesson112

the activities in Team Together Oman serve both purposes – as pupils sS 5

1
1.9
Listen
and po
int. Writ
e.
1
put new knowledge into practice, they also work on the development
1 at.
2

of their future skills. These activities are easily identifiable with the an d repe
listen
ant
1

1
1.1 Look, 2

following icons: 1

pple
3
sun 4 2

Critical thinking Communication sna�e

3
4

4
sing
Problem-solving Collaboration 1

sad
rrow
2
sit
Creativity 3
1

xe
4 2

6 Lo 3
six ok an d say th 4
e soun
ds. Circ
Support for mixed-ability classes t
s, s, si d
1.3 Listen
and ch
ant.
s
le a.

s a s a
1.2
2
n
s, s, su a�e s, s, x
sa a s a s
Team Together Oman supports teachers who work with mixed-ability s, s, sn g s, s, si tu v w
xyz a
s, s, si
n
pqr s
classes. The Teacher’s Book includes teaching tips for mixed-ability lm n o h ij �
e �g
a b cd thirteen
13

classes, labelled Diversity: Support/Challenge and Extra activity: Fast

8

finishers.

Teacher’s Book
Class Book
1
Lesson

The Semester 1 Class Book provides materials to present the target • Introd
say
uce
boy,

character
the vocab

to look
in the
ulary
• Tell pupilsetc. Pupils repea boy, cat, friend
at you
t after
you.
and listen
, girl. Point
to Sami
and
Lesson
1
cats Class . Play the

language effectively. It includes an introductory Welcome spread to

Lesson
1
as they Book as
• Get pupils make a the chara audio.
to look
noise) .
Point to
cters speak each 1, part 2
e to the
character at their books
Practic
(and to
the
who speak . This time, Startin
Lesson 1, part
1 1.1 s. Play
again,
they listen
and point • Play
g the lesson
Book
Class
if neces the ‘Hello
Jack: sary. (8 minut
2 for Lesso ’ song for es)
1 and Lily: Hello! n 1, part pupils
ts ends
1 and remin to sing along

introduce the characters and teach correct pencil grip and the correct
learne
1, par
d.

and fri
Sami: Hi! d them . Show
Lesson
of the pupils
new words the flashc
Family
s Hi, I’m
Fatma: Practic
1
t name ? Sami. they have ards
tives : to ask and answ
er abou
’s your
name Jack: Hello, I’m e
Objec
Fatma
girl; What Lily: My name . What
tives friend, ’s ’s your Activity
n objec cat, Fatma: My name Jack. name?
Book
• Lesso language: boy, . ’s
Say hello Lily.
et … and follow Lily:
• Targ ’s …, I’m E) Listen to

sitting position. It then includes four main units, followed by a Picture

Hello, Meg! my cat, Meg.
1.1

lish (GS day nouns spoke

1
My name Jack:
and
of Eng familiar everyobjec n Sami: Say hello
to
Scale ts), if Hello, Tom! my cat, Tom.

1
Fatma:
Globalning: Can recognise words
a few room A cat and
ers, class nise isolated and
Lily:
a
rs, numb
• Liste tives (e.g. colou
recog clearly
10). Can n slowly and understan
d the Sami: Girls. Friend cat. Friends!
Family Lesso
n 1, part

adjec ly (GSE spoke

and cleariar topics, if
Can 16). name
,
s (e.g.
Everyone: Boys. Friend s!
s! and friends
2

dictionary and a Vocabulary time section at the back to review and

slowly res (GSE themselve Hahaha! 1 1.3

to famil gestu Listen.

related res or introduce clearly
Look and
by pictu people y and 2
1 match.
supported mation when ) (GSE 19). n slowl (e.g. 1.2
infor are from e words, if
spoke phrase Listen,
main e they a basic • Focus point and
singl using pupils
age, wher Can repeat selves say. (10 2
each in on the minutes)
king: duce them pictur
• Play turn and say the es at the botto
• Spea 10). Can intro 11). the word. Pupils m
audio as of the page.
’s ...’) (GSE

practise all the core unit vocabulary. Press-out templates are also
(GSE the correc pupils repeat Point to
‘My name • Play t pictur look
e as they at their books
after you.
the audio listen. . Ask them
ials girl)
4
Answer again
friend, and say. key Pupils for the to point
Mater1 flashcards (boy, cat,
, point 3 pupils to
Listen point and to repea
t the words
1.2
2 2
1.2 say girl,
boy, cat, .
• Unit r friend.
1 poste 1

• Unit rials 1 girl 2

provided at the back of the Class Book to be used with the Project
ing mate soft toys Book) boy 3
• draw Activity
Book
or nt) and Spelling cat 4
ets and/ of the friend
assessme
Sounds 1

• pupp
Lesson
Unit 1
ers (back
Unit 1,
ative
Book,
1 stick Activity1, part 2

• Unit ng (form
your

Finishin
Lesson

Learni
girl; What’s
on friend, …, I’m
… a

presentati
boy, cat, name’s

nt for objectives
name?
My
g the less 2 1.4
Listen,
me ique (see • Hold
on find and
lesson
twelve

Assess rsation
12
techn up the (5 minut
stick.
criteria:
a
op stick tes) elicit the four flashc
(15 minu ing conve es)
aims and learning: Lollip ards (boy,

lessons.
follow.
b
words. b

Setting the follow • In their cat, friend

g pupil
s’ n and perform notebooks, , girl) one
c

Monitorin on page 17) 1.1 Liste toys to things pupils by one

or soft
d
1 from the
Introducti ork puppets name
? • Exten flashcards.make their own and
ing: pairw • Use
2
class: ’s your sion drawing
Peer learn for the . What their picturWhen pupils of one
I’m …
Hello!/Hi!’s … . g:
e and say have finish
the word. ed, ask
of the
four 10 ten
1
My name another toy
by sayin
urage
Extra acti
vity TPR
them to
show each 4
1, par
t1 • Intro
duce
to my frien
d, … .
some
pupils
and enco
’s … .
• Play
the ‘Good
other
1
3
Lesson
to lesson bye’ 1.3 Liste
ed in the Say hello ? My name . (You can song that
minutes) s learn n in the …. your name I’m … or pupils n. Look
lesson ‘Hello’ song pupil
(5
Hello, What’s to reply om use this learne • Focus and matc
classroom at the d in the

Project
Proje
ect
each lesso pupils
g the Hello!/Hi!. Guide them h. (10 minut

Finger puppets
of the end of
start of each lesson Welcome the childr on page
Startin do the actionscanfordo this at the
the • Say s. sides
one to
say 10 of the es)
to reply al pupil s on opposite ). Ask in this • Play en and Activity
them
with sever teer pupil My unit.) the audio cats. Book. Elicit
and n (you Repeat hear them s I’m … or g the . Pupils
• Sing
ome lesso
volun one can replie using match the name
Ask two that every other pupils, 1.3 s of
Lesson 5 Welc
unit). tes) boy, cat,
friend.
Use • up (so name
? The
to stand What’s your al times with on page 17).
different
Jack:
each child
to his/h
er cat.
(5 minu say girl,
tation Book
and Hello!/Hi! . Repeat sever (see Introducti Lily: Hello!
Presen page 12 in the Classnt the new word
s. ’s … ique
name ey hold Sami: Hi!
stick techn They
to prese Lollipop partners. Fatma: Hi, I’m
1 Watch, make and show. •
Show
flashcards TPR and find Sami.
Hello, I’m
the unit activity classroom meet. Jack:
Lesson 1, part 1 Extra d the Fatma
er they Lily: My name . What
walk aroun each partn ’s ’s your
Pupils n with name
?
Fatma: My name Jack. name?
• rsatio ’s your r ’s
this conve I’m … . What it (refe Lily: Say hello Lily.
to look at to
Hello!/Hi!’s … . g with Hello, Meg! my cat, Meg.
ask them working , Jack:

1
r and for a, Sami
My name 1 poste have ideas cters (Fatm
tma, Sami: Say hello
the Unit to

Family and friends

pupils 20 to em the Fatma: Hello, Tom! my cat, Tom.
• Show Introduction
page four chara . Give them
s of the boy, cat, A cat and
to the the name and Tom) know (e.g. Lily:
a
rs). Elicit
(Meg they Girls. Friend cat. Friends!
poste the cats words Sami:
Lily) and any other Everyone: Boys. Friend s!
Jack and ty to call out Hahaha! s!
opportuni
girl).

1
1.1
Listen and follow. 1 2
31
3
30

4 5 6
The Teacher’s Book provides step-by-step lesson plans covering all the
2 11.19
.19 1.20
Sing and play. course material. Each lesson plan is clearly structured into stages:
• Starting the lesson
• Presentation
2

1
1.2
Listen, point and say.
2
3
4 • Practice
16
6 sixtee
sixteen Sounds and Spelling Book
Unit 1, Lesson 5
• Finishing the lesson.

12 twelve
boy, cat, friend, girl; What’s
name? My name’s …, I’m
…
your Activity Book, Unit 1
Lesson 1, part 2
Sounds and Spelling Book
Unit 1, Lesson 1
Additional ideas for Extension, TPR and future skills activities, as well
as suggestions on how to support or challenge mixed-ability pupils
provide an excellent toolkit for busy teachers who may lack time for
planning.
Activity Book
The Introduction includes recommended procedures for effective use of
The Activity Book provides reinforcement and consolidation of the
projects and also contains tips on working with mixed-ability groups.
language presented in the Class Book. It contains controlled and freer
practice, plus personalisation and some tracing activities. It also The teacher’s notes for the Sounds and Spelling Book can be found
contains stickers for use with vocabulary
y exercises. from page 124 onwards.

Story

Class Audio
2
Lesson 1, part
1 1.10
Listen. Less
Look on 3,
s
and poi

friend
a nt. part
2

y and The Class Audio MP3s have all the recordings for the Class Book,
1 Famil
c

1.3 Listen
. Look
and ma
tch. 2
b
Sounds and Spelling Book and Activity Book. In order to facilitate using
the audio materials, all recordings are appropriately numbered on the
1
1

d
pages of the Class Book, Sounds and Spelling Book and the Activity
e
Book. All audio for the series can be found online. Pupils can also scan
2
the QR codes found on each page to access the audio files of that page.
Look and
1 colour.
b
2 Values
Be help
ful
a 3

d
ck.
and sti
, find c
1.4 Listen
2 b

a
12 twelve

10 ten

11
 Course components

Flashcards, Story Cards, Phonics Cards, Levels 1–4

Phonics Blending Cards and Phonics Story The course for Grade 1 (semesters 1 and 2) is followed by 3 levels with
the following components:
Cards • Class Book
The Flashcards present vocabulary
• Activity Book
from each unit. They help pupils learn,
remember, practise and revise vocabulary. • Sounds and Spelling Book
Ideas for their use can be found in the • Teacher’s Book
Teacher’s Book lesson notes and in the • Class Audio
Games bank, which contains extra games
and activities. • Flashcards (Levels 1–2)

The Story Cards are large, frame-by- • Story Cards (Levels 1–2)
frame versions of the cartoon stories • Posters
in Lesson 3 of each unit of the Class • Phonics Cards (Levels 1–2)
Book. On the back of each card there is
• Phonics Blending Cards
a transcription of the appropriate part of
the story’s audio recording and questions • Phonics Story Cards
to be asked before and after listening. • Photocopiable quizzes and worksheets
The Phonics Cards present all the new • Videos and animations
sounds. They help pupils to remember There are also:
and practise the new sounds. Ideas for
• Classroom Posters
using the Phonics Cards can be found in
the Sounds and Spelling Book Teacher’s • Vocabulary Boosters
Book section. • Top Tips and Practice for PTE Young Learners
The Phonics Blending Cards enable teachers to give pupils extra practice
in the words used for blending in the Sounds and Spelling Book.
The Phonics Story Cards are the words used to present the sounds for
each lesson.

Posters
The Posters designed for Team Together Oman are a great visual aid
for presenting or consolidating vocabulary.
The level-specific posters are created from the unit opener
illustrations, and provide a lot of opportunities for revision and
speaking practice.
The Classroom posters can be used with any level of the course.

Quizzes
Upon completion of each unit of the Class Book, Semester 1, the
teacher is able to check the progress pupils are making by using a quiz.
There are four Unit quizzes, one End-of-term quiz and one End-of-year
quiz. All these quizzes are available in two versions: Standard (A) and
Challenge (B) so as to allow teachers for more flexibility with mixed-
ability classes.

Presentation tool and digital resources

All the digital resources for Team Together Oman can be found online.
These include story animations, videos for the Projects, a presentation
tool, eBook, class audio, photocopiable resources, and more.

Photocopiable resources
A collection of useful photocopiable resources can be found online.
These include activities to develop very early reading and writing
skills – including tracing and word recognition – and focus on key
vocabulary, numbers 1–10 and letters of the alphabet.

12
 Unit walkthrough
Class Book and Activity Book

Lesson 1 introduces the unit

theme.

Lesson 1, par
t1 Lesson 2, par
t 1
Language practice 2

2 My school bag 1 2.5

1
Listen and circle.
2

1 2.1
Listen and follow.
a b a b

3 4

Dialogue to Exercises to practise

introduce the first a b a b new language
set of vocabulary
2 2.6
Listen and point.
and a simple 1 2

language structure.

3 4

QR codes for pupils 2 Listen, point and say.

2.2

to scan and access

1 2 3 4

the audio and video 3 2.7

Listen. Then say.
files for each page
bag, eraser, pen, ruler; Activity Book, Unit 2 Sounds and Spelling Book Activity Book, Unit 2 Sounds and Spelling Book
20 twenty I’ve got … Lesson 1, part 2 Unit 2, Lesson 1 Lesson 2, part 2 Unit 2, Lesson 2 twenty-one 21

Notes for teachers to indicate the key Go-to links for the accompanying
vocabulary and language taught on the page Simple speaking tasks with
Activity Book and Sounds and
or spread models to practise new language
Spelling Book lessons

A second set Lesson 3, part 1

of vocabulary Story
Lesson 1 4, part 1
Lesson 1
Lesson Language practice 2 Exercises to test
and language Our comprehension
1 Watch or listen. Point to Lily. Te a m 1 Listen again. Then listen, look and match.
2.9 2.11 2.12

is introduced in 1 2
1 2 3 4 of the story
context in the
story.

3 4
Exercises to
a b c d practise new
2 2.13
Listen, point and say. language.
1 2 3 4

6
2 My sch Less
on 1,
ool ba part
2

g
5
3 2.14
Listen and point.
1 2.3

a b List
c en.
Look and tick
( ).

Values Look after your things

2 Look and find. 4 2.15 2.16

Listen and sing.

book, crayon, pencil, pencil case; Activity Book, Unit 2 Sounds and Spelling Book Activity Book, Unit 2 Sounds and Spelling Book
22 twenty-two I haven’t got … Lesson 3, part 2 Unit 2, Lesson 3 Lesson 4, part 2 Unit 2, Lesson 4 twenty-three 23

Values taught through Engaging song to

the story. Further work on revise key language
values in the Activity Book. in context
2 2.4
Listen
, find an
a d stick.
b

Further practice in d

the Activity Book

with fun sticker 16 sixteen

activities

13
 Unit walkthrough
Class Book and Activity Book
Arts and crafts activities Review to practise target language
with press-outs to foster and vocabulary from the whole unit.
creativity, collaboration and Additional self-assessment activity:
communication Progress path, at the end of each
semester.

Pro j e c t
A school bag Lesson 5 Lesson 6 Review 2
1 Watch, make and show. 1 2.21
Listen and tick ( ).
1 2
a b a b

3 4
1 2 3 a b a b
Self-assessment in
the Activity Book at
the end of the unit
2 Draw.
4 5

je ct
2 P ro Rev
eviie
U n it iew
ew

1 2.23

Listen
and tick (
) or cros Less
s (). on 6
6

2 2.19 2.20
Sing and play. a

b
3 2.22
Listen. Then say..

Sounds and Spelling Book Activity Book, Unit 2 Sounds and Spelling Book
24 twenty-four Unit 2, Lesson 5 Lesson 6 Unit 2, Lesson 6 twenty-five 25
2 2.24 d
Listen
and draw.

Stage to sing and

share what children
have made

3
Look an
d colour
for Unit 2.

20 twenty

Lesson 7 focuses on practice for the Pre A1

Starters Cambridge examinations. Task types are
as can be found in the real exam.

Get ready for... Lesson 1 7, part 1

Lesson 1
Lesson 2
Pre A1 Starters Listening Part 3 4

1 2.25
Listen and tick ( ) the box.
1

A B C

5
A B C
2

A B C

A B C 6
3

A B C
A B C

Activity Book, Unit 2 Sounds and Spelling Book

26 twenty-six Lesson 7, part 2 Unit 2, Lesson 7 twenty-seven 27

14
 Unit walkthrough
Sounds and Spelling Book
Each lesson focuses
on a sound.
Lesson1 1
Lesson
1 Recognition
sS
Lesson 1

1 3 1.4

1
Listen and repeat. Circle s.
2
activities help
pupils to familiarise
1 Look, listen and repeat. themselves with the
sun six
1.1

sound.
Pupils first see
a picture which sun
3 4
features illustrations
of the target sounds. sit sad
sna�e
sing 4 Trace and copy.
sit
Pupils trace and
sss
1
sad 2 1

3
copy the lower case
4 form of the letters.
1
Pupils listen and sing 2

along with a chant 2 1.2 1.3

Listen and chant. six 3
4
featuring the sounds s, s, sun s, s, sit
1
and the words. s, s, sna�e s, s, sad 2

s, s, sing s, s, six 3
4

8 abcde�ghij�lmnopqr s tuvwxyz nine 9

The alphabet banner at the bottom of the page shows

pupils where the target letter is in the alphabet.

1 Lesson1 2
Lesson

aA
Lesson Lesson 1

5 Match, say and trace. 1 1.5

Look, listen and repeat.

sun
1

1
2
3
axe
4

alligator
sna�e
1

2
2
3
apple
4

sing
1

3
2
3
ant
4

arrow
six
1
2
4 3
4

6 Look and write. Lees

LLes
Le ss
ess
sso
ssso
son
on
on1 4
on 1

Loo 5
2 1.6 1.7
Listen and chant. k and write
1 . 1
a, a, apple a, a, ant
a, a, alligator a, a, arrow
ad it
1 1
2 2
2
a, a, axe
3 3

a
4 4

pin
10 ten bcde�ghij�lmnopqrstuvwxyz
2
1
11

ond
3
2
4
6 1.19
Let's bl
3
end! 4
1 Listen
and re
peat. T
race a
nd say
Subsequent activities practise writing. Lessons .

later on in the course move on to segmentation and

tap
1
tap 2
blending. Gradually, pupils learn to read and write t/a/
words. In Semester 2, pupils also learn tricky words. 2
p 3
4

pat
1
pat 2

p/a/ 3
t 4

ninetee
n 19

15
 Course features

Picture dictionary
activities at the 1 Family and friends
Lesson 1
Lesson 1 My school bag 2
back of the Class Picture dictionary
Book consolidate 1 PD.1
Listen and point. 2 PD.2
Listen and point.

vocabulary.

52 fifty-two fifty-three 53

Vocabulary time at
the back of the Class 1 Vocabulary time
Lesson 1
Lesson 1 Vocabulary time 2
Book offers extra 1 Look, trace and say. 1 Look and say.

practice of vocabulary
and develops early
writing skills.

56 fifty-six fifty-seven 57

Self-assessment
P r o g re s s p a t h
Look and say. Unit 4
Unit 4

activity: Progress Unit 1

path at the back of Unit 1
the Class Book

Unit 2

Unit 3

Well done!
Unit 3
Unit 2

Ready?

60 sixty sixty-one 61

16
 Assessment

Monitoring progress and exam readiness Formative assessment / Assessment for

with Team Together Oman learning
Team Together Oman can be used to prepare pupils for external exams Formative assessment, or assessment for learning, is “the process
including Cambridge English Qualifications and PTE Young Learners. of seeking and interpreting evidence for use by learners and their
Team Together Oman is mapped to the Global Scale of English (GSE). teachers, to identify where the learners are in their learning, where
See more information about the GSE below. Along with the mapping to they need to go and how best to get there” (Assessment Reform Group,
the CEFR, the mapping to the GSE helps teachers and institutions to 2008).
see pupils’ progress step by step. These are also a way to identify and Here are some suggestions on how to implement assessment for
address learner needs and support the achievement of goals, whether learning in your classroom. The approach should always be holistic, so
these be general or exam related. Team Together Oman is additionally to consider all areas of progress, in any assessment.
aligned to English Benchmark which can provide an independent
measure of learner proficiency and formative information to support
Main strategies of formative assessment
planning and next steps.
The main stages of the formative assessment process are:
The table below indicates the correlation between the course and
various international frameworks and tests. 1 Setting the aims and criteria for success

GSE CEFR PTE YL English Cambridge

2 Monitoring pupils’ learning, including giving constructive feedback
Benchmark English 3 Peer learning
Qualifications
4 Independent learning/long-term assessment
Grade 1 10–22 Pre A1

Grade 2 17–29 Pre A1/A1 Firstwords Level 1 Pre A1 Starters

Setting aims and criteria
Grade 3 20–32 A1 Springboard Level 2
If you want your pupils to be successful in the learning process, you
Grade 4 24–39 A1/A2 Quickmarch Level 3 A1 Movers need to tell them what it is that they are going to learn and what
you expect of them in terms of performance. Always ensure that you
What is the Global Scale of English? consider all areas of progress rather than focusing on one particular
area.
At the beginning of each lesson, the teacher should tell the pupils what
they are going to learn. This can be done by using key questions which
are meant to inspire pupils’ curiosity, interest and engagement.
The Global Scale of English (GSE) is a standardised, granular scale
which measures English language proficiency. Unlike some other Monitoring pupils’ learning
frameworks which describe attainment in broad bands, the Global
Scale of English identifies what a learner can do at each point on the This stage of assessment is used to achieve the following goals:
scale across speaking, listening, reading and writing skills. • to adjust ongoing teaching and learning

The scale is designed to motivate learners by giving a more granular • to increase the level of interaction and provide for feedback loops
insight into their progress. Teachers can use the Global Scale of English during questioning
to match a student to the right course materials for their exact level • to improve pupil achievement of intended outcomes.
and learning goals. The tools that can be used for monitoring pupils’ learning are:
The badging above and on the back of your book shows the range of • Lollipop stick technique or Random selection tool. Use sticks or
objectives that are covered within the content. Knowing this range cards that pupils can personalise with their names at the beginning
helps you select course materials with the right level of support and of the school year. Pick them randomly to call on pupils for
challenge for your students to help them progress. It does not mean questions, thus ensuring that all pupils have an active role and will
that students need to have mastered all the objectives below the range produce a similar amount of language, because student talking time
before starting the course, or that they will all be ‘at’ the top of the (STT) matters!
range by the end. • Traffic light cards. Use them to check that pupils know what to do
For more information about how using the GSE can support your on a given task. Pupils show you a green/yellow/red card, depending
planning and teaching, the assessment of your learners, and in on their level of confidence.
selecting or creating additional materials to supplement your core Other types of assessment tools you can use are those oriented
programme, please go to www.english.com/gse. towards helping you actively observe the different skills and
competences that your pupils are developing while they are working in
What is English Benchmark? class. As above, always ensure that all areas of learning are considered
English Benchmark is a motivating English test for young learners in any assessment.
aged 6–13, which proves students’ English abilities to parents, monitors • Checklists. These are very useful to assess different tasks or
learning progress and ensures teaching targets the right skills. different stages of the same task at the same time. Taking note of
English Benchmark measures students’ speaking, listening, reading your pupils’ performance on the spot will provide you with objective
and writing skills through fun and interactive tablet-based activities, evidence of their true level of competence.
with immediate detailed reports for teachers and parents that include
• Observation forms. The teacher collects data on pupils’ work by
students’ strengths, suggestions for improvement and recommended
filling in observation forms to adjust teaching procedures where
activities to improve their skills.
necessary.
English Benchmark and Team Together Oman make the perfect
• Video/audio recordings. These are excellent tools to observe your
partners for your language and learning assessment. As your students
pupils from a different perspective and analyse their strengths and
learn with Team Together Oman, you can use the English Benchmark
weaknesses, behaviour and classroom relationships in depth. (Be
tests to measure their progress.
aware that you may need parental permission to record children.)
In order to show progress, learners should take the test at least once at
the start and once at the end of the year. If possible, teachers could ask
learners to take the test again half way through the year or at the end
of each term to check they are on track.
17
 Assessment
Peer learning
Working together in pairs or groups gives pupils an opportunity to
share knowledge and also learn from their classmates. Tools that can
be used for peer work and peer learning are:
• Think-pair-share. Pupils work on their own, then discuss their ideas
in pairs and finally they present their ideas to a group or to the
whole class.
• Two stars and a wish. Pupils say two positive things about the work
of their partner and suggest one area for improvement.
• Expert envoy. This is a tool to use with mixed-ability classes. If you
have pupils who are strong in some areas, you may choose them to
be the ‘experts’ for their class or group and ask them to help their
classmates.

Independent learning and long-term formative

assessment
Long-term formative assessment tools are used to improve the
following areas of your assessment practice:
• for pupils to develop critical thinking skills about their own
performance
• to promote collaboration
• to improve pupil achievement of intended instructional outcomes.
Performance-based teaching and learning impacts strongly on the way
we carry out assessment by helping pupils become autonomous and
independent learners aware of the process by which they learn as well
as their learning goals.
Some of the long-term assessment tools you can use in your classes
are:
• Summative and thought-provoking questions. At the end of a lesson
or a unit pupils are asked to reflect on their learning process and
to try to self-assess their performance by answering the following
questions What have I learnt? What do I need to work on? I can … .
I’m (not) good at … .
• Portfolios. Pupils are given the responsibility of selecting which
pieces of work they produce should be placed in their portfolios to
demonstrate how they are improving.
• Checklists. These are used to assess pupils’ completion of a task.
They are not rating scales and they only include Yes/No or ✔/✘
descriptors.
• Projects. Pupils present what they know through pictures and texts
such as essays, research reports, or long-term projects.
• Student Travel journals/Learning diaries. Pupils create their own
books, in which they chart the journey of their learning.
• Rubrics. They can be used when evaluating pupil performance or
work resulting from a performance task. For further details see
below.
It is very important to remember that before this type of assessment
is implemented in the classroom, a supportive classroom environment
is created and pupils are given guidance on how to reflect upon and
evaluate their own performance as well as that of their peers.

18
 How to ...

How to work with projects Stage 4 – Acting out

There is a project at the heart of every unit in Team Together Oman After having listened to the story a few times your pupils should be
Grade 1. Each project is carefully scaffolded to enable pupils to produce ready to act it out. Pupils can contribute to the story, first by making
something which they can then use in fun, communicative classroom particular gestures and then, depending on the difficulty of the text,
activities. They can also take their finished project work home to show by using simple phrases. You may also play particular parts of the
their families and involve them in the learning process. recording and ask pupils to repeat them each time.
The projects in this level involve pupils working together, and so Next, you may divide pupils into groups and ask each of them to say the
prepare them for the collaborative projects at higher levels of Team lines of one character. Under the teacher’s supervision and on the basis
Together Oman. of the pictures, pupils quote the lines of appropriate characters. To make
this exercise more interesting, you can bring items to be used as props.
For successful project work in the classroom at this level, you may wish
to do the following:
• Boost the quality of your pupils’ work by showing them good How to use the Story Cards
examples of the final product before they begin. There are many ways that the Story Cards can be used with the stories
• Prepare pupils by getting them to think about the project in advance. in Team Together Oman Grade 1. Here are some ideas:
• Keep a flexible project schedule and involve pupils in the project • Cover the numbers on the cards. Shuffle the cards, stick them to the
design whenever possible. board and ask pupils to arrange them in the correct order.
• Avoid making all the decisions for pupils. Allow them to use their own • Cover the numbers on the cards. Stick the cards to the board in the
creativity, and to take the project work in directions they want to go correct order. Ask pupils to close their eyes, then take away one
in. card. The pupils are supposed to identify the missing card.
• Record evidence of progress by preparing and filling in a checklist of • Cover the numbers on the cards. Hide the cards in various places in
what pupils ought to be doing at each stage of the project. the classroom. Ask pupils to find them and stick them to the board in
• Be aware that it will take time for pupils to develop time the correct order.
management skills and learning skills. Not all pupils will be able to • Show pupils a story card and read the corresponding lines. When
complete the project work at the same pace, or to the same level reading, make intentional mistakes, e.g. say red instead of yellow.
of quality. Provide pupils who need it with extra support during the Pupils correct your mistakes.
project. • Distribute the story cards among a few pupils. Play the story
recording. When a pupil hears the lines referring to his/her card, he/
she should stand up and show it to the class.
How to work with stories
Exercises without story cards
Stage 1 – Before listening to the story
• Ask pupils to draw a scene from the story they have heard.
First, talk to pupils about the characters appearing in the story and
about the places in which they appear. Ask pupils what they can see • Ask pupils to invent another ending for the story they have heard.
in the pictures and invite them to guess what will happen in the story. • Pupils draw their favourite character.
Remember to praise pupils for all their ideas, but do not correct them • Talk to pupils about what the characters learnt.
and do not explain too much. (In a moment pupils will listen to the
• Ask pupils about the way they would behave or feel if they were one
recording and check if they were right). At the beginning of the school
of the characters.
year, you may wish to ask questions in L1, little by little switching
to English. Focus more on what occurred in the story than on the • Read some lines from the story. Pupils should provide the name of
language itself. First, pupils will understand the story as a whole, then the character who says the lines.
they will remember the vocabulary used in the story. Questions for this
stage can be found at the back of each story card.
How to do the class reading sessions
Stage 2 – Listening to the story There are lessons for class reading throughout the year. These are
indicated in the teaching notes and are usually at the end of every unit.
All the stories have been recorded by professional actors. However,
However, you can use class reading flexibly to suit pupils’ needs.
if for any reason it is not possible to play the recording or if the
teacher wants to tell the story himself/herself, the complete text of • Choose a big book with the class. It’s beneficial if pupils contribute to
the recording is provided on the back of each story card. At this stage the selection. You can present pupils with options and they say which
remember to encourage pupils to compare their previous ideas with story they’d like to hear. Or, you can ask different pupils each time to
what actually happened in the story. Play the recorded story and/or choose a story. If you prefer, choosing a story can also be a reward
play the animation and ask pupils to point to the appropriate pictures for excellent work in class or for helping a classmate, or similar.
in the Class Book. • Ensure that you hold the book so that all pupils in the class can see
it.
Stage 3 – After listening to the story • For each picture, ask pupils what they can see. This is a pre-reading
After listening to (or watching) the story together, ask pupils a few activity. Read the page. Ask pupils questions about what they have
questions about it to make sure that they understood what happened. read. This might be simple checking that they have understood what
You may use the questions provided on the back of each story card or they have read. Then ask pupils what they think might happen next.
make up your own questions. These are during-reading activities.
When answering, pupils additionally practise and consolidate the • Then at the end of the story, ask pupils questions about the story, or
previously introduced language material. At this stage it is best to ask pupils what they liked about it. If you have class time, you can
speak English. ask pupils to participate in a class reading post-reading activity,
such as drawing a picture of their favourite character or event from
the story.

19
 How to ...

How to work with posters How to work with videos and animations
Posters can be a powerful and engaging tool for presenting or Videos are a great tool for conveying information to young learners.
consolidating the language covered in the Class Book. A combination of images, movement, colours, sounds, music and
In Team Together Oman Grade 1, Semester 1 there are six full-colour language fulfils its educational functions at all levels of understanding.
vocabulary posters featuring the main characters of this level. Each Pupils may watch the same videos many times and each time their
poster can be used for presentation or revision of the first set of perception of the material they watch is enhanced.
vocabulary from each unit.
The generic Classroom Posters can be used with any level of the course. How is the video material presented?
The pack is comprised of Colours, Shapes, Numbers, Family, In Team Together Oman Grade 1 there are two types of video material
The classroom and Toys. for each unit: story animations and Project videos.

Techniques of working with posters When to use the video material?

Stick the poster to the wall in a visible place. In this way it will remind • You can use the story animations either as the presentation stage,
pupils of the material they have covered. or after you have listened to and read the version available in the
• Predicting. In order to create the atmosphere of anticipation and Class Book. You can also use the animations to revise the material.
to invoke curiosity in children, before you show the pupils a poster, Children have got good short-term memory, but watching the same
give them its title. Tell pupils that in a moment they will see a poster episodes again two months after new material was introduced will
with e.g. toys. Ask pupils to think about the vocabulary which may considerably stimulate their memorising ability.
be presented in the poster. Encourage pupils to provide examples of • Project videos are to be used as a way to make sure pupils
particular words related to this thematic group. In the case of toys understand the steps of the project.
it will be a teddy, a doll, a ball, a kite, etc. Then, stick the poster to
the wall and check together how many words the pupils predicted How to use the video material?
correctly.
• Watch the video with pupils from the beginning to the end.
• Asking questions. Point to the objects, persons, colours, etc. Encourage pupils to say aloud the English words which they
presented in the poster and ask questions What’s this? What colour remember from the recording.
is it? How many (balls) can you see? Is it a (doll)?, etc.
• Watch the video again, stopping the recording after each scene or
• Finding and pointing. Ask individual pupils to come to the poster, step so that you can ask pupils questions about the things they see.
find and point to appropriate objects, e.g. Point to the (red car),
• Pupils complete the photocopiable worksheet corresponding to the
etc. You may also divide pupils into two teams and change finding
recording.
particular elements into an exciting competition. Ask one person
from the team to come to the poster and find a particular object. If
he/she does it correctly, the team scores a point. If he/she makes a Where can you find worksheets for the video material?
mistake, another team takes a turn. Pupils may replace the teacher Worksheets for the video material are included in the photocopiable
and give the commands. resources, which can be downloaded from the online resources.
• Memory game. Set a specific time limit, e.g. 30 seconds. Tell pupils
to look at the poster carefully and remember as much as they can.
Then, cover the poster or take it off the wall and ask pupils one by
one about the objects presented in the poster. You may also ask
about the features of these objects, e.g. Is the (ball) (big)? What
colour is the (kite)? The pupils’ task is to answer from memory. You
may also conduct this exercise as a team competition, observing the
time limit. The team who provided the biggest number of names of
objects from the poster wins.
• True or false? Point to various objects in the poster and make true or
false sentences related to them. For example, point to a doll and say
It’s a teddy. Pupils answer No.
• Quiz. Tell pupils that you are thinking about a certain picture from
the poster. The pupils’ task is to guess which picture you mean. You
may describe the object you have in mind for more advanced pupils,
e.g. It’s brown. It’s small. What is it? Pupils answer (It’s a teddy.)
• Peeping through a keyhole. Cut out a hole (5–7 cm wide) resembling
a keyhole in the middle of a large sheet of paper. Place the sheet on
the poster and ask pupils what they can see. Move the sheet on the
poster so that each time pupils guess the name of another object.
• Singing. Use a chant related to the subject of the poster and
introduced in the Class Book. Ask one or more pupils to come to the
poster. Play the chant; the task of pupils standing by the poster is to
point to the objects mentioned in the recording.
• Placing words on the poster. If pupils can recognise written words,
you may ask them to place appropriate word cards below the
pictures in the poster. One by one, pupils come to the poster and
place a card with the corresponding word in the appropriate place.
Then you may ask all pupils to read the words aloud together.
• Make your own poster. Pupils can create their own posters, based on
a similar topic.

20
 How to ...

How to work with the Sounds and Spelling

Book
Phonics are introduced via familiar objects that are pictured within an
appealing scene at the start of each unit. Phonics Cards, actions and
chants are used to reinforce the sounds before pupils tackle structured
activities that focus on recognition, letter formation, pronunciation,
blending, and segmentation.
When learning sounds, it’s important that pupils do not add the ‘uh’ sound
to the end of the phonemes since this prevents successful blending and
makes it hard to hear the words. Take care to model the sounds correctly
from the start to avoid this.
Repetition is the key to success and the sounds from previous lessons
should be revised regularly, taking time to make sure the association
between the letter and the sound is solid. Regular blending and oral
segmentation of words is also crucial to the learning process.
Tricky words are presented from Unit 5 in Semester 2 and introduce pupils
to a different reading strategy for when they meet words that cannot be
decoded phonetically.
There are a number of additional activities that can be used to practise
letter formation, especially for pupils who find writing with a pencil
problematic due to a lack of fine motor control. This lack of control
should not prevent them from learning how to form letters correctly, so
introduce a range of other activities where appropriate.
These activities could include:
• Tracing letters on the back of a fellow pupil or in the air, while
copying the teacher who is modelling the shape. The partner work
could then be turned into a game where pupils should guess which
letter is being traced onto their backs.
• Finger tracing over letters in the Class Book, on the Phonics Cards,
and on the board.
• Making large tactile letters for finger tracing, using sand, salt, rice,
or fabric which can be stuck onto card and displayed around the
classroom.
• Colour writing, where pupils trace over letters in different colours
repeatedly (using pens, pencils, or paint) to form an attractive and
colourful letter.
• Using fingers to draw letters in trays of salt, sand, rice, lentils, etc.
• Using chalk to draw letters in the playground, or a torch to draw
letters on the wall.
• Using small whiteboards and dry wipe markers to play games where
pupils write letters and hold them up.

21
 Games bank

Flashcard games Team race

Display the flashcards for the lesson on the board so that they are all
Which card is this? clearly visible. Divide the class into two teams with each team standing
in a line facing the board. Call out the name of one of the items. The
Cut out a small square in the middle of an A4 sheet of white paper.
first member of each team must run to the board. The first one who
Cover the flashcards with this sheet so that pupils can see only part
touches the correct card wins a point for his/her team and can then sit
of the picture in the cut-out hole. Ask pupils to guess what the cards
down. Continue with the second member of each team.
show.

Observation Phonics games

Show pupils a flashcard, but do it quickly. Then ask them What’s this?
The pupils’ task is to name the object shown on the card. If pupils fail Stand or sit?
to guess it the first time, show them the card again, a little more slowly
Say the target sound, e.g. b-, and write the letter on the board. Pupils
than before.
repeat the sound. They then stand up and listen. If you say a word that
starts with the target sound, e.g. ball, they stay standing. If you say
Echo a word that starts with another sound, e.g. doll, they should sit down.
Make sure that pupils are familiar with the echo technique. Show them Start with words that pupils know, and then move on to other words
the flashcards and say the relevant words. Ask pupils to repeat the with the same initial sounds. The focus here is on recognising the
words after you a few times, getting quieter and quieter, like an echo. sounds rather than on the meaning of the words. Be careful to choose
words with pure initial sounds and not mix them up with clusters, e.g.
What’s missing? b-, but not bl- or br-.

Stick the flashcards on the board (or on the top of a table). Give pupils
a few minutes to remember the order in which they are placed. Then, Which letter?
ask pupils to close their eyes. Remove one of the cards. Ask What’s Display A4 sheets of paper with large single letters drawn on them in
missing? Pupils identify the missing card. different parts of the classroom. When you say a particular sound/
letter or a word starting with one of the letters, pupils run to the
Which card have you got? correct sheet of paper. (If you do not have much room, pupils can just
point to the correct letter.) Start with the sounds in isolation, move on
Select a few flashcards and give them to pupils. Ask them to pass the
to words that pupils know, and then move on to other words starting
cards on in such a way that they cannot see what they show. At some
with the same letter. The focus here is on recognition of the sounds
point, say Stop and ask Who’s got the (apple)? The pupil with the card
rather than on the meaning of the words. Be careful to choose words
you asked for says Me!
with pure initial sounds and not mix them up with clusters, e.g. b-, but
not bl- or br-. When pupils know more sounds, you can increase the
Where is this card? challenge by putting four different letters around the classroom.
Stick the flashcards around the classroom. Say the words and pupils run
to the appropriate cards, or point to them if there is not enough space.
Games with a puppet/soft toy
Standing up
Words and scenes
Hand out the cards from one set, e.g. toys, to individual pupils. Say the
names of the toys aloud. The pupil holding the card showing the toy Using a soft toy, speak out a new word in English and ask pupils to
stands up when he/she hears its name and then shows the picture to perform a simple task, e.g. Find something red. Stand up. Pick up an
the other pupils. eraser. Point to … Touch something …, etc.

Yes!/No! Questions
Show pupils the flashcards and ask them to name the pictures together Using a soft toy, ask pupils simple questions, e.g. What’s your name?
with you. Then, show pupils the cards in such a way that only they can see What colour is it? Have you got a pencil?
the pictures. Say a word in English. Pupils say Yes! if the picture shows the
word you said. If the picture does not show the given word, pupils say No! Can I have …, please?
Continue saying words until all the pictures are correctly named. Distribute flashcards to pupils. Ask them to name objects presented
in the cards. Then, using a soft toy ask for particular cards, e.g. Can I
Numbers have the (bird), please? The pupils’ task is to give the appropriate card
Stick five flashcards on the board. Ask one pupil to come to the board to the toy.
and to write numbers under the pictures, following your instructions,
e.g. Doll’ is number (one). Do the same with the four remaining cards. Pass the soft toy
Then, ask individual pupils What’s number (three)? If it is possible, ask pupils to sit in a circle. Play the recording of the
song you want to revise and ask pupils to pass the soft toy to one
Which is different? another when they hear music. When you stop the recording, the task
Stick a set of five cards on the board: four from the same group and one of the pupil holding the toy is to say a word or a line from the song.
from a different group. Ask pupils Which is different? The pupils’ task is Start the recording again.
to find the odd card as quickly as possible.

Categories
Revise the vocabulary belonging to two topics, e.g. toys and parts of
the body, using the flashcards. Show pupils the flashcards and check if
they can name them. Then, divide pupils into two groups and ask them
to recall as many words belonging to one category as they can. Award
the team one point for each correct answer.
22
 Games bank

Games with songs and chants Pass the ball

Ask pupils to sit in a circle. Choose a category of vocabulary. Give
Sing and respond pupils a small soft ball and ask them to pass it from hand to hand.
Every pupil who receives the ball has to say a word belonging to the
Provide a few pupils with one word they have to remember. (The words
chosen category – if he/she fails to do so, he/she drops out of the
should come from the song or chant you want to revise.) Play the
game.
recording and ask pupils to stand up and sing and sit down when they
hear their word.
The ball is burning
Sing and stand in the correct order Pupils standing in a circle throw a ball or a soft toy to one another
and name the colours. The ball or soft toy shouldn’t be caught when
Use the flashcards with objects appearing in the song you want to
somebody says Black! If despite that, somebody catches the ball, he/
revise. Ask a few pupils to come to the board. Give them the cards.
she kneels or squats down and continues playing. When he/she catches
Explain to pupils that their task is to listen to the lyrics carefully and
the ball properly in the next turn, he/she stands up.
to stand in the order in which the words from their cards appear. The
other pupils sing the song.
Guessing game: pictures
Performances Ask one pupil to slowly draw on the board a picture presenting a new
word from the current lesson. Other pupils try to guess what the
Select a few songs or chants for which you can prepare simple
picture presents and say the appropriate word. The pupil who guesses
costumes or props. Teach pupils to show the content of the song or
the word first draws the next picture.
chant with gestures or mimics. Invite parents, teachers or pupils from
other classes to a mini-performance.
I name it and you point to it
Pupils sit in a circle. In the middle place a few flashcards belonging
TPR activities to one vocabulary group. Ask pupils to keep their hands behind their
backs. Say a word presented on one of the cards placed in the middle
What does the picture present? of the circle. The pupils’ task is to touch it as quickly as possible. You
Distribute small sheets of paper among pupils and ask them to draw can divide the class into teams and award points to the group whose
on them one object from the covered material, e.g. food. Collect the representative touched the card first. Pupils may also play this game in
papers and stick them to pupils’ backs without revealing to them what pairs or in small groups.
the pictures present. The aim of the game is to stimulate pupils to ask
questions, thanks to which they will be able to guess which picture
they have on their backs, e.g. Is it a (pen)? Pupils may walk around the
Team games
classroom or play in pairs.
Board race
Broken telephone Divide the class into two teams. On the board draw a long racetrack
divided into a number of stages corresponding to the number of
Divide pupils into two groups. Pupils stand in two rows. First pupils
questions prepared. Use pieces of colourful paper or magnets as pawns
in each row should stay close to the teacher’s desk. Put flashcards
(one for each team). Ask pupils questions, e.g. show them flashcards,
belonging to two categories, e.g. toys and classroom objects, on the
story cards or objects located in the classroom and ask What’s this?
desk. Whisper one word from different categories (e.g. 1 – pencil, 2 –
How many? The pupil who provides the correct answer scores one point
robot) to the two last pupils in the rows. Say Start! Pupils whisper the
for his/her team and may move the pawn to the next field. The team
word one to another to the first pupil in the row. The task of this pupil is
which reaches the finishing line with the highest score is the winner.
to select the appropriate picture card from the pile lying on your desk
and show it to you. A team scores one point for every correctly chosen
card. Then the first pupil in a row goes to its end and the game goes on. Answer and draw points
Divide the class into two teams. Invite representatives of both teams
How many of us are there? to the board in turns. Quietly give them particular pictures and ask
them to draw their own appropriate pictures on the board. If the team
Play a recording with lively music and ask pupils to move around the
members guess the word first, they win a point for their team.
classroom in a particular way (jumping, walking, dancing). At some
point stop the music and say a number between 2 and 5 in English.
Pupils have to form groups composed of the appropriate number of Repetition game
people. Pupils who have not joined any group have to wait one turn. Divide the class into two teams. Invite one from each team to the front
Continue the game. of the class. Stick a few flashcards to the board and number them. Ask
a pupil to provide the number of a picture on the board. Roll the dice
Catch and say it! or spin the spinner. The pupil has to repeat a given word the stated
number of times. For correct performance of the task, the pupil scores
Ask pupils to stand in a big circle. Say a category of vocabulary (e.g.
for his/her team the number of points equal to the number on the die
toys) aloud and throw a soft ball to a selected pupil. The pupil has to
or spinner.
say a word from the category you chose. If the pupil doesn’t catch the
ball or say the appropriate word, he/she has to sit down. Continue the
game until all pupils sit down.

23
 Games bank
Team quiz
Show pupils a set of ten flashcards and ask them to name the objects
presented. Raising each of the cards, ask What is it? The pupils’ task
is to name the picture It’s (a boat). Stick the cards face down on the
board. Behind the cards write numbers from 1 to 10. Divide pupils into
two teams. Say the names of the objects on the back of the cards
aloud. The pupils’ task is to guess which number represents a specific
picture. Reveal the card to which the pupils have pointed: if the answer
is correct, the team scores 2 points. If the answer is incorrect, it’s the
turn of the other group to guess. The game continues until all cards are
revealed.

Noughts and crosses

Divide the class into two teams: ‘noughts’ and ‘crosses’. Draw the grid
for noughts and crosses on the board. Place one card in each field of
the grid, picture side up to the board. Ask a pupil from the first team
to reveal one card. If the pupil can say the correct word, he/she may
take the card and place the sign of his/her team in that field. Then the
pupil from the other team does the same. The winner is the team which
manages to put 3 signs in a row.

Listen and touch!

Divide the class into two teams. Stick a certain number of flashcards to
the board. Ask one pupil from each team to stand in front of the board.
Say one of the words presented on the cards on the board. The pupil
who touches the correct card first scores one point for his/her team.
Repeat with other pupils and cards.

Guess the name

Divide the class into two teams. Ask one pupil from each team to come
to the front of the class and stand with their back towards you. Hold up
a flashcard, count to three and say Turn around. The pupil who turns
around first and says the correct word scores one point for his/her
team. Repeat with other pupils and cards.

24
 Classroom language

Greeting the class Useful phrases for the pupils

Hello!/Hi! Sit down/Stand up, please. May/Can I go to the toilet? Can you help me?
Good morning/afternoon. Where is (Sami)? I understand/I don’t I’m ready.
Come in. understand. I’m finished.
Excuse me …
Starting the lesson I’m sorry.
Are you ready? Let’s begin/ Have you got a (pencil)? Open
start. your books at page (4). Turn to
page (6). Ending the lesson
Listen (to me).
Open the window/door. Put your books/notebooks/coloured pencils away.
Look (at me/at the board).
Close the window/door. Tidy up.
Take out your books/
notebooks/coloured pencils. Put that in the bin, please.
Collect the stickers/cards/spinners, please.
Goodbye!
Managing the class See you tomorrow.
Be quiet, please. Who’s next? Have a nice weekend/holiday.
Look at me/Listen to me. Repeat after me.
Come to the board. Wait a minute, please.
Put your hands up/down.

Words of praise
Well done! Great work! Thank you.
That’s correct! Good luck!

During the lesson – instructions

Draw/Colour/Stick/ It’s break time/lunchtime.
Press out … Be careful.
Write the answer on the board/ Again, please.
in your book.
Let’s sing.

During the lesson – questions

Are you ready? May/Can I help you?
Do you understand? Are you finished?
Anything else?

Pairwork/Groupwork
Work in pairs/groups.
Make a circle.
Show your partner/friend/group.
Tell your partner/friend/group.
Now ask your partner/friend/group.

Language used for playing games

It’s my/your/his/her turn. Move your/my counter (3)
You’re out. spaces.

Close your eyes. Miss a turn.

Pass the (ball/cup), etc. Go back (2) spaces.

Roll the dice. Roll again.

You’re the winner!

25
 Lesson 1

Welcome
Hello!
Lesson 1 Lesson 1, part 1
Starting the lesson (10 minutes)
Objectives
• Lesson objectives: to introduce the main characters 0.2 & 0.3 ‘Hello’ song
• Target language: Hello!, Hi!; Goodbye! What’s your name? • Teach pupils a song that you will always sing at the beginning of
I’m ..., This is ... each lesson. Play the song. Demonstrate the actions for pupils to
perform as they hear them. (They stand up, then shake their hands
and clap on the appropriate lines. They sit down on the final line.)
Global Scale of English (GSE) • Play the song again for pupils to sing along and do the actions.
• Listening: Can get the gist of a simple song, if supported by • A karaoke version of the song is available (track 0.3).
gestures (GSE 21). Can use basic informal expressions for
greeting and leave-taking (e.g. ‘hello’, ‘hi’, ‘bye’) (GSE 10). Can
follow short, basic classroom instructions, if supported by
0.2
pictures or gestures (GSE 13). Can understand basic action words Shake. Shake. Shake. Shake. Shake. Shake.
(e.g. ‘clap’, ‘stamp’, ‘jump’, ‘walk’) (GSE 15). Can use a few simple Clap. Clap. Clap. Clap. Clap. Clap.
words to describe objects, if supported by pictures (GSE 19).
It’s time for English class. It’s time to have some fun.
Shake. Shake. Shake. Shake. Shake. Shake.
Materials Clap. Clap. Clap. Clap. Clap. Clap.
• Unit 1 flashcards (boy, cat, friend, girl) Get ready, everyone! Sit down, everyone!
• character flashcards (Fatma, Lily, Sami, Jack, Meg, Tom)

Presentation (5 minutes)
Assessment for Learning (formative assessment) • Show pages 10 and 11 in the Class Book and say Fatma, Lily,
Setting aims and criteria: lesson objectives presentation Sami, Jack.
Peer learning: pairwork • Use the character flashcards to introduce the four children and the
two cats.

Practice
Class Book

Lesson 1, par
t1
W
Welcome
Hello!
Meg

Fatma

Jack
Lily

Sami

Tom

Activity Book, Welcome

10 ten Lesson 1, part 2 eleven 11

26
 Lesson 1
W
Welcome (20 minutes) • Hold up the character flashcards. Can pupils remember the
• Greet pupils by saying Hello! and Hi! (alternate with different characters’ names? Ask for volunteer pupils to say the names of
pupils) to introduce the words. Say the words and wave to pupils. the characters.
Encourage them to repeat the words and to wave back to you.
• Encourage pupils to open the Class Book and look through it to
find pictures they like. Ask them to show any pictures they like
Lesson 1, part 2
to the rest of the class. Elicit any words they can say in English.
• Guide pupils to find pages 10 and 11 in the Class Book. Give them a Starting the lesson (10 minutes)
minute to look at the pictures. • Greet the pupils. Wave and say Hello. I’m (your name). Go to a
• Show your book and point to the girl on the left. Say This is Fatma. pupil and repeat. Then ask What’s your name? The pupil replies I’m
Repeat Fatma several times and then ask pupils to repeat with you. (name). Repeat with other pupils.
Continue in the same way to introduce the other characters (left to • Use the character flashcards. Stick the character flashcards on the
right: Meg (Fatma’s cat), Lily, Sami, Tom (Jack’s cat) and Jack). board with the image of the characters visible. Ask pupils to remember
• Say Point to Meg. Demonstrate pointing to the picture of which card is which character.
Meg the cat. Pupils point in the book. Repeat with the other
characters. Check that pupils are pointing to the correct picture.
• Hold up your book and point to one of the characters. Elicit the Practice
correct name.
• Greet each pupil by saying Hello! or Hi! and waving. Ask What’s Activity Book
your name? Elicit the pupil’s name and ask the rest of the class
to say Hello, … to that pupil. 1 Look and do. (10 minutes)
Extra activity TPR • Focus pupils on page 8. Have them look at the pictures. Ask
• Pupils move around the classroom saying Hello, … to all the pupils what the pictures show. Teach them how to hold their
pupils they can remember the name of. pencils properly in the tripod grip. Explain to pupils by holding
a pencil correctly and also check as pupils work, not only in this
lesson but also in subsequent lessons. Also make sure that pupils
Finishing the lesson (5 minutes) sit well in their chairs and in a comfortable and suitable position
0.4 & 0.5 ‘Goodbye’ song for working well.
• Teach pupils a song that you will always sing at the end of each
2 Look, trace and draw. (10 minutes)
lesson. Play the song. Demonstrate the actions for pupils to
perform as they hear them. (They stand up, then shake their • Focus pupils on page 9 of the Activity Book. Pupils trace the lines
hands and clap on the appropriate lines. They wave goodbye on as neatly as they can.
the final lines.) • Focus pupils on their finished pictures and ask them to point to
• Play the song again for pupils to sing along and do the actions. each character in turn and say their names.
• A karaoke version of the song is available (track 0.5).

0.4
Finishing the lesson (10 minutes)
• Put the Unit 1 flashcards (boy, cat, friend, girl) on the walls in
Shake. Shake. Shake. Shake. Shake. Shake.
different parts of the room. Wave at a flashcard on the wall and say
Clap. Clap. Clap. Clap. Clap. Clap.
Goodbye, (Fatma)! Pupils repeat after you. Pupils then say goodbye
It’s time to end the class. Wave goodbye, everyone!
to one of the flashcards on their own.
Wave goodbye, everyone!

Lesson 1, par
t2
W
Welcome
Hello! 2 Look, trace and draw.

1 Look and do.

8 eight nine 9

27
 1 Family and friends

Unit objectives
to introduce yourself; to say the names of family members

Language
Vocabulary boy, brother, cat, dad, friend, girl, mum, sister
Grammar Hello / Hi.
What’s your name?, My name’s …, I’m …
Who’s this? This is (my) …
Functions greetings; introducing yourself and others

Learning outcomes
Listening • to listen and follow simple illustrated stories
• to respond to verbal and non-verbal instructions
• to identify core vocabulary
• to respond to questions based on aural texts
• to listen to rhymes, chants and songs
Speaking • to recite rhymes, chants and songs chorally
Cognitive skills • to listen carefully, attend to and take account of what others say
• to stay engaged and focused on short tasks, to not get distracted
• to use own ideas for doing creative activities like colouring, drawing and
building to represent vocabulary and familiar concepts
• to understand the steps needed to complete the activity
• to say if they feel happy with what they have done
• to guess words from illustrations in storybooks
• to say whether or not they like a story, song or game
• to take turns in shared activities
• to share space and objects
• to explore different materials and decide what to use
• to match objects, people, letters, pronunciations and words

28
Key competences
Linguistic competence: use language as an instrument for communication (L. 1–7)
Digital competence: use Class Book eBook (L. 1–7)
Social and civic competences: learn to be creative (L. 2; L. 5); learn to introduce family and
friends (L. 1–3)
Cultural awareness and expression: express Omani identity (L. 1–4)
Learning to learn: reflect on what has been learnt and self-evaluate progress using: previous
knowledge; personalisation of language learnt (L. 1–7)
Initiative and entrepreneurship: use individual self-expression for the project (L. 5)

Future Skills
Critical thinking Logical thinking (L. 3); Finding information (L. 3); Planning (L. 5); Reflecting
on learning (L. 6)

Creativity Design finger puppets (L. 5)

Communication Talking about family and friends (L. 4; L. 6); Introducing self and others
(L. 2; L. 6)

Collaboration Project groupwork (L. 5); Acting out (L. 5)

Sounds and Spelling Book

/s/; /œ/; /t/; /p/; /n/

Evaluation
• Assessment for Learning: throughout the unit (see detailed notes in the lesson plans)

• Self-assessment: Class Book pp. 17 and 60; Activity Book p. 14

• Picture dictionary: Class Book p. 52

• Unit 1 Quiz

External exams
Class Book Activity Book
Pre A1 Starters Listening Part 3 Pre A1 Starters Listening Part 3

29
 Lesson 1

Lesson 1, parts 1 and 2 Practice

Objectives Class Book
• Lesson objectives: to ask and answer about names
• Target language: boy, cat, friend, girl; What’s your name?
Lesson 1, pa
My name’s …, I’m … rt 1

Global Scale of English (GSE) 1 Family and friends

• Listening: Can recognise a few familiar everyday nouns and
adjectives (e.g. colours, numbers, classroom objects), if spoken 1 1.1
Listen and follow.

slowly and clearly (GSE 10). Can recognise isolated words

related to familiar topics, if spoken slowly and clearly and
supported by pictures or gestures (GSE 16). Can understand the
main information when people introduce themselves (e.g. name,
age, where they are from) (GSE 19).
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10). Can introduce themselves using a basic phrase (e.g.
‘My name’s ...’) (GSE 11).

Materials
• Unit 1 flashcards (boy, cat, friend, girl)
• Unit 1 poster
• drawing materials
• puppets and/or soft toys
• Unit 1 stickers (back of the Activity Book) 2 1.2
Listen, point and say.

1 2 3 4

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Lollipop stick technique (see
Introduction page 17)
boy, cat, friend, girl; What’s your Activity Book, Unit 1 Sounds and Spelling Book
Peer learning: pairwork 12 twelve name? My name’s …, I’m … Lesson 1, part 2 Unit 1, Lesson 1

1 1.1 Listen and follow. (15 minutes)

Lesson 1, part 1 • Use puppets or soft toys to perform the following conversation
for the class:
Starting the lesson (5 minutes) Hello!/Hi! I’m … . What’s your name?
My name’s … .
• Sing and do the actions for the ‘Hello’ song pupils learned in the
Welcome lesson (you can do this at the start of each lesson in the • Introduce another toy by saying:
unit). Say hello to my friend, … .
Hello, … .
Presentation (5 minutes) • Say Hello!/Hi! What’s your name? to some pupils and encourage
them to reply. Guide them to reply I’m … or My name’s … .
• Show page 12 in the Class Book and say girl, boy, cat, friend. Use Repeat with several pupils.
the unit flashcards to present the new words. • Ask two volunteer pupils on opposite sides of the classroom
to stand up (so that everyone can hear them). Ask one to say
Hello!/Hi! What’s your name? The other replies I’m … or My
name’s … . Repeat several times with different pupils, using the
Lollipop stick technique (see Introduction page 17).

Extra activity TPR

• Pupils walk around the classroom and find partners. They hold
this conversation with each partner they meet.
Hello!/Hi! I’m … . What’s your name?
My name’s … .

• Show pupils the Unit 1 poster and ask them to look at it (refer
to the Introduction page 20 to have ideas for working with
posters). Elicit the names of the four characters (Fatma, Sami,
Jack and Lily) and the cats (Meg and Tom). Give them the
opportunity to call out any other words they know (e.g. boy, cat,
girl).

30
 Lesson 1
1
• Introduce the vocabulary boy, cat, friend, girl. Point to Sami and
say boy, etc. Pupils repeat after you.
Lesson 1, part 2
• Tell pupils to look at you and listen. Play the audio. Point to each
character in the Class Book as the characters speak (and to the Starting the lesson (8 minutes)
cats as they make a noise). • Play the ‘Hello’ song for pupils to sing along. Show pupils the flashcards
• Get pupils to look at their books. This time, they listen and point for Lesson 1, part 1 and remind them of the new words they have
to the character who speaks. Play again, if necessary. learned.

1.1 Practice
Jack: Hello!
Lily: Hi! Activity Book
Sami: Hi, I’m Sami.
Fatma: Hello, I’m Fatma. What’s your name?
Jack: My name’s Jack. Lesson 1, pa
rt 2

1
Lily: My name’s Lily.
Fatma:
Lily:
Say hello to my cat, Meg.
Hello, Meg! Family and friends
Jack: Say hello to my cat, Tom.
Sami: Hello, Tom! 1 1.3
Listen. Look and match.
Fatma: A cat and a cat. Friends! 1 2
Lily: Girls. Friends!
Sami: Boys. Friends!
Everyone: Hahaha!

2 1.2 Listen, point and say. (10 minutes)

• Focus pupils on the pictures at the bottom of the page. Point to
each in turn and say the word. Pupils repeat after you.
• Play the audio as pupils look at their books. Ask them to point to
the correct picture as they listen.
• Play the audio again for the pupils to repeat the words.
Answer key Pupils point and say girl, boy, cat, friend.
a

1.2 b

2 1.4
Listen, find and stick.
1 girl 2 boy 3 cat 4 friend a b c d

Finishing the lesson (5 minutes)

• Hold up the four flashcards (boy, cat, friend, girl) one by one and
elicit the words. 10 ten
2 1 4 3
• In their notebooks, pupils make their own drawing of one of the four
things from the flashcards.
• Extension When pupils have finished, ask them to show each other 1 1.3 Listen. Look and match. (10 minutes)
their picture and say the word. • Focus pupils on page 10 of the Activity Book. Elicit the names of
Extra activity TPR the children and cats.
• Play the audio. Pupils match each child to his/her cat.
• Play the ‘Goodbye’ song that pupils learned in the Welcome
lesson. (You can use this at the end of each lesson in this unit.)
1.3
Jack: Hello!
Lily: Hi!
Sami: Hi, I’m Sami.
Fatma: Hello, I’m Fatma. What’s your name?
Jack: My name’s Jack.
Lily: My name’s Lily.
Fatma: Say hello to my cat, Meg.
Lily: Hello, Meg!
Jack: Say hello to my cat, Tom.
Sami: Hello, Tom!
Fatma: A cat and a cat. Friends!
Lily: Girls. Friends!
Sami: Boys. Friends!
Everyone: Hahaha!

31
 Lesson 1

2 1.4 Listen, find and stick. (15 minutes)

• This activity reinforces the lesson vocabulary and uses the
stickers for the first time. Make sure pupils have the correct
stickers. Demonstrate how to use the stickers correctly as once
they are stuck on, they cannot be moved.
• Play the audio. Pause to allow pupils time to put the stickers in
the correct place.

1.4
1 boy 2 girl 3 friend 4 cat

Extra activity TPR

• Use the four flashcards (boy, cat, friend, girl) for the lesson. Show
the flashcards and get pupils to repeat each word after you.
• Place each card in different parts of the classroom. When you say
one of the words, pupils must run to the correct flashcard. (If you
do not have enough space for this in your room, pupils can simply
stand and point to the correct card.)

Finishing the lesson (7 minutes)

• Place three flashcards boy, girl and cat on the wall of one part of the
classroom (choose a part where there is a bit more space available).
Say the name of one flashcard. Ask a volunteer pupil to walk up to the
correct flashcard and say its name aloud.
• Sing and do the actions for the ‘Goodbye’ song. (You can do this at the
end of each lesson in the unit.)

32
 Lesson 2
Language practice 1
Lesson 2, parts 1 and 2 Practice
Objectives Class Book
• Lesson objectives: to practise the language from the previous
lesson
• Target language: boy, cat, friend, girl; What’s your name? Lesson 2, pa
rt 1
Language practice 1
My name’s … , I’m …
1 1.5
Listen and circle.

Global Scale of English (GSE)

1 2

• Listening: Can recognise a few familiar everyday nouns and

adjectives (e.g. colours, numbers, classroom objects), if spoken
slowly and clearly (GSE 10). Can recognise isolated words a b a b

related to familiar topics, if spoken slowly and clearly and

supported by pictures or gestures (GSE 16). Can understand the 3 4

main information when people introduce themselves (e.g. name,

age, where they are from) (GSE 19).
• Speaking: Can introduce themselves using a basic phrase (e.g.
‘My name’s ...’) (GSE 11). Can introduce themselves (e.g. name, a b a b

age, where they are from) (GSE 15).

2 1.6
Listen and point.

Materials
• Unit 1 flashcards (boy, cat, friend, girl)
• character flashcards (Fatma, Lily, Sami, Jack)
•
•
drawing materials
puppets and/or soft toys
1 2
• a soft ball

Assessment for Learning (formative assessment) 3 1.7

Listen. Then say.

Setting aims and criteria: lesson objectives presentation

Monitoring pupils’ learning: Traffic light cards technique (see
Activity Book, Unit 1 Sounds and Spelling Book
Introduction page 17); Lollipop stick technique Lesson 2, part 2 Unit 1, Lesson 2 thirteen 13

Peer learning: pairwork

1 1.5 Listen and circle. (10 minutes)

• Give pupils a minute to look at the pictures together. Point to
Lesson 2, part 1 each of the pictures in turn and elicit the words.
• Draw a quick sketch of a boy and a girl on the board. Give the
Starting the lesson (5 minutes) instruction Point and say one of the words – the pupils point
to the correct picture. Give the instruction Circle and say one
• Review the vocabulary from the previous lesson using the flashcards
(boy, cat, friend, girl). Show the flashcards at random and elicit the of the words – then circle the correct one to illustrate the
words. meaning.
• Put the flashcards face down on a table and ask pupils to come out • Use the Traffic light cards technique (see Introduction page
one by one, choose one card, show it to the class and say the word. 17) to check that pupils have understood what to do before
playing the audio.

Presentation (5 minutes) 1.5

• Show page 13 in the Class Book and point to the pictures of 1 boy 2 girl 3 friend 4 cat
Fatma and Sami. Then give one pupil the flashcard of Fatma and ask
What’s your name? Elicit I’m Fatma. Repeat the same procedure with
the other character flashcards. 2 1.6 Listen and point. (6 minutes)
• Pupils look at the two pictures. Elicit the names of the children
using the character flashcards. Pupils may say girl and boy as
these are the words they have focused on. Accept this, but then
focus pupils on the names Fatma and Sami.
• Play the first part of the audio. Ask Is it Sami? Is it Fatma? Pupils
point to the corresponding picture as they listen.
• Repeat with the second part and pupils point to the correct
picture again.

33
 Lesson 2
Language practice

1.6 Lesson 2, part 2

1 Man: Hello. What’s your name?
Fatma: Hi. My name’s Fatma. Starting the lesson (8 minutes)
2 Man: Hi. What’s your name? • Ask a few pupils What’s your name? Pupils answer. Repeat the ball
Sami: Hello, I’m Sami. game from the previous lesson.

Extra activity TPR Practice

• Use the Lollipop stick technique to select pupils (make sure
you include them all by the end) and ask What’s your name? Activity Book
Children jump up and reply My name’s … or I’m … . Do this as
quickly as you can to make it more fun.

Lesson 2, pa
rt 2
Language practice 1
3 1.7 Listen. Then say. (8 minutes)
• Focus pupils on the pictures at the bottom of page 13. Play the 1 1.8
Listen and circle.

audio as a model of the language to be practised. 1 2

• Use puppets or soft toys to act out the conversation with other
names:
What’s your name? a b a b
My name’s … .
What’s your name?
I’m … . 2 Draw and share.

• Pupils repeat after you What’s your name? and My name’s

… . / I’m … . Point away from yourself when you say your and
towards yourself when you say My and I’m.
• Ask two pupils in opposite parts of the classroom (so everyone
can hear) to stand and practise the questions and answer (using
their own names).
• Pupils ask and answer in pairs.

1.7
Boy: What’s your name?
Girl: My name’s Nassra.
Girl: What’s your name?
Boy: I’m Hamza.

Finishing the lesson (6 minutes)

• Ask pupils to stand in a circle if space allows. Throw the ball to one eleven 11
pupil and ask What’s your name? The catcher answers My name’s …
and then throws the ball to someone else, asking the same question.
If there is not enough space, tell pupils to remain in their seats and
throw the ball to a pupil. Continue the game and encourage pupils to 1 1.8 Listen and circle. (7 minutes)
gradually get faster and faster. • Pupils look at the pictures. Elicit the names of the children. You
can also use the character flashcards to remind pupils of the
children
• Play the audio.
• Extension Elicit what the people say in the audio.

1.8
1 Woman: What’s your name?
Sami: Hi, I’m Sami.
2 Woman: What’s your name?
Lily: Hello. My name’s Lily.

34
 Lesson 2
1
2 Draw and share. (20 minutes)
• Pupils draw a picture of themselves. Give them enough time to
draw and colour their picture.
• When they have finished, ask them to show their picture to their
partner.
• Place half the pupils around the outside of the classroom and
ask them to hold up their pictures. The rest of the pupils move
around and ‘meet’ those with pictures. They start with Hello. My
name’s …, but can continue with What’s your name?

Finishing the lesson (5 minutes)

• Ask pairs of pupils to come to the front of the class to show their
pictures to the class. Encourage them to praise their classmates’
work.

35
 Lesson 3
Story
Lesson 3, parts 1 and 2 Practice
Objectives Class Book
• Lesson objectives: to understand a story; to think about how to
be helpful Lesson 3, part 1
• Target language: brother, dad, mum, sister; Who’s this? This is Story
(my) …
Our
1 Watch or listen. Point to Mazin. Te a m
1.9

Global Scale of English (GSE) 1 2

• Listening: Can understand some basic words and phrases to

show politeness (e.g. ‘Please’, ‘Thank you’, ‘Excuse me’, ‘Sorry’)
(GSE 11). Can understand the main information when people
introduce themselves (e.g. name, age, where they are from)
(GSE 19).
• Speaking: Can introduce themselves using a basic phrase
(e.g. ‘My name’s ...’) (GSE 11). Can introduce themselves (e.g.
3 4
name, age, where they are from) (GSE 15).

Materials
• Unit 1 flashcards (brother, dad, mum, sister)
• Unit 1 story animation
• Unit 1 story cards
• Family Classroom Poster 5 6

• drawing materials
• Optional: a photo of your family

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation Values Be helpful

Monitoring pupils’ learning: Happy/sad face technique (see 2 Look and find.
Introduction page 17)
brother, dad, mum, sister; Activity Book, Unit 1 Sounds and Spelling Book
14 fourteen Who’s this? This is (my) … Lesson 3, part 2 Unit 1, Lesson 3

Lesson 3, part 1 1 1.9 Watch or listen. Point to Mazin. (15 minutes)

• Tell pupils they are going to listen to a story called This is my
Starting the lesson (5 minutes) family. If you like, you can write the title of the story on the
board.
• If possible, show a photograph of your parents, brother or sister. If
• Focus pupils on the pictures using the Story Cards. Ask Who’s
not, draw a sketch of your family as you talk about them. Introduce
the word family and some of the target language for the lesson, e.g. this? and Is this (Sami)? pointing to the characters pupils
say This is my brother/dad/mum/sister. already know and eliciting answers.
• Play the title and Scene 1. Say Point to Mazin. Point to Sami.
• Play the rest of the story. Tell pupils to point to the correct
Presentation (5 minutes) picture as they listen to each scene.
• Show page 14 in the Class Book and say brother, dad, mum, • You can also play the story animation for pupils to watch.
sister. Use the unit flashcards to present the new words. You can also • Refer to the Introduction pages 19–20 to have an idea about
use the Family Classroom Poster to do that (refer to the Introduction working with stories, story cards and animations.
page 20 to have ideas for working with posters). Answer key Pupils point to Mazin in picture 1.

1.9
This is my family

Scene 1
Sami: This is my brother.
Mazin: Hi! My name’s Mazin.

Scene 2
Fatma: This is my mum.
Mum: Hello. Who’s this?
Fatma: This is my friend, Lily.
Mum: Hello, Lily!
Oh, thank you, Fatma. Thank you, Lily.

36
 Lesson 3
1
Scene 3 Lesson 3, part 2
Sami: This is my dad.
Jack: Hello. My name’s Jack. Starting the lesson (10 minutes)
Dad: Hi, Jack! • Show pupils pictures from the story. Point to the characters and ask
Scene 4 pupils who they can see.
• Ask pupils whether they like the story (in their first language if
Fatma: This is my family.
necessary).
Everyone: Hello! Hi!

Scene 5
Fatma: Meg! No! Practice
Jack: Tom! No!
Activity Book
Scene 6
Dad: Thank you, Fatma. Thank you, Sami!
Lesson 3, pa
Story rt 2
2 Look and find. (10 minutes)
1 1.10
Listen. Look and point.
• Introduce the topic of being helpful. Start by getting pupils to help
a c
you. Get some pupils to help you carry books, or hand them out.
Drop some pieces of paper on the floor and get some pupils to help
you pick them up. Use the situation to introduce the words help/ 4 5
helping.
• Using the Happy/sad face technique (see Introduction page b

17), distribute the cards with faces and ask Is it good to help?
• You may wish to support your pupils’ understanding of the
value of being helpful by explaining, or discussing, it with your
3
class in their first language. Elicit various ways of being helpful,
appropriate to your pupils.
d e
• Focus pupils again on the picture story and find examples of
where the children are being helpful.
Answer key Pupils point at pictures 2 and 6, which show Sami,
2 1
Fatma and Lily helping.

Extra activity Creativity

Look and colour. Values Be helpful
• In their notebooks, ask pupils to draw a picture of themselves 2

being helpful (e.g. with their family). 1 2 3

Finishing the lesson (5 minutes)

• Read the story to pupils again, but this time pause for pupils to
complete the gaps. Choose key words that pupils have heard and
used already, e.g.
12 twelve
Sami: This is my … (brother).
Mazin: Hi! My name’s … (Mazin).

1 1.10 Listen. Look and point. (15 minutes)

• Pupils look at the pictures on page 12. Elicit the names of the
characters, and any of the words and sentences from the story
that they remember.
• Explain that the pictures are in the wrong order and they have
to help put them in the correct order. Guide pupils so they point to
the pictures in order as they listen.
• Play the audio of the story again. Pupils point to the correct
picture as they listen. Monitor that pupils are doing this
correctly.

37
 Lesson 3
Story

1.10
This is my family

Scene 1
Sami: This is my brother.
Mazin: Hi! My name’s Mazin.

Scene 2
Fatma: This is my mum.
Mum: Hello. Who’s this?
Fatma: This is my friend, Lily.
Mum: Hello, Lily!
Oh, thank you, Fatma. Thank you, Lily.

Scene 3
Sami: This is my dad.
Jack: Hello. My name’s Jack.
Dad: Hi, Jack!

Scene 4
Fatma: This is my family.
Everyone: Hello! Hi!

Scene 5
Fatma: Meg! No!
Jack: Tom! No!

Scene 6
Dad: Thank you, Fatma. Thank you, Sami!

2 Look and colour. (12 minutes)

• If pupils did the extra creativity activity in Lesson 3, part 1, you
could use the pictures now to elicit some of the things pupils can
do to be helpful.
• Discuss each picture with pupils thoroughly to make sure they link
them to the value of being helpful.
• Pupils look at the pictures and find those which show examples of
being helpful. It may be necessary to use L1 for this activity. Make
sure pupils know that they should colour in the circles.

Finishing the lesson (3 minutes)

• Pupils do a helpful task in class before the lesson finishes so that
they show they know how to be helpful. This might be tidying the
pencils, cleaning the board or putting their chairs in their place.

38
 Lesson 4
Language practice 1
Lesson 4, parts 1 and 2 Practice
Objectives Class Book
• Lesson objectives: to practise the language from the previous
lessons
• Target language: brother, dad, mum, sister; Who’s this? This is
Lesson 1 4, part 1
Lesson 1
Lesson Language practice 1
(my) …
Our
Te a m 1 Listen again. Then listen, look and match.
1.11 1.12

1 2

Global Scale of English (GSE)

• Listening: Can recognise a few familiar everyday nouns and
adjectives (e.g. colours, numbers, classroom objects), if spoken
slowly and clearly (GSE 10). Can recognise isolated words
related to familiar topics, if spoken slowly and clearly and
supported by pictures or gestures (GSE 16). Can understand the
main information when people introduce themselves (e.g. name,
age, where they are from) (GSE 19).
a b c d e
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10). Can name everyday objects, animals or people around 2 1.13
Listen, point and say.
them or in pictures using single words (GSE 18). Can sing a simple 1 2 3 4
song, if supported by pictures (GSE 22).

Materials
• Unit 1 flashcards (friend, brother, dad, mum, sister) 3 1.14
Listen and point.
• Unit 1 stickers (back of the Activity Book)
• pupils’ family photos a
2 b
3 c
1 d
4
Assessment for Learning (formative assessment)
Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Traffic light cards technique; 4 1.15 1.16
Listen and sing.

Lollipop stick technique; Happy/sad face technique Activity Book, Unit 1 Sounds and Spelling Book
Lesson 4, part 2 Unit 1, Lesson 4 fifteen 15
Peer learning: groupwork

1 1.11 & 1.12 Listen again. Then listen, look and

match. (10 minutes)
Lesson 4, part 1
• Play the audio of the story again (1.11) to remind pupils what
happens.
Starting the lesson (4 minutes) • Then tell pupils that they are going to listen to another audio
• Use the flashcards brother, dad, mum and sister to revise the (1.12) to complete the activity. Focus the pupils on the pictures,
vocabulary from the previous lessons. Show each card and ask Who’s point to each character in turn and ask Who’s this? If pupils can’t
this? Elicit the word and get pupils to repeat it after you. remember, give them a choice, e.g. Is this Sami or Fatma?
• Explain the activity carefully. Start with the picture of
Fatma. Ask Is this Fatma? Is she Sami’s sister? Elicit Yes, she is.
Presentation (4 minutes) Play the audio of the first line and pause. Use the Traffic light
• Show page 15 in the Class Book and say Who’s this? This is my cards technique to check that pupils are ready to do the activity.
mum. This is my dad. This is my brother. This is my sister. • Play the audio (1.12). Pupils match the characters to Sami and
Fatma. They compare their answers in pairs. Then using the
Lollipop stick technique, check answers as a class.

39
 Lesson 4
Language practice

1.11 1.14
This is my family 1 Man: Who’s this?
Sami: This is my sister, Fatma.
Scene 1
2 Man: Who’s this?
Sami: This is my brother.
Sami: This is my dad.
Mazin: Hi! My name’s Mazin.
3 Man: Who’s this?
Scene 2 Fatma: This is my brother, Mazin.
Fatma: This is our mum. 4 Man: Who’s this?
Mum: Hello. Who’s this? Fatma: This is my mum.
Fatma: This is my friend, Lily.
Mum: Hello, Lily!
Oh, thank you, Fatma. Thank you, Lily. 4 1.15 & 1.16 Listen and sing. (10 minutes)
• Play the whole song as pupils listen.
Scene 3
• Teach pupils the chorus of the song by getting them to repeat
Sami: This is my dad. the words after you. Then play the song again with pupils joining
Jack: Hello. My name’s Jack. in with the chorus.
Dad: Hi, Jack! • Play each line of the verses and pause for pupils to repeat.
Scene 4 • Pupils sing along with the whole song.
• A karaoke version of the song is available (track 1.16).
Fatma: This is my family.
Everyone: Hello! Hi! Extra activity TPR
• Pupils stand up. Divide up the class, boys and girls or two halves,
Scene 5
to sing the parts of Fatma and Sami. They all sing the chorus
Fatma: Meg! No!
and you sing Mazin’s lines.
Jack: Tom! No!

Scene 6
Dad: Thank you, Fatma. Thank you, Sami! 1.15
Chorus: Hello, hello! What’s your name?
Hello, hello! What’s your name?
1.12
Sami: My name’s Sami.
1 Sami: This is my sister. Fatma: Hello, hello, hello!
This is my mum. Sami: And this is my sister.
This is my dad. Fatma: Hi, I’m Fatma. Hi, I’m Fatma.
2 Fatma: This is my brother.
Chorus: Hello, hello! What’s your name?
This is Meg.
Hello, hello! What’s your name?

2 1.13 Listen, point and say. (4 minutes) Fatma: My name’s Fatma.

Mazin: Hello, hello, hello!
• Focus pupils on the four pictures and give them a minute to look Fatma: And this is my brother.
at them.
Mazin: Hi, I’m Mazin. Hi, I’m Mazin.
• Elicit the words before pupils listen – they have heard them
a few times now and seen the flashcards (brother, dad, mum, Chorus: Hello, hello! Hello, family!
sister). Praise them if they can remember the words. Hello, hello! Hello, friends!
• Play the audio. Pupils repeat the words.

1.13
Finishing the lesson (4 minutes)
1 mum 2 dad 3 brother 4 sister
• Pupils work in groups of three or four to introduce each other.
Demonstrate with two pupils first, e.g.
3 1.14 Listen and point. (4 minutes) Who’s this?
• Elicit the words before pupils listen. This is my friend, … .
• Use the Traffic light cards technique to check pupils • Use the friend flashcard to remind pupils of the word.
understand that they have to listen and point to the jumbled • Use the Happy/sad face technique to elicit from pupils what
pictures. they think of the story.
• Play the audio. Pupils point to the pictures in order. • Ask pupils to bring a photo of their family to the following lesson.

40
 Lesson 4
1
Lesson 4, part 2 1.18
1 Man: Who’s this?
Starting the lesson (10 minutes) Sami: This is my sister, Fatma.
• Sing the song again from Lesson 4, part 1. Sing in parts, with sections 2 Man: Who’s this?
of the class singing the different lines. Sami: This is my dad.
• Ask pupils to take out their family photo and show it to their partner.
Pupils introduce each member of their family to their partner.
• Go round the class listening and helping where needed. Finishing the lesson (5 minutes)
• Ask Who’s this? to pupils in the class. Pupils answer with the name of
Practice the pupil.

Extra activity Picture dictionary

Activity Book
• To review all the unit vocabulary in one place, please refer to the
Picture dictionary on page 52 in the Class Book.

Lesson 1 4, part 2
Lesson 1
Lesson Language practice 1 Extra activity Vocabulary time
• To practise all the unit vocabulary, go to the Vocabulary time
1 1.17
Listen, find and stick. section on page 56 in the Class Book. Pupils trace the lines to
a b c d
match the pictures.

3 2 1 4
2 1.18
Listen and tick ( ).
1
a b

✓
2

a b

✓
thirteen 13

1 1.17 Listen, find and stick. (15 minutes)

• Ask pupils to go to the back of the Activity Book and find the
stickers they will need for this activity.
• Play the audio. Pause to allow pupils time to put the stickers in the
correct place.

1.17
1 brother 2 dad 3 mum 4 sister

2 1.18 Listen and tick (✓). (10 minutes)

• Play the audio. Pupils listen and tick the correct picture for each
item.
• Elicit what the people say in the audio. Pupils repeat after you
the question and answers, Who’s this? This is my … .

41
 Lesson 5
Project: Finger puppets
Lesson 5 Practice
Objectives Class Book
• Lesson objectives: to practise the language from the unit
• Target language: boy, brother, cat, dad, friend, girl, mum, sister, Pro j e c t
I’m …, My name’s …, Who’s this?, This is my … Finger puppets Lesson 5

Watch, make and show.

Global Scale of English (GSE)
1

• Listening: Can recognise familiar words and phrases in short,

simple songs or chants (GSE 18).
• Speaking: Can introduce themselves using a basic phrase (e.g.
‘My name’s ...’) (GSE 11). Can introduce themselves (e.g. name,
age, where they are from) (GSE 15). Can sing a simple song, if
1 2 3
supported by pictures (GSE 22).

Materials
• finger puppets from the project that you have completed for
demonstration
4 5 6
• templates of the finger puppets for pupils to press out (at the back
of the Class Book)
2 1.19 1.20
Sing and play.
• sticky tape
• Unit 1 project video

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Peer learning: pairwork; groupwork

Starting the lesson (3 minutes) 16 sixteen

Sounds and Spelling Book
Unit 1, Lesson 5
• Point to pupils in the class and ask Who’s this? Pupils answer with the
name of the pupil.
1 Watch, make and show. (20 minutes)
Presentation (3 minutes) • Prepare checklists of the stages of making the finger
• Before the lesson, prepare all the materials and make two finger puppets so that you can keep a record of what pupils achieve.
puppets of your own for demonstration. You could include:
(name) can:
• Show the puppets to the class and demonstrate what pupils can
1 press out the characters.
do with them. For example, put one puppet on each hand and have a
conversation between them, e.g. What’s your name? I’m Sami. 2 place the press-outs around their finger.
• Tell pupils that they are going to make finger puppets. Refer to the 3 glue the press-outs with sticky tape.
Introduction page 19 to have an idea about working with projects. 4 name their characters.
5 ask and answer questions about the characters.
• Focus pupils on the illustrations on page 16. Introduce and talk
through each stage of the process so pupils know what they are
going to do before they start. You may wish to support your
pupils’ understanding by explaining or discussing this with
your class in L1. You can also play the video for pupils to better
understand the steps. Refer to the Introduction page 20 to have
an idea about working with videos.
• Refer pupils to the press-out templates at the back of the Class
Book and distribute the materials needed to press out and stick
the puppets.
• Pupils press out the shapes. Monitor closely and help wherever
necessary.
• Demonstrate how, and where, the puppet figures should be stuck
together.

42
 Lesson 5
1
Extra activity Fast finishers
• Encourage fast finishers to start having conversations between
two puppets on different hands, while others are completing
their puppets. Alternatively, ask more confident pupils to help
other pupils who have yet to finish.

• If any pupils have not been successful at creating a usable puppet,

encourage them by saying they will have the chance to make
something else in the next project and then put them to work
with a partner who has created a few puppets for the following
activities.
• When the puppets are complete, ask pupils to choose a few, put
them on and hold up their hands. Use your own puppets to start
conversations, e.g.
Hello. What’s your name?
I’m Sami.
Extra activity TPR
• Pupils stand up and move around the classroom to hold
conversations between puppets. They recycle the conversations
they have learned in the unit. Keep the finished puppets
somewhere safe so that they can be used again to act out further
stories in the Class Book.

2 1.19 & 1.20 Sing and play. (10 minutes)

• Play the song. Elicit from pupils who the characters in the song
are and choose their finger puppets for each one.
• Play the audio again. Pupils make the finger puppets sing along
to the song, making the correct characters move or dance at the
correct parts of the song.
• A karaoke version of the song is available (track 1.20).

1.19
Chorus: Hello, hello! What’s your name?
Hello, hello! What’s your name?

Sami: My name’s Sami.

Fatma: Hello, hello, hello!
Sami: And this is my sister.
Fatma: Hi, I’m Fatma. Hi, I’m Fatma.

Chorus: Hello, hello! What’s your name?

Hello, hello! What’s your name?

Fatma: My name’s Fatma.

Mazin: Hello, hello, hello!
Fatma: And this is my brother.
Mazin: Hi, I’m Mazin. Hi, I’m Mazin.

Chorus: Hello, hello! Hello, family!

Hello, hello! Hello, friends!

Finishing the lesson (4 minutes)

• Review the story from Lesson 3. Pupils work in groups. Ask pupils
to look at the pictures on page 14 and act out the story using their
puppets.

43
 Lesson 6
Review
Lesson 6 Practice
Objectives Class Book
• Lesson objectives: to review the language from the unit
• Target language: boy, brother, cat, dad, friend, girl, mum, sister;
What’s your name?, I’m …, My name’s …, Who’s this?, This is my … Lesson 6 Review 1

Global Scale of English (GSE) Listen and tick ( ).

1 1.21

1 2
a b a b
• Listening: Can recognise isolated words related to familiar
topics, if spoken slowly and clearly and supported by pictures
or gestures (GSE 16). Can understand basic phrases or
sentences about things people have, if supported by pictures ✓ ✓
(GSE 24). 3 4
a b a b
• Speaking: Can introduce themselves using a basic phrase (e.g.
‘My name’s ...’) (GSE 11). Can introduce themselves (e.g. name,
age, where they are from) (GSE 15). Can name everyday objects,
animals or people around them or in pictures using single words ✓ ✓
(GSE 18).
2 Draw.

Materials
• Photocopiable 5
• finger puppets from Lesson 5
• drawing materials

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Traffic light cards technique
Peer learning: pairwork
3 1.22
Listen. Then say.
y.

Activity Book, Unit 1 Sounds and Spelling Book

seventeen 17
Starting the lesson (5 minutes)
Lesson 6 Unit 1, Lesson 6

• Get pupils to use the puppets they made in the previous lesson
to revise the language from the unit. Put them into pairs to practise 1 1.21 Listen and tick (✓). (4 minutes)
asking and answering, e.g. Who’s this? This is … .
• Guide pupils to find page 17 in the Class Book. Focus pupils on the
pictures and elicit what they show (e.g. girl, boy, cat, mum, dad).
Presentation (2 minutes) Pupils repeat the words.
• If you can, show pictures of your family members. Say Who’s
• Play the audio. Pupils listen and tick the correct picture.
this? This is my (sister).
1.21
1 girl 2 dad 3 cat 4 mum

2 Draw. (10 minutes)

• Ask pupils to take out their drawing materials.
• Pupils draw a picture of the people in their families. They should
include themselves and can include mum, dad, brothers, sisters
(if they have them all).
Diversity
Support
• Pupils work at their own pace. Some can draw just one or two
family members.
Challenge
• Pupils could include grandparents, guardians or others that they
live with (help them with the words they need in English).

44
 Lesson 6
1
3 1.22 Listen. Then say. (5 minutes) 2 1.24 Listen and match. (5 minutes)
• Play the audio and pause after each line for pupils to repeat. • Pupils point to the top picture on the left. Ask Who’s this?
• Take one of the drawings that a pupil drew in the previous Elicit It’s Sami.
activity. Hold it up and ask the pupil Who’s this? and elicit the • Pupils follow the lines to find the pictures at the end.
answer. • Play the first part of the audio. Pupils listen and match.
• Pupils work in pairs to show their drawings and talk about • Use the Traffic light cards technique to check pupils
them with a partner. understand before continuing with the rest of the activity.

1.22 1.24
Boy: Who’s this? 1 Woman: Who’s this?
Girl: This is my dad. Sami: This is my dad.
Boy: Who’s this?
2 Woman: Who’s this?
Girl: This is my brother.
Fatma: This is my brother.

3 Woman: Who’s this?

Activity Book Mazin: This is my sister.

4 Woman: Who’s this?

Fatma: This is my mum.
Review Lesson 6

1 1.23
Listen and point. 3 Look and colour for Unit 1. (4 minutes)
a
4 b
1 c
3 d
2 Discuss with pupils how happy they are with what they have
learned in the unit. Find out how many words they can remember.
Explain that if they are happy with what they have learned, they can
colour the smiley face. If they think they are OK, they colour the middle
face. If they are unhappy because they didn’t like something or can’t
remember the words, they colour the unhappy face. Monitor and find
2 1.24
Listen and match.
out if any pupils are unhappy, and why. Aim to give these pupils more
1
d a
support in the next lesson.

Finishing the lesson (2 minutes)

2
a b

• Find out what pupils’ favourite part of the unit was. Give pupils the
opportunity to repeat any popular activities. (If they say the project,
3 b c
allow them to practise conversations with their finger puppets
again.)
Extra activity Picture dictionary
4
c d
• To review all the unit vocabulary in one place, please refer to the
Picture dictionary on page 52 in the Class Book.

Extra activity Photocopiable 5

3 Look and colour for Unit 1.
• Use photocopiable 5 to review the Unit 1 vocabulary.

14 fourteen

1 1.23 Listen and point. (3 minutes)

• Play the audio. Pupils listen to each conversation and point to
the pictures.

1.23
1 Woman: Hello. What’s your name?
Sami: Hi, I’m Sami.

2 Woman: Hi, what’s your name?

Lily: Hello. My name’s Lily.

3 Woman: Hello, what’s your name?

Jack: Hi, I’m Jack.

4 Woman: Hi, what’s your name?

Fatma: Hello. My name’s Fatma.

45
 Lesson 7
Get ready for ...
Lesson 7, parts 1 and 2 2 Boy 1: Who’s this?
Boy 2: This is my dad.
Objectives Boy 1: OK. Your dad.
• Lesson objectives: to practise for the Pre A1 Starters Listening Boy 2: Yes, he’s my dad.
Exam Part 3
• Target language: unit vocabulary and grammar 3 Girl 1: Who’s this?
Girl 2: This is my mum. Her name’s Zahra.
Girl 1: Your mum. OK.
Global Scale of English (GSE)
• Listening: Can understand basic phrases or sentences about 4 Boy 1: Who’s this?
things people have, if supported by pictures (GSE 24). Boy 2: The boy?
Boy 1: Yes, the boy.
Boy 2: This is my friend, Omar.
Materials Boy 1: He’s your friend. OK.
• Unit 1 flashcards (boy, cat, friend, girl, brother, dad, mum, sister)
5 Boy 1: Who’s this?
Boy 2 This is my brother. His name’s Hamza.
Assessment for Learning (formative assessment) Boy 1: Your brother. OK.
Boy 2: Yes, he’s my brother.
Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Lollipop stick technique; Traffic 6 Girl 1: Who’s this?
light cards technique; Happy/sad face technique Girl 2: The girl?
Peer learning: pairwork; groupwork Girl 1: Yes, the girl.
Girl 2: This is my friend. Her name’s Hanan.
Girl 1: She’s your friend. OK.

Lesson 7, part 1 Extra activity TPR

• Pupils sit in a circle. Divide pupils into two groups. One group
Starting the lesson (5 minutes) repeats the part of the first girl in the first conversation, the
other group repeats the part of the second girl. Play the audio
• Use the Lollipop stick technique to choose eight pupils to come and pause after each line. One group jumps to their feet and
to the front and stand in a line, facing the rest of the class. Give each
repeats the line. Repeat with the next line, and so on.
pupil a Unit 1 flashcard. Say boy. The pupil holding the corresponding
flashcard steps forwards and says the name of the person they have on
their flashcard. Repeat with other flashcards and then choose different
pupils to come to the front. Get ready for...
Pre A1 Starters Listening Part 3
Presentation (5 minutes) 1 1.25
Listen and tick ( ) the box.
• Explain that in this lesson pupils will practise for the Starters 1
Listening Exam.
• First, ask pupils to look at the rows of pictures. What can they see in
the pictures? How are they different?

Practice
Class Book
A B ✓ C

1 1.25 Listen and tick (✓) the box. (20 minutes)

• This task is based on Pre A1 Starters Listening Part 3.
• Explain to pupils that they will listen to six conversations, each
about a row of three pictures. They must listen and tick the box
which corresponds to the picture which is being talked about.
• Do the first item together as a class to make sure everyone
A B C ✓
3
understands what they need to do. Play the audio for pupils to
complete the activity. Play the audio again.
• Check answers as a class using the Lollipop stick technique.

1.25
1 Girl 1:
Girl 2:
Who’s this?
This is my sister, Amna.
A ✓ B C

Girl 1: OK. She is your sister.

Girl 2: My sister, yes. 18 eighteen

46
 Lesson 7
1
Lesson 1 7, part 1
1 1.26
Lesson 1
Lesson
1 Who’s this?
4
This is my brother.

2 Who’s this?
This is my mum.

3 Who’s this?
This is my sister.
A
✓ B C
4 Who’s this?
This is my dad.
5

Lesso
Get ready for...
n 7, part 2 1
Pre A1 Starters Listening Part 3
A B C
✓ 1

1
1.26
Listen and tick ( ) the box.

A ✓ B C

A B ✓ C

Activity Book, Unit 1

Lesson 7, part 2
Sounds and Spelling Book
Unit 1, Lesson 7 nineteen 19
A ✓ B C

Finishing the lesson (10 minutes)

• Pupils draw three very simple pictures of family members or friends.
Put pupils into pairs. Each pupil thinks secretly of one of the pictures.
A B ✓ C

4
The second pupil asks questions as in the style of the activity to
guess the right picture.
• Use the Happy/sad face technique to elicit from pupils what
they thought about the exam practice.
A B ✓ C

Lesson 7, part 2 fifteen 15

Starting the lesson (5 minutes)

• Explain that in this lesson pupils will practise for the Starters
Finishing the lesson (10 minutes)
Listening Exam.
• Explain to pupils that they have to listen and tick the correct picture. • Play the What’s missing? game with pupils to give further practice to
Two of the pictures on each row are incorrect. the target vocabulary.
• Use the Happy/sad face technique to elicit from pupils what they
Practice thought about the exam practice activity.
Class reading Unit 1
Activity Book • Choose a story to read with the class. Follow the usual procedure
of dealing with class reading (refer to the Introduction page 19).
1 1.26 Listen and tick (✓) the box. (25 minutes)
• This task is based on Pre A1 Starters Listening Part 3. Quiz Unit 1
• Focus pupils on page 15 of the Activity Book. Ask them to look at • Pupils now complete the quiz for Unit 1. Give pupils support
Activity 1. Focus pupils on the illustrations and ask them to say where necessary and focus time on areas where pupils
what they see. You may wish to support pupils’ understanding by commonly needed extra help. Praise pupils for their hard work
explaining this with the class in L1. and they will now move on to Unit 2!
• Use the Traffic light cards technique to check that pupils
have understood what to do before playing the audio.
• Play the audio once for pupils to hear. Play the audio again for
pupils to complete the activity.
• Check the activity as a class.

47
 2 My school bag

Unit objectives
to talk about school objects and to use have got for possession

Language
Vocabulary bag, book, crayon, eraser, pen, pencil, pencil case, ruler

Grammar I’ve got …

I haven’t got …

Functions naming school objects; saying what you’ve got

Learning outcomes
Listening • to listen and follow simple illustrated stories
• to respond to verbal and non-verbal instructions
• to identify core vocabulary
• to respond to questions based on aural texts
• to listen to rhymes, chants and songs
• to identify cardinal numbers 1–6
Speaking • to identify objects
• to talk about familiar topics
• to recite rhymes, chants and songs chorally
• to say cardinal numbers 1–6
Cognitive skills • to listen carefully, attend to and take account of what others say
• to stay engaged and focused on short tasks, to not get distracted
• to use own ideas for doing creative activities like colouring, drawing and
building to represent vocabulary and familiar concepts
• to understand the steps needed to complete the activity
• to say if they feel happy with what they have done
• to guess words from illustrations in storybooks
• to say whether or not they like a story, song or game
• to take turns in shared activities
• to share space and objects
• to explore different materials and decide what to use

48
 • to match objects, people, letters, pronunciations and words
• to draw pictures to represent vocabulary and familiar concepts
• to take personal responsibility for one’s own contribution to a group task
• to listen while others are talking
• to find uses for created objects or contents (e.g. in a play, story or game)
• to listen and respond physically to songs, rhymes, chants
• to use gesture and posture inclusively (e.g. sit in a circle, look at other
children, wave to other children, point to where they could sit)
• to sort, arrange and describe objects by shape, size, colour and position
• to respond appropriately to questions

Key competences
Linguistic competence: use language as an instrument for communication (L. 1–7)
Digital competence: use Class Book eBook (L. 1–7)
Social and civic competences: learn to be creative (L. 2; L. 5); learn to care for possessions (L. 1–4)
Cultural awareness and expression: express Omani identity (L. 1–7)
Learning to learn: reflect on what has been learnt and self-evaluate progress using: previous
knowledge; personalisation of language learnt (L. 1–7)
Initiative and entrepreneurship: use individual self-expression for the project (L. 5)

Future Skills
Critical thinking Logical thinking (L. 3; LC 1); Finding information (L. 3); Planning (L. 5);
Reflecting on learning (L. 6)
Creativity Make a collage picture (L. 5)
Communication Describing possessions (L. 2; L. 4; L. 6)
Collaboration Project groupwork (L. 5); Acting out (L. 3)

Sounds and Spelling Book

/I/; /m/; /h/; /k/; /r/

Evaluation
• Assessment for Learning: throughout the unit (see detailed notes in the lesson plans)
• Self-assessment: Class Book pp. 25 and 60; Activity Book p. 20
• Picture dictionary: Class Book p. 53
• Unit 2 Quiz

External exams
Class Book Activity Book
Pre A1 Starters Listening Part 3 Pre A1 Starters Speaking Part 1

49
 Lesson 1

Lesson 1, parts 1 and 2 Practice

Class Book
Objectives
• Lesson objectives: to name things we use at school
Lesson 1, pa
• Target language: bag, pen, eraser, ruler; I’ve got … rt 1

Global Scale of English (GSE) 2 My school bag

• Listening: Can recognise a few familiar everyday nouns and
adjectives if spoken slowly and clearly (GSE 10). Can recognise 1 2.1
Listen and follow.
isolated words related to familiar topics, if spoken slowly and
clearly and supported by pictures or gestures (GSE 16).
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10).

Materials
• Unit 1 flashcards (boy, cat, friend, girl, brother, dad, mum, sister)
• Unit 2 flashcards (bag, eraser, pen, ruler)
• Unit 2 poster
• a pen, an eraser, a ruler, a bag
• Unit 2 stickers (back of the Activity Book)

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation 2 2.2
Listen, point and say.

Monitoring pupils’ learning: Lollipop stick technique (see 1 2 3 4

Introduction page 17)

Lesson 1, part 1 bag, eraser, pen, ruler; Activity Book, Unit 2 Sounds and Spelling Book
20 twenty I’ve got … Lesson 1, part 2 Unit 2, Lesson 1

Starting the lesson (5 minutes)

• Use the Unit 1 flashcards (boy, brother, cat, dad, friend, girl, mum,
1 2.1 Listen and follow. (15 minutes)
sister) and games to revise the vocabulary from Unit 1. Choose one • Guide pupils to find page 20 in the Class Book. Check that all the
or more of these games: Observation, Which card have you got?, pupils have found it. Show them the Unit 2 poster and ask them
Where is this card?, Standing up. to look at it (refer to the Introduction page 20 to have ideas for
working with posters). Point to the main characters and say
Extra activity TPR Who’s this? Elicit the names Fatma, mum and Meg.
• Sing and do the actions for the ‘Hello’ song. (You can do this at • Teach the new vocabulary pen, eraser, ruler and bag by using real
the start of each lesson in the unit.) objects. Hold up each item and say its name several times clearly.
Pupils repeat the words after you. Hold up a pen and ask Is it a
pen? Pupils answer yes or no. Hold up one item and ask Is it a pen
Presentation (5 minutes) or a ruler? Pupils answer It’s a (pen). Hold up the pen and ask What
is it? Pupils answer It’s a (pen).
• Show page 20 in the Class Book and say pen, eraser, ruler, bag.
• Repeat the same process for the rest of the words.
Hold up an example of each item as you say the word.
• Tell pupils to look at you. Play the audio.
• Pupils look at their books and listen again. This time, they listen
and point to the character who speaks.

2.1
Mum: Let’s go, Fatma.
Fatma: OK. I’m ready for school. I’ve got a pen. I’ve got a
ruler. I’ve got an eraser.
Mum: And your school bag?
Fatma: My school bag? No! Ummmm. Oh, Meg!

50
 Lesson 1
2
2 2.2 Listen, point and say. (10 minutes) Lesson 1, part 2
Extra activity TPR
• Revise the vocabulary items. Say Show me a(n) pen/eraser/ Starting the lesson (8 minutes)
ruler/bag. Pupils stand up and show you their pens, erasers, etc.
• Sing and do the actions for the ‘Hello’ song. (You can do this at the start
of each lesson in the unit.)
• Focus pupils on the pictures at the bottom of the page. Point to • Put the bag, eraser, pen and ruler flashcards on the board. Say
each in turn and say the word. Pupils repeat after you. the words and get pupils to repeat. Say Close your eyes. Remove a
• Play the audio as pupils look at their books. The first time tell flashcard. Say Open your eyes. Ask pupils to say which one is missing.
them to point to the correct picture as they listen. Repeat with the remaining flashcards.
• Play the audio again for pupils to repeat the words.
Answer key Pupils point and say pen, eraser, ruler, bag. Practice
Activity Book
2.2
1 pen 2 eraser 3 ruler 4 bag
Lesson 1, pa
rt 2

Extra activity TPR

• Introduce the four flashcards for the lesson (bag, pen, eraser,
ruler). Say the words and get pupils to repeat after you.
2 My school bag
• Place each flashcard in a different part of the classroom. When you
1 2.3
Listen. Look and tick ( ).
say one of the objects, pupils must walk up to the correct flashcard.
(If you do not have the room for this, they can stand and point to
the correct flashcard.)
• Extension Choose individual pupils to do the activity, using
the Lollipop stick technique (see Introduction page 17). Get the
rest of the class to help by pointing to where the pupil should go. ✓
Finishing the lesson (5 minutes)
• Play the Team race game with the four flashcards (bag, pen, eraser,
ruler) for the lesson.

Extra activity TPR

• Play the ‘Goodbye’ song pupils learned in the Welcome lesson.
✓ ✓
(You can use this at the end of each lesson in this unit.)
2 2.4
Listen, find and stick.
a b c d

3 1 4 2
16 sixteen

1 2.3 Listen. Look and tick (✓). (10 minutes)

• Focus pupils on the pictures on page 16 of the Activity Book. Elicit
the names of the items pupils know.
• Tell pupils they are going to listen and tick the items that
Fatma has got. Use the Traffic light cards technique to check
they understand what they have to do.
• Play the audio. Pupils listen and tick the correct pictures.

2.3
Mum: Let’s go, Fatma.
Fatma: OK. I’m ready for school. I’ve got a pen. I’ve got a
ruler. I’ve got an eraser.
Mum: And your school bag?
Fatma: My school bag? No! Ummmm. Oh, Meg!

51
 Lesson 1

2 2.4 Listen, find and stick. (15 minutes)

• Ask pupils to go to the back of the Activity Book and find the
stickers they will need for this activity.
• Play the audio. Pause to allow pupils time to put the stickers in the
correct place.
• Extension When pupils have finished, ask them to point to each
picture and say the word.

2.4
1 eraser 2 bag 3 pen 4 ruler

Finishing the lesson (7 minutes)

• Show pupils the bag, eraser, pen and ruler flashcards, one at a time.
Pupils repeat. Mix up the flashcards and show pupils a flashcard with
the back facing outwards so they cannot see the picture. Ask pupils
to guess what it is. Repeat with the remaining flashcards.
• Sing and do the actions for the ‘Goodbye’ song. (You can do this at the
end of each lesson in the unit.)

52
 Lesson 2
Language practice 2
Lesson 2, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to practise the language from the previous
lesson Lesson 2, pa
rt 1
Language practice 2
• Target language: bag, pen, eraser, ruler; I’ve got …
1 2.5
Listen and circle.

Global Scale of English (GSE) 1 2

• Listening: Can recognise a few familiar everyday nouns and

adjectives if spoken slowly and clearly (GSE 10). Can recognise a b a b
isolated words related to familiar topics, if spoken slowly and
clearly and supported by pictures or gestures (GSE 16). Can 3 4

understand basic phrases or sentences about things people

have, if supported by pictures (GSE 24).
• Speaking: Can name everyday objects, animals or people a b a b

around them or in pictures using single words (GSE 18). Can talk
2 2.6
Listen and point.
about things they have, using a basic phrase (GSE 28).
1 2

Materials
• Unit 2 flashcards (bag, eraser, pen, ruler)
• drawing materials 1 4
3 4
• real objects (bag, eraser, pen, ruler)

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
2 3
Monitoring pupils’ learning: Traffic light cards technique;
Lollipop stick technique 3 2.7
Listen. Then say.
Peer learning: groupwork

Activity Book, Unit 2 Sounds and Spelling Book

Lesson 2, part 2 Unit 2, Lesson 2 twenty-one 21

Lesson 2, part 1
1 2.5 Listen and circle. (8 minutes)
Starting the lesson (5 minutes) • Focus pupils on the pictures. Elicit the name of the items in each
box.
• Review the vocabulary from the previous lesson using real objects.
• Tell pupils to listen and circle the correct picture. Use the
Say Show me a bag/pen/eraser/ruler. Pupils hold up their own items.
Traffic light cards technique to check they understand what
You can speed up the instructions too to make the activity more
they have to do.
challenging, and also act as a memory game.

2.5
Presentation (5 minutes) 1 eraser 2 ruler 3 pen 4 bag
• Show page 21 in the Class Book. Say I’ve got a pen. I’ve got an
eraser. I’ve got a ruler. I’ve got a bag. Hold up an example of each
item as you say the sentences. 2 2.6 Listen and point. (8 minutes)
• Pupils look at each picture in turn. Ask What is it? and elicit the
name of the object, e.g. It’s a pen.
• Play the audio. Pupils listen and point. Play the audio again,
if necessary.
• Check answers as a class.

2.6
1 I’ve got a pen.
2 I’ve got an eraser.
3 I’ve got a ruler.
4 I’ve got a bag.

53
 Lesson 2
Language practice
3 2.7 Listen. Then say. (8 minutes) Lesson 2, part 2
• Play the audio as a model of the language to be practised.
• Play the audio again and ask pupils to repeat.
• Hold up the real items. Say I’ve got a pen/eraser/ruler/bag. Starting the lesson (5 minutes)
• Say Hold up a pen, and get pupils to all hold up one of their pens. • Show the flashcards in turn and say what each item is, e.g. an eraser.
They repeat after you I’ve got a pen. Repeat with other items. Pupils repeat. Hand out the flashcards to different pupils. Pupils with
• Extension Pupils work in groups to show their items and say flashcards take it in turns to stand up and show their flashcard. The
what they have got (I’ve got a pen, etc.). class says the item. Give the flascards to different pupils and repeat.

2.7
Practice
Boy 1: I’ve got a pen.
Boy 2: I’ve got a ruler. Activity Book

Finishing the lesson (6 minutes) Lesson 2, pa

rt 2
Language practice 2
• Invite a pupil to the front of the class using the Lollipop stick
technique. Give the pupil one of the flashcards (bag, pen, eraser, 1 2.8
Listen and match.

ruler) for the lesson. The rest of the class should not see it. The pupil 1 2 3 4

says I’ve got … , without completing the sentence. Choose another

pupil to guess what the flashcard shows, e.g. a bag. The pupil at the
front says No to incorrect guesses and, for a correct guess, says
a complete sentence, e.g. Yes, I’ve got a pen. The pupil who made
the correct guess then comes to the front and is given a different
flashcard. Continue the game with other pupils.

a b c d

2 Draw and share.

seventeen 17

1 2.8 Listen and match. (10 minutes)

• Focus pupils on the activity. Elicit the names of the items in the
pictures.
• Use the Traffic light cards technique to check that pupils
understand what they have to do before you play the audio.

2.8
1 Girl: I’ve got a pen.
2 Boy: I’ve got a ruler.
3 Girl: I’ve got an eraser.
4 Boy: I’ve got a bag.

54
 Lesson 2
2
2 Draw and share. (20 minutes)
• Display the four lesson flashcards (bag, pen, eraser, ruler) and
tell pupils to draw two of the items.
• Pupils work in groups to show their pictures and talk about
them, e.g. I’ve got a pen. I’ve got a bag.

Finishing the lesson (5 minutes)

• Place a selection of items on your table where pupils can see them.
Say sentences about what is on your desk, for example, I’ve got a
pen. Pupils say yes or no depending on whether the sentence is true
or not.

55
 Lesson 3
Story
Lesson 3, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to understand a story; to think about how to Lesson 3, part 1
look after your things Story
• Target language: book, crayon, pencil, pencil case;
I haven’t got … . Our
1 Watch or listen. Point to Lily. Te a m
2.9

1 2

Global Scale of English (GSE)

• Listening: Can understand some basic words and phrases to
show politeness (e.g. ‘Please’, ‘Thank you’, ‘Excuse me’, ‘Sorry’)
(GSE 11). Can understand basic phrases or sentences about
things people have, if supported by pictures (GSE 24).

Materials 3 4
• real objects (bags, erasers, pens, rulers, books, crayons, pencils,
pencil cases)
• drawing materials
• Unit 2 story animation
• Unit 2 story cards
• Classroom Poster
6

Assessment for Learning (formative assessment) 5

Setting aims and criteria: lesson objectives presentation

Monitoring pupils’ learning: Happy/sad face technique;
Traffic light cards technique

Values Look after your things

2 Look and find.

Lesson 3, part 1 22 twenty-two

book, crayon, pencil, pencil case;
I haven’t got …
Activity Book, Unit 2
Lesson 3, part 2
Sounds and Spelling Book
Unit 2, Lesson 3

Starting the lesson (5 minutes) 1 2.9 Watch or listen. Point to Lily. (15 minutes)
• Review the vocabulary from the previous lesson using pupils’ • Tell pupils they are going to listen to a story called ‘I haven’t got
belongings. Say Show me a(n) bag/pen/eraser/ruler, etc. Pupils find my bag’. If you like, you can write the title of the story on the
and hold up their own items. They say I’ve got … . board.
• Guide pupils to find page 22 in the Class Book. Focus them on
Presentation (5 minutes) the pictures using the Story Cards. Ask Who’s this? pointing
• Show page 22 in the Class Book. Say book, crayon, pencil, pencil to the characters pupils already know. Ask pupils to point to
case. Hold up examples of each item as you say the words. You can objects they already know.
also use the Classroom Poster to do that (refer to the Introduction • Play the introduction and Scene 1. Elicit what Fatma says.
page 20 to have ideas for working with posters). • Play the audio of the rest of the story. Tell pupils to point to the
correct picture as they listen to each scene. Say Point to Lily.
• Play the audio again and introduce the new vocabulary
(passively at this stage). Pause after Scene 3. Say I’ve got books.
Point to the books. Do the same with pencil case and crayons.
• Play and pause after Scenes 4 and 5. Tell pupils to point to the
pencil, pencil case, crayons and bag. In Scene 6, indicate that
Fatma has now learned that she needs to look after her things and
that she will be more careful now!
• You can also play the story animation for pupils to watch.
• Refer to the Introduction pages 19–20 to have an idea about
working with stories, story cards and animations.
Answer key Pupils point to Lily in pictures 2, 3 and 4.

56
 Lesson 3
2
2.9 Lesson 3, part 2
I haven’t got my bag!
Scene 1 Starting the lesson (5 minutes)
Fatma: I’ve got a pen, an eraser and a ruler. I’ve got my • Show pupils pictures from the story. Point to each character and ask
school bag! Who’s this? Then, point to an object and ask pupils to say what it is.
Mum: Good girl! Goodbye, Fatma. Goodbye, Sami!
Fatma/Sami: Goodbye, Mum!
Practice
Scene 2
Fatma: Hi, Lily! Hi, Jack! Activity Book
Lily/Jack: Hello, Fatma! Hi, Sami!
Miss Zahra: Hello, children!
Children: Hello, Miss Zahra! Lesson 3, pa
rt 2
Story
Scene 3
1 2.10
Listen. Look and point.
Miss Zahra: I’ve got books. Let’s draw! Lily, are you ready?
a c
Lily: Yes! I’ve got a pencil case.
Miss Zahra: Sami, are you ready?
Sami: Yes! I’ve got crayons. 3 5
Scene 4
b
Miss Zahra: Jack, are you ready?
Jack: Yes! I’ve got a pencil.
Miss Zahra: Fatma? 1
Fatma: Oh, no! I haven’t got a pencil case. I haven’t got
crayons. I haven’t got my school bag! d e

Oh! Excuse me, please.

Scene 5
Fatma: Oh, Meg! I’ve got my bag!
4 2
Scene 6
Fatma: I’ve got my bag. I’ve got a pencil.
2 Look and colour. Values Look after your things
And I’ve got crayons. I look after my things!
1 2 3

2 Look and find. (10 minutes)

• Introduce the topic of looking after your things. Mime stuffing
things into your bag carelessly, crumpling up some paper as you
do it. Then drop the bag in a corner and walk off and leave it. Go
somewhere else and look thoughtful. Say I haven’t got my bag.
Then find the bag (or get a volunteer pupil to find and return 18 eighteen

it to you). Unpack the bag and show the crumpled paper. Look
disappointed and say No, no, no.
• Using the Happy/sad face technique, distribute the cards
1 2.10 Listen. Look and point. (20 minutes)
with faces and ask Is it good to look after your things? Crumple
up the paper again and ask Is it good? Then put things away • Pupils look at the pictures on page 18. Elicit the names of any
tidily and ask Is it good? characters, and any of the words and sentences from the story
• Extension You may wish to support your pupils’ understanding that they remember.
by explaining or discussing ways to look after things at home or • Explain that the pictures are in the wrong order and they have
in school with their first language. to help put them in the correct order. Guide pupils so they point
• Focus pupils on the picture story and get them to find an to the pictures in order as they listen. Use the Traffic light cards
example of where Fatma looks after her things. technique to check they understand.
• Play the audio again. Pupils point to the correct picture as they
Answer key Pupils point at pictures 1 and 6, which show Fatma
listen. Monitor that they are doing this correctly.
looking after her things.

Extra activity Creativity

• Pupils draw a picture of themselves looking after something,
e.g. packing their school bag, putting things away at home.

Finishing the lesson (5 minutes)

• Read the story to pupils again, but this time pause for pupils to
fill the gaps. Choose the key words pupils have learned and used
already, e.g.
Fatma: I’ve got a pen, an eraser and a ruler. I’ve got my school …
(bag)!
57
 Lesson 3
Story

2.10
I haven’t got my bag!
Scene 1
Fatma: I’ve got a pen, an eraser and a ruler. I’ve got my
school bag!
Mum: Good girl! Goodbye, Fatma. Goodbye, Sami!
Fatma/Sami: Goodbye, Mum!

Scene 2
Fatma: Hi, Lily! Hi, Jack!
Lily/Jack: Hello, Fatma! Hi, Sami!
Miss Zahra: Hello, children!
Children: Hello, Miss Zahra!

Scene 3
Miss Zahra: I’ve got books. Let’s draw! Lily, are you ready?
Lily: Yes! I’ve got a pencil case.
Miss Zahra: Sami, are you ready?
Sami: Yes! I’ve got crayons.

Scene 4
Miss Zahra: Jack, are you ready?
Jack: Yes! I’ve got a pencil.
Miss Zahra: Fatma?
Fatma: Oh, no! I haven’t got a pencil case. I haven’t got
crayons. I haven’t got my school bag!
Oh! Excuse me, please.

Scene 5
Fatma: Oh, Meg! I’ve got my bag!

Scene 6
Fatma: I’ve got my bag. I’ve got a pencil.
And I’ve got crayons. I look after my things!

2 Look and colour. (10 minutes)

• Discuss each picture with pupils thoroughly to make sure they link
them to the value of looking after your things. It may be necessary
to use L1 for this activity.
• Pupils look at the pictures and colour in the circles at the bottom
of those which show examples of looking after things.

Finishing the lesson (5 minutes)

• Pupils make sure that all their belongings (crayons, pencils, pens,
books, etc.) are safe in their pencil cases or school bags. Encourage
them to double check that they have all their items.

58
 Lesson 4
Language practice 2
Lesson 4, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to practise the language from the previous
lessons Lesson 1 4, part 1
Lesson 1
Lesson Language practice 2
• Target language: book, crayon, pencil, pencil case;
I haven’t got … . Our
Te a m 1 Listen again. Then listen, look and match.
2.11 2.12

1 2 3 4

Global Scale of English (GSE)

• Listening: Can recognise a few familiar everyday nouns and
adjectives (e.g. colours, numbers, classroom objects), if spoken
slowly and clearly (GSE 10). Can recognise isolated words
related to familiar topics, if spoken slowly and clearly and
supported by pictures or gestures (GSE 16). Can recognise
familiar words and phrases in short, simple songs or chants
(GSE 18). Can understand basic phrases or sentences about
things people have, if supported by pictures (GSE 24).
a b c d
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10). Can name everyday objects, animals or people around 2 2.13
Listen, point and say.
them or in pictures using single words (GSE 18). Can sing a 1 2 3 4
simple song, if supported by pictures (GSE 22).

Materials
• Unit 2 flashcards and real objects (bag, eraser, ruler, pen, book, 3 2.14
Listen and point.
crayon, pencil, pencil case) a b c
• Unit 2 stickers (back of the Activity Book)

Assessment for Learning (formative assessment) 3 1 2

4 2.15 2.16
Listen and sing.
Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Traffic light cards technique; Activity Book, Unit 2
Lesson 4, part 2
Sounds and Spelling Book
Unit 2, Lesson 4 twenty-three 23
Lollipop stick technique; Happy/sad face technique
Peer learning: pairwork
1 2.11 & 2.12 Listen again. Then listen, look and
match. (10 minutes)
• Play the audio of the story again (2.11) to remind pupils of what
Lesson 4, part 1 happens.
• Then tell pupils that they are going to listen to another audio
(2.12) to complete the activity. Focus pupils on the pictures and
Starting the lesson (4 minutes) point to each character in turn, ask Who’s this? Then say the
• Revise the vocabulary for the unit, using the flashcards (book, objects aloud for pupils to repeat after you.
crayon, pencil, pencil case). Use the Yes/no flashcard game to • Explain the activity carefully. Use the Traffic light cards
practise passive knowledge of the four new words introduced in the technique to check that pupils are ready to do the activity. Play
previous lesson.
the audio (2.12).
• Pupils draw lines to match the characters to the objects.
Presentation (4 minutes) They can compare their answers in pairs. Then using the Lollipop
• Show page 23 in the Class Book and say I’ve got a book. I haven’t stick technique, check answers as a class.
got a crayon. I’ve got a pencil. I haven’t got a pencil case.

59
 Lesson 4
Language practice

2.11 2.14
1 I haven’t got crayons.
I haven’t got my bag!
2 I haven’t got a book.
Scene 1 3 I haven’t got a pencil case.
Fatma: I’ve got a pen, an eraser and a ruler. I’ve got my
school bag!
Mum: Good girl! Goodbye, Fatma. Goodbye, Sami! 4 2.15 & 2.16 Listen and sing. (10 minutes)
Fatma/Sami: Goodbye, Mum! • Play the song as pupils listen.
Scene 2 • Teach pupils the chorus of the song by getting them to repeat
the words after you. Then play the song again with pupils joining
Fatma: Hi, Lily! Hi, Jack!
in with the chorus.
Lily/Jack: Hello, Fatma! Hi, Sami!
Miss Zahra: Hello, children! • Play each line of the verses and pause for pupils to repeat.
Children: Hello, Miss Zahra! • A karaoke version of the song is available (track 2.16).
Scene 3 Extra activity TPR
Miss Zahra: I’ve got books. Let’s draw! Lily, are you ready? • Pupils stand up. Divide up the class, boys and girls or two halves,
Lily: Yes! I’ve got a pencil case. to sing the chorus and the verses.
Miss Zahra: Sami, are you ready?
Sami: Yes! I’ve got crayons.
2.15
Scene 4
Chorus: I’m ready, ready, ready. I’m ready for school.
Miss Zahra: Jack, are you ready?
I’ve got my school bag. Look! It’s cool!
Jack: Yes! I’ve got a pencil.
Verse 1: I’ve got a pencil case,
Miss Zahra: Fatma?
Look, look, look!
Fatma: Oh, no! I haven’t got a pencil case. I haven’t got
I’ve got crayons,
crayons. I haven’t got my school bag!
But I haven’t got a book!
Oh! Excuse me, please.
Chorus: I’m ready, ready, ready. I’m ready for school.
Scene 5 I’ve got my school bag. Look! It’s cool!
Fatma: Oh, Meg! I’ve got my bag! Verse 2: I’ve got a ruler,
Look, look, look!
Scene 6 I’ve got an eraser,
Fatma: I’ve got my bag. I’ve got a pencil. But I haven’t got a pen!
And I’ve got crayons. I look after my things! Chorus: I’m ready, ready, ready. I’m ready for school.
I’ve got my school bag. Look! It’s cool!

2.12
Miss Zahra: I’ve got a book. Let’s draw! Finishing the lesson (4 minutes)
Lily: Yes! I’ve got a pencil case.
• Use the Happy/sad face technique to elicit from pupils what
Sami: Yes! I’ve got crayons.
they think of the story.
Jack: Yes! I’ve got a pencil.

2 2.13 Listen, point and say. (4 minutes)

• Focus pupils on the four pictures. Elicit the words before pupils
listen – they have heard them a few times now. Praise them if
they can remember them. Before they listen, drill all the words
in the singular form (they have only heard the plural books and
crayons before).
• Play the audio. Pupils point to the words and repeat them.

2.13
1 pencil 2 pencil case 3 book 4 crayon

3 2.14 Listen and point. (4 minutes)

• Hold up a selection of items and say what you’ve got, e.g. I’ve got
a pen and an eraser. Then say what you haven’t got, e.g. I haven’t
got crayons. Repeat a few times.
• Say Show me a pen and a pencil. Pupils repeat after you I’ve got
a pen and a pencil. I haven’t got a pencil case. Repeat with other
items.
• Focus pupils on the pictures and elicit the names of the items.
• Play the audio. Pupils point to the pictures and repeat the
sentences.

60
 Lesson 4
2
Lesson 4, part 2 Finishing the lesson (10 minutes)
• Hold up a Unit 2 flashcard. Pupils say what it is. Then, while holding
the flashcard, give pupils the thumbs up or thumbs down sign. If you
Starting the lesson (10 minutes) give the thumbs up, pupils say a positive sentence with the object,
• Sing the song again from Lesson 4. Put pupils into groups and ask e.g. I’ve got a crayon. If you give them the thumbs down, they say
them to sing different sections of the song. a negative sentence with the object e.g. I haven’t got a book.
• Place a selection of classroom items on your table. Pupils look at
them for two minutes and try to remember what is there. Then,
Practice cover the items. Say sentences using I’ve got or I haven’t got. Pupils
remember what is on the table and say if the sentences are true
Activity Book (they say yes) or not (they say no).

Extra activity Picture dictionary

Lesson 1 4, part 2
Lesson 1
Lesson Language practice 2 • To review all the unit vocabulary in one place, please refer to the
Picture dictionary on page 53 in the Class Book.
1 2.17
Listen, find and stick.
a b c d Extra activity Vocabulary time
• To practise all the unit vocabulary, go to the Vocabulary time
section on page 57 in the Class Book. Pupils look at the pictures
and say their names.

2 2.18
4 2
Listen and tick ( ).
1 3
1 a b

✓
2 a b

✓
3 a b

✓
nineteen 19

1 2.17 Listen, find and stick. (10 minutes)

• Play the audio. Pause to allow pupils time to put the stickers in
the correct places.

2.17
1 book 2 pencil case 3 crayon 4 pencil

2 2.18 Listen and tick (✓). (10 minutes)

• Play the first part of the audio. Pupils listen and tick the
correct box. Check pupils have understood that the girl said
I haven’t got … and that they have the correct answer before
continuing. Use the Traffic light cards technique to check.
• Play the rest of the audio. Pupils tick the correct boxes.

2.18
1 I haven’t got a pencil case.
2 I haven’t got crayons.
3 I haven’t got a book.

61
 Lesson 5
Project: A school bag
Lesson 5 Practice
Class Book
Objectives
• Lesson objectives: to practise the language from the unit
Pro j e c t
• Target language: bag, book, crayon, pen, pencil, pencil case, A school bag Lesson 5

eraser, ruler; I’ve got …, I haven’t got … .

1 Watch, make and show.

Global Scale of English (GSE)

• Listening: Can recognise familiar words and phrases in short,
simple songs or chants (GSE 18).
• Speaking: Can sing a simple song, if supported by pictures
(GSE 22).
1 2 3

Materials
• Unit 2 flashcards (bag, eraser, ruler, pen, book, crayon, pencil,
pencil case)
• templates of the school bag and school objects for pupils to press
4 5
out (at the back of the Class Book)
• a model school bag with objects that you have completed for
demonstration
• glue
• crayons or coloured pencils
• Unit 2 project video
6

Assessment for Learning (formative assessment) 2 2.19 2.20

Sing and play.

Setting aims and criteria: lesson objectives presentation

Monitoring pupils’ learning: Lollipop stick technique
Peer learning: pairwork

Sounds and Spelling Book

24 twenty-four Unit 2, Lesson 5

Starting the lesson (3 minutes)

1 Watch, make and show. (20 minutes)
• Use the unit flashcards (bag, eraser, ruler, pen, book, crayon, pencil,
pencil case) to revise the key vocabulary. Use the Where is this card? • Prepare checklists of the stages of making the school bag
and/or What’s missing? games. so that you can keep a record of what pupils achieve. You could
include:
(name) can:
Presentation (3 minutes) 1 press out the pictures.
• Before the lesson, prepare all the materials and make a model school 2 colour the pictures.
bag for demonstration.
3 glue the sections carefully.
• Show page 24 in the Class Book and say Look! Show pupils an
4 name their objects.
example of the completed model school bag and say I’ve got a bag.
5 ask and answer questions about what objects they’ve got.
• Tell pupils that they are going to make a school bag. Refer to the
Introduction page 19 to have an idea about working with projects. • Show the model bag to the class and demonstrate what you
have got. Pull out the items one by one and say I’ve got a pencil/
eraser/ruler. Then look inside and say sadly I haven’t got a pen/
pencil case.
• Focus pupils on the illustrations on page 24. Introduce
and talk through each stage so pupils know what they are
going to do before they start. You may wish to support pupils’
understanding by explaining or discussing this with the class in
L1. You can also play the video for pupils to better understand
the steps. Refer to the Introduction page 20 to have an idea
about working with videos.
• Refer pupils to the press-out templates at the back of the Class
Book and distribute the materials needed.
• Pupils press out the shapes. Monitor closely and help wherever
necessary.
• Pupils colour in their bags. They then colour in the classroom
items.

62
 Lesson 5
2
• Demonstrate how to glue the front and back of the school bag
to make into a bag shape. Show pupils how to leave the top open
so that they will be able to put the classroom items in the bag.
Demonstrate how to use the glue carefully.
Extra activity Fast finishers
• Ask more confident pupils to help other pupils who have
yet to finish.

• If any pupils have not been successful at creating a usable model

school bag, encourage them by saying they will have the chance
to make something else in the next project and then put them to
work with a partner who has created something usable for the
following activities.
• Choose pupils, using the Lollipop stick technique, and ask
them to show and name objects, e.g. elicit I’ve got an eraser.
• Hold up an item of yours, e.g. a pencil case. Say I’ve got a
pencil case. And you? Choose pupils to answer, using the Lollipop
stick technique. Then elicit either I’ve got a pencil case or I
haven’t got a pencil case.

Extra activity TPR

• Pupils put some of their items into their bags. They then
move around the classroom and show each other what they have
got, i.e. they take out the items and say, e.g. I’ve got a pencil.

• Compare what you have got with one pupil. Say I’ve got a
bag. I haven’t got a pencil case. Pupils do the same in pairs.
• Pupils pack away all their items in their model school bags. They
will need to keep them for the next lesson.

2 2.19 & 2.20 Sing and play. (10 minutes)

• Play the song. Pupils listen and hold up their bags and classroom
items as they hear them.
• Pupils sing the song and put the items in their bag as each one is
mentioned. You may need to pause the song to give them time.
• A karaoke version of the song is available (track 2.20).

2.19
Chorus: I’m ready, ready, ready. I’m ready for school.
I’ve got my school bag. Look! It’s cool!

Verse 1: I’ve got a pencil case,

Look, look, look!
I’ve got crayons,
But I haven’t got a book!

Chorus: I’m ready, ready, ready. I’m ready for school.

I’ve got my school bag. Look! It’s cool!

Verse 2: I’ve got a ruler,

Look, look, look!
I’ve got an eraser,
But I haven’t got a pen!

Chorus: I’m ready, ready, ready. I’m ready for school.

I’ve got my school bag. Look! It’s cool!

Finishing the lesson (4 minutes)

Extra activity TPR
• Tell pupils to get their own school bags and to pack their school
equipment into it carefully (remind them to look after their
things) as if they are going home. They then move around the
classroom to find a partner.

• Pupils show each other what they have and haven’t got in their
bags.

63
 Lesson 6
Review
Lesson 6 Practice
Class Book
Objectives
• Lesson objectives: to review language from the unit
• Target language: bag, book, crayon, pen, pencil, pencil case, Lesson 6 Review 2
eraser, ruler; I’ve got …, I haven’t got … .
1 2.21
Listen and tick ( ).

Global Scale of English (GSE) 1

a b
2
a b

• Listening: Can understand basic phrases or sentences about

things people have, if supported by pictures (GSE 24).
• Speaking: Can name everyday objects, animals or people ✓ ✓
around them or in pictures using single words (GSE 18). Can talk 3 4
a b a b
about things they have, using a basic phrase (GSE 28).

Materials ✓ ✓
• Photocopiable 6
2 Draw.
• model bags made in the project lesson
• drawing materials

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Lollipop stick technique; Traffic
light cards technique
Peer learning: pairwork

3 2.22
Listen. Then say..
Starting the lesson (3 minutes)
• Pupils use the bags and school items they made in the previous
Activity Book, Unit 2 Sounds and Spelling Book
lesson. Say Find a pen/crayon, etc. Pupils take out and hold up the Lesson 6 Unit 2, Lesson 6 twenty-five 25

correct items.
• Use the Lollipop stick technique to select some pupils to tell
each other what they have got. Pupils say I’ve got a … . 1 2.21 Listen and tick (✓). (5 minutes)
• Guide pupils to find page 25 in the Class Book. Focus pupils on the
Presentation (2 minutes) pictures and elicit what they illustrate.
• Show page 25 in the Class Book and say I’ve got a book. I haven’t • Play the audio. Pupils listen and tick the correct picture.
got a crayon.
2.21
1 I’ve got a pen.
2 I’ve got a book.
3 I’ve got a bag.
4 I’ve got an eraser.

2 Draw. (10 minutes)

• Ask pupils to take out their drawing materials.
• Pupils draw and colour pictures of three classroom items in the
bag.

Diversity
Support
• Pupils work at their own pace. Some can draw just one or two
classroom items.
Challenge
• Pupils could include more items. They could be paired with
another pupil to show their drawings and say what they have got.

64
 Lesson 6
2
3 2.22 Listen. Then say. (5 minutes) 2 2.24 Listen and draw. (6 minutes)
• Play the audio and pause after each line for pupils to repeat. • Focus pupils on the drawing of the pencil case. Tell them to listen
• Take one of the drawings that a pupil drew in the previous and draw.
activity. Hold it up and ask the pupil to tell you what they have Answer key Pupils draw a ruler and a pencil.
got in the bag.
• Pupils work in pairs to show their drawings and talk about 2.24
them with a partner, using I’ve got a … and I haven’t got a … .
1 I’ve got a ruler. I haven’t got a pen.
2.22 2 I’ve got a pencil. I haven’t got an eraser.

Girl 1: I’ve got a pencil case. I haven’t got a book.

Girl 2: I’ve got a pencil. I haven’t got a ruler. 3 Look and colour for Unit 2. (2 minutes)
• Find out how happy pupils are with what they have learned
Activity Book in the unit. Find out if they can name things in the classroom
and say what they have and haven’t got. Explain that if they are
happy, they can colour the smiley face. If they think they are
OK, they colour the middle face. If they are unhappy because
Review Lesson 6
they didn’t like something or can’t remember the words, they
colour the unhappy face. Aim to give these pupils more support
1 2.23
Listen and tick ( ) or cross ().
in the next lesson.
a

✓ Finishing the lesson (2 minutes)

• Find out what pupils’ favourite part of the unit was. Give pupils the
b

✗ opportunity to repeat any popular activities. (If they say the project,
c
✓ allow them to practise conversations with the school bags again.)

Extra activity Picture dictionary

✗
d

• To review all the unit vocabulary in one place, please refer to the
Picture dictionary on page 53 in the Class Book.
2 2.24
Listen and draw.

Extra activity Photocopiable 6

• Use photocopiable 6 to review the Unit 2 vocabulary.

3 Look and colour for Unit 2.

20 twenty

1 2.23 Listen and tick (✓) or cross (✗). (5 minutes)

• Pupils look at the picture. Point and ask Who’s this? Elicit a girl.
Then, elicit the names of the items.
• Explain to pupils that they will hear what the girl has
and hasn’t got. If she has got it, they must tick the box. If she
hasn’t got it, they must cross the box. Use the Traffic light cards
technique to check if pupils understand the task.

2.23
1 I’ve got a book.
2 I haven’t got a pen.
3 I’ve got a pencil case.
4 I haven’t got an eraser.

65
 Lesson 7
Get ready for ...
Lesson 7, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to practise for the Pre A1 Starters Listening
Exam Part 3 and the Speaking Exam Part 1 Get ready for...
• Target language: unit vocabulary and grammar
Pre A1 Starters Listening Part 3

Global Scale of English (GSE) 1 Listen and tick ( ) the box.

2.25

1
• Listening: Can understand short, simple instructions addressed
slowly and clearly (GSE 20). Can understand basic phrases or
sentences about things people have, if supported by pictures
(GSE 24).

Materials
• Unit 2 flashcards (bag, eraser, ruler, pen, book, crayon, pencil, 2
A B C ✓
pencil case)
• real objects (crayon, pencil case, book, bag)

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Lollipop stick technique; Traffic 3
A
✓ B C

light cards technique; Happy/sad face technique

Peer learning: pairwork

Lesson 7, part 1
A B C
✓
Starting the lesson (8 minutes) 26 twenty-six

• Use the unit flashcards to revise vocabulary. Use the Which card is
this? game.

Presentation (8 minutes)
Lesson 1 7, part 1
Lesson 1
Lesson 2
• Explain that in this lesson pupils will practise for the Starters 4
Listening Exam.
• On the board, place all the flashcards. Use the Lollipop stick
technique to have a pupil say a word for you to point at. Intentionally
point to an incorrect word so pupils can correct you.

A B C ✓
5

A B C ✓
6

A B ✓ C

Activity Book, Unit 2 Sounds and Spelling Book

Lesson 7, part 2 Unit 2, Lesson 7 twenty-seven 27

66
 Lesson 7
2
1 2.25 Listen and tick (✓) the box. (20 minutes) Lesson 7, part 2
• This task is based on Pre A1 Starters Listening Part 3.
• Ask pupils to look at Activity 1 for a minute and then elicit some
of the objects.
Starting the lesson (5 minutes)
• Explain to pupils that they will hear two people speaking. • Explain that in this lesson pupils will practise for the Starters
One of the speakers is telling the other person what they have Listening Exam.
got. Pupils look at the pictures and tick the box of the item the • Put the Unit 2 flashcards on the classroom walls. Say Point to
person mentions. Use the Traffic light cards technique to check the pen! Pupils point to the pen as quickly as they can. When pupils
if pupils understand the task. You may wish to support pupils’ understand, choose a pupil, using the Lollipop stick technique, to say
understanding by explaining this to the class in L1. Point to the (eraser).
• Play the audio once for pupils to hear. Play audio again for
pupils to complete the activity.
Practice
2.25
Activity Book
1 Girl: I’ve got a pen.
Man: A pen?
Girl: Yes, I’ve got a pen. Lesso
2 Boy: I’ve got a bag. Get ready for...
n 7, part 2 2
Man: A bag? Pre A1 Starters Speaking Part 1
Boy: Yes, I’ve got a bag.
1 2.26
Look and listen. Follow the instructions.
Man: Thank you.
3 Girl: I’ve got a pencil.
Man: A pencil?
Girl: Yes, a pencil. I’ve got a pencil.
4 Boy: I’ve got a crayon.
Man: A crayon?
Boy: Yes, I’ve got a crayon.
5 Girl: I’ve got a pencil case.
Man: A pencil?
Girl: No, I’ve got a pencil case.
Man: Thank you, a pencil case.
6 Girl: I’ve got an eraser.
Man: A pencil?
Girl: No, I’ve got an eraser.
Man: Thank you, an eraser.

2 Point to the objects in Activity 1. Say.

Finishing the lesson (4 minutes) I’ve got a pen.

I’ve got a crayon.

• Place the real classroom objects (crayon, pencil case, book, bag)
on a table. Point to the objects and say the words. Point again in the
same order and repeat. Ask a pupil to come and point to the objects
and say the words in the same order. Pupils repeat the activity in
pairs with their own objects.

twenty-one 21

1 2.26 Look and listen. Follow the instructions.

(15 minutes)
• This task is based on Pre A1 Starters Speaking Part 1 in which
pupils point to objects. Ask pupils to look at the picture for a
minute, look at the objects in the bedroom and then say what they
see. Explain to pupils that they have to listen carefully and do what
the person giving instructions says on the audio. You may wish to
support pupils’ understanding by explaining this with the class in
L1.
• Use the Traffic light cards technique to check that pupils
have understood what they have to do before playing the audio.
• Play the audio for pupils to complete the activity. Pupils should
point to the objects in this order: bag, pencil, ruler, pencil case,
pen.

67
 Lesson 7

2.26
Hello. What’s your name?
Look at the picture. These are her things for school.
Point to the bag.
Point to the pencil.
Point to the ruler.
Point to the pencil case.
Point to the pen.

2 Point to the objects in Activity 1. Say. (10 minutes)

• Explain to pupils that they are going to point to the objects
in Activity 1. Put pupils into pairs and ask them to look at the
picture and say what they have got. The sentences pupils say
should be true. If they do not have an object, encourage them to
use haven’t got e.g. I haven’t got an eraser.

Finishing the lesson (10 minutes)

• Play the Team race game with pupils to give further practice to the
target vocabulary.
• Use the Happy/sad face technique to elicit from pupils what
they thought about the exam practice activity.
Class reading Unit 2
• Choose a story to read with the class. Follow the usual procedure
of dealing with class reading (refer to the Introduction page 19).

Quiz Unit 2
• Pupils now complete the quiz for Unit 2. Give pupils support where
necessary and focus time on areas where pupils commonly needed
extra help. Praise pupils for their hard work and they will now
move on to Learning club 1!

68
 Lesson 1
Learning club 1 LC
CLIL: Maths and Art Practice
Class Book

Lesson 1, parts 1 and 2 Meg´s Lesson 1, pa

rt 1

Maths and Art

Objectives Numbers and colours
Le
• Lesson objectives: to introduce numbers and colours; to arning Club
introduce number bonds
Think 1 Can you count to six? CLIL
• Target language: red, yellow, blue, green, orange, brown; one,
two, three, four, five, six Learn 2 LC1.1
Listen, point and check.

Global Scale of English (GSE)

• Listening: Can use a few simple words to describe objects
1
one
2
two
3
three
�
four
5
five
6 six
(e.g. colours, numbers), if supported by pictures (GSE 19).
• Speaking: Can say how many things there are (GSE 17).

Materials
• Photocopiable 7
• different coloured board marker pens (red, yellow, blue, green,
Check
orange, brown) 3 Look and say the colours. Count.

• number flashcards (1–6)

• colour flashcards (red, yellow, blue, green, orange, brown)
• Colour Classroom Poster
• Number Classroom Poster
• items for pupils to count (e.g. pens, crayons, etc.) Red. Yellow. Green.
• a model colour board and photographs of coloured items
• photographs pupils have brought to class for colour board 3

Assessment for Learning (formative assessment) 28 twenty-eight

Setting aims and criteria: lesson objectives presentation

Monitoring pupils’ learning: Lollipop stick technique; Traffic
light cards technique; Happy/sad face technique 1 Think Can you count to six? (5 minutes)
Peer learning: pairwork; groupwork • Show pupils the Number Classroom Poster and focus on
numbers 1–6 (refer to the Introduction page 20 to have ideas
for working with posters). Elicit the words in English from pupils,
if possible. Point to the numbers in order, say them and pupils
Lesson 1, part 1 repeat. Chant them with the class. Then, using the Lollipop stick
technique, choose a pupil to count to up to six. Repeat with other
pupils, helping where necessary.
Starting the lesson (3 minutes) Extra activity TPR
• Explain that in this lesson pupils will learn about colours and the
• Display the number flashcards around the classroom. When you
numbers 1–6.
say a number, pupils run to the corresponding area. Then, ask a
pupil to call out a number and the class runs to that number.
Presentation (10 minutes)
• Draw six coloured blobs on the board (blue, green, orange, red,
yellow, brown). Point to each blob, say the colour and have pupils 2 Learn LC1.1 Listen, point and check. (8 minutes)
repeat after you. Do this several times. Say Point to ‘blue’. Pupils • Focus pupils on page 28 of their Class Book. Ask pupils to point to
point and repeat the colour. Repeat this with the other colours.
the numbers. Then, ask them to point to the colours.
• Use the Lollipop stick technique to invite a pupil to the board. • Play the audio for pupils to hear. Play the audio again for pupils
Say a colour and ask the pupil to point to it. Using the Lollipop stick to listen and point to the numbers in their Class Book as they
technique again to invite a second pupil to the board. The first pupil hear them. Then, play the audio a final time, pausing after each
says a colour for the new pupil to point to. Then ask other pupils in
number, and asking the class to repeat.
the class to say a colour for the two pupils to point to. Continue a few
more times.
• Repeat the process above with colours, playing the audio for
pupils three times: first for them to hear, then for them to point,
• Use the Happy/sad face technique to check whether pupils have
and finally for them to repeat.
understood colours. You can use the Colour Classroom Poster to do
that (refer to the Introduction page 20 to have ideas for working
• Play the audio and ask pupils to read along with it.
with posters). • In pairs, pupils say two colours and two numbers of their
choice to their partners.

69
 Lesson 1
Learning club 1

LC1.1 Lesson 1, part 2

one
two Starting the lesson (5 minutes)
three
four
• Count with your fingers and elicit the numbers. Then, hold up a set of
pens, pencils or crayons and start counting them. Stop at a certain
five
number for pupils to tell you what it is. Do this with different numbers.
six

red
yellow
Presentation (5 minutes)
blue • Explain that in this lesson pupils will practise what they have
green learnt about the numbers and the colours that they have learned.
orange • Point to items in the classroom. Elicit what colour they are.
brown

Practice
3 Check Look and say the colours. Count. (8 minutes)
• Do the first item with the class. Look at the first picture. Class Book
Say Red, yellow, green. Ask pupils to repeat. Say One, two,
three! Three balloons. Pupils repeat. Use the Traffic light cards
technique to ensure all pupils understand the activity. Lesson 1, pa
rt 2 LC
• Place pupils in pairs and ask them to do the same with the
Let’s practise! 1 LC1.2
Look and say the missing numbers. Listen and check.
remaining pictures. When they have finished, ask them to switch
roles so that the pupil who said the colours is now saying the
numbers.
a 1 2 3
__ 4 5 6 c 2 3 __
1 __ 456__

Finishing the lesson (6 minutes) b 1 2 3 __

__ 456 d
1 2 __
__ 3 4 __
56
• Place the number flashcards and colour flashcards around the
classroom at random. When you say a colour and a number, e.g.
Number 5 and blue, pupils must go to the correct flashcards in order.
e 1 __
__ 23__ 4
__ 5
__ 6
(If you do not have the room for this, they can stand and point to the
correct flashcard.) 2 Look and say the colours.
• When you have done this a few times, choose individual pupils to do
1 2 3
the activity, using the Lollipop stick technique. Get the rest of the
class to help by pointing to where the pupil should go.
• Hang the Colour Classroom Poster and the Number Classroom
Poster somewhere in class for pupils to always have access to them.

Show what you know

Choose a colour.
Make a colours board.

twenty-nine 29

70
 Lesson 1
LC
1 Let’s practise! LC1.2 Look and say the missing
numbers. Listen and check. (10 minutes)
• Write numbers 1-6 on the board and ask pupils to say them.
Then remove one number, and then two, and then three numbers
from the sequence. Ask pupils to say the numbers including the
missing ones.
• In the activity, pupils work in pairs and say the missing numbers
in each sequence. Circulate to help pupils who need the extra
help.

LC1.2
one
two
three
four
five
six

2 Look and say the colours (5 minutes)

• Look at the pictures with the class. Pupils look at the items and
work in pairs to identify the colours.

Show what you know Choose a colour. Make a colours

board. (13 minutes)
• Explain that pupils are going to make a colours board. Show them
your example colours board. Ask pupils to identify what colour you
have chosen.
• Pupils will have brought their chosen pictures or photographs to
class. They make their own colours board by sticking the pictures or
the photos onto their own boards.

Finishing the lesson (2 minutes)

• Say a number between 1 and 6 and elicit from pupils the number
that comes after it.
Extra activity Photocopiable 7
• Use photocopiable 7 to review the vocabulary for the lesson.

71
 Lesson 2
Learning club 1

Language booster 1 Practice

Class Book

Lesson 2, parts 1 and 2 Meg´s

Objectives Language booster 1

• Lesson objectives: to practise colours and numbers; to say what Le
colour an object is and how many of an object there is arning Club
• Target language: red, yellow, blue, green, orange, brown; one, How many colours can you say?
two, three, four, five, six; a (red) bag, (six) pens; How old are you? 1 LC1.3
Listen and circle.
a b

Global Scale of English (GSE) 2 5

• Listening: Can use a few simple words to describe objects (e.g. 3 1

colours, numbers), if supported by pictures (GSE 19).
• Speaking: Can say how many things there are (GSE 17). c d

6 3
Materials 2 �
• Photocopiable 8
• a set of A4 pieces of paper, each with a number (1–6) drawn on
2 LC1.4
Listen and say. Then listen and number (1–6).
it; another set for colours
a b c
• classroom objects flashcards
• sheets of A4 paper, enough for each pupil
•
•
coloured pencils
stopwatch or timer 2 6 1
d e f

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Lollipop stick technique; Traffic 5 4 3
light cards technique; Happy/sad face technique 30 thirty
Peer learning: pairwork; Think-pair-share technique

1 LC1.3 Listen and circle. (5 minutes)

Lesson 2, part 1 • Teach pupils How old are you? Ask a pupil the question. The pupil
responds I’m (6). Help pupils with the number if they are older
than six. Repeat with other pupils around the class.
• Focus pupils on the pictures. Ask Who’s this? Pupils respond by
Starting the lesson (5 minutes) saying a girl or a boy (or a brother or a sister).
• Put the numbers 1–6 on the board but in the incorrect order. • Explain the activity carefully. Pupils listen to a conversation
Using the Happy/sad face technique, check that pupils understand and then circle the correct age of the girl or boy. Use the Traffic
the order is incorrect. Then, use the Lollipop stick technique to
light cards technique to check that pupils are ready to do the
choose two pupils to come and put the numbers in the correct order.
activity.
The pupils say the numbers. The whole class repeats the numbers.
• Play the audio and pause after the first item. Ask which
number pupils should circle (3). Play the rest of the audio. They
Presentation (2 minutes) can compare answers in pairs.
• Explain that in this lesson, pupils will learn more vocabulary
related to colours and numbers. LC1.3
1 Woman: Hello, Muna. How old are you?
How many colours can you say? (3 minutes)
Muna: I’m three.
• Set a timer to one minute and ask pupils to say as many colours as 2 Woman: Hi, Mazin. How old are you?
possible. Ask them to count as they say them. Then say how many they Mazin: I’m five.
can say. Pupils can do this alone, in pairs or in groups.
3 Woman: Hi, Faris. How old are you?
Faris: I’m six.
4 Woman: Hello, Wafa. How old are you?
Wafa: I’m four.

72
 Lesson 2
LC
2 LC1.4 Listen and say. Then listen and number LC1.5
(1–6). (5 minutes)
1 five pens
• Ask pupils to identify the objects. Then ask them to identify
2 three bags
what colour each one is. Focus pupils on the first picture. Say
3 six erasers
a blue pencil. Pupils repeat. Use the Lollipop stick technique to
4 two rulers
choose a pupil to say the next picture (a yellow bag).
• Explain to pupils that they are going to listen and number
the items in the order they hear them. Play the audio for pupils 4 Look in your school bag and say. (5 minutes)
to hear. Then, play the first item. Ask pupils to repeat and point • Pupils work in pairs to say what they have in their bag,
to the red eraser. Then tell them to write the number 1 in the box. e.g. I’ve got three red pencils in my bag.
Use the Traffic light cards technique to ensure pupils understand
what they have to do. Play the rest of the audio. Pupils number Show what you know Write, tick (✓) and stick. (5 minutes)
the pictures. • Read aloud the sentences in the Show what you know box and ask
pupils to follow in their books. Check what pupils have learnt. Praise
LC1.4 the pupils and tell them to add the relevant sticker from their sticker
1 I’ve got a red eraser. sheet in the back of their Activity Book.
2 I’ve got a blue pencil. • Extension Use games in the Games Bank to review any new words.
3 I’ve got a green pencil case.
4 I’ve got an orange ruler.
5 I’ve got a brown crayon.
Finishing the lesson (5 minutes)
6 I’ve got a yellow bag. • Go round the classroom asking each pupil to say what they have in
their bag. Encourage them to use colours and numbers, e.g. I’ve got
three red pens!
Lesson 2, pa
rt 1 LC Extra activity Photocopiable 8
3 LC1.5
Count. Then listen and tick ( ).
• Use photocopiable 8 to review the vocabulary for the lesson.
1 a b 2 a b

✓ ✓
3 a b 4 a b

✓ ✓
4 Look in your school bag and say.

Show what you know

Write, tick ( ) and stick. Well done!

How many colours can you say now?

Can you count to six?

What colours can you see now?

Activity Book, Language booster

Lesson 2, part 2 thirty-one 31

3 LC1.5 Count. Then listen and tick (✓). (5 minutes)

• Hold up classroom objects e.g. two pencil cases. Pupils say
what you are holding e.g. Two pencil cases. Repeat with other
classroom objects.
• Focus pupils on the eight pictures. Ask pupils to count the
number of objects in each one. Explain that pupils are going to
listen and then tick the box under the correct picture.
• Play the audio. Pupils tick the correct picture.

73
 Lesson 2
Learning club 1
Lesson 2, part 2 LC1.6
one cat
Starting the lesson (5 minutes) two rulers
three bags
• Ask pupils to stand in two lines. Number the lines 1 and 2. Ask all four erasers
pupils in line 2 to turn around so their backs are facing the pupils in
five crayons
line 1. Pupils in line 1 choose a number from 1 to 6 and “write” it on
the back of the pupil in front. The pupils in line 2 say the number. six pencils
Pupils swap roles.

Lesson 2, pa
rt 2 LC
Practice
3 LC1.7
Listen and colour.
Activity Book
1 2

Meg´s

Language booster 1
Le
arning Club 3 4

1 Trace and copy.

1 1 1
1 1

2
1
2
2
1
2
2 4 Look and colour.

1= 2= 3= �= 5= 6=

3
1
3
1
3 5
6
5
5

� � �
1 1
2 2 5 6

�
2 2

5 5 5
1 1 6
�
5
1 1 1

6 6 6 6 2 2
2
6
6
2 LC1.6
Listen and match. 3
3

twenty-three 23

3 LC1.7 Listen and colour. (8 minutes)

• Hold up an object (a coloured pencil or pen). Ask What’s this?
22 twenty-two
Say It’s a pencil. It’s an (orange) pencil. Ask pupils to repeat.
Repeat with another example.
• Focus pupils on the objects in the pictures. Ask the class to say
the objects.
1 Trace and copy. (5 minutes) • Play the audio for pupils to hear. Play the audio again. Pause
• Focus pupils on page 22 of their Activity Books. Elicit the numbers. after each item and give pupils time to colour the objects the
• Explain that pupils are going to trace the numbers three correct colour.
times. Then, they are going to copy that same number another Answer key Pupils colour the pencil red, the eraser green, the pen
three times. Use the Traffic light cards technique to check they yellow and the school bag orange.
understand what they have to do.

2 LC1.6 Listen and match. (10 minutes) LC1.7

• Explain to pupils that they have to draw the lines to match the 1 What’s this? It’s a pencil. It’s red. It’s a red pencil.
numbers with the pictures. 2 What’s this? It’s an eraser. It’s green. It’s a green eraser.
• Play the first part of the audio. Show pupils the line from the 3 What’s this? It’s a pen. It’s yellow. It’s a yellow pen.
number one to the cat. Play the rest of the audio. Pupils match 4 What’s this? It’s a school bag. It’s orange. It’s an orange school
the remaining numbers with the pictures. bag.
• Use the Think-pair-share technique. Pupils check their
answers with a partner.

74
 Lesson 2
LC
4 Look and colour. (8 minutes)
• Ask pupils to say what the object is. Explain that they have to
colour the bag according to the key. Say a number from the key
at random and ask pupils to call out the colour.
• Distribute the colouring materials. Pupils colour the bag.
Use the Lollipop stick technique to call on a pupil to present their
finished bag to the class. Ask What’s this? The pupils say It’s a
(school) bag. It’s green, it’s orange, … etc.

Finishing the lesson (4 minutes)

• Draw a cake on the board with no candles on it. Use the Lollipop
stick technique to choose a pupil. Give the pupil a piece of paper with
a number written on it. Say Happy Birthday! How old are you? Point
at the number. The pupil replies with the number, e.g. I’m six! Ask the
pupil to draw the correct number of candles on the cake. Repeat with
other pupils.

75
 3 Our classroom

Unit objectives
to talk about things in the classroom; to say where things are

Language
Vocabulary chair, desk, door, floor, teacher, wall, whiteboard, window

Grammar What’s this?, It’s a ... .

The book is on the chair. / The pens are on the floor. / The pens are
in the pot. / The cat is under the desk.

Functions naming things in a classroom; describing where things are

Learning outcomes
Listening • to listen and follow simple illustrated stories
• to respond to verbal and non-verbal instructions
• to identify core vocabulary
• to respond to questions based on aural texts
• to listen to rhymes, chants and songs
Speaking • to identify objects
• to talk about familiar topics
• to recite rhymes, chants and songs chorally
Cognitive skills • to listen carefully, attend to and take account of what others say
• to stay engaged and focused on short tasks, to not get distracted
• to use own ideas for doing creative activities like colouring, drawing and
building to represent vocabulary and familiar concepts
• to understand the steps needed to complete the activity
• to say if they feel happy with what they have done
• to guess words from illustrations in storybooks
• to say whether or not they like a story, song or game
• to take turns in shared activities
• to share space and objects
• to explore different materials and decide what to use

76
 • to match objects, people, letters, pronunciations and words
• to draw pictures to represent vocabulary and familiar concepts
• to find uses for created objects or contents (e.g. in a play, story or game)
• to listen and respond physically to songs, rhymes, chants
• to respond appropriately to questions

Key competences
Linguistic competence: use language as an instrument for communication (L. 1–7)
Digital competence: use Class Book eBook (L. 1–7)
Social and civic competences: learn to be creative (L. 2; L. 5); care for the immediate
environment and tidy up (L. 1–3)
Cultural awareness and expression: express Omani identity (L. 1–7)
Learning to learn: reflect on what has been learnt and self-evaluate progress using: previous
knowledge; personalisation of language learnt (L. 1–7)
Initiative and entrepreneurship: use individual self-expression for the project (L. 5)

Future Skills
Critical thinking Logical thinking (L. 3); Finding information (L. 3); Planning (L. 5); Reflecting
on learning (L. 6)
Creativity Decorate a desk tidy (L. 5)
Communication Describing location of objects (L. 4; L. 6)
Collaboration Project groupwork (L. 5); Acting out (L. 3)

Sounds and Spelling Book

/f/; /O…/; /g/; /S/; /b/

Evaluation
• Assessment for Learning: throughout the unit (see detailed notes in the lesson plans)
• Self-assessment: Class Book pp. 37 and 61; Activity Book p. 28
• Picture dictionary: Class Book p. 54
• Unit 3 Quiz

External exams
Class Book Activity Book
Pre A1 Starters Speaking Part 2 Pre A1 Starters Listening Part 4

77
 Lesson 1

Lesson 1, parts 1 and 2 Practice

Class Book
Objectives
• Lesson objectives: to name things in a classroom
Lesson 1, pa
• Target language: door, teacher, whiteboard, window; What’s this? rt 1

3
It’s a … .

Our classroom
Global Scale of English (GSE)
• Listening: Can recognise a few familiar everyday nouns and 1 3.1
Listen and follow.
adjectives (e.g. colours, numbers, classroom objects), if spoken
slowly and clearly (GSE 10). Can recognise isolated words
related to familiar topics, if spoken slowly and clearly and
supported by pictures or gestures (GSE 16).
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10).

Materials
• Unit 2 flashcards (bag, book, crayon, pen, pencil, pencil case,
eraser, ruler)
• Unit 3 flashcards (door, teacher, whiteboard, window)
• Unit 3 poster
• A hand puppet or soft toy
• Real objects (pen, eraser, ruler)
• Unit 3 stickers (at the back of the Activity Book) 2 3.2
Listen, point and say.

1 2 3 4

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Lollipop stick technique; Traffic
light cards technique
door, teacher, whiteboard, Activity Book, Unit 3 Sounds and Spelling Book
32 thirty-two window; What’s this? It’s a … Lesson 1, part 2 Unit 3, Lesson 1

Lesson 1, part 1 1 3.1 Listen and follow. (15 minutes)

• Ask pupils to go to page 32 in the Class Book. Check that all the
pupils have found it. Show them the Unit 3 poster and ask them
Starting the lesson (5 minutes) to look at it (refer to the Introduction page 20 to have ideas for
• Use the Unit 2 flashcards (bag, book, crayon, pen, pencil, pencil case, working with posters). Point to the two boys and ask Who’s this?
eraser, ruler) and games to revise the vocabulary from Unit 2. Elicit the names Sami and Mazin.
Choose one or more of these flashcard games: Observation, Which • Point to the teacher in the picture of the tablet and ask Who’s this?
card is this?, Standing up. Give the answer It’s a teacher. Pupils repeat the answer after you.
Extra activity TPR Make sure pupils know that Sami and Mazin are talking about the
picture of the teacher on their tablet.
• Sing and do the actions for the ‘Hello’ song. (You can do this at
the start of each lesson in the unit.) • Hold up any objects pupils know from the previous lesson, e.g. pen,
eraser, ruler, and ask What’s this? Elicit answers and guide pupils
to reply It’s a … . Do some repetition practice with the answers.
• Use a hand puppet or soft toy to touch objects around the room
Presentation (5 minutes) and ask the following questions. You answer the questions.
What’s this? It’s a whiteboard.
• Show page 32 in the Class Book and say teacher, whiteboard,
door, window. Point to each item as you say the words. What’s this? It’s a door.
What’s this? It’s a window.
• Drill the question and answers.
• Tell pupils to look at you. Play the audio.
• Pupils look at their books and listen again. They point to the
character who speaks.

78
 Lesson 1
3
3.1 Lesson 1, part 2
Sami: Look, Mazin. This is my classroom!
Mazin: Oh! Who’s this? Starting the lesson (8 minutes)
Sami: It’s my teacher, Miss Zahra.
Mazin: Oh! And what’s this? • Sing and do the actions for the ‘Hello’ song. (You can do this at the start
of each lesson in the unit.)
Sami: It’s a whiteboard.
• Use the flashcards to review the words from last class: teacher,
Mazin Oh! And what’s this?
whiteboard, door, window.
Sami: It’s a door.
Mazin: Oh! And what’s this?
Sami: It’s a window. Practice
Mazin: Oh… and a cat.
Activity Book

2 3.2 Listen, point and say. (5 minutes)

Lesson 1, pa
• Focus pupils on the pictures at the bottom of the page. Point to rt 2

3
each in turn and say the word. Pupils repeat after you.
• Play the audio as pupils look at their books. The first time tell
them to point to the correct picture as they listen.
Our classroom
• Play the audio again for pupils to repeat the words.
1 3.3
Listen. Look and number.
3.2
1 teacher 2 whiteboard 3 door 4 window

Extra activity TPR 2 4

• Introduce the four flashcards for the lesson. Show the flashcards
and get pupils to repeat the words after you. 1 3
• Place each card in different parts of the classroom. When you say
one of the words, pupils must go to the correct flashcard. (If you do
not have the room for this, they can simply stand and point to the
correct card.)
• Extension Choose individual pupils to do the activity, using
the Lollipop stick technique. Get the rest of the class to help by
pointing to where the pupil should go.
2 3.4
Listen, find and stick.
a b c d

Finishing the lesson (10 minutes)

• Play the Team race game with the four flashcards for the lesson
(door, teacher, whiteboard, window).
• Extension Use all the flashcards from Unit 2 to extend the game and
do some revision.
2 1 4 3
Extra activity TPR 24 twenty-four

• Play the ‘Goodbye’ song pupils learned in the Welcome lesson.

(You can use this at the end of each lesson in this unit.)
1 3.3 Listen. Look and number. (10 minutes)
• Focus pupils on the picture. Elicit the names of the items
pupils know.
• Tell pupils to listen and number the items that Sami says in
the order that he mentions them.
Use the Traffic light cards technique to check that they
understand what they have to do.
• Play the audio. Pupils listen and number the correct picture
for each.

79
 Lesson 1

3.3
Sami: Look, Mazin. This is my classroom!
Mazin: Oh! Who’s this?
Sami: It’s my teacher, Miss Zahra.
Mazin: Oh! And what’s this?
Sami: It’s a whiteboard.
Mazin: Oh! And what’s this?
Sami: It’s a door.
Mazin: Oh! And what’s this?
Sami: It’s a window.
Mazin: Oh… and a cat.

2 3.4 Listen, find and stick. (15 minutes)

• Ask pupils to go to the back of the Activity Book and find the
stickers they will need for this activity.
• Play the audio. Pause to allow pupils time to put the stickers in the
correct place.
• Extension When pupils have finished, ask them to point to each
in turn and say the word.

3.4
1 whiteboard 2 teacher 3 window 4 door

Finishing the lesson (7 minutes)

• Hold up the four flashcards (whiteboard, teacher, window, door) one
by one and elicit the words.
• In their notebooks, pupils make their own drawing of one of the four
things from the flashcards.
• Extension When pupils have finished, ask them to show each other
their picture and say the word. Check pronunciation.
• Sing and do the actions for the ‘Goodbye’ song with the class.

80
 Lesson 2
Language practice 3
Lesson 2, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to practise the language from the previous
lesson Lesson 2, pa
rt 1
Language practice 3
• Target language: door, teacher, whiteboard, window; What’s this?
It’s a … . 1 3.5
Listen and number.
a b

Global Scale of English (GSE)

• Listening: Can recognise a few familiar everyday nouns and
adjectives (e.g. colours, numbers, classroom objects), if spoken
slowly and clearly (GSE 10). Can recognise isolated words 2 4
related to familiar topics, if spoken slowly and clearly and c d

supported by pictures or gestures (GSE 16). Can understand

basic questions about what things are in their immediate
surroundings or in pictures (e.g. What’s this?) (GSE 22).
• Speaking: Can name everyday objects, animals or people
around them or in pictures using single words (GSE 18). Can
1 3
2 3.6
Listen and tick ( ).
name everyday objects in their immediate surroundings or in
1 a b 2 a b
pictures, if guided by questions or prompts (GSE 19).

Materials
• Unit 3 flashcards (door, teacher, whiteboard, window)
✓ ✓
3 a b 4 a b
• Unit 2 flashcards and real classroom objects (bag, book, crayon,
pen, pencil, pencil case, eraser, ruler)
• drawing materials ✓ ✓
Assessment for Learning (formative assessment) 3 3.7
Listen. Then say..

Setting aims and criteria: lesson objectives presentation

Monitoring pupils’ learning: Traffic light cards technique; Activity Book, Unit 3 Sounds and Spelling Book
thirty-three 33
Lollipop stick technique Lesson 2, part 2 Unit 3, Lesson 2

Peer learning: pairwork

1 3.5 Listen and number. (7 minutes)
• Pupils look at each picture in turn. Point to each picture in the
Lesson 2, part 1 •
book and ask What’s this? and elicit the name.
Tell pupils to listen and number the pictures. Use the Traffic
light cards technique to check all pupils have understood what
Starting the lesson (8 minutes) to do before playing the audio.
• Extension Check answers by calling out the numbers and
• Sing and do the actions for the ‘Hello’ song with the class. eliciting the words, e.g. one – window.
• Review the vocabulary from the previous lesson and unit. Hold up or
touch objects (e.g. door, window, whiteboard) and ask What’s this? 3.5
Elicit It’s a … . Then hold up the flashcard for the word teacher and
1 window 2 teacher 3 whiteboard 4 door
ask Who’s this? Elicit It’s a teacher. (Avoid using yourself for this as
the answer would need to be You’re a teacher.)
2 3.6 Listen and tick (✓). (7 minutes)
• Give pupils a minute to look at the pictures. Elicit the names of
Presentation (5 minutes) the objects.
• Show page 33 in the Class Book and say What’s this? It’s a door. • Explain that pupils listen and tick the box with the correct
What’s this? It’s a window. Go to and touch each item as you ask picture. Use the Traffic light cards technique to check pupils
the questions. understand what to do before playing the audio.
• Play the audio. Pupils tick the correct boxes.

3.6
1 Mazin: What’s this?
Sami: It’s a whiteboard.
2 Mazin: What’s this?
Sami: It’s a window.
3 Mazin: What’s this?
Sami: It’s a door.
4 Mazin: What’s this?
Sami: It’s a cat.

81
 Lesson 2
Language practice
3 3.7 Listen. Then say. (5 minutes) Lesson 2, part 2
• Play the audio as a model of the language to be practised.
• Pupils listen again and repeat the question and answer.
• Pupils work in pairs asking and answering the question Starting the lesson (8 minutes)
using the pictures in Activities 1 and 2. • Sing and do the actions for the ‘Hello’ song with the class.
• Review the vocabulary from the previous lesson and unit. Stick the
Extra activity TPR flashcards on the board. Then say the word and have pupils point to
• Pupils walk around the classroom in pairs to ask and answer the correct word. Drill the pronunciation for each word. Then take
the question using real objects in the classroom. all the flashcards and say that you will hold up a flashcard and say
a word. If the word is correct, they should stand up, and if it’s wrong,
they should sit down.
3.7
Girl 1: What’s this? Practice
Girl 2: It’s a door.
Activity Book

Finishing the lesson (8 minutes)

• Using the Lollipop stick technique, choose one pupil to stand at Lesson 2, pa
rt 2
Language practice 3
the front of the class and give him/her one of the flashcards from
Unit 2 or Unit 3, Lesson 1 – the rest of the class should not see what 1 3.8
Listen and circle.
it is. 1

• The pupil asks What’s this? Using the Lollipop stick technique again,
choose pupils to guess what the flashcard shows, e.g. It’s a window/
whiteboard. The pupil at the front says No to incorrect guesses and, a b c

for a correct guess, uses a whole sentence, e.g. Yes, it’s a door. 2

• The pupil who made the correct guess then comes to the front and is
given a different flashcard. Continue the game.
• Sing and do the actions for the ‘Goodbye’ song with the class. a b c

a b c

2 Draw and share.

twenty-five 25

1 3.8 Listen and circle. (5 minutes)

• Pupils look at the pictures. Elicit the name of the item in
each picture.
• Tell pupils to listen and circle the correct picture. Play the audio.

3.8
1 Girl: What’s this?
Man: It’s a window.
2 Girl: What’s this?
Man: It’s a whiteboard.
3 Girl: What’s this?
Man: It’s a door.

82
 Lesson 2
3
2 Draw and share. (15 minutes)
• Focus pupils on the partial drawings. Ask What is it? Elicit It’s a
window.
• Pupils complete the drawings and colour them.
• Pupils work in groups to show their pictures and talk about
them, e.g. It’s a window. It’s brown. Encourage them to use colour
words to practise them in different contexts.

Finishing the lesson (12 minutes)

• Play the Team race game with the four flashcards (door, teacher,
whiteboard, window) for the lesson.
• Sing and do the actions for the ‘Goodbye’ song with the class.

83
 Lesson 3
Story
Lesson 3, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to understand a story; to think about how to
Lesson 3, part 1
be tidy Story
• Target language: chair, desk, floor, wall; The book is on the
chair. The pens are on the floor. The cat is under the desk. The Our
1 Watch or listen. Point to the cat. Te a m
3.9

pens are in the pot.

1 2

Global Scale of English (GSE)

• Listening: Can understand some basic words and phrases to
show politeness (e.g. ‘Please’, ‘Thank you’, ‘Excuse me’, ‘Sorry’)
(GSE 11). Can understand basic questions about what things
are in their immediate surroundings or in pictures (e.g. What’s
this?) (GSE 22).
3 4

Materials
• Unit 3 flashcards (chair, desk, floor, wall)
• Unit 2 flashcards and real classroom objects (bag, book, crayon,
pen, pencil, pencil case, eraser, ruler)
• drawing materials
• Unit 3 story animation
• Unit 3 story cards 5

• Classroom Poster

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Values
Monitoring pupils’ learning: Happy/sad face technique Be tidy

2 Look and find.

chair, desk, floor, wall; The Activity Book, Unit 3 Sounds and Spelling Book
34 thirty-four book is in/on/under the bag. Lesson 3, part 2 Unit 3, Lesson 3

Lesson 3, part 1
1 3.9 Watch or listen. Point to the cat. (15 minutes)
Starting the lesson (5 minutes) • Tell pupils they are going to listen to a story called Let’s tidy up! If
you like, you can write the title of the story on the board.
• Review the language from the previous lessons using real objects and • Guide pupils to find page 34 in the Class Book. Focus them on
flashcards. Hold or touch objects and ask What’s this? Elicit It’s a … . the pictures using the Story Cards. Ask Who’s this? and What’s
this?, pointing to the characters and objects pupils already
Presentation (5 minutes) know. Elicit answers using It’s … .
• Play the audio of the first scene and pause. Say Point to the cat.
• Show page 34 in the Class Book and say The crayons are on the • Play the second scene and pause. Repeat the three sentences,
desk. Point to crayons on a desk as you say it. You can also use the demonstrating what they mean, e.g. put some crayons on a desk
Classroom Poster to do that (refer to the Introduction page 20 to
and say The crayons are on the desk. Say that the cat is under
have ideas for working with posters).
the desk.
• Play the rest of the story, pausing after each scene. Say Point to
the cat after each scene.
• Play the full audio again. Pupils listen and point to the
correct picture.
• You can also play the story animation for pupils to watch.
• Refer to the Introduction pages 19–20 to have an idea about
working with stories, story cards and animations.
Answer key Pupils point to the cat in each picture of the story.

84
 Lesson 3
3
3.9 Lesson 3, part 2
Let’s tidy up!
Scene 1 Starting the lesson (5 minutes)
Miss Zahra: Oh, no! Look at the classroom! • Show pupils pictures from the story. Point to the characters and ask
Children: Oh, no! pupils who they can see.

Scene 2 • Ask pupils whether they like the story (in their first language if
necessary).
Sami: The crayons are on the desk.
Jack: The book is under the chair.
Fatma: The pens are on the floor. Practice
Scene 3
Activity Book
Sami: Let’s tidy up.
Jack/Fatma: OK!
Jack: I’ve got the crayons. The crayons are in the pot. Lesson 3, pa
Fatma: I’ve got the pens. The pens are in the pot. Story rt 2

Scene 4 1 3.10
Listen. Look and number.
Sami: The classroom is tidy! a c

Miss Zahra: Thank you, children.

Scene 5
Sami: Oh! Look at the wall!
Jack: It’s a cat! Oh, no! It’s Tom! 3 b
5
2 Look and find. (10 minutes)
• Introduce the topic of being tidy. Create some mess in the
classroom (use items pupils can name, e.g. books, crayons, pens,
d 2 e

pencils, erasers). Then point to the mess and say Oh, no! Look.
Let’s tidy up. Have pupils repeat Let’s tidy up! and then help you
tidy up the classroom. When finished, say The classroom is tidy.
Thank you! 1 4
• Using the Happy/sad face technique, distribute the cards
with faces. Show pupils an untidy desk and ask Is it good? Then
2 Look and colour. Values Be tidy
do the same with a tidy desk. Finally ask Is it good to tidy up?
1 2 3
• Extension You may wish to support your pupils’ understanding
by explaining or discussing what pupils do to tidy up at school
and at home in their first language. Discuss why it is good to
tidy up.
• Focus the pupils on the picture story and say Show me the
children tidying up.
Answer key Pupils point to picture 3.
26 twenty-six

Extra activity Creativity

• Pupils draw a picture of themselves tidying up at home.
1 3.10 Listen. Look and number. (10 minutes)
• Pupils look at the pictures from the story. Elicit the names of the
Finishing the lesson (5 minutes) characters, and any of the words and sentences from the story
• Read the story to pupils again, but this time pause for pupils to that they remember.
fill the gaps. Choose the key words pupils have learned and used • Explain that the pictures are in the wrong order and the pupils
already, e.g. have to number them in the correct order. Point out where they
write the numbers 1 to 5. Use the Traffic light cards technique to
Miss Zahra: Oh, no! Look at the classroom!
check they understand.
Children: Oh, no!
• Play the audio. Pupils point to the correct picture as they listen.
Sami: The … (crayons) are on the desk.
Monitor that they are doing this correctly.
Fatma: The … (book) is on the chair.
• Play the audio again for pupils to number the pictures.

85
 Lesson 3
Story

3.10
Let’s tidy up!
Scene 1
Miss Zahra: Oh, no! Look at the classroom!
Children: Oh, no!

Scene 2
Sami: The crayons are on the desk.
Jack: The book is under the chair.
Fatma: The pens are on the floor.

Scene 3
Sami: Let’s tidy up.
Jack/Fatma: OK!
Jack: I’ve got the crayons. The crayons are in the pot.
Fatma: I’ve got the pens. The pens are in the pot.

Scene 4
Sami: The classroom is tidy!
Miss Zahra: Thank you, children.

Scene 5
Sami: Oh! Look at the wall!
Jack: It’s a cat! Oh, no! It’s Tom!

2 Look and colour. (15 minutes)

• Discuss each picture with pupils thoroughly to make sure they link
them to the value of tidying up. It may be necessary to use L1 for
this activity.
• Pupils look at the pictures and think about which show tidying
up. Make sure pupils know to colour in the circles only and that
they can use any colour they like.
Answer key Pupils colour pictures 1 and 2.

Finishing the lesson (10 minutes)

• Read the story to pupils again, but this time ask pupils to get into
groups and react physically to the story as you read it, i.e. tidying
the classroom.
• If pupils are confident, they might want to say lines from the story
they remember together with you.
• Extension If they feel very confident, they could act out the story and
say the lines as a group.

86
 Lesson 4
Language practice 3
Lesson 4, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to practise the language from the previous
lessons Lesson 1 4, part 1
Lesson 1
Lesson Language practice 3
• Target language: chair, desk, floor, wall; The book is on the chair.
O upens
The pens are on the floor. The cat is under the desk. The r T eare
am 1 3.11 3.12
Listen again. Then listen, look and match.
in the pot. 1 2 3

Global Scale of English (GSE)

• Listening: Can recognise a few familiar everyday nouns and
adjectives (e.g. colours, numbers, classroom objects), if spoken
slowly and clearly (GSE 10). Can recognise isolated words
related to familiar topics, if spoken slowly and clearly and
supported by pictures or gestures (GSE 16). Can recognise a b c
familiar words and phrases in short, simple songs or chants
2 3.13
Listen, point and say.
(GSE 18). Can understand basic statements about where things
1 2 3 4
or people are, if spoken slowly and clearly and supported by
pictures or gestures (GSE 24).
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10). Can name everyday objects, animals or people around
them or in pictures using single words (GSE 18). Can sing a 3 3.14
Listen and tick ( ).
simple song, if supported by pictures (GSE 22). 1
a b
2
a b

Materials ✓ ✓
• Unit 3 flashcards (chair, desk, floor, wall) 3 a b 4 a b

• Vocabulary time (back of the Activity Book)

• Unit 3 stickers (at the back of the Activity Book)
✓ ✓
4 3.15 3.16
Listen and sing.
Assessment for Learning (formative assessment)
Activity Book, Unit 3 Sounds and Spelling Book
thirty-five 35
Setting aims and criteria: lesson objectives presentation Lesson 4, part 2 Unit 3, Lesson 4

Monitoring pupils’ learning: Traffic light cards technique;

Happy/sad face technique
1 3.11 & 3.12 Listen again. Then listen, look and
Peer learning: pairwork
match. (5 minutes)
• Play the audio of the story again (3.11) to remind pupils of
what happens.
• Focus the pupils on pictures 1–3 and point to each character in
Lesson 4, part 1 turn. Ask Who’s this? Then focus on pictures a–c and elicit the
names of the objects (crayons, pens, book).
• Play each line of audio 3.12 and elicit the name of the speaker,
Starting the lesson (5 minutes) e.g. It’s Sami.
• Revise the vocabulary for the unit using the flashcards (chair, desk, • Play audio 3.12 again. Pupils match the speaker to the picture
floor, wall). Use the Yes/No flashcard game to practise passive they are talking about.
knowledge of the four new words introduced in the previous lesson.

Presentation (5 minutes)
• Show page 35 in the Class Book and say The crayon is on the
desk. Point to a crayon on a desk as you say it.

87
 Lesson 4
Language practice
Extra activity TPR
3.11
• Pupils stand up. Divide up the class, boys and girls or two halves,
Let’s tidy up! to sing verses 1 and 2. They all sing the chorus.
Scene 1
Miss Zahra: Oh, no! Look at the classroom!
3.15
Children: Oh, no!
Chorus: Look! Look! Look!
Scene 2
What’s this? What’s this? What’s this?
Sami: The crayons are on the desk. Boy: It’s a window.
Jack: The book is under the chair. It’s a floor.
Fatma: The pens are on the floor. It’s a whiteboard.
It’s a door.
Scene 3
Chorus: Look! Look! Look!
Sami: Let’s tidy up. What’s this? What’s this? What’s this?
Jack/Fatma: OK! Girl: It’s a chair.
Jack: I’ve got the crayons. The crayons are in the pot. It’s a wall.
Fatma: I’ve got the pens. The pens are in the pot. It’s a desk.
Scene 4 It’s a doll.
Chorus: Look! Look! Look!
Sami: The classroom is tidy!
What’s this? What’s this? What’s this?
Miss Zahra: Thank you, children.

Scene 5
Sami: Oh! Look at the wall! Finishing the lesson (5 minutes)
Jack: It’s a cat! Oh, no! It’s Tom!
• Use the Happy/sad face technique to elicit from pupils what
they think of the story.
• Revise the unit vocabulary. Touch a desk and ask What’s this? Hold
3.12 up a crayon and ask What’s this?
• Put the crayon on the desk. Say The crayon is … and elicit on the
Sami: The crayons are on the desk.
desk. Pupils repeat the whole sentence.
Jack: The book is under the chair.
• Repeat with other objects, e.g. The book is on the desk. The bag is on
Fatma: The pens are on the floor.
the floor.
Extra activity Picture dictionary
2 3.13 Listen, point and say. (10 minutes)
• To review all the unit vocabulary in one place, please refer to the
• Focus the pupils on the four pictures. Elicit the words before Picture dictionary on page 54 in the Class Book.
pupils listen – they have heard them a few times now and have
seen the flashcards. Praise them if they can remember them. Extra activity Vocabulary time
• Play the audio. Pupils repeat the words.
• To practise all the unit vocabulary, go to the Vocabulary time
• Extension Pupils work in pairs to touch the items in the
section on page 58 in the Class Book. Pupils look at the images and
classroom and ask What’s this?
match them to the photographs.

3.13
1 chair 2 floor 3 desk 4 wall

3 3.14 Listen and tick (✓). (5 minutes)

• Give pupils a minute to look at the pictures and think about what
they show. Play the audio. Pupils tick the correct boxes.
• Extension Play the audio again and have pupils repeat the
sentences as they point to the correct picture.

3.14
1 The bag is on the floor.
2 The crayons are on the desk.
3 The cat is under the desk.
4 The pencils are in the pot.

4 3.15 & 3.16 Listen and sing. (5 minutes)

• Play the whole song as pupils listen.
• Teach pupils the chorus of the song by getting them to repeat
the words after you. Then play the song again with pupils joining
in with the chorus.
• Play each line of the verses and pause for pupils to repeat.
• Pupils sing along with the whole song.
• A karaoke version of the song is available (track 3.16).

88
 Lesson 4
3
Lesson 4, part 2 2 3.18 Listen and match. (7 minutes)
• Give pupils a minute to look at the pictures and prepare before
they listen. Elicit the name of each object.
Starting the lesson (8 minutes) • Play the first line of the audio. Pupils listen and draw a
• Sing and do the actions for the ‘Hello’ song with the class. line from the crayons to the desk. Use the Traffic light cards
• Use the flashcards (chair, desk, floor, wall) to elicit and practise the key technique to check pupils understand what they have to do.
vocabulary. Have pupils repeat the words after you. • Play the rest of the audio. Pupils draw lines to match objects
according to what they hear.

Practice 3.18
1 The crayons are on the desk.
Activity Book 2 The pen is in the bag.
3 The pencils are on the floor.
4 The cat is under the chair.
Lesson 1 4, part 2
Lesson 1
Lesson Language practice 3
1
Finishing the lesson (10 minutes)
3.17
Listen, find and stick.
a b c d
• Invite a pupil to the front of the class, using the Lollipop stick
technique. Give the pupil one of the flashcards (chair, desk, floor,
wall) for the lesson. The rest of the class should not see it. The pupil
says I’ve got … , but not complete the sentence. Choose another
3 4 1 2 pupil to guess what the flashcard shows, e.g. a chair. The pupil at
the front says No to incorrect guesses and, for a correct guess,
2 3.18
Listen and match.
a
uses a whole sentence, e.g. Yes, I’ve got a pen. The pupil who made
the correct guess then comes to the front and is given a different
1
flashcard. Continue the game with other pupils.
• Sing and do the actions for the ‘Goodbye’ song with the class.

3 c

twenty-seven 27

1 3.17 Listen, find and stick. (15 minutes)

• Ask pupils to go to the back of the Activity Book and find the
stickers they will need for this activity.
• Play the audio. Pause to allow pupils time to put the stickers in the
correct place.
• Extension When pupils have finished, ask them to point to each
picture and say the word.

3.17
1 desk 2 wall 3 chair 4 floor

89
 Lesson 5
Project: A desk tidy
Lesson 5 Practice
Class Book
Objectives
• Lesson objectives: to practise the language from Units 2 and 3
Pro j e c t
• Target language: crayon, pen, pencil, eraser, ruler; A desk tidy Lesson 5
I’ve got a …, What’s this? It’s a … .
1 Watch, make and show.

Global Scale of English (GSE)

• Listening: Can recognise familiar words and phrases in short,
simple songs or chants (GSE 18).
• Speaking: Can sing a simple song, if supported by pictures
(GSE 22). 1 2 3

Materials
• Unit 2 flashcards or real objects (bag, book, crayon, pen, pencil,
pencil case, eraser, ruler)
• templates of the desk tidy for pupils to press out (at the back of 4 5
the Class Book)
• a completed desk tidy for demonstration
• glue
• crayons or coloured pencils
• a soft ball
• Unit 3 project video 6

Listen and play.

Assessment for Learning (formative assessment)
2 3.19

Setting aims and criteria: lesson objectives presentation

Monitoring pupils’ learning: Lollipop stick technique; Traffic
light cards technique
Peer learning: pairwork Sounds and Spelling Book
36 thirty-six Unit 3, Lesson 5

1 Watch, make and show. (10 minutes)

Starting the lesson (5 minutes)
• Prepare checklists of the stages of making a desk tidy so
• Use the Unit 2 flashcards (bag, book, crayon, pen, pencil, pencil case, that you can keep a record of what pupils achieve. You could
eraser, ruler) to revise the vocabulary needed for the project. Use the
include:
Where is this card? and/or What’s missing? games.
(name) can:
1 press out the pictures.
Presentation (5 minutes) 2 colour the pictures.
• Before the lesson, prepare all the materials and make a desk tidy for 3 glue the sections carefully.
demonstration. 4 name their objects and their colours.
• Show page 36 in the Class Book and say Look! Explain that a 5 ask and answer questions about what objects they’ve got and
desk tidy is a selection of holders for stationery and classroom their colours.
items. Pupils can have different containers for pens, erasers and • Show the model desk tidy to the class and say what it is. Relate
so on. Show an example of the desk tidy that pupils are going to
it to the unit value of being tidy. Demonstrate what pupils can
make. Put some real pens or pencils in it. Take one object out of
do with it, e.g. show a pencil and say I’ve got a pencil and put it
the desk tidy and say, e.g. I’ve got a pencil.
in the desk tidy.
• Refer to the Introduction page 19 to have an idea about working • Focus pupils on the illustrations on page 36 in the Class
with projects. Book. Introduce and talk through each stage of the process so
pupils know what they are going to do before they start. You
can also play the video for pupils to better understand the
steps. Refer to the Introduction page 20 to have an idea about
working with videos. Use the Traffic light cards technique to
check pupils understand the procedure.
• Refer pupils to the press-out templates at the back of the Class
Book and distribute the materials needed.
• Pupils press out the shapes. Monitor closely and help wherever
necessary.

90
 Lesson 5
3
• Pupils colour the sides as they wish. There’s no need to colour
the bases as they won’t be seen.
• Demonstrate how to glue the bases to the sides. Make sure
pupils use the correct base for each side. Demonstrate how to
use the glue carefully.
Extra activity Fast finishers
• Ask more confident pupils to help other pupils who have yet
to finish.

• Pupils put items into their desk tidies. They can use real items
or the press-outs of pens, pencils, etc. they made in the Unit
2 project. If any pupils have not been successful at creating a
usable desk tidy, encourage them by saying they will have the
chance to make something else in the next project and then
put them to work with a partner who has created something
usable for the following activities.

2 3.19 Listen and play. (10 minutes)

• Play the audio to demonstrate the language. Pupils repeat the
question and answer.
• Using the Lollipop stick technique, choose one or two pupils
to ask about their desk tidies. Ask What’s this? Elicit answers
following the pattern It’s a desk tidy. I’ve got … .
• Choose pupils, using the Lollipop stick technique, and ask
them to show and name objects in their desk tidy, e.g. I’ve got a
blue pencil.
• Pupils put some of their items into their desk tidies. Pupils
then show each other what they have got, i.e. pupils take out the
items and say, e.g. I’ve got a green eraser.
• Pupils exchange empty desk tidies and put some items in
their partner’s desk tidy. They then take back their desk tidies
and unpack them saying, e.g. I’ve got a red ruler.
• Compare what you have got with one pupil. Say I’ve got a
yellow ruler. I haven’t got a green pen. Pupils do the same in
pairs.

3.19
Girl: What’s this?
Boy: It’s a desk tidy. I’ve got pencils. I’ve got a ruler.

Finishing the lesson (10 minutes)

• Pupils stand in a circle. Give them a small soft ball and ask them to
pass it from hand to hand. Every pupil who receives the ball has to
say any word in English. If he/she fails to do so or repeats one which
has already been used, he/she sits down and drops out of the game.

91
 Lesson 6
Review
Lesson 6 Practice
Class Book
Objectives
• Lesson objectives: to review language from the unit
• Target language: chair, desk, floor, wall, whiteboard, window; Lesson 6 Review 3
What’s this? It’s a …
1 3.20
Listen and number.

Global Scale of English (GSE)

a b

• Listening: Can understand basic phrases or sentences about

things people have, if supported by pictures (GSE 24).
Speaking: Can name everyday objects, animals or people 1 3
around them or in pictures using single words (GSE 18). Can talk c d
about things they have, using a basic phrase (GSE 28).

Materials
• Photocopiable 9 2 4
• desk tidies and items to put in them (from previous projects) 2 Draw.

• coins (for a game)

• drawing materials

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Lollipop stick technique; Traffic
light cards technique
Peer learning: pairwork

3 3.21
Listen. Then say.

Starting the lesson (5 minutes)

• Pupils use the desk tidies and school items they made in the previous Activity Book, Unit 3
Lesson 6
Sounds and Spelling Book
Unit 3, Lesson 6 thirty-seven 37

project lessons. Tell them to put some of the items in their desk
tidies.
• Go around the classroom and take out items from the desk tidies, 1 3.20 Listen and number. (5 minutes)
hold each one up and ask What’s this? Elicit It’s a … . Encourage
• Guide pupils to find page 37 in the Class Book. Focus the pupils on
pupils to use colours, e.g. a blue pen, a red pencil.
the pictures and elicit what they illustrate.
• Pupils continue to do the same in pairs. • Play the audio. Pupils listen and number the pictures in the
order they hear them.

Presentation (3 minutes) 3.20

• Show page 37 in the Class Book and say What’s this? It’s a
1 It’s a desk.
window. The pens are on the whiteboard.
2 It’s a window.
3 It’s a door.
4 It’s a whiteboard.

2 Draw. (5 minutes)
• Ask pupils to take out their drawing materials. Explain that they
have to complete a picture of a classroom. Elicit some of the items
they can include first, e.g. chair, desk and also things on the desk,
e.g. pen, ruler.
Diversity
Support
• Pupils work at their own pace. Some can draw just one or two
items.
Challenge
• Pupils could include more items, e.g. a bag and a desk tidy with
items in it.

92
 Lesson 6
3
3 3.21 Listen. Then say. (5 minutes) 2 3.22 Listen and draw. (5 minutes)
• Play the audio and pause after each line for pupils to repeat. • Ask pupils to listen and draw what they hear. Use the
• Take one of the drawings that a pupil drew in the previous Traffic light cards technique to check pupils understand before
activity. Hold it up and ask the pupil What’s this? Elicit It’s a … . continuing with the activity.
• Pupils work in pairs to show their drawings and talk about • Ask pupils to take out their drawing materials. Play the audio
them with a partner. several times, if necessary. Pause after each instruction for pupils
to draw.
3.21 Answer key Pupils draw books on the floor, a whiteboard on the
Boy 1: What’s this? wall and a ruler in the bag.
Boy 2: It’s a chair.
Boy 1: What’s this? 3.22
Boy 2: It’s a door. 1 The books are on the floor.
2 The whiteboard is on the wall.
Activity Book 3 The ruler is in the bag.

3 Look and colour for Unit 3. (5 minutes)

Review Lesson 6 • Find out how happy pupils are with what they have learned
in the unit. Find out if they can name things in the classroom.
1 Look and play! Explain that if they are happy, they can colour the smiley face. If
they think they are OK, they colour the middle face. If they are
unhappy because they didn’t like something or can’t remember the
words, they colour the unhappy face. Aim to give these pupils more
support in the next lesson.

Finishing the lesson (2 minutes)

• Find out what pupils’ favourite part of the unit was. Give pupils
the opportunity to repeat any popular activities. (If they say
the project, allow them to ask and answer questions about their
desk tidies again.)

Extra activity Picture dictionary

2 3.22
Listen and draw.
• To review all the unit vocabulary in one place, please refer to the
Picture dictionary on page 54 in the Class Book.

Extra activity Photocopiable 9

• Use photocopiable 9 to review the Unit 3 vocabulary.

3 Look and colour for Unit 3.

28 twenty-eight

1 Look and play! (5 minutes)

• Explain how to play. Give each pair of pupils a coin. Show
them the two different sides of the coin. Pupils take it in turns
to drop the coin on the desk. If it comes up heads (or side A), the
pupil moves one square forward. If it comes up tails (or side B),
they move two squares forward. When they land on the square,
they must say the word, e.g. It’s a door. The winner is the first to
land on the final square. Use the Traffic light cards technique to
check pupils understand how to play the game before they start.
• Pupils play the game in pairs.
Answer key door, wall, floor, teacher, chair, desk, whiteboard,
window

93
 Lesson 7
Get ready for ...
Lesson 7, parts 1 and 2 • At the end, pupils can also demonstrate their conversations in
pairs in front of the class. Praise pupils for their hard work.
• If pupils have time at the end, they can also draw their own simple
Objectives pictures to talk about in the same way.

• Lesson objectives: to review language from Unit 3; to provide

pupils with an insight into an exam they can take at their level. Get ready for...
• Target language: classroom, bag, door, ruler, chair, desk, floor;
boy, girl; pencil case, crayon, book, desk, pen, floor Pre A1 Starters Speaking Part 2
1 Ask and answer questions about the picture.

Global Scale of English (GSE)

• Listening: Can understand short, simple instructions addressed
slowly and clearly (GSE 20). Can understand basic phrases or
sentences about things people have, if supported by pictures
(GSE 24).

Materials
• Unit 3 flashcards (door, teacher, whiteboard, window, chair,
desk, floor, wall)
• drawing materials

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Lollipop stick technique

Lesson 7, part 1
Starting the lesson (5 minutes)
• Review the vocabulary from the unit, using pupils’ belongings,
e.g. school bag, pencil case, crayon and books. Have pupils say the
words and check their pronunciation. 38 thirty-eight

Presentation (10 minutes)

• Explain that in this lesson pupils will practise for the Starters
Speaking Exam.
Lesson 1 7, part 1
Lesson 1
Lesson 3
• Review and practise with the class some of the language which will
appear in the listening. You could do this by asking, What’s this
room? Where are we? to elicit classroom.
• Then take some stationery and say What have I got?, so pupils say
You’ve got a pencil case/ruler/crayon/books.

Practice
Class Book
1 Ask and answer questions about the picture.
(20 minutes)
• Look at the picture with the class. Pupils will be looking at the
picture together and making sentences about it. If they can,
they will also ask and answer questions.
• First, ask pupils to name as many objects as they can in the
picture. They can name the classroom objects as well as say the
colours of items. They can also count items, for example the
number of books on the boy’s table.
• Then, say sentences for pupils to complete by pointing to the
relevant part of the picture. Point to the green pencil case. Say, It’s
a ... Pupils complete the sentence. Ask, Is it yellow? Elicit No. Is it
green? Elicit Yes.
• Also ask questions with What’s this? Point to the objects that they
know. They answer accordingly.
• Give as many ideas for what to say as possible before pupils try
the same activity in pairs. Circulate as pupils work and help where Activity Book, Unit 3 Sounds and Spelling Book
thirty-nine 39
Lesson 7, part 2 Unit 3, Lesson 7
necessary.

94
 Lesson 7
3
Finishing the lesson (5 minutes) • Say each word carefully and clearly for pupils to identify the
objects. Have pupils say the words to check pronunciation.
• Ask pupils to stand in a circle (or remain in their seats if there is • After going through each word, ask pupils to return to their seats if
not enough space in the class). Throw the ball to one pupil and ask
they’ve been moving around.
the other pupils Who’s this? Hopefully this will generate laughter so
• Now move to reviewing the colours.
pupils can relax after quite a busy class. Pupils should say the name.
• Ask pupils to hold up something green, orange, yellow and red.
Indicate that the person should throw the ball to someone else and
• Say the colour and watch as pupils hold up the corresponding items.
elicit the question Who’s this? Once their name’s given the game
should continue around the class.
• Have them look around the room to check whether their answers are
correct by comparing them to others.
• Then have them say the colours.
• Now go to the book and have them identify the different items there.
Lesson 7, part 2 •
Check the pronunciation again.
Ask the pupils, What colour are they?
• This should elicit smiles as the drawings are currently in black and
Starting the lesson (10 minutes) white.
• Say they will listen and colour them in.
• Review what pupils did last class and elicit as much detail as they • Give out colouring pencils/pens.
can remember from the Starters exam. Ask them if they think they
• Play item 1 and have them identify the item mentioned by pointing
might be interested in taking the exam and why/why not.
to it (the bag). Ask what colour it should be, then have pupils say red.
• Tell them that, rather excitingly, they are now going to look at • Say you will continue with the other items and they should just
another part of the Listening exam, Part 4.
colour a quick dash with the relevant colour as they hear it.
• Once you have listened to all the items, stop the audio and have
Practice pupils check the answers with their partners.
• They should then colour the items in full.
Activity Book • Circulate and give any help necessary.
• Check answers as a class, using the Lollipop stick technique.
Answer key Pupils colour the bag red, the book green, the ruler
Lesso orange, the pencil case yellow and the eraser blue.
Get ready for...
n 7, part 2 3
3.23
Pre A1 Starters Listening Part 4
1 3.23
Listen and colour.
1 Woman: Look at the bag. It’s on the floor. It’s red. Colour the
bag red.

2 Woman: Look at the book. It’s on the desk. It’s green. Colour the
book green.

3 Woman: Look at the ruler. It’s on the chair. The ruler is orange.
Girl: Orange?
Woman: Yes. Colour the ruler orange.

4 Woman: Look at the pencil case. It’s yellow.

Girl: Yellow?
Woman: Yes. The pencil case is yellow. Colour the pencil case
yellow.
Girl: OK.

5 Woman: Look at the eraser. Colour it blue.

Girl: OK. The eraser is blue.
Woman: Yes. Colour the eraser blue.
Girl: OK.

Finishing the lesson (5 minutes)

• Tell pupils to get their own school bags onto their desks and pack
their school equipment into it carefully (remind them to look after
their things) as if they are going home.
• They then move around the classroom to find a partner.
twenty-nine 29
• Pupils show each other what they have and haven’t got in their bags.
Ask them to say the items and the colours.

1
Class reading Unit 3
3.23 Listen and colour. (25 minutes)
• Choose a story to read with the class. Follow the usual procedure
• Ask pupils to walk around the classroom. If you have a big class, of dealing with class reading (refer to the Introduction page 19).
make this a ‘point to’ activity.
• Take a set of classroom items, i.e. a bag, a book, a ruler, a pencil Quiz Unit 3
case and an eraser.
• Pupils now complete the quiz for Unit 3. Give pupils support where
• Spread them around the classroom. necessary and focus time on areas where pupils commonly needed
• Ask pupils to walk towards the item that you name. If this is a ‘point extra help. Praise pupils for their hard work and they will now
to’ activity, then they should point to the item.
move on to Unit 4!
95
 4 My favourite toy

Unit objectives
to talk about favourite toys and their colours

Language
Vocabulary ball, car, doll, plane, robot, teddy, train, yo-yo

Grammar What colour is it? It’s … .

What’s your favourite toy? It’s my … .

Functions naming toys and their colours; naming your favourite toy

Learning outcomes
Listening • to listen and follow simple illustrated stories
• to respond to verbal and non-verbal instructions
• to identify core vocabulary
• to respond to questions based on aural texts
• to listen to rhymes, chants and songs

Speaking • to identify objects

• to talk about familiar topics
• to recite rhymes, chants and songs chorally

Cognitive skills • to listen carefully, attend to and take account of what others say
• to stay engaged and focused on short tasks, to not get distracted
• to use own ideas for doing creative activities like colouring, drawing and
building to represent vocabulary and familiar concepts
• to understand the steps needed to complete the activity
• to say if they feel happy with what they have done
• to guess words from illustrations in storybooks
• to say whether or not they like a story, song or game
• to take turns in shared activities
• to share space and objects

96
 • to explore different materials and decide what to use
• to match objects, people, letters, pronunciations and words
• to draw pictures to represent vocabulary and familiar concepts
• to find uses for created objects or contents (e.g. in a play, story or
game)
• to listen and respond physically to songs, rhymes, chants
• to respond appropriately to questions

Key competences
Linguistic competence: use language as an instrument for communication (L. 1–7)

Digital competence: use Class Book eBook (L. 1–7)

Social and civic competences: learn to be creative (L. 2; L. 5); describe toys (L. 1–4)

Cultural awareness and expression: express Omani identity (L. 1–7)

Learning to learn: reflect on what has been learnt and self-evaluate progress using: previous
knowledge; personalisation of language learnt (L. 1–7)

Initiative and entrepreneurship: use individual self-expression for the project (L. 5)

Future Skills
Critical thinking Logical thinking (L. 3); Finding information (L. 3); Planning (L. 5);
Reflecting on learning (L. 6)

Creativity Decorate and fill a cardboard toy box (L. 5)

Communication Describing toys by their colours (L. 2; L. 6)

Collaboration Project groupwork (L. 5)

Sounds and Spelling Book

/T/; /D/; /ø/; /d/; /l/; /tS/; /v/

Evaluation
• Assessment for Learning: throughout the unit (see detailed notes in the lesson plans)
• Self-assessment: Class Book pp. 45 and 61; Activity Book p. 34
• Picture dictionary: Class Book p. 55
• Unit 4 Quiz

External exams
Class Book Activity Book
Pre A1 Starters Listening Part 2 Pre A1 Starters Listening Part 4
Pre A1 Starters Speaking Part 4

97
 Lesson 1

Lesson 1, parts 1 and 2 Practice

Class Book
Objectives
• Lesson objectives: to name toys
Lesson 1, pa
• Target language: ball, car, robot, teddy; What colour is it? rt 1

4
It’s … .

My favourite toy
Global Scale of English (GSE)
• Listening: Can recognise a few familiar everyday nouns and 1 Listen and follow.
4.1

adjectives (e.g. colours, numbers, classroom objects), if spoken

slowly and clearly (GSE 10). Can recognise isolated words
related to familiar topics, if spoken slowly and clearly and
supported by pictures or gestures (GSE 16).
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10).

Materials
• toys (ball, car, robot, teddy – several of different colours, if
possible)
• Unit 4 flashcards (ball, car, robot, teddy)
• Unit 4 poster
• Unit 4 stickers (at the back of the Activity Book)
• pictures of toys (ball, car, robot, teddy) cut in half (a half for
each pupil) 2 4.2
Listen, point and say.
2 4
1

Assessment for Learning (formative assessment) 3

Setting aims and criteria: lesson objectives presentation

Monitoring pupils’ learning: Lollipop stick technique
Peer learning: groupwork ball, car, robot, teddy; Activity Book, Unit 4 Sounds and Spelling Book
40 forty What colour is it? It’s … Lesson 1, part 2 Unit 4, Lesson 1

Lesson 1, part 1 1 4.1 Listen and follow. (15 minutes)

• Display a ball, toy car and a teddy on a desk at the front or use
the unit flahscards. Have a toy robot hidden away. Say Look at
Starting the lesson (5 minutes) my toys and bring out the toys for pupils to have a look.
• Revise the colours as introduced in Learning club 1. Point to • Hold up each in turn and present the name of the toy, i.e. This is
something in the room or hold up something which is blue. Say blue. my toy/car/teddy.
Pupils repeat blue after you. Point to or hold up the object and ask Is • Say I’ve got a robot, too and bring out your robot (or the
it red or blue? Elicit It’s blue. Ask What colour is it? Elicit It’s blue. Do flashcard). Pupils say Hello, robot.
the same with other colours. • Guide pupils to find page 40 in the Class Book. Show them
the Unit 4 poster and ask them to look at it (refer to the
Extra activity TPR Introduction page 20 to have ideas for working with posters).
• Sing and do the actions for the ‘Hello’ song. (You can do this at Say Tom, robot, teddy, ball, car, Sami, Jack.
the start of each lesson in the unit.) • Play the audio. Pupils listen and follow the conversation.
• Extension Use the pictures to revise the colours and use the
target structure. Point to the ball and ask What’s this? Elicit It’s
Presentation (5 minutes) a ball. Ask What colour is it? Elicit It’s yellow. Repeat with the
• Show page 40 in the Class Book and say ball, car, teddy, robot. car, teddy and robot.
Hold up an example of each item as you say the word.
4.1
Sami: Look at my toys.
Jack: Oh, yes!
Sami: This is my ball. This is my car. This is my teddy.
Jack: Hello, teddy!
Sami: I’ve got a robot, too.
Jack: What colour is it?
Sami: It’s red. Look!
Jack: Oh, yes! Hello, robot!
Sami
and Jack: Ha, ha!

98
 Lesson 1
4
2 4.2 Listen, point and say. (10 minutes) Lesson 1, part 2
• Focus pupils on the pictures at the bottom of the page. Point to
each in turn and say the word. Pupils repeat after you.
• Play the audio as pupils look at their books. The first time, tell Starting the lesson (8 minutes)
them to point to the correct picture as they listen. • Sing and do the actions for the ‘Hello’ song with the class.
• Play the audio again for pupils to repeat the words. • Distribute the pictures of toys cut in half. Ask pupils to stand up and
• Extension Point again to each object and ask What colour is it? find the other half. Pupils say the name of the toy to the class.
Pupils reply It’s … .

4.2 Practice
1 ball 2 car 3 teddy 4 robot Activity Book

Extra activity TPR

• Introduce the four flashcards for the lesson (ball, car, robot, Lesson 1, pa
rt 2

4
teddy). Show the flashcards and get pupils to repeat the words
after you.
• Place each card in different parts of the classroom. When you say My favourite toy
one of the words, pupils must go to the correct flashcard. (If you
do not have the room for this, they can simply stand up and point 1 4.3
Listen. Look and circle.
to the correct card.)
• Extension Choose individual pupils to do the activity, using
2
the Lollipop stick technique. Get the rest of the class to help by
pointing to where the pupil should go. 1 3

Finishing the lesson (5 minutes)

• Play the Team race game, adapted to use real toys around the
classroom (balls, cars, robots and teddies of different colours, i.e. you 4 6

can have a blue, green and brown ball).

Extra activity TPR 5

• Play the ‘Goodbye’ song pupils learned in the Welcome lesson.

(You can use this at the end of each lesson in this unit).

2 4.4
Listen, find and stick.
a b c d

30
2 4 1 3
thirty

1 4.3 Listen. Look and circle. (10 minutes)

• Focus pupils on the pictures on page 30 in the Activity Book.
Elicit the name of each object.
• Tell pupils to listen and circle Sami’s toys. Play the audio again.

4.3
Sami: Look at my toys.
Jack: Oh, yes!
Sami: This is my ball. This is my car. This is my teddy.
Jack: Hello, teddy!
Sami: I’ve got a robot, too.
Jack: What colour is it?
Sami: It’s red. Look!
Jack: Oh, yes! Hello, robot!
Sami
and Jack: Ha, ha!

99
 Lesson 1

2 4.4 Listen, find and stick. (15 minutes)

• Ask pupils to go to the back of the Activity Book and find the
stickers they will need for this activity.
• Play the audio. Pause to allow pupils time to put the stickers in
the correct place.
• Extension When pupils have finished, ask them to point to each
in turn and say the word.

4.4
1 teddy 2 ball 3 robot 4 car

Finishing the lesson (7 minutes)

• Review the toys using the flashcards. Hold up each flashcard, elicit
what it is and hand it to a pupil. Pupils with flashcards show
the flashcard to the class, say It’s a..., and stick it on the board
for the class to repeat.
• Sing and do the actions for the ‘Goodbye’ song with the class.

100
 Lesson 2
Language practice 4
Lesson 2, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to practise the language from the previous
lesson Lesson 2, pa
rt 1
Language practice 4
• Target language: ball, car, robot, teddy; What colour is it?
It’s … . 1 4.5
Listen and circle.
1 2

Global Scale of English (GSE)

• Listening: Can recognise isolated words related to familiar a b a b
topics, if spoken slowly and clearly and supported by pictures
or gestures (GSE 16). Can identify common objects from 3 4

descriptions, if spoken slowly and clearly (GSE 28).

• Speaking: Can name everyday objects, animals or people
a b a b
around them or in pictures using single words (GSE 18).
2 4.6
Listen and number.

Materials a
b
• toys or pictures of toys (ball, car, cat, teddy, robot)
• Unit 4 flashcards (ball, car, robot, teddy)
• drawing materials 4
c d 1
Assessment for Learning (formative assessment)
Setting aims and criteria: lesson objectives presentation 3 2
Monitoring pupils’ learning: Lollipop stick technique
Peer learning: pairwork and groupwork

3 4.7
Listen. Then say.

Lesson 2, part 1 Activity Book, Unit 4 Sounds and Spelling Book

Lesson 2, part 2 Unit 4, Lesson 2 forty-one 41

Starting the lesson (8 minutes)

• Sing and do the actions for the ‘Hello’ song with the class. 1 4.5 Listen and circle. (4 minutes)
• Review the vocabulary from the previous lesson using the real toys • Focus pupils on the pictures on page 41 in the Class Book. Elicit
and/or flashcards (ball, car, robot, teddy). Show them at random the name of the item in each picture.
and elicit the word. • Tell pupils to listen and circle the correct picture. Play the audio.
• Play the Observation game with the flashcards (ball, car, robot, Pupils circle the toy they hear in each pair of pictures.
teddy). • Check answers as a class using the Lollipop stick technique.
• Extension Pupils work in pairs. One pupil points to any of the
pictures and asks What’s this? The other answers and then asks
Presentation (2 minutes) the next question.
• Show page 41 in the Class Book and say What colour is it?
Point to one of the toys on the page. Pupils reply It’s ... 4.5
1 robot 2 teddy 3 car 4 ball

2 4.6 Listen and number. (6 minutes)

• Pupils look at each picture in turn. Point to the picture and ask
What’s this? and elicit the name. Then ask What colour is it? and
elicit the colour.
• Explain to pupils that in this activity they are listening for the
colour, not the name, of the toy. Play the audio. Pupils number
the pictures.

101
 Lesson 2
Language practice

4.6 Lesson 2, part 2

1 Man: What colour is it?
Sami: It’s red. Starting the lesson (10 minutes)
2 Man: What colour is it?
Sami: It’s brown.
• Sing and do the actions for the ‘Hello’ song with the class.
3 Man: What colour is it? • Revise the vocabulary for the unit using real toys or flashcards (ball,
Sami: It’s green. car, robot, teddy). Play any of the following games: Which card
is this?, What’s missing?, Which card have you got?, Where is this
4 Man: What colour is it?
card?, Standing up.
Sami: It’s orange.

3 4.7 Listen. Then say. (5 minutes) Practice

• Play the audio as a model of the language to be practised.
Activity Book
• Pupils listen again and repeat the question and answer.
• Pupils work in pairs asking and answering the question
using the pictures in Activities 1 and 2.
Lesson 2, pa
rt 2
Language practice 4
4.7
1 4.8
Listen and circle.
Boy: What colour is it?
Girl: It’s blue. 1 2

Finishing the lesson (15 minutes)

a b a b

• Pupils work in groups at a table. Ask one pupil from each group
3 4
to come to the front. Give them a toy, flashcard or other picture of a
toy (ball, car, robot or teddy) of different colours (blue, green, yellow,
orange, red, brown). To check that pupils know what they are, ask a b a b

What’s this? and What colour is it?

• The pupils return to their groups and show their toy or picture to 2 Draw and share.

their groups. They ask What’s this? and What colour is it? Members
of the group answer.
• The next member of each group then returns the toy to you and gets
another.
• Sing and do the actions for the ‘Goodbye’ song with the class.

thirty-one 31

1 4.8 Listen and circle. (5 minutes)

• Focus pupils on the pictures on page 31 in the Activity Book.
Point to each picture and ask What’s this? and elicit the name.
• Explain to pupils that in this activity they are listening for the
colour, not the name, of the toy. Play the audio. Pupils circle the
toy with the corresponding colour in each pair of pictures.

4.8
1 Woman: What colour is it?
Girl: It’s orange.
2 Woman: What colour is it?
Girl: It’s brown.
3 Woman: What colour is it?
Girl: It’s green.
4 Woman: What colour is it?
Girl: It’s red.

102
 Lesson 2
4
2 Draw and share. (15 minutes)
• Display the four lesson flashcards (ball, car, robot, teddy) and
tell pupils to draw two of the items. They can colour in their
drawings.
• Pupils work in groups to show their pictures and ask and
answer questions about them, e.g. What’s this? What colour is it?

Finishing the lesson (10 minutes)

• Put the unit flashcards (car, robot, teddy, ball) face down on a
table at the front of the class. Using the Lollipop stick technique,
choose a pupil to come up, take any card, look at it, then draw the
toy on the board. As the pupil is drawing, ask the rest of the class
What is it? When they get the correct answer, the pupil drawing says,
Yes, it’s a …! Continue with other pupils.
• Sing and do the actions for the ‘Goodbye’ song with the class.

103
 Lesson 3
Story
Lesson 3, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to understand a story; to think about how
Lesson 3, part 1
to share Story
• Target language: doll, plane, train, yo-yo; What’s your
favourite toy? It’s my … . Our
1 Watch or listen. Point to Sue. Te a m
4.9

1 2

Global Scale of English (GSE)

• Listening: Can identify common objects from descriptions, if
spoken slowly and clearly (GSE 28).

Materials
• Unit 4 flashcards (ball, car, doll, plane, robot, teddy, train, yo-yo)
• drawing materials
3 4
• Unit 4 story animation
• Unit 4 story cards
• Toys Classroom Poster

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Happy/sad face technique
5

Lesson 3, part 1
Values Share

Starting the lesson (5 minutes) 2 Look and find.

doll, plane, train, yo-yo; What’s Activity Book, Unit 4 Sounds and Spelling Book
• Review the language from the previous lessons using real toys 42 forty-two your favourite toy? It’s my ... Lesson 3, part 2 Unit 4, Lesson 3

and/or flashcards (ball, car, robot, teddy). Show the toys and ask
What’s this? Elicit It’s a … . Ask What colour is it? Elicit It’s … .
1 4.9 Watch or listen. Point to Sue. (15 minutes)
• Present the new vocabulary before pupils listen to the audio. Use
Presentation (5 minutes) real toys or flashcards of a doll, plane, train and yo-yo.
• Show page 42 in the Class Book and say doll, plane, train, • Hold up each item and say the name clearly several times,
yo-yo. You can also use the Toys Classroom Poster to do that e.g. plane. Pupils repeat the words after you.
(refer to the Introduction page 20 to have ideas for working with • Hold up one item and ask Is it a plane? Pupils answer Yes or No.
posters). • Hold up one item and ask Is it a plane or a train? Pupils answer
It’s a plane.
• Hold up one item and ask What is it? Pupils answer It’s a plane.
• Tell pupils they are going to listen to a story called The green
yo-yo. If you like, you can write the title of the story on the
board.
• Guide pupils to find page 42 in the Class Book. Focus them on
the pictures using the Story Cards. Ask Who’s this? and What’s
this?, pointing to the characters and objects pupils already
know. Elicit answers using It’s … .
• Play the audio of the first two scenes and pause. Say Point to
Sami.
• Play the third scene and pause. Say Point to Sue.
• Play the rest of the story. Say Point to Sue.
• Play the full audio again. Pupils listen and point to the correct
pictures.
• You can also play the story animation for pupils to watch.
• Refer to the Introduction pages 19–20 to have an idea about
working with stories, story cards and animations.
Answer key Pupils point to Sue the doll in pictures 1, 2, 3 and 5.

104
 Lesson 3
4
4.9 Lesson 3, part 2
The green yo-yo
Scene 1 Starting the lesson (5 minutes)
Fatma: Let’s play!
• Using the Happy/sad face technique, distribute the cards with
Scene 2 faces. Hold a toy up to show the class. Say I’m not sharing. Is it
Lily: What’s your favourite toy? good? Pupils show their cards. Give the toy to a pupil and ask I’m
Fatma: It’s my train. sharing. Is it good?
Sami: What’s your favourite toy?
Jack: It’s my plane.
Practice
Scene 3
Fatma: What’s your favourite toy?
Activity Book
Lily: It’s my doll. Say hello to Sue.
Fatma: Hello, Sue!
Scene 4 Lesson 3, pa
Story rt 2
Lily: What’s your favourite toy?
Sami: It’s my yo-yo. Errrrr. Oh, no.
1 4.10
Listen. Look and number.
Lily: What colour is it?
a c
Sami: It’s green.
Scene 5
Fatma: Let’s share!
Jack and Lily: Yes! Let’s all play!
Sami: Thank you! 2 b
5
2 Look and find. (10 minutes)
• Introduce the topic of sharing. Take one of the toys and play
with it alone. Mime turning your back and keeping the toy to
d 4 e

yourself. Say I’m not sharing. Then invite one or two pupils to
share the toy and play with you. Say I’m sharing.
• Using the Happy/sad face technique, distribute the cards
with faces. Play alone again and say I’m not sharing. Is it good?
Pupils show their cards. Share the toy with others and ask I’m
1 3
sharing. Is it good? Pupils show their cards.
• Extension You may wish to support pupils’ understanding by 2 Look and colour. Values Share

explaining or discussing what pupils do to share at school and 1 2 3

at home in their first language. Discuss why it is good to share

(e.g. you have more things to play with, you make friends, you
have more fun). Ask pupils to give examples of when they share
things, at home and at school.
• Focus pupils on the first two pictures of the story and
Sami. Explain that Sami has no toys. Use the Happy/sad face
cards again. Ask Is Sami happy? or Is Sami sad? showing the 32 thirty-two

appropriate cards to indicate the meaning of happy and sad.

Pupils show their cards.
• Do the same with pictures 3 and 4. Then focus on picture 5.
Using the Happy/sad face cards, elicit that Sami is happy at the
1 4.10 Listen. Look and number. (20 minutes)
end when all the children share. • Explain that the pictures are in the wrong order and pupils have
to help put them in the correct order. Point out to pupils where
they need to write the numbers 1 to 5.
Finishing the lesson (5 minutes) • Play the audio of the story again. Pupils point to the correct
• Read the story to pupils again, but this time pause for pupils to fill the picture as they listen. Monitor that they are doing this correctly.
gaps. Choose the key words pupils have learned and used already, e.g. • Play the audio again for pupils to number the pictures.
Fatma: Let’s play!
Sami: What’s your favourite … (toy)?
Fatma: It’s my … (train).

105
 Lesson 3
Story

4.10
Scene 1
Fatma: Let’s play!
Scene 2
Lily: What’s your favourite toy?
Fatma: It’s my train.
Sami: What’s your favourite toy?
Jack: It’s my plane.
Scene 3
Fatma: What’s your favourite toy?
Lily: It’s my doll. Say hello to Sue.
Fatma: Hello, Sue!
Scene 4
Lily: What’s your favourite toy?
Sami: It’s my yo-yo. Errrrr. Oh, no.
Lily: What colour is it?
Sami: It’s green.
Scene 5
Fatma: Let’s share!
Jack and Lily: Yes! Let’s all play!
Sami: Thank you!

2 Look and colour. (10 minutes)

• Discuss each picture with pupils thoroughly to make sure they
link them to the value of sharing. It may be necessary to use L1
for this activity.
• Pupils look at the pictures and colour in the circles of those
which show the value of sharing. They can use any colour.

Finishing the lesson (5 minutes)

• Use the Happy/sad face technique to elicit what pupils thought
of the story.
• Play the Team race game with the unit flashcards (ball, car, doll,
plane, robot, teddy, train, yo-yo).

106
 Lesson 4
Language practice 4
Lesson 4, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to practise the language from the previous
lessons Lesson 1 4, part 1
Lesson 1
Lesson Language practice 4
• Target language: ball, car, doll, plane, robot, teddy, train,
yo-yo; What’s your favourite toy? It’s my … . Our
Te a m 1 Listen again. Then listen, look and match.
4.11 4.12

1 2 3 4

Global Scale of English (GSE)

• Listening: Can recognise a few familiar everyday nouns and
adjectives (e.g. colours, numbers, classroom objects), if spoken
slowly and clearly (GSE 10). Can recognise isolated words
related to familiar topics, if spoken slowly and clearly and
supported by pictures or gestures (GSE 16). Can recognise
familiar words and phrases in short, simple songs or chants a b c d

(GSE 18). Can understand basic statements about where things

2 4.13
Listen, point and say.
or people are, if spoken slowly and clearly and supported by
1 2 3 4
pictures or gestures (GSE 24).
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10). Can name everyday objects, animals or people around
them or in pictures using single words (GSE 18). Can sing a 3 4.14
Listen and tick ( ).
simple song, if supported by pictures (GSE 22).
1 a b 2 a b

Materials
• toys, if possible (ball, car, doll, plane, robot, teddy, train, yo-yo) ✓ ✓
• Unit 4 flashcards (ball, car, doll, plane, robot, teddy, train, yo-yo) 3 a b 4 a b

• Unit 4 stickers (at the back of the Activity Book)

Assessment for Learning (formative assessment) ✓ ✓

4 4.15 4.16
Listen and sing.
Setting aims and criteria: lesson objectives presentation Activity Book, Unit 4 Sounds and Spelling Book
Lesson 4, part 2 Unit 4, Lesson 4 forty-three 43
Monitoring pupils’ learning: Traffic light cards technique;
Lollipop stick technique; Happy/sad face technique
1 4.11 & 4.12 Listen again. Then listen, look and
match. (7 minutes)
Lesson 4, part 1 • Play the audio of the story (4.11) to remind pupils of what
happens.
• Focus pupils on pictures 1–4 and point to each character in turn.
Starting the lesson (5 minutes) Ask Who’s this? Then point to toys a–d and ask What’s this? for
each one.
• Revise the vocabulary for the unit using real toys or flashcards (ball, • Explain the activity carefully. Pupils have to match the
car, doll, plane, robot, teddy, train, yo-yo). Play any of the following
character to their toy. Use the Traffic light cards technique to
games: Which card is this?, What’s missing?, Which card have you
got?, Where is this card?, Standing up. check that pupils are ready to do the activity.
• Play audio 4.12. Pupils match the characters and toys.

Presentation (2 minutes)
• Show page 43 in the Class Book and ask What’s your favourite
toy? It’s my ... .

107
 Lesson 4
Language practice

4.11 4 4.15 & 4.16 Listen and sing. (7 minutes)

Scene 1
• Play the song as pupils listen.
Fatma: Let’s play!
• Teach pupils the chorus of the song by getting them to repeat
the words after you. Then play the song again with pupils joining
Scene 2
in with the chorus.
Lily: What’s your favourite toy?
• Play each line of the verses and pause for pupils to repeat.
Fatma: It’s my train.
• Pupils sing along with the whole song.
Sami: What’s your favourite toy?
• A karaoke version of the song is available (track 4.16).
Jack: It’s my plane.
Scene 3 4.15
Fatma: What’s your favourite toy?
Lily: It’s my doll. Say hello to Sue. Chorus: Let’s play! Let’s play! Hooray! Hooray!
Fatma: Hello, Sue! Verse 1: What’s your favourite toy?
Scene 4 It’s my train.
Lily: What’s your favourite toy? What’s your favourite toy?
Sami: It’s my yo-yo. Errrrr. Oh, no. It’s my plane.
Lily: What colour is it? Chorus: Let’s play! Let’s play! Hooray! Hooray!
Sami: It’s green. Verse 2: What’s your favourite toy?
Scene 5 It’s my doll.
Fatma: Let’s share! What’s your favourite toy?
Jack and Lily: Yes! Let’s all play! It’s my yo-yo.
Sami: Thank you! Chorus: Let’s play! Let’s play! Hooray! Hooray!

4.12
Man: What’s your favourite toy?
Finishing the lesson (4 minutes)
Fatma: It’s my train. • Focus pupils on the picture story on page 42 in the Class Book (4.9).
Jack: It’s my plane. Play the beginning of each line of the audio, but pause for pupils to
Lily: It’s my doll. fill in what is said, e.g.
Sami: It’s my yo-yo. Lily: What’s your … (favourite toy)?
Sami: It’s my yo-yo. Errrrr. Oh, no.
Lily: What … (colour is it)?
2 4.13 Listen, point and say. (5 minutes) Sami: It’s … (green).
• Ask pupils to focus on the four pictures and give them a minute • Use the Happy/sad face technique to elicit from pupils what
to look at them. Elicit the words before pupils listen. they think of the story.
• Play the audio. Pupils point to the words and repeat them.
Extra activity Picture dictionary
4.13 • To review all the unit vocabulary in one place, please refer to the
1 train 2 plane 3 doll 4 yo-yo Picture dictionary on page 55 in the Class Book.

Extra activity Vocabulary time

3 4.14 Listen and tick (✓). (10 minutes) • To practise all the unit vocabulary, go to the Vocabulary time
• Review the meaning of the word favourite using some real toys. section on page 59 in the Class Book. Pupils listen to the audio,
Put them all in front of you and name each item. Then mime tick the correct picture and say its name.
thinking and picking one up with enthusiasm. Say This is my
favourite toy.
• Focus pupils on the eight pictures and give them a minute to
look at them. Elicit the names of the toys before pupils listen.
• Play the audio. Pupils tick the correct picture from each pair.
• Extension Using the Lollipop stick technique, select some
pupils and ask them What’s your favourite toy? Elicit It’s my … .

4.14
1 Woman: What’s your favourite toy?
Boy 1: It’s my train!
2 Woman: What’s your favourite toy?
Girl 1: It’s my plane!
3 Woman: What’s your favourite toy?
Girl 2: It’s my doll!
4 Woman: What’s your favourite toy?
Boy 2: It’s my yo-yo!

108
 Lesson 4
4
Lesson 4, part 2 4.18
1 Man: What’s your favourite toy?
Starting the lesson (10 minutes) Girl 1: It’s my doll!
2 Man: What’s your favourite toy?
• Sing and do the actions for the ‘Hello’ song with the class. Boy 1: It’s my train!
• Use the Lollipop stick technique to choose a pupil. Ask What’s your 3 Man: What’s your favourite toy?
favourite toy? It’s my ... . Continue with other pupils. Girl 2: It’s my plane!
4 Man: What’s your favourite toy?
Boy 2: It’s my yo-yo!
Practice
Activity Book
Finishing the lesson (10 minutes)
• Cover one of the toy flashcards with a card. Say What’s my favourite
Lesson 1 4, part 2
Lesson 1
Lesson Language practice 4 toy? Reveal the flashcard slowly. Tell pupils to raise their hands if
they know. Choose a pupil to answer. Show the flashcard to check the
1 4.17
answer. Repeat with other flashcards.
Listen, find and stick.
a b c d • Sing and do the actions for the ‘Goodbye’ song with the class.

4 1 3 2
2 4.18
Listen and match.

d
4

thirty-three 33

1 4.17 Listen, find and stick. (15 minutes)

• Ask pupils to go to the back of the Activity Book and find the
stickers they will need for this activity.
• Play the audio. Pause to allow pupils time to put the stickers in
the correct place.
• Extension When pupils have finished, ask them to point to each
picture and say the word.

4.17
1 plane 2 yo-yo 3 doll 4 train

2 4.18 Listen and match. (5 minutes)

• Give pupils a minute to look at the pictures and prepare before
they listen.
• Play the audio. Pupils listen and draw lines to match the children
and their favourite toys.
• Extension Check answers by saying the numbers and eliciting
the word, e.g. one – doll.

109
 Lesson 5
Project: A toy box
Lesson 5 Practice
Class Book
Objectives
• Lesson objectives: to practise the language from the unit
Pro j e c t
• Target language: ball, plane, robot, teddy, train, yo-yo;
red, blue, orange, brown, green, yellow; What colour is it?
A toy box Lesson 5

It’s a …, What’s your favourite toy? It’s my …, I’ve got a … . 1 Watch, make and show.

Global Scale of English (GSE)

• Listening: Can recognise familiar words and phrases in short,
simple songs or chants (GSE 18).
• Speaking: Can sing a simple song, if supported by pictures
1 2 3
(GSE 22).

Materials
• Unit 4 flashcards (ball, car, doll, plane, robot, teddy, train, yo-yo)
• templates of the toy box and toys for pupils to press out (at the 4 5 6
back of the Class Book)
• a model toy box and toys that you have completed for
demonstration
• glue 2 4.19 4.20
Sing and play.
• crayons or coloured pencils
• two puppets or soft toys
• Unit 4 project video

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Checklists; Traffic light cards
technique; Lollipop stick technique
Sounds and Spelling Book
44
Peer learning: pairwork forty-four Unit 4, Lesson 5

1 Watch, make and show. (20 minutes)

Starting the lesson (3 minutes) • Prepare checklists of the stages of making the toy box so
• Use the Unit 4 flashcards (ball, car, doll, plane, robot, teddy, train, that you can keep a record of what pupils achieve. You could
yo-yo) to revise the key vocabulary. Use the Where is this card? and/ include:
or What’s missing? games. (name) can:
1 press out the shapes.
2 colour the boxes and toys.
Presentation (2 minutes) 3 glue the sections carefully.
• Before the lesson, prepare all the materials and make a toy box and 4 name their toys and their colours.
some cut-out toys for demonstration.
5 ask and answer questions about favourite toys and colours.
• Show pupils page 44 in the Class Book and then an example of
the toy box and toys they are going to make. Say Look! I’ve got my • Show the model toy box to the class, saying This is a box. Pupils
robot. repeat the word box. Then say It’s a toy box. Look, I’ve got my
• Refer to the Introduction page 19 to have an idea about working with toys. Then take out and show each toy and say I’ve got a … .
projects. • When you have shown all the toys, hold them up again one by
one and ask What is it? Elicit the answer and then put it back in
the box.
• Focus pupils on the illustrations on page 44 in the Class
Book. Introduce and talk through each stage of the process so
pupils know what they are going to do before they start. You can
also play the video for pupils to better understand the steps.
Refer to the Introduction page 20 to have an idea about working
with videos. Use the Traffic light cards technique to check pupils
understand the procedure.
• Refer pupils to the press-out templates at the back of the Class
Book and distribute the materials needed.
• Pupils press out the shapes. Monitor closely and help wherever
necessary.Pupils colour their boxes and toys.
• Demonstrate how to glue the box. Make it clear that they
leave the top of the box open. Demonstrate how to use the glue
carefully.
110
 Lesson 5
4
Extra activity Fast finishers
• Ask more confident pupils to help other pupils who have yet
to finish.

• If any pupils have not been successful at creating a usable

toy box and toys, encourage them by saying they will have
the chance to make something else in the next project. Put
them with a partner who has created something usable for the
following activities.
• Pupils work in pairs to show their toys. Model what you want
them to say, using your box and toys. Say, e.g. I’ve got a robot.
It’s blue.

Extra activity TPR

• Pupils exchange empty toy boxes and put some toys in their
partner’s box. They then take back their boxes and unpack them
saying, e.g. I’ve got a red robot. Praise the pupils for sharing their
toys.

• Pupils work in pairs to talk about their favourite toy in their

toy box. Model the conversation using two puppets or soft toys,
e.g.
What’s your favourite toy?
It’s my … .
What colour is it?
It’s … .

2 4.19 & 4.20 Sing and play. (10 minutes)

Extra activity TPR

• Play the audio. Pupils hold up their toys as they hear them
named in the song.

• Play the audio again. Pupils sing along and put the toys back in
the box as they sing about them.
• A karaoke version of the song is available (track 4.20).

4.19
Chorus: Let’s play! Let’s play!
Hooray! Hooray!
Verse 1: What’s your favourite toy?
It’s my train.
What’s your favourite toy?
It’s my plane.
Chorus: Let’s play! Let’s play!
Hooray! Hooray!
Verse 2: What’s your favourite toy?
It’s my doll.
What’s your favourite toy?
It’s my yo-yo.
Chorus: Let’s play! Let’s play!
Hooray! Hooray!

Finishing the lesson (5 minutes)

• Draw a toy box on the board. Place the unit flashcards (ball, car,
doll, plane, robot, teddy, train, yo-yo) face down on a table at the
front. Using the Lollipop stick technique, select a pupil to come out,
take any card, look at it, then draw the toy in the outline of the toy
box. As the pupil is drawing, ask the other pupils What is it? When
they get the correct answer, the pupil drawing stops and says, Yes,
it’s a … . Continue with other pupils.

111
 Lesson 6
Review
Lesson 6 Practice
Class Book
Objectives
• Lesson objectives: to review language from the unit
• Target language: ball, car, doll, plane, robot, teddy, train, yo-yo; Lesson 6 Review 4
What colour is it? It’s …, What’s your favourite toy? It’s my … .
1 4.21
Listen and circle.

Global Scale of English (GSE) 1 2

• Listening: Can understand basic phrases or sentences about a

things people have, if supported by pictures (GSE 24).

a b b
• Speaking: Can say how many things there are (GSE 17). Can
3 4
name everyday objects, animals or people around them or in
pictures using single words (GSE 18). Can talk about things they
have, using a basic phrase (GSE 28).
a b a b

Materials 2 Draw.

• Photocopiable 10
• Unit 4 flashcards (ball, car, doll, plane, robot, teddy, train, yo-yo)
• drawing materials

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Traffic light cards technique
Peer learning: pairwork

3 4.22
Listen. Then say.
y.

Starting the lesson (3 minutes)

• Pupils use the toy boxes they made in the previous lesson to do
Activity Book, Unit 4 Sounds and Spelling Book
some revision of the target language for the unit. Put them into pairs Lesson 6 Unit 4, Lesson 6 forty-five 45

to practise talking about the toys, e.g. What’s this? It’s my … .

What colour is it? It’s … . What’s your favourite toy? It’s my … .
1 4.21 Listen and circle. (5 minutes)
Presentation (2 minutes) • Help pupils find page 45 in the Class Book. Focus pupils on the
pictures and elicit what they illustrate. Pupils repeat the words.
• Show page 45 in the Class Book and say What’s your favourite
• Play the audio. Pupils listen and circle the correct picture.
toy? It’s my red car.
• Extension Point to one of the pictures and ask What colour is it?
Elicit answers.
• Pupils work in pairs to ask and answer about the colours of
the toys in the pictures.

4.21
1 Man: What’s your favourite toy?
Girl 1: It’s my car.
2 Man: What’s your favourite toy?
Boy 1: It’s my train.
3 Man: What’s your favourite toy?
Girl 2: It’s my yo-yo.
4 Man: What’s your favourite toy?
Boy 2: It’s my robot.

2 Draw. (10 minutes)

• Ask pupils to take out their drawing materials.
• Pupils draw a picture of their favourite toy (a real toy from
home, not one made in the project). Ideally, this will be
something they have learned the name of in the unit, but if they
choose to draw something else, teach them the name of the toy.

112
 Lesson 6
4
3 4.22 Listen. Then say. (5 minutes) 4.23
• Play the audio and pause after each line for pupils to repeat. 1 Man: What colour is it?
• Take one of the drawings that a pupil drew in the previous Girl 1: It’s brown.
activity. Hold it up and ask What’s your favourite toy? 2 Man: What colour is it?
• Pupils work in pairs to show their drawings and talk about Boy 1: It’s orange.
them with a partner using What’s your favourite toy? and 3 Man: What colour is it?
It’s my … . Girl 2: It’s red.
4 Man: What colour is it?
4.22 Boy 2: It’s red and yellow.
Girl: What’s your favourite toy?
Boy: It’s my green train.
3 Look and colour for Unit 4. (2 minutes)
• Find out how happy pupils are with what they have learned
in the unit. Ask Can you ask about colours? Can you talk about
Activity Book your favourite toys? Ask them to colour the face they want to, to
show how they feel about the unit.

Review Lesson 6
Finishing the lesson (3 minutes)
1 Look, count and match. Then say.
• Find out what pupils’ favourite part of the unit was. Give pupils the
opportunity to repeat any popular activities. (If they say the project,
allow them to ask and answer questions about their toy boxes again.)

1 Extra activity Picture dictionary

• To review all the unit vocabulary in one place, please refer to the
Picture dictionary on page 55 in the Class Book.
3
Extra activity Photocopiable 10

� • Use photocopiable 10 to review the Unit 4 vocabulary.

6
2 4.23
Listen and number.
a b c d

3
2
Look and colour for Unit 4.
1 3 4

34 thirty-four

1 Look, count and match. Then say. (5 minutes)

• Pupils find and count the items in the picture. They say,
e.g. Three trains.
• Using the Traffic light cards technique, check pupils
understand the task before continuing with the rest. They then
match the toys to the numbers.

2 4.23 Listen and number. (5 minutes)

• Play the audio. Pupils listen and number the correct picture.

113
 Lesson 7
Get ready for ...
Lesson 7, parts 1 and 2 Practice
Class Book
Objectives
• Lesson objectives: to practise for the Pre A1 Starters Listening
Exam Part 2, the Speaking Exam Part 4 and the Listening Exam
Part 4
Get ready for...
• Target language: unit vocabulary and grammar Pre A1 Starters Listening Part 2
1 4.24
Listen and say a name or a number.
Global Scale of English (GSE)
• Listening: Can recognise isolated words related to familiar
topics, if spoken slowly and clearly and supported by pictures
or gestures (GSE 16). Can understand short, simple instructions
addressed slowly and clearly (GSE 20). Can understand basic
phrases or sentences about things people have, if supported by
pictures (GSE 24).
• Speaking: Can name everyday objects in their immediate
surroundings or in pictures, if guided by questions or prompts
(GSE 19).

Materials
• Unit 4 flashcards (ball, car, robot, teddy, doll, plane, train, yo-yo)
• sheets of A4 paper (one per pupil, one per group)
• real toys (ball, robot, doll, teddy)
• drawing materials

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation.
Monitoring pupils’ learning: Lollipop stick technique; Traffic
light cards technique; Happy/sad face technique; Two stars
and a wish technique
46 forty-six
Peer learning: pairwork; groupwork

1 4.24 Listen and say a name or number.

Lesson 7, part 1 (15 minutes)
• This task is based on Pre A1 Starters Listening Part 2.
• Ask pupils to look at Activity 1. Focus pupils on the illustration
Starting the lesson (5 minutes) and give them a minute to look at it. Point to the people and
elicit some of the words before pupils listen. Pupils have heard
• Use the Unit 4 flashcards (ball, car, doll, plane, robot, teddy, train,
them a few times now and seen the flashcards. Praise them if
yo-yo) to revise vocabulary. Use the Which card have you got? or
the What’s missing? games. they can remember them.
• Play the audio for pupils to hear. Then play the audio and pause
after each section. Ask pupils the following questions after each
Presentation (5 minutes) section: (pointing to the girl) What is her name? How old is she?
• Explain that in this lesson pupils will practise for the Starters What is her favourite toy? (pointing to the brother) Who is he?
Listening and Speaking Exams. How old is he? Play the audio again if necessary.
• Explain to pupils that they will hear a conversation between an • Use the Happy/sad face technique to check how pupils felt
adult and a child. The picture, which shows a girl and her brother about the activity.
playing with toys, is to set the context. Explain that each answer is
Answer key Muna; She’s 6.; a robot; Omar, her brother; He’s 3.
either a name or a number. All names will be spelled out letter by
letter. Tell pupils that you will ask them the questions. In the next
activity, explain that they are going to talk about their favourite
toy with a partner and give some details about that toy. You may
wish to support your pupils’ understanding of what they have to do
in both activities by explaining this to your class in L1.
• Use the Traffic light cards technique to check pupils
understand that they have to listen and answer questions orally
about the people in the picture and that their answers should be
either a name or a number.

114
 Lesson 7
4
Extra activity Critical thinking
4.24
• Ask pupils if they enjoy playing with their toys on their own or
Narrator: Listen and say a name or a number. with friends and siblings. You may wish to ask the question in L1 to
Adult: Hi. What’s your name? help understanding.
Girl: It’s Muna
Adult: Muna?
2 Talk about you. (10 minutes)
Girl: Yes. M-U-N-A.
Adult: Thank you. • This task is based on Pre A1 Starters Speaking Part 4.
Adult: How old are you, Muna? • Ask pupils to look at Activity 2. Ask pupils to look at the
Girl: I’m 6. photos of the two friends talking about their favourite toy. Read
Adult: 6? aloud the text from the speech bubbles and ask pupils to follow
Girl: Yes. along. Explain to pupils that they are going to ask the same
Adult: What’s this? questions with a partner.
Girl: It’s my doll. • Before pupils begin, give each one a sheet of A4 paper. Ask them
Adult: What’s its name? to draw and colour their favourite toy. Pupils can then use their
Girl: Safa. S-A-F-A drawing to help them describe it to their partner.
Adult: Thanks! • Use the Traffic light cards technique to check pupils
Adult: What is your favourite toy, Muna? understand that they have to ask and answer question about their
Girl: Oh, it’s my robot. favourite toy.
Adult: Can you spell that, please? • Put pupils into pairs and ask them to ask each other what their
Girl: R-O-B-O-T. favourite toy is and what colour the toy is. Model the questions for
Adult: Thank you! pupils again if necessary.
Girl: Yes!
Adult: Who’s this? Extra activity Fast finishers
Girl: He’s my brother. • Ask pairs to talk about one of their siblings’ or friends’ favourite
Adult: Is his name Omar? toy to each other.
Girl: Yes! O-M-A-R.
Adult: Thank you!
Adult: How old is Omar? Finishing the lesson (5 minutes)
Girl: Omar is 3.
• Show pupils a toy flashcard. Ask pupils to say what it is. Say
Adult: And what is his favourite toy? It’s a (robot). It’s (green). It’s my favourite. Pupils repeat. Hold up
Girl: An orange teddy. another flashcard and use the Lollipop stick technique to choose
Adult: O-R-A-N-G-E? a pupil to use the same structure, based on the flashcard you are
Girl: That’s right! holding up. Continue with other pupils.
• Use the Happy/sad face technique to elicit from pupils what
they thought about the exam practice.
Lesson 1 7, part 1
Lesson 1
Lesson 4

Pre A1 Starters Speaking Part 4

2 Talk about you.
What’s your
�avourite toy? It’s my ball.

What colour is it?

It’s yellow.
Activity Book, Unit 4 Sounds and Spelling Book
Lesson 7, part 2 Unit 4, Lesson 7 forty-seven 47

115
 Lesson 7

Lesson 7, part 2 Activity Book

Starting the lesson (10 minutes) Lesso

n 7, p
4
• Place the real toys around the classroom. Point to the robot. Ask
Get ready for... art 2

What’s this? Encourage pupils to respond with It’s my robot. Then Pre A1 Starters Listening Part 4
ask What colour is it? Say The robot is blue! Pupils repeat. Point to 1 4.25
Listen and colour.
another toy and ask what it is and what colour it is. Pupils should be
able to respond individually. When you have finished, ask pupils what
their own favourite toy is.

Practice
1 4.25 Listen and colour. (20 minutes)
• This task is based on Pre A1 Starters Listening Part 4.
• Ask pupils to open their Activity Books to page 35. Explain that
in this lesson pupils will practise for the Starters Listening Exam.
Ask pupils to look at Activity 1. Focus pupils on the illustration
and ask them to say what they see. Ask pupils to notice that
there is no colour in the illustration. Explain to pupils that they
will listen to a conversation, and then identify and colour objects
the correct colour based on the conversation. You may wish to
support your pupils’ understanding by explaining this with your
class in L1.
• Use the Traffic light cards technique to check that pupils
have understood what to do before playing the audio.
• Ask the pupils to guess what colours they might hear. Play the
audio once for pupils to hear. Play the audio again for pupils to
complete the activity.
• Use the Two stars and a wish technique for pupils to check
each other’s work. Monitor and gently point out any errors. thirty-five 35

Answer key Pupils colour the ball green, the robot yellow, the car
blue, the teddy brown and the doll orange.

4.25 Finishing the lesson (10 minutes)

Adult: Look at the girl with the doll. • Put pupils into groups of six and give each a number 1 to 6. Put
Child: OK. the toy flashcards face down on a table. Each group sits in a circle
Adult: Now colour her doll orange, please. with a sheet of paper in the middle. Say One! The Number 1s from
Child: OK. It’s orange. each group come up and look at a toy flashcard. They return to their
Adult: Great! group and draw the toy. The group guesses the word. Continue until
all flashcards have been drawn and named.
Child: Look at the girl with the teddy. What colour is
her teddy? • Use the Happy/sad face technique to elicit from pupils what
they thought about the exam practice activity.
Adult: It’s brown. Colour the teddy brown, please.
Child: Brown? Class reading Unit 4
Adult: Yes, please. The teddy is brown.
• Choose a story to read with the class. Follow the usual procedure
Adult: Look at the car!
of dealing with class reading (refer to the Introduction page 19).
Child: What colour is it?
Adult: Colour the car blue, please.
Child: A blue car, OK.
Quiz Unit 4
Child: What colour is the ball? • Pupils now complete the quiz for Unit 4. Give pupils support
Adult: The ball on the floor? where necessary and focus time on areas where pupils
Child: Yes. commonly needed extra help. Praise pupils for their hard work
Adult: Colour the ball on the floor green, please. and they will now move on to Learning club 2!
Child: A green ball!
Adult: Yes!
Adult: Look at the robot on the floor.
Child: OK.
Adult: Colour the robot on the floor yellow, please.
Child: The robot on the floor is yellow.
Adult: Well done!

116
 Lesson 1
Learning club 2 LC
CLIL: Maths Practice
Class Book

Lesson 1, parts 1 and 2

Meg´s Lesson 1, pa
rt 1
Maths
Objectives
• Lesson objectives: to identify shapes
Le
arning Club
Shapes
• Target language: square, circle, triangle, rectangle CLIL
Think 1 How many shapes do you know?

Learn
Global Scale of English (GSE) Look and listen. Then listen and repeat.
2 LC2.1

• Listening: Can recognise a few familiar everyday nouns and a b c d

adjectives (e.g. colours, numbers, classroom objects), if spoken

slowly and clearly (GSE 10). Can recognise isolated words
related to familiar topics, if spoken slowly and clearly and
supported by pictures or gestures (GSE 16).
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10).
Check 3 Match the shapes from Activity 2 with the objects.

Materials 1 2 3 4

• Photocopiable 11
• Shapes Classroom Poster
• pictures of each shape on A4 paper
• pictures of common objects in shapes (pizza, slice of pizza, road
sign, tennis ball, pyramid, traffic light, bike tyre, swimming pool,
the Sun, book, tablet, etc.) d a b c
• different coloured markers
• cut-outs from magazines or newspapers of objects of one of the
4 Find shapes in the classroom.
shapes
• poster paper, glue
48 forty-eight

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation 1 Think How many shapes do you know? (3 minutes)
Monitoring pupils’ learning: Lollipop stick technique; Traffic • Draw the four shapes on the board. Elicit the words in English
light cards technique; Happy/sad face technique; from pupils, if possible. Chant them with the class (Circle! Square!
Think-pair-share technique Triangle! Rectangle!).
Peer learning: pairwork; groupwork • In pairs, pupils say how many shapes they know.

Extra activity TPR

Lesson 1, part 1 • Ask pupils to come to the front of the class and stand in a circle.
Show a picture of a shape and say that shape’s name. If it is
correct, pupils jump up and down. If it is incorrect, pupils stay
Starting the lesson (8 minutes) still. If a pupil moves when it is incorrect, they must sit down on
• Draw the four shapes (square, circle, triangle, rectangle) on the the spot and miss a turn.
board with different coloured markers. Point to each shape and say
its name. Pupils repeat after you. Do this several times. Say What 2 Learn LC2.1 Look and listen. Then listen and repeat.
colour is the (square)? The (square) is (red). Point to the red square
(7 minutes)
and have pupils repeat. Repeat with the different shapes. Pupils
should respond with a complete sentence, e.g. The triangle is yellow. • Focus pupils on page 48 of their Class Book. Ask pupils to point
Repeat this with the other shapes. to the shapes.
• Erase the shapes from the board. Then use the Lollipop stick • Play the first part of the audio for pupils to hear. Play the first
technique to choose a pupil. Draw a circle on the board and say part again, and ask pupils to point to the corresponding shapes
Colour the circle red. The pupil comes to the front, chooses the in their Class Book as they listen. Then, play the second part
correct marker and colours in the shape. of the audio, pausing after each shape, and asking the class to
• Use the Happy/sad face technique to check whether pupils have repeat the words.
understood shapes. You can also use the Shapes Classroom Poster to • Use the Lollipop stick technique to choose a pupil. Ask What
do that. colour is the (rectangle)? Pupils look for the corresponding
shape in Activity 2 and respond with It’s (green). Repeat with
Presentation (4 minutes) other pupils.
• In pairs, pupils say the four shapes to one another.
• Explain that in this lesson pupils will learn about shapes.
• Show pupils the sheets of paper with the shapes. Ask the class to call LC2.1
out each one as you show it.
1 circle 2 square 3 triangle 4 rectangle
117
 Lesson 1

3 Check Match the shapes from Activity 2 with the objects.

(10 minutes) Lesson 1, pa
rt 2 LC
• Look at the pictures. Ask pupils to identify the objects (whiteboard, Let’s practise! 1 Look at the shapes. Count the sides and circle.

moon, window, pyramid). Focus pupils on the first picture.

a b c
Ask What shape is the whiteboard? Pupils identify the shape
(rectangle).
• Place pupils in pairs and ask them do the same with the
remaining shapes. When they have finished, ask them to switch
roles so that the pupil who said the shape is now asking the 4/5 2/3 3/4
questions. 2 Look and say the shapes.

Extra activity Critical thinking

1 2
• Show pupils the pictures of familiar objects quickly and then
put them face down on a table. Divide the board into four sections:
square, circle, rectangle, triangle. Use the Lollipop stick technique to
choose a pupil to come to the front. Ask the pupil to choose a picture
and place it in the correct place on the board according to its shape 3 4

and then repeat with other pupils.

4 Find shapes in the classroom. (5 minutes)

• Put pupils into groups of four or five. Tell groups they have Show what you know
two minutes to find examples for each of the four shapes in the
Choose a shape. Make a shape poster.
classroom.
• When two minutes are up, call out a shape and ask groups to
identify an object of a similar shape.
Triangles

Finishing the lesson (3 minutes)

• Ask pupils to stand in two lines. Number the lines 1 and 2. Ask all
pupils in line 2 to turn around so their backs are facing the pupils in line forty-nine 49

1. Pupils in line 1 choose a shape and draw it on the back of the pupil in
front. The pupils in line 2 say the shape. Pupils swap roles.
• Hang the Shapes Classroom Poster somewhere in class for pupils to 1 Let’s practise! Look at the shapes. Count the sides and
always have access to it. circle. (8 minutes)
• Ask pupils to bring to the next lesson cut-outs from magazines or • Focus pupils on the three shapes on page 49. Ask pupils to name
newspapers of objects having one shape (circle, triangle, square or
each shape in turn. Explain to the pupils that they are going to
rectangle). Ask them to get the help of their parents with cutting
circle the correct number of sides on each shape.
out.
• Use the Traffic light cards technique to check that pupils
have understood that shapes have sides.
• Using the Think-pair-share technique, pupils check their

Lesson 1, part 2 answers with their partners.

2 Look and say the shapes. (8 minutes)

• Explain that the pictures are made up of different shapes. Ask
Starting the lesson (3 minutes) pupils to first identify the objects (flower, car, house, plane).
• Use the pictures of shapes (square, circle, rectangle, triangle) to • Place pupils in pairs and ask them to say the shapes to one
revise the vocabulary. Use the Observation, Where is this card? or another. Pupils can then count the number of shapes in each
What’s missing? games.
picture.

Extra activity TPR

Presentation (5 minutes) • Make the shapes with your finger in the air. Pupils copy you and
• Explain that in this lesson pupils will practise what they have shout out the shape they are making.
learnt about shapes, focusing on how many sides each shape has,
and then do a project.
• Show pupils a picture of the square. Count the number of sides that
it has. Say One, two, three, four! Then, point to each side and ask the
class to count.
• Use the Traffic light cards technique to check that pupils have
understood that shapes have a different number of sides.

118
 Lesson 1
LC
Show what you know Choose a shape. Make a shape poster.
(12 minutes)
• Explain that pupils are going to choose a shape and make a poster
about that shape. Give each pupil the poster paper, glue and scissors.
Show them the model poster on page 49, so they have an idea of
what they have to do.
• You may wish to support your pupils’ understanding by
explaining or discussing this with your class in L1. Use the Traffic
light cards technique to check pupils understand what to do after
you have explained.
• First, ask pupils to take out the cut-outs they have brought from
home. Help them write the title, i.e. the name of the shape, for their
poster. Pupils then glue the shapes onto their posters and colour
them if they are not coloured. Monitor and check that pupils are
doing the activity correctly.
• Put pupils in groups and ask them to present their posters to
each other.

Finishing the lesson (4 minutes)

• Use the Lollipop stick technique to choose a pupil to come to
the front with their poster. Tell that pupil the cover the name of their
poster. Ask the class to say what shape that pupil choose. Repeat
with other pupils.

Extra activity Photocopiable 11

• Use photocopiable 11 to review the vocabulary for the lesson.

119
 Lesson 2
Learning club 2

Language booster 2 • Use the Traffic light cards technique to check that pupils have
understood plural nouns.

Practice
Lesson 2, parts 1 and 2 Class Book
Objectives
• Lesson objectives: to introduce to be (are) and plural nouns; to Meg´s
practise toys; to use demonstrative pronouns
• Target language: ball, car, robot, teddy, doll, plane, train, yo- Language booster 2
Le
arning Club
yo; What are these? They’re…

How many toys can you say?

Global Scale of English (GSE) 1 LC2.2
Look, listen and point.
• Listening: Can recognise a few familiar everyday nouns and
adjectives (e.g. colours, numbers, classroom objects), if spoken
slowly and clearly (GSE 10).
• Speaking: Can repeat single words, if spoken slowly and clearly
(GSE 10).

Materials
• Unit 4 toys flashcards
• real toys (more than one of each)
• templates of the toy cards for pupils to press out
• sheets of A4 paper
• coloured pencils or pens
• stopwatch or timer

Assessment for Learning (formative assessment)

Setting aims and criteria: lesson objectives presentation
Monitoring pupils’ learning: Lollipop stick technique; Traffic
light cards technique; Happy/sad face technique; Yes/No
technique
Peer learning: pairwork; groupwork
50 fifty

How many toys can you say? (2 minutes)

Lesson 2, part 1
• Set a timer to one minute and ask pupils to say as many
toys as possible. Ask them to count as they say them. Then say
Starting the lesson (3 minutes) how many they can say. Pupils can do this alone, in pairs or in
groups.
• Revise the vocabulary for the toys using the Unit 4 flashcards. Play
any of the following games: What’s missing?, Which card have you 1 LC2.2 Look, listen and point. (5 minutes)
got?, Where is this card?
• Ask pupils to identify the toys. For each toy, ask pupils How
many? Then ask which toys there are only one of (robot and
Presentation (10 minutes) train) and which there are more than one of (dolls, teddies, cars,
balls, planes, yo-yos).
• Draw on the board a doll, a car, two balls and four robots. Point to
the doll and ask What’s this? (It’s a doll.). Pupils repeat the question and • Explain the activity carefully. Pupils listen to a conversation
answer. Then ask How many? (One). Repeat with the car. Point to the and then point to the correct item or items in the illustration.
two balls. Ask What are these? Say They’re balls. Ask pupils to repeat Use the Traffic light cards technique to check that pupils are
the question and answer. Ask How many? Pupils respond. Repeat with ready to do the activity.
the robots. • Play the audio for pupils to hear. Then play the audio again and
• Divide the class into two groups. Tell one group they are going to pause after each section. Pupils repeat and then point to the
ask the questions What’s this? and What are these? about the objects item or items.
on the board. Tell the other group they are going to say the answers
with This is a … or These are … .
• Explain that in this lesson, pupils will learn how to ask and answer
about plural nouns with What are these? and They’re… .
• Hold up a couple of toys and ask What are these? Ask the class to
answer.

120
 Lesson 2
LC
LC2.2 LC2.3
1 Boy: What are these? 1 What’s this?
Woman: They’re dolls. It’s a ball.
2 Boy: What is this? 2 What are these?
Woman: It’s a robot. They’re planes.
3 What’s this?
3 Boy: What are these?
It’s a yo-yo.
Woman: They’re teddies.
4 What are these?
4 Boy: What are these? They’re robots.
Woman: They’re cars.
5 Boy: What’s this?
3 LC2.4 Listen and play. (10 minutes)
Woman: It’s a train.
• Tell pupils they are going to play a game in pairs.
6 Woman: What are these?
• Refer pupils to their press-outs of the toy cards which they used
Boy: They’re balls.
previously in the Unit 4 project.
7 Woman: And what are these? • Tell pupils to put the cards face down on their desks. Ask pupils
Boy: They’re planes. to look at the picture in Activity 3. Explain that one boy is
turning over a card and showing what’s on that card to their
partner and asking them a question about that card. Play
Lesson 2, pa
rt 1 LC the audio for pupils to hear and then play it again for pupils
to repeat.
2 LC2.3
Listen and circle. • Explain that if there is only one item on the card, e.g. one ball,
1 2 pupils ask What’s this? If there is more than one item on the
card, pupils ask What are these? Explain in L1 if necessary.
The pupil responding replies with It’s a (ball) or They’re (balls).
a b a b Demonstrate the activity with a pupil. Pupils switch roles when
3 4
they have asked all their questions.
• Use the Traffic light cards technique to check that pupils
have understood what they have to do.
a b a b
• When pupils have finished, use the Lollipop stick technique
to choose a pair to perform their conversation for the rest of
3 LC2.4
Listen and p
play.
y the class. Explain that they can also share their toy cards where
possible, reminding them of the value of sharing.

LC2.4
Boy 1: What are these?
Boy 2: They’re planes.

Show what you know Write, tick (✓) and stick. (2 minutes)
Show what you know
• Read aloud the sentences in the Show what you know box and ask
pupils to follow along in their books. Check what pupils have learnt.
Write, tick ( ) and stick. Well done!
Praise the pupils and tell them to add the relevant sticker from their
How many toys can you say now?
sticker sheet in the Activity Book.
Can you use What are these?
• Extension Use games in the Games Bank to review any new words.
Can you use They’re …?

Activity Book, Language booster 2

Finishing the lesson (3 minutes)
fifty-one 51
Lesson 2, part 2
• Use the Happy/sad face technique to elicit from pupils what
they think of the lesson.

2 LC2.3 Listen and circle. (5 minutes)

• Ask pupils to identify the objects. Use the Lollipop stick
technique to choose a pupil to say which of the two pictures
shows more than one item.
• Explain to pupils that they are going to listen and then circle
the item or items they hear. Do the first item together as a class.
Play the first section of the audio and pause. Show pupils that
they circle the single ball. Play the rest of the audio, pausing
after each section for pupils to circle the correct picture.

121
 Lesson 2

Lesson 2, part 2 1 LC2.5 Listen and number. (7 minutes)

• Focus pupils on page 36 of their Activity Books. Ask them
to look at each picture and elicit what they show. Explain, in L1
Starting the lesson (8 minutes) if necessary, that pupils will listen and number the object in the
• Walk around the classroom and ask pupils the names of objects order that they hear them. Use the Traffic light cards technique
they probably do not know. Ask What’s this? / What are these? When to check pupils have understood.
pupils do not answer, put a sticky note on the item(s) as a marker. • Play the audio for pupils to hear. Play the audio again and pause
Put pupils into groups of three or four. Hand out a sticky note to each after each section. Ask them to point to the object mentioned.
group. Ask them to find something in the room they do not know Then, ask them to write the number 1 in the box. Pause after the
in English and put a sticky note on it. Pupils then look around the
second section and pupils number the next item, and so on.
classroom and choose one sticky note each. Say Ask me. Pupils point
to the object and ask What’s this? / What are these? Answer their
question: It’s a (bookcase). They’re (pencil sharpeners). Repeat with
LC2.5
all the objects with sticky notes on them. 1 What’s this?
It’s a ball.
2 What are these?
Practice They’re trains.
3 What are these?
Activity Book They’re yo-yos.
4 What are these?
They’re robots.
Meg´s
5 What’s this?
It’s a teddy.
Language booster 2 6 What are these?
Le
arning Club They’re cars.
1 LC2.5
Listen and number.
a b c
2 LC2.6 Listen, draw and colour. (10 minutes)
• Ask pupils to take out their drawing materials. Explain that they
4 6 5 are going to listen and draw what they hear, using the correct
colour and the number of items mentioned.
d e f
• Play the audio and pause after the first item. Give pupils time to
draw. Repeat. Play the audio again after pupils have finished to
check their drawings.
2 1 3 LC2.6
2 LC 2.6
Listen, draw and colour.
1 What’s this? It’s a square. It’s red. A red square.
1 2
2 What’s this? It’s a triangle. It’s yellow. A yellow triangle
3 What are these? They’re circles. Two circles. Green circles.
4 What are these? They’re rectangles. Three rectangles. Blue
rectangles.

3 4

36 thirty-six

122
 Lesson 2
LC
Progress path
Lesson 2, pa
rt 2 LC • The Progress path on pages 60 and 61 in the Class Book is a fun way
for pupils to practise the language they have learned throughout the
3 Draw, ask and answer. course.
1 2
Look and say.
• Pupils can play this alone or in pairs. Pupils look at the stone for
each unit and say what they can see. They get one point for saying
the words correctly and two points for saying the words in a correct
sentence or question. They get an extra point if they can add detail, for
example the colour or number of the items.
• When pupils have finished each stone, they can colour in the star.
3 4

thirty-seven 37

3 Draw, ask and answer. (10 minutes)

• Ask pupils to take out their drawing materials.
• Ask them to draw a mixture of single and plural items in the
spaces. Tell them that they can draw anything from what they
have learned so far (family members, school items, classroom
objects, toys, shapes). Encourage them to colour in their items
so pupils can also respond with the colour.
• Pupils work in pairs to ask each other What’s this? / What
are these? Monitor that they are doing the activity correctly.

Finishing the lesson (5 minutes)

• Pupils ask each other about the things they have in their school bags
with What’s this? and What are these? Monitor and help pupils with
vocabulary and to make sure they are answering with It’s a(n) … or
They’re … .

Class reading End of Semester 1

• Choose a story to read with the class. Follow the usual procedure
of dealing with class reading (refer to the Introduction page 19).

Quiz End of Semester 1

• Pupils now complete the End of Semester 1 quiz. Give pupils
support where necessary and focus time on areas where pupils
commonly needed extra help. Praise pupils for their hard work!

123
 Unit 1, Lesson 1
Sounds and Spelling Book
Unit 1, Lessons 1–7 Presentation
Objectives Sounds and Spelling Book
• Lesson objectives: to learn the letter sounds for /s/, /æ/, /t/,
/p/ and /n/; to blend CVC words
• Target words: /s/: sun, snake, sing, sit, sad, six
/æ/: apple, alligator, axe, ant, arrow
/t/: tree, teddy, toys, train, tiger, tin
/p/: pen, pie, pin, pink, pond, pot
1 sS
/n/: night, nest, nut, nose, neck, net
1 1.1
Look, listen and repeat.

Global Scale of English (GSE) sun

• Listening: Can recognise the letters of the alphabet by their
sounds (GSE 10).
• Speaking: Can say the sounds of the alphabet, if supported by
pictures (GSE 13). Can say simple tongue-twisters and other sna�e
types of playful language (GSE 27).
sing
sit
Learning outcomes sad
• Listening: distinguish English segmental phonemes in single
words; associate letters with their sounds
• Speaking: articulate sounds in single words
• Reading: identify letter-sound correspondences; read main high
frequency words with correct pronunciation; decode short and
simple words using blending strategies 2 1.2 1.3
Listen and chant. six
• Writing: develop left-to-right writing orientation in controlled s, s, sun s, s, sit
and semi-controlled tasks (trace over dots, circles and basic
patterns vertically and horizontally; trace over the letters and
s, s, sna�e s, s, sad
numbers from left to right); write lower case letters legibly; write s, s, sing s, s, six
basic familiar words; maintain appropriate spacing between
letters in a word and between words 8 abcde�ghij�lmnopqr s tuvwxyz
• Cognitive skills: understand the steps needed to complete the
activity; recognise when a task has been completed; stay engaged
and focused on short tasks without getting distracted
1 1.1 Look, listen and repeat. (6 minutes)
• Look at page 8 with the class. Ask them to find the characters
Materials at the top of the page. They will be learning a sound with the
• Photocopiable 1 characters in the Class Book!
• Unit 1 Phonics Cards (s, a, t, p, n) • Talk about the picture with the class. What can they see?
• Unit 1 Phonics Story Cards • Play the audio. Help pupils to match each word in the
picture to the audio and to point to the correct object as
• Unit 1 Phonics Blending Cards
they hear each word. You can support this by holding up the
corresponding Phonics Story Cards (1 to 6) for each item as
Assessment for Learning (formative assessment) they hear it.
• Emphasise the initial sound each time by saying it louder than
Setting aims and criteria: lesson objectives presentation the rest of the word. Use the letter on the relevant Phonics
Card to help to present the sound.
• Say the /s/ sound and ask pupils to repeat. Can pupils think of
other words too which start with the /s/ sound?
Lesson 1 • Look at the picture side of the Phonics Card and ask pupils to
say what they see (a girl singing). Now say the /s/ sound with
Starting the lesson (2 minutes) an action to represent sing which will help pupils to remember
the sound. This can be moving your hand from your mouth up
• This is the first lesson where pupils will use their Sounds and Spelling
into the air while opening your fingers, for example.
Book. Ask pupils to look through their books and to find pictures
which they particularly like. • Also point to the alphabet banner at the bottom of the page
and ask pupils to find the s. Pupils can now make up a story
• Explain that the activities in this book will help pupils to learn the
using the words in the picture. To help with this, you can hold
sounds that each letter makes in English. Tell pupils that by the end
up the Phonics Story Cards 1 to 6 and recap each of the items
of each unit they will also be able to read complete words containing
in the picture.
the letter sounds from the unit.

1.1
sun sit
snake sad
sing six

124
 Unit 1, Lesson 1
1
• Now draw the letter in the air with your back to the class so the
2 1.2 & 1.3 Listen and chant. (5 minutes)
shape is the right way round. Pupils draw the letter with you in
• Play the audio. Pupils listen to the chant and join in as much as the air.
they are able. Play the chant two or three times. • Pupils then do a number of activities to practise, including
• Pupils can firstly point to the pictures as they listen and then drawing the shape on a classmate’s back. See the full range of
chant along with the audio. activities in the Introduction (page 21) for this stage.
• Play the karaoke version (track 1.3). Have children say the sounds • Pupils then trace and copy the letter in their books. They should
and words in time to the music. You can use the Phonics Story start at the starting dots and follow the arrows as they trace. They
Cards as a prompt for the karaoke version if necessary. then copy the letter in the space. Check pupils are holding their
pencils correctly using the tripod grip and check their work.
1.2
s, s, sun s, s, sing s, s, sad
1
s, s, snake s, s, sit s, s, six Lesson

Practice 5 Match, say and trace.

sun
1
Sounds and Spelling Book 1
2
3
4

1
sna�e
Lesson1 1
Lesson
Lesson 1
1
2
2 3
4
3 1.4
Listen and repeat. Circle s.
1 2
sing
1
2
3
sun six 3
4

six
1
2
4 3
3 4 4

sit sad 6 Look and write.

4 Trace and copy.

sss
1
1
2

sad sit
1 1
3 2 2
4
3 3
1 4 4
2 10 ten

3
4
5 Match, say and trace. (4 minutes)
1
2
• Look at the activity with the class. First, ask pupils to look at the
silhouettes. Ask them to say the words and the initial /s/ sound
3 for each. See if pupils can remember the action for sing. Pupils
4
need to match the silhouettes of the pictures with the colour
nine 9 pictures, say the words and then trace the letter s in the correct
place on the staves.
• Say the words with the class as they work and encourage them to
3 1.4 Listen and repeat. Circle s. (6 minutes) do the action for sing each time they encounter the word/picture.
• First, ask pupils to look at the pictures in the activity and to say • Check they trace the letters correctly.
the words. Can pupils also find these words and items in the main 6 Look and write. (4 minutes)
picture in the first exercise? Pupils now listen to the audio and
• Look at the pictures with the class. Pupils must write the missing
repeat the words. They should point to the pictures and the words
letter s in the words.
as they listen and repeat.
• They can say the words with their classmates as they work.
• Play the audio the second time. Pupils find and circle the s in the
words.
Finishing the lesson (3 minutes)
1.4
• Use the Phonics Card for s. Pupils say the /s/ sound and use their
1 s – sun 2 s – six 3 s – sit 4 s – sad hands to make the action.
• Write a large s on the board and ask pupils to give you a word
4 Trace and copy. (10 minutes) beginning with that sound. You can use the Phonics Story Cards from
• Now demonstrate on the board how to write the letter s. the lesson for support. Continue until you have pictures of all the
• Draw a stave on the board. Make sure pupils know where to start /s/ words from the lesson drawn on the board. Point to each picture
drawing the letter. Draw a starting dot on the stave on the board randomly and ask pupils to say the word for each picture, emphasising
and point to it. the initial sound and drawing an s in the air at the same time.

125
 Unit 1, Lesson 2
Sounds and Spelling Book
Lesson 2 sound. This can be pretending to hold up an apple and taking a
bite out of it.
• Point to the alphabet banner at the bottom of the page and ask
Starting the lesson (2 minutes) pupils to find the a.
• Review the /s/ sound from the previous lesson. • Pupils can now make up a story using the words in the picture.
• Hold up the Phonics Card for pupils to say the /s/ sound and to practise To help with this, you can hold up the Phonics Story Cards 7 to 11
the action of moving one hand away from their mouth to mime sing. and recap each of the items in the picture.
• Show the opening scene from Lesson 1 or use the Phonics Story Cards
to revise the /s/ words. You can use the Phonics Story Cards to help 1.5
elicit the correct words. Point to each item and say the word for apple
pupils to repeat. Then point again in a different order and elicit each alligator
word. axe
ant
arrow
Presentation
2 1.6 & 1.7 Listen and chant. (5 minutes)
Sounds and Spelling Book
• Play the audio. Pupils listen to the chant and join in as much as
they can. Play the chant until pupils can follow more confidently.
Lesson1 2
Lesson • Pupils first point to the pictures as they listen, then chant along

aA
Lesson 1
with the audio.
• Play the karaoke version (track 1.7). Have children say the
1 1.5
Look, listen and repeat. sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary.
axe 1.6
a, a, apple a, a, ant
alligator a, a, alligator a, a, arrow
apple a, a, axe

Practice
ant Sounds and Spelling Book

arrow
2
Lesson

3 1.8
Listen and repeat. Follow and circle a.

2 1.6 1.7
Listen and chant.
apple axe
a, a, apple a, a, ant
a, a, alligator a, a, arrow
a, a, axe

a bcde�ghij�lmnopqrstuvwxyz 11 arrow
ant
4 Trace and copy.

aaa
1 1.5 Look, listen and repeat. (6 minutes) 1
2 1

• Look at page 11 with the class. Ask them to find the characters 2

at the top of the page. They will be learning a sound with the 3
4
characters in the Class Book!
• Talk about the picture and ask pupils what they can see. 1
• Play the audio. Help pupils to match each word in the picture to 2

the audio and to point to the correct object as they hear each 3
word. You can support this by holding up the corresponding 4
Phonics Story Cards (7 to 11) for each item as they hear it.
1
• Emphasise the initial sound each time by saying it louder than 2
the rest of the word.
3
• Use the letter on the Phonics Card to help to present the sound.
4
• Say the /æ/ sound and ask pupils to repeat. Can pupils think of
12 twelve
other words which start with the /æ/ sound?
• Show the picture side of the Phonics Card and ask pupils to say
what they can see (an apple). Now say the /æ/ sound with an
action to represent apple which will help pupils to remember the
126
 Unit 1, Lesson 2
1
3 1.8 Listen and repeat. Follow and circle a. (6 minutes) Lesson1 2
Lesson
Lesson 1 1
• Play the audio for pupils to listen and repeat the words. Ask them
to point to each picture and word in turn. 5 1.9
Listen and point. Write.
• Explain that the pupils will hear the audio again. This time they
have to follow the dotted line with their pencil. As they reach each 1 2
picture, they listen and repeat each word, and circle the letter a.
• Play the audio a second time, pausing after the first item if
necessary. Pupils listen, repeat apple, and trace the circle over the

ant apple
1
initial a. Then allow time for them to trace over the dotted line to 1
2 2
the next picture. Repeat for the rest of the track, pausing the audio
if pupils need longer to trace. 3 3
4
• Pupils can check their answers with their partner before you 4

check as a class. You can do this by copying the words on the

board and inviting pupils to come up and circle the a in the
words. 3 4

1.8
a – apple

arrow axe
1 1
a – axe 2 2
a – ant
a – arrow 3 3
4 4

4 Trace and copy. (10 minutes) 6 Look and say the sounds. Circle a.
• Now demonstrate on the board how to write the letter a.
• Draw a stave on the board. Make sure pupils know where to start
drawing the letter. Draw a starting dot on the stave on the board s s a s a a s a s a
and point to it.
• Now draw the letter in the air with your back to the class so the
shape is the right way round. Pupils draw the letter with you in the thirteen 13
air.
• Pupils then do a number of activities to practise, including
drawing the shape on a classmate’s back. See the full range of 6 Look and say the sounds. Circle a. (4 minutes)
activities in the Introduction (page 21) for this stage.
• Look at the picture with the class and ask pupils what they can
• Pupils then trace and copy the letter in their books. They should
see. Elicit the word alligator.
start at the starting dots and follow the arrows as they trace. They
then copy the letter in the space. • Point out the example circled letter a and have the class say it
chorally.
• Ensure that pupils are holding their pencils correctly, in a tripod
grip, and check their work. • Point to each letter in turn and elicit the correct sounds from
the class. You can do this as a group or invite volunteers for each
5 1.9 Listen and point. Write. (4 minutes) letter.
• Ask pupils to continue by looking at all the letters again to identify
• Look at the activity with the class. Play the audio for pupils to
and circle only the letter a. Challenge them to say how many they
point to each item and say the words.
can find.
• Look at the gapped words and elicit which letter is missing.
• Circulate and monitor to check they are circling correctly. Then
Remind pupils of the action for apple and encourage them to
check answers by looking at their books.
perform the action when they encounter the word.
• Pupils look and say the initial sound for each word (performing
the action for apple). Finishing the lesson (3 minutes)
• Copy the staves and starting dot from item 1 on the board, then • Use the Phonics Card for a. Pupils say the /æ/ sound and practise
carefully write the letter a in the correct place. Pupils copy your the action of biting into an apple.
example in their books.
• Review the Phonics Card for s and recap the action of moving your
• Ask pupils to continue with the other items. Check that they hand away from your mouth up into the air to show sing.
copy the letter correctly and position it in the right place on the
• Play a game with the s and a words from Lessons 1 and 2. Say the
stave each time.
words in random order with the initial sound isolated, e.g. alligator –
/æ/. Ask pupils to do the correct action for the /s/ or /æ/ initial
1.9 sound each time. Recap as many words as possible, getting faster
1 ant 2 apple 3 arrow 4 axe as pupils become more confident.
• You can use the Phonics Story Cards 1 to 11 for support if necessary.
• Then switch the activity round. Do the action for /s/ or /æ/ and ask
for volunteers to give you a correct word for the sound. If pupils are
confident, you could invite them up to the board to draw a picture for
the word they suggested.

127
 Unit 1, Lesson 3
Sounds and Spelling Book
Lesson 3 • Point to the alphabet banner at the bottom of the page and ask
pupils to find the t.
• Pupils can now make up a story using the words in the picture.
Starting the lesson (2 minutes) To help with this, you can hold up the Phonics Story Cards 12 to
• Review the /æ/ sound from the previous lesson. 17 and recap each of the items in the picture.
• Hold up the Phonics Cards for pupils to say the /æ/ sound and
to practise the action of holding up an apple and biting into it to 1.10
mime apple. tree train
• Show the opening scene from Lesson 2 or use Phonics Story teddy tiger
Cards 7 to 11 to revise the /æ/ words. Point to each item and say toys tin
the word for pupils to repeat. Then point again in a different
order and elicit each word.
2 1.11 & 1.12 Listen and chant. (5 minutes)
• Play the audio. Pupils listen to the chant and join in as much as
Presentation they can. Play the chant two or three times until pupils can follow
more confidently.
Sounds and Spelling Book
• Pupils first point to the pictures as they listen, then chant along
with the audio.
3 • Play the karaoke version (track 1.12). Have children say the

tT
Lesson
sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary.
1 1.10
Look, listen and repeat.
1.11
tree
t, t, tree t, t, train
t, t, teddy t, t, tiger
t, t, toys t, t, tin

toys
Practice
teddy Sounds and Spelling Book

Lesson1 3
Lesson
Lesson 1 1
train
3 1.13
Listen and repeat. Follow and circle t.
tiger 1
tree
2
tiger
2 1.11 1.12
Listen and chant.
t, t, tree t, t, train tin 3
teddy
t, t, teddy t, t, tiger
t, t, toys t, t, tin 4
tin
14 abcde�ghij�lmnopqrs t uvwxyz 4 Trace and copy.

ttt
1 1
2 2

1 1.10 Look, listen and repeat. (6 minutes)

3
• Look at page 14 with the class. Talk about the picture and ask 4
pupils what they can see.
• Play the audio. Help pupils to match each word in the picture to 1
2
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding 3
Phonics Story Cards (12 to 17) for each item as they hear it. 4

• Emphasise the initial sound each time by saying it louder than

1
the rest of the word. 2
• Use the letter on the Phonics Card for t to help to present the
3
sound.
4
• Say the /t/ sound and ask pupils to repeat. Can pupils think of
fifteen 15
other words which start with the /t/ sound?
• Show the picture side of the Phonics Card and ask pupils to say
what they can see (a teddy). Now say the /t/ sound with an action
to represent teddy which will help pupils to remember the sound.
This can be pretending to cuddle a teddy with both hands.

128
 Unit 1, Lesson 3
1
3 1.13 Listen and repeat. Follow and circle t. (6 minutes) 3
Lesson
• Play the audio for pupils to listen and repeat the words. Ask them
to point to each picture and the word in turn as they hear it. 5 1.14
Listen, follow and write.
• Explain that the pupils will hear the audio again. For each picture,

train
they will listen and repeat the word. Then they use their pencil to 1 1
2
follow the curved line from the picture to the correct word, and
circle the letter t. 3
4
• Play the audio a second time, pausing after the first item if
necessary. Pupils listen, repeat tin, and follow the line to the word
tin. Show the example circled t.
• Repeat for the rest of the track, pausing the audio if pupils need

toys
longer to follow the lines and circle. 1

t
2
• Pupils can check their answers with their partner before you check
2
as a class. You can do this by copying the words on the board and 3

inviting pupils up to circle the t in the words. 4

• To extend the activity, you could write other known /t/ words
(e.g. toys, train) and invite pupils up to circle the t.

tiger
1.13 1
3 2
1 t – tin
2 t – teddy 3

3 t – tree 4

4 t – tiger
6 Look and say the sounds. Circle t.

4 Trace and copy. (10 minutes) t s

a s t a s t t s
• Now demonstrate on the board how to write the letter t. s
• Draw a stave on the board. Make sure pupils know where to start
drawing the letter. Draw a starting dot on the stave on the board
and point to it. 16 sixteen

• Now draw the letter in the air with your back to the class so the
shape is the right way round. Pupils draw the letter with you in the
air. 6 Look and say the sounds. Circle t. (4 minutes)
• Pupils then do a number of activities to practise, including • Look at the picture with the class and ask pupils what they can
drawing the shape on a classmate’s back. See the full range of see. Elicit the word train.
activities in the Introduction (page 21) for this stage.
• Point out the example circled letter t. Have the class say it
• Pupils then trace and copy the letter in their books. They should chorally.
start at the starting dots and follow the arrows as they trace. They
• Point to each letter in turn and elicit the correct sounds from
then copy the letter in the space.
the class. You can do this as a group or invite volunteers for each
• Ensure that pupils are holding their pencils correctly, in a tripod letter.
grip, and check their work.
• Then ask pupils to work individually to identify and circle only the
letter t. Challenge them to see how many they can find.
5 1.14 Listen, follow and write. (4 minutes)
• Circulate and monitor to check they are circling correctly. Then
• Look at the activity with the class. Play the audio for pupils to
check answers as a class by looking at their books.
point to each item and say the words.
• To revise the earlier sounds, elicit words for each initial letter, e.g.
• Point to the initial letter t in the centre of the page and have
apple, ant, alligator, snake, sun, sing, six.
the class say it chorally. Then show the different coloured lines
which join each picture to the missing t and to the gapped word.
• Copy the staves and starting dot from item 1 on the board, then Finishing the lesson (3 minutes)
carefully draw the letter t in the correct place. Pupils copy your • Use the Phonics Card for t. Pupils say the /t/ sound and practise the
example in their books. action of pretending to cuddle a teddy.
• Ask pupils to continue with the other items. Check that they • Review the Phonics Cards for s and a. Recap the actions of biting into
copy the letter correctly and position it in the right place on the an apple and moving your hand away from your mouth to sing.
stave each time.
• Play a game with the Phonics Cards used so far. Display the cards
with the picture showing in three different areas of the classroom.
1.14 Now say a word from the unit with a matching initial sound, but not
1 train t train the ones shown on the card (not sing, apple or teddy). Pupils listen
2 toys t toys and point to the matching picture each time. You can ask them to
3 tiger t tiger chorus the matching pairs, e.g. sing – six; apple – axe; teddy – toys.
• If pupils are confident with the pictures, turn the Phonics Cards over
to show the letter side, and change their position in the classroom.
Say words from Lessons 1-3 and ask pupils to match the words with
the initial sounds in isolation, e.g. /s/ – snake.

129
 Unit 1, Lesson 4
Sounds and Spelling Book
Lesson 4 to represent pen which will help pupils to remember the sound.
This can be pretending to write with a pen, using the tripod grip.
• Point to the alphabet banner at the bottom of the page and ask
Starting the lesson (2 minutes) pupils to find the p.
• Review the /t/ sound from the previous lesson. • Pupils can now make up a story using the words in the picture.
• Hold up the Phonics Cards for pupils to say the /t/ sound and to To help with this, you can hold up the Phonics Story Cards 18 to
practise the action of cuddling a teddy with both hands to mime teddy. 23 and recap each of the items in the picture.
• Show the opening scene from Lesson 3 or the Phonics Story Cards to
revise the /t/ words. Point to each item and say the word for pupils 1.15
to repeat. Then point again in a different order and elicit each word. pen pink
• You can also revise the /s/ and /æ/ sounds at this point, using the pie pond
Phonics Cards and accompanying actions, or the lesson opener scenes. pin pot

Presentation 2 1.16 & 1.17 Listen and chant. (5 minutes)

• Play the audio. Pupils listen to the chant and join in as much as
Sounds and Spelling Book they can. Play the chant two or three times until pupils can follow
more confidently.
• Pupils first point to the pictures as they listen, then chant along

pP
Lesson1 4
Lesson
Lesson 1 with the audio.
• If pupils are confident, you can then ask them to say the chant
without the audio.
1 1.15
Look, listen and repeat.
• Play the karaoke version (track 1.17). Have children say the
sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary.
pen
1.16
pie pin p, p, pen p, p, pink
p, p, pie p, p, pond
pot p, p, pin p, p, pot

Practice
pin�
Sounds and Spelling Book
pond
4
Lesson

3 1.18
Listen and repeat. Circle p.
1 2
2 1.16 1.17
Listen and chant.
p, p, pen p, p, pin� pin� pie
p, p, pie p, p, pond
p, p, pin p, p, pot
3 4
abcde�ghij�lmno p qrstuvwxyz 17
pen pot

1 1.15 Look, listen and repeat. (6 minutes)

4 Trace and copy.
• Look at page 17 with the class. Talk about the picture and ask

ppp
1
pupils what they can see.
2 1
3

• Play the audio. Help pupils to match each word in the picture to
the audio and to point to the correct object as they hear each 3
4 2
word. You can support this by holding up the corresponding
Phonics Story Cards (18 to 23) for each item as they hear it. 1
• Emphasise the initial sound each time by saying it louder than 2

the rest of the word. 3

• Use the letter on the Phonics Card for p to help present the sound. 4
Show pupils how to press their lips together and open them quickly
1
to make the sound clearly. Repeat the sound chorally. 2
• Ask pupils if they can think of other words which start with the /p/
3
sound.
4
• Show the picture side of the Phonics Card and ask pupils to say
what they can see (a pen). Now say the /p/ sound with an action 18 eighteen

130
 Unit 1, Lesson 4
1
3 1.18 Listen and repeat. Circle p. (6 minutes) 5 Look and write. (3 minutes)
• Play the audio for pupils to listen and repeat the words. Ask them • Look at the activity with the class. Point to each picture for pupils
to point to each picture and the word in turn. to say the words.
• Explain that the pupils will hear the audio again. This time they will • Elicit what letter is missing and encourage the pupils to write it in
listen and repeat each word again and circle the letter p. place. If they need additional help, copy the staves and starting
• Play the audio a second time, pausing after the first item if dot from item 1 on the board, then carefully write the letter p in
necessary. Pupils listen and repeat pink. They can trace over the the correct place. Pupils copy your example in their books.
example circled p. • Then ask pupils to continue with the next item. Check that they
• Play the audio and have them circle the p in each word. copy the letter correctly and position it in the right place on the
• Pupils can check their answers with their partner before you check stave each time.
as a class. You can do this by copying the words on the board and
inviting pupils up to circle the p in the words.
6 1.19 Let’s blend! Listen and repeat. Trace and say.
(5 minutes)
• To extend the activity, you could write other known /p/ words
(e.g. pin, pond) and invite pupils up to circle the p. • Now that pupils have learned s, a, t and p, they can start to
segment and blend the known sounds in order to read words.
1.18 From this point on, they can apply their phonic knowledge to
begin decoding simple words that they encounter. Throughout
1 pink 2 pie 3 pen 4 pot the course, the words in this blending section will be built on to
consolidate known sounds. This allows opportunities for pupils
4 Trace and copy. (10 minutes) to independently read new words as well as recognising those
which practise the initial letter sound.
• Now demonstrate on the board how to write the letter p.
• Start the activity with the Phonics Blending Cards for this lesson
• Draw a stave on the board. Make sure pupils know where to start
(1 and 2). Hold these up and elicit the correct word each time.
drawing the letter. Draw a starting dot on the stave on the board
• Then ask pupils to focus on Activity 6 in their books. Focus on
and point to it.
the first picture and the letters underneath. Point to each letter
• Now draw the letter in the air with your back to the class so the
in turn and elicit the sound. Encourage pupils to say each sound
shape is the right way round. Pupils draw the letter with you in the
individually at first, segmenting the word, and then blending the
air.
sounds together. Simple CVC (consonant – vowel – consonant)
• Pupils then do a number of activities to practise, including words can be blended once all the component sounds are known.
drawing the shape on a classmate’s back. See the full range of
• Point to the completed word tap and elicit the full word from the
activities in the Introduction (page 21) for this stage.
class. Use the picture to confirm the meaning of the new word. You
• Pupils then trace and copy the letter in their books. They should can also mime turning on a tap and washing hands to reinforce
start at the starting dots and follow the arrows as they trace. They understanding. Explain that they will listen and repeat again, then
then copy the letter in the space. trace the letters on the staves.
• Ensure that pupils are holding their pencils correctly, in a tripod • Play the audio for pupils to repeat the segmented and blended
grip, and check their work. word. Pause to allow time for pupils to trace over the letters and
say the word. Then repeat for the next item, pat. Again, use the
Lesson1 4
Lesson
Lesson 1 1 picture to confirm the meaning of the new word. You can also
make an action of patting with your hand.
5 Look and write. • Check everyone has correctly traced the letters.

1 2 1.19
1 t/a/p tap tap
2 p/a/t pat pat

pin pond
1 1
2 2
Finishing the lesson (3 minutes)
3 3
• Use the Phonics Card for p. Pupils say the /p/ sound and practise the
4 4
action of writing with an imaginary pen.
6 1.19 Let's blend! Listen and repeat. Trace and say. • Write a large p on the board and ask pupils to give you a word
beginning with that sound. For each correct word, draw a picture to
1
represent it. Continue until you have pictures of all the /p/ words

tap
1 from the lesson drawn on the board. You can use the Phonics Story
2
Cards for support. Point to each picture in turn and ask pupils to say
tap the word. Ask them to emphasise the initial sound and to draw a p in
3
4 the air at the same time.
t/a/p • Play a game with the Phonics Cards for p, a and t. Display these on
the board in mixed up order, e.g. t / p / a. Mime the action of turning
2 on a tap or patting, and elicit the correct word.
• Repeat a few times for pupils to chorus the correct words, then invite

pat
1
2 a volunteer up to the front. Say pat or tap and help them to move the
pat Phonics Cards into the correct sequence for the word. You can use
3
4 the Phonics Blending Cards for support in eliciting the segmented
and the blended forms. The rest of the class repeats the word and
p/a/t mimes the activity when the cards are in the correct sequence.
nineteen 19

131
 Unit 1, Lesson 5
Sounds and Spelling Book
Lesson 5 • Show the picture side of the Phonics Card and ask pupils to say
what they can see (a nose). Now say the /n/ sound with an action
to represent nose which will help pupils to remember the sound.
Starting the lesson (2 minutes) This can be touching your nose with your index finger.
• Review the /p/ sound from the previous lesson. • Point to the alphabet banner at the bottom of the page and ask
• Hold up the Phonics Cards for pupils to say the /p/ sound and to pupils to find the n.
practise the action of writing with an imaginary pen to mime pen. • Pupils can now make up a story using the words in the picture.
• Show the opening scene from Lesson 4 or use the Phonics Story To help with this, you can hold up the Phonics Story Cards 24 to
Cards to revise the /p/ words. Point to each item and say the 29 and recap each of the items in the picture.
word for pupils to repeat. Then point again in a different order 1.20
and elicit each word.
night nose
• You can also revise the /s/, /æ/ and /t/ sounds at this point, using
nest neck
the Phonics Cards and accompanying actions, or the lesson opener
nut net
scenes.

2 1.21 & 1.22 Listen and chant. (5 minutes)

Presentation • Play the audio. Pupils listen to the chant and join in as much as
they can. Play the chant two or three times until pupils can follow
Sounds and Spelling Book more confidently.
• Pupils first point to the pictures as they listen, then chant along
with the audio.
5

nN
Lesson • If pupils are confident, you can then ask them to say the chant
without audio.
1 1.20
Look, listen and repeat.
t • Play the karaoke version (track 1.22). Have children say the
sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary.

1.21
night nest n, n, night n, n, nose
n, n, nest n, n, neck
n, n, nut n, n, net
nut
Practice
nose
Sounds and Spelling Book

Lesson1 5
Lesson
Lesson 1 1
nec�
3 1.23
Listen and repeat. Follow and circle n.

2 1.21 1.22
Listen and chant.
n, n, night n, n, nose net nose nest
n, n, nest n, n, nec�
n, n, nut n, n, net

20 abcde�ghij�lm n opqrstuvwxyz
night nec�
1 1.20 Look, listen and repeat. (6 minutes) 4 Trace and copy.

nnn
1
• Look at page 20 with the class. Talk about the picture and ask 2 2

pupils what they can see. 1

3
• Play the audio. Help pupils to match each word in the picture to
4
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding 1
Phonics Story Cards (24 to 29) for each item as they hear it. 2

• Emphasise the initial sound each time by saying it louder than 3

the rest of the word. 4
• Use the letter on the Phonics Card for n to help to present the
1
sound. Explain that to make this sound, pupils should place their 2
tongue against the roof of their mouth, behind their front teeth.
3
Give lots of practice and repeat the sound chorally.
4
• Say the /n/ sound and ask pupils to repeat. Can pupils think of
other words which start with the /n/ sound? twenty-one 21

132
 Unit 1, Lesson 5
1
Pause to allow time for pupils to trace over the letters and say the
3 1.23 Listen and repeat. Follow and circle n. (6 minutes) word. Then repeat for the next item, pan. Again, use the picture to
• Play the audio for pupils to listen and repeat the words. Ask
confirm the meaning of the new word. You can also mime cooking
them to point to each picture and word in turn as they hear it.
with a pan.
• Explain that the pupils will hear the audio again. This time they
have to follow the dotted line with their pencil. As they reach • Check everyone has correctly traced the letters.
each picture, they will listen and repeat each word again, and
circle the letter n. 1.24
• Play the audio a second time, pausing after the first item if
1 n/a/p nap
necessary. Pupils listen, repeat nose, and trace the circle over 2 p/a/n pan
the initial n. Then allow time for them to follow the dotted line
to the next picture. Repeat for the rest of the track, pausing the
audio if pupils need longer to trace. 5
• Pupils can check their answers with their partner before you Lesson

check as a class. You can do this by copying the words on the

board and inviting pupils to come up and circle the n in the words. 5 Look and write.
• To extend the activity, you could write other known /n/ words
1 2
(e.g. net, nut) and invite pupils up to circle the n.

1.23
n – nose
n – nest

net n ut
n – neck 1 1
n – night 2 2

3 3
4 Trace and copy. (10 minutes) 4 4

• Now demonstrate on the board how to write the letter n.

• Draw a stave on the board. Make sure pupils know where to start 6 1.24 Let's blend! Listen and repeat. Trace and say.
drawing the letter. Draw a starting dot on the stave on the board
and point to it. 1
• Now draw the letter in the air with your back to the class so the

nap
shape is the right way round. Pupils draw the letter with you in 1
the air. 2

• Pupils then do a number of activities to practise, including nap

3
drawing the shape on a classmate’s back. See the full range of n/a/p 4
activities in the Introduction (page 21) for this stage.
• Pupils trace and copy the letter in their books. They should start 2
at the starting dots and follow the arrows as they trace. They
then copy the letter in the space.

pan
1
• Ensure that pupils are holding their pencils correctly, in a tripod 2
grip, and check their work. pan 3
5 Look and write. (3 minutes) p/a/n 4

• Look at the activity with the class. Point to each picture for pupils 22 twenty-two

to say the words.

• Elicit what letter is missing and encourage the pupils to write it in
place. If they need additional help, copy the staves and starting
dot from item 1 on the board, then carefully write the letter n in Finishing the lesson (3 minutes)
the correct place. Pupils copy your example in their books. • Use the Phonics Card for n. Pupils say the /n/ sound and practise the
• Then ask pupils to continue with the next item. Check that they action of touching their nose.
copy the letter correctly and position it in the right place on the • Now that pupils have learned all the five new sounds in Unit 1, review
stave each time. all the actions using the Phonics Cards. Ask pupils to stand up, either
in a circle or at their desks. Hold up the letter side of each of the
6 1.24 Let’s blend! Listen and repeat. Trace and say. Phonics Cards in turn, and encourage pupils to say the sound and do
(5 minutes) the correct action. Repeat in a random order, getting faster as pupils
• Pupils now have an extra known sound that they can use to blend become more confident.
and decode new CVC words. • Now hold up the cards again and elicit as many words with that
• Start the activity with the Phonics Blending Cards for this lesson initial sound as possible. If pupils need support, use the Phonics
(3 and 4). Hold these up and elicit the correct word each time. Story Cards or draw items from each lesson on the board or mime
• Then ask pupils to focus on Activity 6 in their books. Focus on the actions to elicit the words.
the first picture and the letters underneath. Point to each letter • You can then ask pupils to sit down. Ask them to choose one of the
in turn and elicit the sound. Encourage pupils to say each sound sounds they have learned this unit. Give out paper and ask them to
individually at first, segmenting the word, and then blending the write the letter at the top of the sheet, then draw an item or items
sounds together. with that initial sound underneath. You could keep these for use in
• Point to the completed word nap and elicit the full word from the subsequent lessons.
class. Use the picture to confirm the meaning of the new word. If • Go round and see the pupil’s pictures, or ask them to hold up their
necessary, say that nap is a short sleep. You can mime sleeping work and say the sound and what they have drawn.
to reinforce understanding. Explain that they will listen and
repeat again, then trace the letters on the staves.
• Play the audio for pupils to repeat the segmented and full word.

133
 Unit 1, Lesson 6
Sounds and Spelling Book
Lesson 6 • Check answers as a class by eliciting each word and the correct
initial letter.
• To extend the activity, you could elicit a word from the class for
Starting the lesson (6 minutes) the alternative letter in each item.
• Review all the sounds learned so far using the Phonics Cards, the
Phonics Story Cards and the lesson opener scenes. Then write each 1.25
letter on the board and elicit the words from the unit with the target 1 sad
initial sounds. 2 ant
• Use the Phonics Cards with their pictures to revise the action for 3 teddy
each of the sounds. 4 pond
5 nose
• You could stick the Phonics Cards for p, a, t and n on the board.
6 arrow
Challenge pupils to come up and form the blended words by putting
7 tin
the correct cards in order (tap, pat, nap and pan). Use the Phonics 8 six
Blending Cards from the unit to confirm their answers. 9 nut

Practice 6
Lesson

Sounds and Spelling Book

2 1.26
Listen, follow and say. Write.

a
1
Lesson1 6
Lesson
Lesson 1 1 2

3
4
Listen and say. Circle.
t
1
1 1.25

s
1 2
2
3
1 2 3 3 4
4

s p n a t p
p n
1 1

t
2 2 1
2
3 3
4 4 3
4
4 5 6

p n n s n a
p
1

s
2 1
2
3
4 3
4

n
1

a
1
2
2
7 8 9 3
3
4
4

24 twenty-four

t p a s t n
2 1.26 Listen, follow and say. Write. (8 minutes)
twenty-three 23 • Look at the activity with the children. Ask pupils to name any
pictures they feel confident about.
• Play the audio for pupils to listen and repeat the words. Ask
1 1.25 Listen and say. Circle. (8 minutes) them to point to each picture and word in turn as they hear it.
• Look at page 23 with the class. Point to the first picture and • Point out the dotted line and how it joins each of the words.
elicit the word (sad). Then point to the two letters underneath Repeat the first word, sun, and elicit the initial sound s from the
and elicit each sound. Say “Sad – /s/ or /p/?” Show how the s is class. Ask pupils to trace the example s with their finger.
circled as this is the correct initial sound for the word. • Explain that the pupils will hear the audio again. For each
• Explain that pupils will listen to each word and choose the picture, they will listen and repeat the word. Then they will write
correct initial letter. the initial letter on the staves under each picture. Finally, they
• Play the audio the first time for pupils to listen and say each will use their pencil to follow the curved line to the next picture
word. Ask them to point to the pictures in turn as they listen. in the sequence.
• Allow time for pupils to look at the letters underneath each • If you think pupils will need more support, you can write the
picture. Then play the audio a second time for pupils to choose letters s, a, t, p and n on the board for reference.
the correct initial letter. Make sure everyone is holding a pencil • Play the audio a second time, pausing after the first item if
correctly with a tripod grip. necessary. Pupils listen, repeat sun, trace the example and
follow the line to the next word.

134
 Unit 1, Lesson 6
1
• Repeat for the rest of the track, pausing the audio if pupils need • Encourage pupils to join the letters to say each segmented and
longer to write the letters and follow the lines. blended word before writing it on the staves.
• Check answers as a class. • Play the audio all the way through for pupils to listen and
• For further practice, you could write more words from the check the words. You can hold up the Phonics Blending Cards to
previous lessons (e.g. 1 sad, 2 arrow, 3 train, 4 pond, 5 nut). Invite confirm their answers.
pupils to come up to the board, circle the first letter and say it.
1.27
1.26 t/a/p tap
s – sun p/a/t pat
a – ant n/a/p nap
t – tiger p/a/n pan
t – teddy
n – net
p – pot
p – pin Finishing the lesson (8 minutes)
s – sit • Review the words from Lessons 1–5 by miming (sad, sing, sit, six, apple,
n – night axe, tiger) or drawing (sun, snake, arrow, alligator, ant, tree, train, tin,
a – axe toy, pie, pink, pond, night, nest, net) the words. You could also show a
pen and pin – and touch your nose and neck – to elicit those words.
You can also hold up the Phonics Story Cards to elicit the words.
Lesson1 6
Lesson
Lesson 1 1 • Recap the blending by using the Phonics Cards for p, a, t and n.
Display these on the board in sequence for pupils to say the
3 1.27 Let's blend! Follow and say. Look and write. segmented and blended words (tap, pat, nap and pan). You can also
Then listen. use Phonics Blending Cards 1 to 4 to elicit the words.
• Pupils may enjoy trying to do the actions for each sound in the
correct sequence to make a word. Say one of the words and ask them

tap
1
2 to do each action in turn as they say the sound.
t p • Give out sheets of paper and ask pupils to choose a letter from the
3
4 unit and draw a word with that initial sound. Alternatively, reuse
their pictures from the end of Lesson 5. Ask pupils to walk around the
room to find another pupil with the same sound. They can get into
larger groups, depending on how many have chosen each sound.

pat
1
2 • Work around the pairs or groups in turn. Ask them to hold up their
p t pictures individually and say the word for what they have drawn.

a
3
4
Then the pair or group can chorus the initial sound.

nap
1
2
n p
3
4

pan
1
2
p n 3
4

twenty-five 25

3 1.27 Let’s blend! Follow and say. Look and write.

Then listen. (10 minutes)
• Use Phonics Blending Cards 1 to 4. Elicit the words and practise
the segmented and blended forms. Then focus on page 25. Point
to the pictures and elicit the words from the pupils.
• Show the letter a in the centre of the page. Explain that all of
these words can be formed by connecting the letters on the
left with the central a and the letters on the right. Point out the
different coloured lines which correspond to each picture.
• Point to the first item and segment the sounds t / a / p.
Encourage pupils to repeat and then blend the full word tap.
• Explain that they can use the letters in the activity as a model to
write the full word tap on the staves. Finally they can listen and
check their answers.
• Do the first item. Check pupils are using the staves correctly.
Play the audio to confirm their answers.

135
 Unit 1, Lesson 7
Sounds and Spelling Book
Lesson 7 1.28
1 p, s, t, a 2 a, n, p, s 3 s, t, n, p
Starting the lesson (6 minutes)
• Write all the letters learned so far on the board for a review. Point to 2 1.29 Listen and circle. (5 minutes)
each one in turn and elicit the sound. Model air-drawing the letters
and encourage pupils to copy you. • Look at the letter clouds with the class. Elicit the sounds in item
1, pointing to each letter in turn.
• Use the picture side of the Phonics Cards to review the actions for
the sounds, then elicit words with each initial letter from the class. • Explain to pupils that they will hear one sound from each set.
You can use Phonics Story Cards 1 to 29 as support. They should listen to identify and circle the correct letter.
• Focus on the words that pupils can now decode using the known • Play the audio for item 1, then check answers by eliciting the
sounds. Show or draw a picture of each item (tap, pat, nap and pan). sound from the class chorally and encouraging pupils to air-
Point to each one in turn and invite pupils to say the segmented then draw the letter.
the blended words. You can use Phonics Blending Cards 1 to 4 as • Repeat for the remaining items and check answers in the same
support. way.
• As a challenge, look at each of the clouds again. Ask pupils
which of the five letters they learned in Unit 1 is missing from
Practice each set of four (1 n, 2 t, 3 a, 4 s).

Sounds and Spelling Book 1.29

1a 2p 3n 4t
7
Lesson

Lesson 7 1
1 1.28
Listen, follow and write.

a
1 3 Write and match.
2
1 p s t
s a
1 1 1
3 2 2
4
3 3

s
1 4 4
2
2 a n p

a t
3
2 1 1
4 2 2

p
1 3 3
2
3 s t n
4 4

p n
4
3 1 1
2 2
2 1.29
Listen and circle. 3 3
4 4
1 2

t
s a t p n p a s 4

s
1 1
2 2

3 3
3 4 4 4

t n p s a t n p
n p
5 1 1
2 2

3 3

twenty-six
4 4
26

twenty-seven 27

1 1.28 Listen, follow and write. (5 minutes)

• Look at page 26 with the class. Focus on the letters in Activity 1. 3 Write and match. (10 minutes)
Ask pupils to have their pencils ready, then elicit the first letter
• Introduce the activity by pointing to the pictures in any order
p. Explain that they have to listen and follow the lines between
and eliciting the words from the class.
the letters with their pencils, then write the final letter they
hear on the staves. • Focus on the pictures for sing and sun and the example line
between them. Elicit the word for each picture and have them
• Play the audio for item 1 for pupils to listen and follow the lines
chorus the initial sound /s/.
with their pencils. Pause the audio and elicit which sound they
heard (/æ/). Allow time for pupils to write the letter a on the • Show how the letter s is written on the staves for each pair of
staves, helping any who need support. pictures. Ask pupils to trace the letter with their fingers.
• Repeat for items 2 and 3, then have the class read out their • If pupils need more support, do item 2 as a class, eliciting ant
completed letter chains chorally to check answers. then inviting ideas for the matching word (apple). Let them draw
the matching line, then ask pupils to air-draw the letter before
they write it on the staves.

136
 Unit 1, Lesson 7
1
• If pupils are confident, they can complete the activity individually.
• Check answers by eliciting the word for each numbered item 1.30
and the matching word, then having the class repeat the initial 1 pan p/a/n pan
sound in chorus. 2 nap n/a/p nap
• For an extra challenge, ask pupils to think of another pair of 3 tap t/a/p tap
4 pat p/a/t pat
words for each of the letters.
• If there is time, pupils could draw a picture to show a word they
have learned for an initial sound from this unit. They then hold
up their picture and say the word. If other pupils have a different Finishing the lesson (4 minutes)
picture with the matching sound, they can hold up their picture,
• Use the Phonics Cards to review the unit letters and sounds.
say the word, then the two pupils can say the initial sound
• Use photocopiable 1 to revise the letters and sounds in Unit 1.
together.
• Then review the words that pupils have learned for each initial
7
sound. Draw or mime to recap ideas if pupils need support, or the
Lesson Phonics Story Cards.
• Say the sounds and ask pupils to draw each letter in the air as you
4 1.30 Let's blend! Listen, order and write. do so. Repeat in a different order, getting faster as the pupils get
more confident.
1

pan
1 • Write the letters p, a, t and n on the board. Challenge pupils to
2 make words using these letters. They can draw a picture to confirm
n p a understanding of each word. You can also use the Phonics Blending
3
4 Cards for support with the segmented and blended forms.
• Play a game to practise writing the letters. Check all pupils have
paper and coloured pens, then say one of the initial sounds from the
2 unit. Allow time for pupils write the letter on their paper. Then they

nap
1
2
draw a picture for that word.
a n p • Repeat, saying another sound for pupils to write the letter and draw
3
a picture.
4
• You can make a display of the pupils’ work to show how much they
have learned in Unit 1.
3 • Tell pupils how well they have done in this unit. Explain that they will

tap
1
learn more letters and sounds with the course characters in the next
2
p t a unit, so they can read more words.
3
4

pat
1
2
a t p
3
4

28 twenty-eight

4 1.30 Let’s blend! Listen, order and write. (10 minutes)

• Use Phonics Blending Cards 1 to 4 to elicit the segmented and
blended form of each word. Look at picture 1 with the class and
elicit the word pan. Look at the letters and elicit each sound
in turn: /n/ /p/ /æ/. Ask “Is this pan?” (No, it isn’t.) See if any
pupils can decide what they need to do, then explain that they
need to put the letters in the correct order to make each word.
• Play the audio for item 1 and ask pupils to write the letters for
pan in the correct order on the staves.
• Repeat for items 2–4, pausing as necessary. If pupils need
support, they can help each other by comparing their words in
pairs.
• Check answers by playing the audio again and pointing to each
picture in turn. Elicit the segmented form of each word, for
example in item 2, /n/ /a/ /p/. Then encourage pupils to say the
full blended form nap.
• If the class is confident, draw a picture of each item and invite
pupils up to the board to write the letters for each word in order.

137
 Unit 2, Lesson 1
Sounds and Spelling Book
Unit 2, Lessons 1–7 Presentation
Objectives Sounds and Spelling Book
• Lesson objectives: to learn the letter sounds for /ɪ/, /m/, /h/,
/k/ and /r/; to blend and segment CVC words
• Target words: /ɪ/: in, igloo, ink, insect Lesson 1

iI
Lesson 1

2
/m/: moon, monkey, milk, mug, mouse, map
/h/: house, hot, hill, horse, hen, hop
/k/: king, cloud, kite, cut, cat, cap, duck, sock
/r/: rabbit, rock, rod, rug, run, red
1 2.1
Look, listen and repeat.

Global Scale of English (GSE) in

• Listening: Can recognise the letters of the alphabet by their
sounds (GSE 10).
• Speaking: Can say the sounds of the alphabet, if supported by
igloo in�
pictures (GSE 13). Can say simple tongue-twisters and other
types of playful language (GSE 27).

Learning outcomes
•

•
Listening: distinguish English segmental phonemes in single
words; associate letters with their sounds
Speaking: articulate sounds in single words
insect
i
• Reading: identify letter-sound correspondences; read main high
frequency words with correct pronunciation; decode short and 2 2.2 2.3
Listen and chant.
simple words using blending strategies
i, i, in
• Writing: develop left-to-right writing orientation in controlled
and semi-controlled tasks (trace over dots, circles and basic i, i, igloo
patterns vertically and horizontally; trace over the letters and i, i, in�
numbers from left to right); write lower case letters legibly; write i, i, insect
basic familiar words; maintain appropriate spacing between
letters in a word and between words abcde�gh i j�lmnopqrstuvwxyz 29

• Cognitive skills: understand the steps needed to complete the

activity; recognise when a task has been completed; stay engaged
and focused on short tasks without getting distracted
1 2.1 Look, listen and repeat. (5 minutes)
• Look at page 29 with the class. Talk about the picture and ask
Materials pupils what they can see.
• Photocopiable 2 • Play the audio. Help pupils to match each word in the picture to
• Unit 1 Phonics Cards (s, a, t, p, n) the audio and to point to the correct object as they hear each
• Unit 2 Phonics Cards (i, m, h, c, k, ck, r) word. You can support this by holding up the corresponding
Phonics Story Cards (30 to 33) for each item as they hear it.
• Unit 2 Phonics Story Cards
• Emphasise the initial sound each time by saying it louder than
• Unit 2 Phonics Blending Cards
the rest of the word.
• Use the Phonics Card for i to help present the sound.
Assessment for Learning (formative assessment) • Say the /ɪ/ sound and ask pupils to repeat. Can pupils think of
other words which start with the /ɪ/ sound?
Setting aims and criteria: lesson objectives presentation
• Look at the picture side of the Phonics Card and ask pupils to say
what they see (an insect). Now say the /ɪ/ sound with an action to
represent insect which will help pupils to remember the sound. This
Lesson 1 can be positioning one hand palm up while the other hand can be
an insect crawling over it.
• Also point to the alphabet banner at the bottom of the page and
Starting the lesson (3 minutes) ask pupils to find the i.
• Start by holding up the Phonics Cards from Unit 1 (s, a, t, p, n) for • Pupils can now make up a story using the words in the picture.
pupils to say the sound for each letter. Check that they are not To help with this, you can hold up the Phonics Story Cards 30 to
adding an ‘uh’ sound to the end. 33 and recap each of the items in the picture.
• Write the letters n, a, p, and t on the board. Call out the following
words and see if pupils can use the letters on the board to segment 2.1
the words: tap, pan, nap, pat. You can also use the Phonics
in igloo ink insect
Blending Cards for support with the segmented and blended forms.
• You may wish to call out other words and make up nonsense words
using the other letters from Unit 1 to see if pupils can distinguish the 2 2.2 & 2.3 Listen and chant. (5 minutes)
different sounds, e.g. tan, sat, nat, san, sap, nas. • Play the audio. Pupils listen to the chant and join in as much as
they can. Play the chant two or three times.
• Pupils listen and point to the pictures and then chant.
138
 Unit 2, Lesson 1
2
• Play the karaoke version (track 2.3). Have children say the
sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary.
Lesson1 1
Lesson
Lesson 1 2
2.2 5 Look, write and say.

igloo
1
i, i, in i, i, igloo i, i, ink i, i, insect
2

Practice 3
4

in�
1
Sounds and Spelling Book 2

i
3
4

in
1
2
1
Lesson
3
4
Listen and repeat. Follow and circle i.

insect
3 2.4
1
2
1
in 3
4

2 6 2.5 Let's blend! Listen, write and say. Then match.

igloo
sit
1
2

3 1 s/i/t 3

in� 4

pin
1
2
4 2 p/i/n
insect 3
4

tin
1
4 Trace and copy. 2
3 t/i/n

iii
1 3

2 4
1

thirty-one 31
3
4

1
2 5 Look, write and say. (4 minutes)
3 • Pupils look and say the sound for the letter in the circle and then
4 follow the coloured lines to write the initial letter for each word.
1 Ensure that they stress the initial sound.
2 • Say the words with the class as they work and reinforce the action
3 for the /ɪ/ sound when you reach the insect.
4 • Check that pupils copy the letter correctly and position it in the
30 thirty right place on the stave each time.

6 2.5 Let’s blend! Listen, write and say. Then match.

(6 minutes)
3 2.4 Listen and repeat. Follow and circle i. (4 minutes)
• Recap all of the sounds covered so far using the Phonics Cards
• Pupils listen to the audio and repeat the words. They should point
(s, a, t, p, n, i). Remind pupils how to blend letters to make the
to the pictures and the words as they listen and repeat.
words pan and tap. Explain that now that they know the sound /ɪ/,
• Play the audio a second time. Pupils follow the lines and circle they can use this sound to make more words. Place the Phonics
the i in the words. Cards for s, i and t on the board. Spread them out in order and
• Remind pupils of the action for insect and encourage them to gradually move them closer together while you say the sounds
perform the action when they encounter the word. they make. Encourage pupils to blend the sounds to make the
2.4 word sit. Emphasise the first sound, /s/, to help pupils identify the
initial letter and demonstrate the meaning by doing an action.
1 i – ink 2 i – in 3 i – insect 4 i – igloo
• Then use Phonics Blending Cards 5 to 7 to elicit the segmented
4 Trace and copy. (10 minutes) and blended form of the words.
• Explain that the letters a and i are vowels and that they are
• Now demonstrate on the board how to write the letter i.
often found in the middle of a three-letter word.
• Draw a stave on the board. Make sure pupils know where to start
• Play the audio and encourage the pupils to listen, write the
drawing the letter. Draw a starting dot on the stave on the board
letters, and then blend the sounds to say the word. Pupils should
and point to it.
then match the words to the correct picture by drawing a line.
• Now draw the letter in the air with your back to the class so the
shape is the right way round. Pupils draw the letter with you in 2.5
the air.
• Pupils then do a number of activities to practise, including 1 s/i/t sit 2 p/i/n pin 3 t/i/n tin
drawing the shape on a classmate’s back. See the full range of
activities in the Introduction (page 21) for this stage.
Finishing the lesson (3 minutes)
• Pupils then trace and copy the letter in their books. They should • Play an action game where you silently act out three sounds to
start at the starting dots and follow the arrows as they trace, make a word, e.g. tin, pat, nut. The class must guess the sounds, (e.g.
remembering to add the dot at the top of the letter. They then /t/– /i/–/n/ for tin), write the letter for each sound on the board, and
copy the letter in the space. Check their work as they write. then blend to make a word.
139
 Unit 2, Lesson 2
Sounds and Spelling Book
Lesson 2 sound. This can be pulling fingers away from cheeks to imitate the
whiskers of the mouse.
• Point to the alphabet banner at the bottom of the page and ask
Starting the lesson (2 minutes) pupils to find the m.
• Start by holding up the known Phonics Cards (s, a, t, p, n, i) for pupils • Pupils can now make up a story using the words in the picture.
to say the sound for each letter. Check that they are not adding an To help with this, you can hold up the Phonics Story Cards 34 to
‘uh’ sound to the end and then recall the actions for each sound. 39 and recap each of the items in the picture.
Elicit words for each initial letter, using the Phonics Story Cards for
support. 2.6
• Use the letters to make words for pupils to blend and then call out moon
words for pupils to segment. You can use the Phonics Blending Cards monkey
for support. milk
mug
mouse
Presentation map

Sounds and Spelling Book

2 2.7 & 2.8 Listen and chant. (5 minutes)
• Play the audio. Pupils listen to the chant and join in as much as
they can. Play the chant two or three times.
Lesson
2 • Pupils can firstly point to the pictures as they listen and then

1 2.6
Look, listen and repeat.
t mM chant along with the audio.
• Play the karaoke version (track 2.8). Have children say the
sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary.
moon
2.7
mon�ey m, m, moon m, m, mug
m, m, monkey m, m, mouse
m, m, milk m, m, map

Practice
mil�
Sounds and Spelling Book
mug
mouse
Lesson1 2
Lesson
Lesson 1 2
map
3 2.9
Listen and repeat. Circle m.
2 2.7 2.8
Listen and chant. 1 2
m, m, moon m, m, mug map moon
m, m, mon�ey m, m, mouse
m, m, mil� m, m, map
3 4
32 abcde�ghij�l m nopqrstuvwxyz
mil� mug

1 2.6 Look, listen and repeat. (6 minutes)

4 Trace and copy.
• Look at page 32 with the class. Talk about the picture and ask

mmm
1
pupils what they can see. 2
2 3

• Play the audio. Help pupils to match each word in the picture to
3
the audio and to point to the correct object as they hear each 4
word. You can support this by holding up the corresponding
Phonics Story Cards (34 to 39) for each item as they hear it. 1
2
• Emphasise the initial sound each time by saying it louder than
the rest of the word. 3
4
• Use the letter on the relevant Phonics Card to help present the
sound. 1
2
• Say the /m/ sound and ask pupils to repeat. Can pupils think of
other words which start with the /m/ sound? 3

• Look at the picture side of the Phonics Card and ask pupils to 4

say what they see (a mouse). Now say the /m/ sound with an thirty-three 33

action to represent mouse which will help pupils to remember the

140
 Unit 2, Lesson 2
2
• Check that pupils copy the letter correctly and position it in the
3 2.9 Listen and repeat. Circle m. (3 minutes)
right place on the stave each time.
• Pupils listen to the audio and repeat the words. They should point
to the pictures and the words as they listen and repeat. 2.10
• Play the audio a second time. Pupils look at the words and then
1 m – monkey
circle the m in each word.
2 m – mouse

2.9
1 m – map 2 m – moon 3 m – milk 4 m – mug 6 2.11 Let’s blend! Listen, follow and say. Write.
(8 minutes)
• Recap all the sounds covered so far using the Phonics Cards (s, a,
4 Trace and copy. (10 minutes)
t, p, n, i, m). Remind pupils how to blend letters to make words.
• Now demonstrate on the board how to write the letter m. Explain that now that they know the sound /m/, they can use
• Draw a stave on the board. Make sure pupils know where to start this sound to make more words. Place the Phonics Cards for m,
drawing the letter. Draw a starting dot on the stave on the board a and n on the board. Spread them out in order and gradually
and point to it. move them closer together while you say the sounds they make.
• Now draw the letter in the air with your back to the class so the Encourage pupils to blend the sounds to make the word man.
shape is the right way round. Pupils draw the letter with you in the Emphasise the first sound, /m/, to help pupils identify the initial
air. letter and explain the meaning of the word.
• Pupils then do a number of activities to practise, including • Then use the Phonics Blending Cards for this lesson (8 to 10).
drawing the shape on a classmate’s back. See the full range of Hold these up and elicit the correct word each time. Practise the
activities in the Introduction (page 21) for this stage. segmented and the blended form.
• Pupils then trace and copy the letter in their books. They should • Then ask pupils to focus on Activity 6 in their books. Point
start at the starting dots and follow the arrows as they trace. They to the picture of the map on page 34 and say the word map.
then copy the letter in the space. Repeat the word slowly and ask pupils to segment the word to
• Ensure that pupils are holding their pencils correctly, in a tripod identify the individual sounds that make up the word. Write
grip, and check their work. the letters for the sounds on the board and then ask pupils to
blend them together again. Repeat this process with the words
mat and man, then with other words from Lesson 1. Remember
Lesson
2 to emphasise the initial sound each time if pupils find it tricky
to identify the individual sounds. You can also place the
5 2.10
Look and write. Listen and say. Phonics Cards on the board and move them closer together and
further apart to illustrate the difference between blending and
1 2 segmenting.
• Play the audio and encourage pupils to listen, follow the lines,
and then say the words. Pupils should then write the words on the
staves, one to match each picture.

mon�ey m ouse
1 1
2
• If pupils have difficulty hearing how the individual sounds blend
2
to make words, spend time doing more of the practical tasks
3
3 using the Phonics Cards. Do plenty of listening and speaking
4 4
tasks as in earlier activities but using different sounds.
6 2.11 Let's blend! Listen, follow and say. Write.
2.11

map
1
m/a/p map
2
m/a/t mat
p 3 m/a/n man
4

mat
1
2 Finishing the lesson (3 minutes)
m a t 3 • Play a game where you hold up three pictures from the Phonics
4
Cards to elicit the initial sound for each picture. Choose sounds that
when blended will make a word, e.g. the pictures for man,

man
1
2
(/m/–/a/–/n/). If possible, use a piece of paper to cover up the word
n at the bottom of each card so that just the picture is visible. See if
3 pupils can remember the action for each picture. The class must
4
then say the initial sounds (/m/–/a/–/n/), sit (/s/–/ɪ/–/t/), write the
34 thirty-four
letter for each sound, and then blend the sounds together to make
a word. You can use the Phonics Blending Cards to confirm their
answers.
• Repeat several times to make different words, using previously
5 2.10 Look and write. Listen and say. (3 minutes) taught sounds.
• Look at the activity with the class.
• Remind pupils of the action for mouse and encourage them to
perform the action when they encounter the word.
• Pupils look and say the initial sound for each word (performing the
action for mouse). They write the initial letter for each word, then
listen to the audio and repeat the words as they hear them.

141
 Unit 2, Lesson 3
Sounds and Spelling Book
Lesson 3 • Look at the picture side of the Phonics Card and ask pupils to say
what they see (a child hopping). Now say the /h/ sound with an
action to represent hop which will help pupils to remember the
Starting the lesson (4 minutes) sound. Encourage pupils to hop on the spot as they say the sound.
• Start by holding up the known Phonics Cards (s, a, t, p, n, i, m) for • Also point to the alphabet banner at the bottom of the page and
pupils to say the sound for each letter. Check that they are not adding ask pupils to find the h.
an ‘uh’ sound to the end and then recall the actions for each sound. • Play a game to reinforce the action for the /h/ sound by calling
• Use the letters to make words for pupils to blend and then call out out different CVC words and when pupils hear a word beginning
words for pupils to segment. with the /h/ sound, they should hop three times on the spot.
• You may wish to make up nonsense words using the letters but ensure • Pupils can now make up a story using the words in the picture.
that pupils understand the distinction between the nonsense words and To help with this, you can hold up the Phonics Story Cards 40 to
the real words. Can they draw a picture to go with the word they make 45 and recap each of the items in the picture.
or is it an unknown/nonsense word?
• Encourage pupils to pick three Phonics Cards to make their own words
2.12
(real or nonsense) but ensure that the middle letter is a vowel each house horse
time by placing the two vowel cards (a and i) on the board and asking hot hen
pupils to select a letter to go either side of one of the vowel cards. hill hop
Pupils can challenge partners to sound out the words they make.
2 2.13 & 2.14 Listen and chant. (5 minutes)
Presentation • Play the audio. Pupils listen to the chant and join in as much as
they can. Play the chant two or three times.
• Pupils can firstly point to the pictures as they listen and then
Sounds and Spelling Book
chant along with the audio.
• Play the karaoke version (track 2.14). Have children say the
sounds and words in time to the music. You can use the Phonics
Lesson1 3
Lesson

hH
Lesson 1 Story Cards as a prompt for the karaoke version if necessary.

1 2.12
Look, listen and repeat.
t 2.13
h, h, house h, h, horse
h, h, hot h, h, hen
house h, h, hill h, h, hop

Practice
hot
hill horse Sounds and Spelling Book

3
Lesson

hen 3 Find and circle h. Say.

2 2.13 2.14
Listen and chant.
h, h, house h, h, horse hop house hop
h, h, hot h, h, hen
h, h, hill h, h, hop hill
4 Trace and copy.
abcde�g h ij�lmnopqrstuvwxyz 35

hhh
1
1 2
2

1 2.12 Look, listen and repeat. (6 minutes) 4

1
• Look at page 35 with the class. Talk about the picture and ask
2
pupils what they can see.
3
• Play the audio. Help pupils to match each word in the picture to
4
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding 1
2
Phonics Story Cards (40 to 45) for each item as they hear it.
• Emphasise the initial sound each time by saying it louder than 3
4
the rest of the word.
• Use the letters on the Phonics Cards to help present the sound. 36 thirty-six

• Say the /h/ sound and ask pupils to repeat. Can pupils think of
other words which start with the /h/ sound?
142
 Unit 2, Lesson 3
2
3 Find and circle h. Say. (4 minutes) 6 2.15 Let’s blend! Listen and repeat. Trace and say.
• Look at the pictures with pupils. What can they see? Can they (5 minutes)
say the words? • Recap all the sounds covered so far using the Phonics Cards (s, a,
• Pupils look at the words underneath the pictures and circle the t, p, n, i, m, h). Remind pupils how to blend letters to make words.
h in the words. The first has been done as an example and pupils Explain that now that they know the sound /h/, they can use this
circle the h. Pupils continue for the second and third words. sound to make more words.
• Use the Phonics Blending Cards for this lesson (11 and 12). Hold
4 Trace and copy. (10 minutes) these up and elicit the correct word each time. Practise the
• Now demonstrate on the board how to write the letter h. segmented and blended form. Remember to emphasise the first
• Draw a stave on the board. Make sure pupils know where to start sound each time if pupils have difficulty hearing or making the
drawing the letter. Draw a starting dot on the stave on the board words.
and point to it. • Ask pupils to focus on Activity 6 in their books. Play the audio
• Now draw the letter in the air with your back to the class so the and encourage the pupils to listen and repeat what they hear.
shape is the right way round. Pupils draw the letter with you in the They should then trace the letters and say the words.
air, starting with their hand as high as they can to show that h is a
tall letter. 2.15
• Pupils then do a number of activities to practise, including 1 h/a/t hat
drawing the shape on a classmate’s back. See the full range of 2 h/i/t hit
activities in the Introduction (page 21) for this stage.
• Pupils then trace and copy the letter in their books. They should
start at the starting dots and follow the arrows as they trace. They Finishing the lesson (3 minutes)
then copy the letter in the space.
• Play a game where three pupils at a time take turns to call out a
• Ensure that pupils are holding their pencils correctly, in a tripod
single sound in order to build a CVC word. The first pupil calls out
grip, and check that the letters start at the top of the stave each
an initial sound of their choice and the letter representing that
time.
sound is then written on the board. Another pupil adds a middle
sound (a vowel) and then a third child adds a final consonant of
their choice. These sounds should then be blended to make a word.
Lesson1 3
Lesson
Lesson 1 2
• Decide if the word is a real word or not and then play again. The
aim is for the class to make as many real words as possible.
5 Look and write.
1 2

hot hen
1 1
2 2

3 3
4 4

6 2.15 Let's blend! Listen and repeat. Trace and say.

1

hat
1
2
hat 3
4
h/a/t
2

hit
1
2
hit 3
4
h/i/t
thirty-seven 37

5 Look and write. (3 minutes)

• Look at the activity with the class and identify the words
represented by each picture (hot and hen).
• Pupils look and say the initial sound for each word, then write the
letter in the correct place on the stave.
• Check that pupils copy the letter correctly and position it in the
right place on the stave each time.

143
 Unit 2, Lesson 4
Sounds and Spelling Book
Lesson 4 • Compare the letters in the circle at the top of the page with the
words and see if pupils can identify the specific letters in the
words that make the /k/ sound. It may help for pupils to circle
Starting the lesson (3 minutes) the c, k, or ck in the words.
• Start by holding up the known Phonics Cards (s, a, t, p, n, i, m, h) for • Point out that the ck spelling is often found at the end of words and
pupils to say the sound for each letter. Check that they are not adding that the two letters together still make the same sound as a c or a
an ‘uh’ sound to the end and then recall the actions for each sound. k on its own. Ensure that pupils understand not to produce the /k/
sound twice when they encounter ck.
• Use the letters to make words for pupils to blend and then call out
words for pupils to segment. You can use the Phonics Blending Cards • Play the audio. Help pupils to match each word in the picture to
to confirm their answers. the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding
• You may wish to make up nonsense words using the letters but ensure
Phonics Story Cards (46 to 53) for each item as they hear it.
that pupils understand the distinction between the nonsense words and
the real words. Can they draw a picture to go with the word they make • Emphasise the /k/ sound each time by saying it louder than the
or is it an unknown/nonsense word? rest of the word. Check that pupils have circled the correct parts
of each word and ensure that they emphasise this part of the
• Encourage pupils to pick three Phonics Cards to make their own words
word when they repeat the audio.
(real or nonsense) but ensure that the middle letter is a vowel each
time by placing the two vowel cards (a and i) on the board and asking • Use the letters on the relevant Phonics Cards for c, k and ck to help
pupils to select a letter to go either side of one of the vowel cards. present the sound.
Pupils can challenge partners to sound out the words they make. • Say the /k/ sound and ask pupils to repeat. Can pupils think of
other words which start or end with the /k/ sound?
• Look at the picture side of each Phonics Card and ask pupils to
Presentation say what they see (a pair of scissors cutting; a king; a duck). Now
say the /k/ sound with an action to represent each picture that
Sounds and Spelling Book will help pupils to remember the sound. For cut, show your index
and middle finger held sideways to show a cutting action like a
pair of scissors. For king, place one hand on each side of your
head to imitate putting a crown on. For duck, use your hand to
Lesson
4
cC make a beak, with the thumb underneath and the other fingers

1 2.16
Look, listen and repeat.
t �K c� opening and closing above.
• Point to the alphabet banner at the bottom of the page and ask
cloud pupils to find c and k.
�ing • Pupils can now make up a story using the words in the picture.
To help with this, you can hold up the Phonics Story Cards 46 to
�ite 53 and recap each of the items in the picture.

2.16
cat
king cut duck
cloud cat sock
cut kite cap

cap
2 2.17 & 2.18 Listen and chant. (5 minutes)
• Play the audio. Pupils listen to the chant and join in as much as
they can. Play the chant two or three times.
• Pupils can firstly point to the pictures as they listen and then
duc� chant along with the audio.
• Play the karaoke version (track 2.18). Have children say the
2 2.17 2.18
Listen and chant. sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary.
�, �, �ing c, c, cat
c, c, cloud c, c, cap soc�
2.17
�, �, �ite c�, c�, duc� k, k, king c, c, cut ck, ck, duck
c, c, cut c�, c�, soc� c, c, cloud c, c, cat ck, ck, sock
k, k, kite c, c, cap
38 ab c de�ghij � lmnopqrstuvwxyz

1 2.16 Look, listen and repeat. (5 minutes)

• Look at page 38 with the class. Talk about the picture and ask
pupils what they can see.
• Point out that the words on this page don’t always start with
the same letter and explain that they will be looking at three
different spellings of the same sound in this lesson.

144
 Unit 2, Lesson 4
2
Practice
4
Lesson
Sounds and Spelling Book
5 2.19 Let's blend! Listen and trace. Copy and say.
1

c a t cat
1 1
Lesson1 4
Lesson
Lesson 1 2 2 2

3 3
3 Find and circle c and k. 4 4

1 c 2
m � m 2

c a p cap
1 1
i � � a 2 2
c h c h
s 3
4
3
4

4 Trace and copy.

6 Listen and follow. Write and say.

ccc
1
2.20 Let's blend!
1
2

sac�
1
3 1 s 2
4
a
c� 3

���
1 1 4
2
2

tic�
1
4 2 t 2
i

c� c� c�
1
2 1
1
2 c� 3
4

3
4
40 forty

c� c� c�
1 1
2
2 1

3
4
5 2.19 Let’s blend! Listen and trace. Copy and say.
thirty-nine 39 (4 minutes)
• Look at the activity with the class and identify the words
represented by each picture (cat and cap).
3 Find and circle c and k. (3 minutes) • Pupils say the word for each picture. They then segment the
words into separate sounds. Use Phonics Blending Cards 13 to 14
• Look at the cloud and the kite with the pupils. Write the two words
to assist with this.
(cloud and kite) on the board and ask pupils to identify the letter
that makes the /k/ sound in each case. Circle the letter in each • Listen to the audio then ask pupils to trace the letters and copy
word and then explain that in the cloud, pupils must find all the the words while they say the sounds and the words.
c letters and circle them, and in the kite, they must find all the k • Check that pupils copy the words correctly and position the
letters and circle them. letters in the right place on the stave.
• To revise previously taught sounds, once pupils have circled the
correct letters, ask them to identify the sounds that the other 2.19
letters make. See if they can remember the actions for each sound. 1 c/a/t cat
2 c/a/p cap
4 Trace and copy. (10 minutes)
• Now demonstrate on the board how to write the letters c and k.
6 2.20 Let’s blend! Listen and follow. Write and say.
• Draw a stave on the board. Make sure pupils know where to start
(6 minutes)
drawing the letters and point out the difference in height between
the letters. Draw starting dots on the stave on the board and point • Recap all the sounds covered so far using the Phonics Cards
to them. (s, a, t, p, n, i, m, h, c, k, ck). Remind pupils how to blend letters
to make words. Explain that now that they know the sound /k/,
• Now draw the letters in the air with your back to the class so the
they can use this sound to make more words.
shapes are the right way round. Pupils draw the letters with you in
the air, starting with their hand as high as they can to show that k • Use the Phonics Blending Cards for this lesson (15 to 16) to
is a tall letter, and starting lower down for c. demonstrate blending and segmenting with the words sack and
tick. Reinforce the meaning of each word using the pictures on
• Pupils then do a number of activities to practise, including
page 40 and check that pupils only produce a single /k/ sound
drawing the shapes on a classmate’s back. See the full range of
at the end of each word.
activities in the Introduction (page 21) for this stage.
• Play the audio and encourage the pupils to listen, follow and
• Pupils then trace and copy the letters in their books. They should
repeat what they hear.
start at the starting dots and follow the arrows as they trace. They
then copy the letters in the space. • Pupils should then write the letters and say the words.
• Ensure that pupils are holding their pencils correctly, in a tripod
grip, and check that the letters start in the correct place each time.

145
 Unit 2, Lessons 4 and 5
Sounds and Spelling Book

2.20 Lesson 5
1 s – a – ck sack
2 t – i – ck tick Starting the lesson (4 minutes)
• Start by holding up the known Phonics Cards (s, a, t, p, n, i, m, h, c, k, ck)
for pupils to say the sound for each letter.
Finishing the lesson (4 minutes) • Use the Phonics Story Cards to recap the initial words learned so far.
• Play a game where you hand out the Phonics Cards (s, a, t, p, n, i, m, • Then use the Phonics Blending Cards to elicit the segmented and
h, c, k, ck) to pupils in the class (Team 1). These pupils stand at the then blended form of the words. Practise each form with the class.
front of the class and hide the cards from the rest of the pupils by
holding them behind their backs. If your class needs more support,
the two pupils who have the vowel sounds can stand at the ends of
Presentation
the line, one on the left and one on the right.
Sounds and Spelling Book
• Ask pupils in Team 2, who do not have a Phonics Card, to take turns
to choose a pupil who does have a card and repeat this until three
cards have been chosen. If appropriate, explain that they should
always choose one of the pupils with a vowel card, and remind Lesson1 5
Lesson

rR
Lesson 1
Team 2 where they are standing. The three chosen pupils hold up
their Phonics Cards while the other pupils see if they can arrange 1 2.21
Look, listen and repeat.
t
the letters to make a word.
• Pupils score a point for their team if they can make a word and sound it
out correctly.
• Note that pupils should try to remember where certain letters are in
order to make more words. roc�
• Teams can swap roles and repeat this game in Lesson 5, so keep a note
rabbit
of the scores from this round.
rod

rug

run red

2 2.22 2.23
Listen and chant.
r, r, rabbit r, r, rug
r, r, roc� r, r, run
r, r, rod r, r, red

abcde�ghij�lmnopq r stuvwxyz 41

1 2.21 Look, listen and repeat. (6 minutes)

• Look at page 41 with the class. Talk about the picture and ask
pupils what they can see.
• Play the audio. Help pupils to match each word in the picture to
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding
Phonics Story Cards (54 to 59) for each item as they hear it.
• Emphasise the initial sound each time by saying it louder than
the rest of the word.
• Use the letter on the relevant Phonics Card to help present the
sound.
• Say the /r/ sound and ask pupils to repeat. Can pupils think of
other words which start with the /r/ sound?
• Look at the picture side of the Phonics Card and ask pupils to say
what they see (a rabbit). Now say the /r/ sound with an action to
represent rabbit which will help pupils to remember the sound.
Show pupils how to position their fingers as rabbit ears on top
of their heads by holding up their index and middle fingers on
each hand.

146
 Unit 2, Lesson 5
2
• Point to the alphabet banner at the bottom of the page and ask
3 2.24 Listen and repeat. Follow and circle r. (3 minutes)
pupils to find the r.
• Pupils can now make up a story using the words in the picture. • Pupils listen to the audio and repeat the words. They should point
To help with this, you can hold up the Phonics Story Cards 54 to to the pictures and the words as they listen and repeat.
59 and recap each of the items in the picture. • Play the audio a second time. Pupils follow the lines and circle the
r in the words.
2.21
2.24
rabbit
rock 1 r – rock
rod 2 r – red
rug 3 r – rug
run
red
4 Trace and copy. (8 minutes)
• Now demonstrate on the board how to write the letter r.
2 2.22 & 2.23 Listen and chant. (5 minutes)
• Draw a stave on the board. Make sure pupils know where to start
• Play the audio. Pupils listen to the chant and join in as much as drawing the letter. Draw a starting dot on the stave on the board
they can. Play the chant two or three times. and point to it.
• Pupils can firstly point to the pictures as they listen and then • Now draw the letter in the air with your back to the class so the
chant along with the audio. shape is the right way round. Pupils draw the letter with you in the
• Play the karaoke version (track 2.23). Have children say the air.
sounds and words in time to the music. You can use the Phonics • Pupils then do a number of activities to practise, including
Story Cards as a prompt for the karaoke version if necessary. drawing the shape on a classmate’s back. See the full range of
activities in the Introduction (page 21) for this stage.
2.22 • Pupils then trace and copy the letter in their books. They should
r, r, rabbit r, r, rug start at the starting dots and follow the arrows as they trace. They
r, r, rock r, r, run then copy the letter in the space.
r, r, rod r, r, red • Ensure that pupils are holding their pencils correctly, in a tripod
grip, and check that the letters start in the correct place each
time.
Practice
Sounds and Spelling Book Lesson1 5
Lesson
Lesson 1 2
5 Look and write.

5 1 2
Lesson

3 2.24
Listen and repeat. Follow and circle r.
1
red

run rabbit
1 1
2 2

2 rug 3 3
4 4

6 2.25 Let's blend! Listen and repeat. Trace and say.

3 roc� 1

rat
1
2
4 Trace and copy. rat
3

rrr
1
4
2
1
2
r/a/t
3
4
2

rip
1
1 2
2 rip
3
3 4
4 r/i/p
1 forty-three 43
2

3
4

42 forty-two

147
 Unit 2, Lessons 5 and 6
Sounds and Spelling Book
5 Look and write. (3 minutes) Lesson 6
• Look at the activity with the class and identify the words
represented by each picture (run and rabbit). Starting the lesson (7 minutes)
• Remind pupils of the action for rabbit and encourage them to
• Start by holding up the known Phonics Cards (s, a, t, p, n, i, m, h, c, k, ck,
perform the action when they encounter the word.
r) for pupils to say the sound and do the action for each letter.
• Pupils look and say the initial sound for each word (performing the
• Practice the sounds in different positions within words and highlight
action for rabbit) then write the letter in the correct place on the
any difficulties that you need to focus on. Focus on these tricky sounds
stave.
as much as possible throughout the lesson.
• Check that pupils copy the letter correctly and position it in the
right place on the stave each time.
Practice
6 2.25 Let’s blend! Listen and repeat. Trace and say.
(8 minutes) Sounds and Spelling Book
• Recap all the sounds covered so far using the Phonics Cards (s, a, t,
p, n, i, m, h, c, k, ck, r). Remind pupils how to blend letters to make
words. Explain that now that they know the sound /r/ they can use
this sound to make more words. 6
Lesson
• Use Phonics Blending Cards 17 and 18 to demonstrate blending
and segmenting with the words rat and rip. Reinforce the 1 2.26
Listen and say. Circle.
meaning of each word using the pictures on page 43.
• Remember to emphasise the first sound each time if pupils have 1 2 3
difficulty hearing or making the words.
• Play the audio and encourage the pupils to listen and repeat what
they hear. They should then trace the letters and say the words.
i m m � c r
2.25
1 r/a/t rat
2 r/i/p rip 4 5 6

Finishing the lesson (3 minutes)

• Repeat the game from Lesson 4, with the pupils swapping over. Team
2 now stands at the front of the class with the Phonics Cards hidden c h i r h �
behind their backs (s, a, t, p, n, i, m, h, c, k, ck). Remember to position
the two pupils with vowel sounds at the left and right of the line if
your class needs more support.
7 8 9
• Pupils in Team 1 take turns to choose a pupil to show their card until
three pupils have been chosen. The three chosen pupils hold up their
Phonics Cards while the other pupils see if they can arrange the
letters to make a word.
• Team 1 wins a point if they can make and sound out a word from the
letters chosen. m i h i c r
• Compare the scores from Lesson 4 to see which team scored the
44 forty-four
most.

1 2.26 Listen and say. Circle. (8 minutes)

• Look at page 44 with the pupils and see if they can remember
any of the words to go with the pictures. You can use the Phonics
Story Cards for support.
• Explain that they will listen to the audio, where they will hear the
word to go with each picture. They must identify the initial sound
in each case and circle the correct letter. Demonstrate with the
example on page 44 and segment the word in to identify the initial
sound /ɪ/.
• Play the audio so that pupils can complete the rest of the task.
• For any pupils that find this easy, extend the task by asking
pupils to see if they can sound out and write the complete words
for items 1–9. Encourage pupils and give positive feedback for
any of the sounds/letters they put in the correct place.
• Note any particularly tricky sounds that the class struggle with
and reinforce these as much as possible throughout this lesson by
adding in any extra activities that you think are required.

2.26
1 in 2 mug 3 cap 4 hot 5 red 6 kite 7 ink 8 hill 9 run

148
 Unit 2, Lesson 6
2
• Stick the Phonics Cards on the board and demonstrate moving
the cards closer together to make the different words if pupils
Lesson1 6
Lesson
Lesson 1 2 find this easier. Then use the relevant Phonics Blending Cards to
elicit the segmented and blended forms.
2 2.27
Listen and say. Write. • Play the audio to reinforce the blending and then ask pupils
to look at the picture and write the words in the correct place,
making sure to set the letters on the staves correctly. Encourage

m
1
2 pupils to sound out each word as they write the letters.
3

h
4 1
2
2.28
i
1
2 3
3 4 c/a/t cat m/a/p map
4 r/i/p rip h/a/t hat

�
1
2
6
Lesson

r
3 1

c
1 2
4
2
3
3 2.28 Let's blend! Listen, blend and say. Look and
m
1 3 4
2
4 write.
3
4
c/a/t r/i/p m/a/p h/a/t

map
1
2

i
1

r
1
2

hat
2
1
3
3 3 2
4 4 4
3

c h
1 1 4
2 2

3 3
4 4
forty-five 45

2 2.27 Listen and say. Write. (8 minutes)

cat
1
2
• Look at page 45 with the pupils and see if they can remember any
of the words to go with the pictures. 3
4
• Explain that they will listen to the audio, where they will hear the
initial sound and the word to go with each picture. Pupils must

rip
listen and then write the letter that makes the initial sound for 1
2
each word.
• Look at the staves and revise the starting positions for the 3
4
different letters, using any of the activities in the Introduction to
revise letter formation if necessary.
46 forty-six
• Play the audio so that pupils can complete the rest of the task.
• Note any tricky letters that the class struggle to write or
identify and reinforce these as much as possible throughout
this lesson by adding in any extra activities that you think are
required. Finishing the lesson (7 minutes)
• Play a game of `Odd-one-out’ with the pupils. Display all the Phonics
2.27 Cards used so far on the board or around the classroom.
i – insect • Start by drawing or miming two words with the same target initial
m – mug sound, and one from a different lesson, e.g. map, rod, mug. Elicit the
h – hop three words from the class, then ask pupils to identify which one is
r – rug different and why. Ask them to point to the Phonics Card with the
c – cut
sound for the two matching words to confirm their answer.
k – kite
m – moon • Repeat a few times to ensure pupils understand the game.
r – rod • If there is time, you could ask pupils to draw their own Odd-one-out
i – in game, with two matching sounds and one different, to share with
h – horse their friends.
c – cat • You can extend the challenge by moving on to use different medial
sounds, e.g. cat, mat, rip. Ensure you model the words clearly and
3 2.28 Let’s blend! Listen, blend and say. Look and repeat as needed. Remind pupils to listen carefully to the vowel
write. (10 minutes) sound to identify which one is different.
• You could also focus on the final sound /ck/, e.g. map, sock, tick.
• Look at page 46 with the pupils and focus on the letters/words
Say each word clearly and emphasise the final sound. Ask pupils to
at the top of the page.
repeat and then identify which one doesn’t match the set.
• See if pupils can sound out the individual letters to make the
first word and then repeat for each of the remaining words.

149
 Unit 2, Lesson 7
Sounds and Spelling Book
Lesson 7 2.29
1 i, m, h, r
Starting the lesson (5 minutes) 2 c, i, k, h
3 r, h, m, i
• Start by holding up the known Phonics Cards (s, a, t, p, n, i, m, h, c, k, ck, r)
for pupils to say the sound and do the action for each letter.
• Practice the sounds in different positions within CVC words and 2 2.30 Listen and circle. (5 minutes)
highlight any difficulties that you need to focus on. You can use the
• Look at the sets of letters and ask pupils to choose one set to focus
Phonics Blending Cards for support with this. Focus on these tricky
on.
sounds as much as possible throughout the lesson.
• Give pupils a few minutes to work in pairs to identify the actions
for each of the letters in their set.
Practice • Next, ask pupils to stand up and do the actions for each letter in
their set and see if the other pupils can identify the colour of the
Sounds and Spelling Book set that they are acting out.
• If pupils guess correctly ask them to say the sound for each of
the letters in that set.
• Explain that pupils will now listen to the audio which will present
Lesson1 7
Lesson
Lesson 1 2 one letter each time. They must look at each numbered set and
identify the letter they hear by circling it.
1 2.29
Listen, follow and write. • If necessary, complete the first one with the class and then play

r
1
the rest of the audio for the class to complete the task.
2
1 m
i h • Note any tricky letters that the class struggle to identify and
3
reinforce these as much as possible throughout this lesson.
4

h
1 2.30
2
2 c i � 3
1h 2k 3r 4m
4

i
1
2
3 r m Lesson
7
h 3
4
3 2.31 Let's blend! Listen, order and write.
2 2.30
Listen and circle. 1

ca t
1
1 2 2

3
m h c r k i h m 4

2
3 4

r i p
1
2
r ck i k h r i m 3
4

forty-seven 47

ha t
1
2
1 2.29 Listen, follow and write. (5 minutes) 3
• Stick the Phonics cards on the board so that the individual letters 4

are visible.
• Play a game where you call out a sound and pupils must choose 4
the correct card to match the sound you call out.

h i t
1
• Repeat this game until you are confident that all the sounds have 2

been revised and focus on any sounds that pupils find tricky. 3
• Look at page 47 with the pupils, and see if they can say the 4

sounds and do the actions for each of the letters in Activity 1.

48 forty-eight
• Explain that pupils will now hear an audio track and that they must
follow each trail and point to each sound that they hear and then
write the next letter in the sequence.
• If pupils need more practise with this type of task, you can make 3 2.31 Listen and say. Write. (10 minutes)
up additional trails by calling out sets of four sounds and asking • Explain that pupils will listen to the audio and must identify the
pupils to write down the sounds that they hear. missing letter/sound each time.
• You can also ask pupils to perform the actions for each of the • Give pupils time to look at the pictures and the letters and see if
sounds too. they can guess the missing letters. Explain that pupils must keep
their answers to themselves for the moment.

150
 Unit 2, Lesson 7
2
• Play the audio for the class.
• Encourage pupils to repeat what they hear and to write the 2.32
missing letter on the stave each time. 1 map m/a/p map
• Monitor the answers and note any difficulties for assessment 2 cap c/a/p cap
purposes and to inform the game at the end of the lesson. 3 man m/a/n man
4 hit h/i/t hit
• Go through the activity with the class, replaying the audio if 5 rat r/a/t rat
necessary. 6 mat m/a/t mat
• Pay attention to the letter positioning on the staves, particularly
the h and the p.

2.31
Finishing the lesson (5 minutes)
• End the lesson by reviewing any difficulties. Then play a game with
1 c/a/t cat c/a/t
2 r/i/p rip r/i/p the Phonics Cards to elicit words which the pupils can now blend, to
3 h/a/t hat h/a/t follow on from Activity 4.
4 h/i/t hit h/i/t • Use photocopiable 2 to revise the letters and sounds in Unit 2.
• Divide the class into two teams. Give each team a jumbled set of
Phonics Cards that makes a simple CVC word, e.g. Team 1: t / h / a;
Team 2: p / i / r.
Lesson1 7
Lesson
Lesson 1 2 • The teams race to put their cards in the correct order to make and
say a word.
4 2.32 Let's blend! Listen, order and write. • Repeat, mixing up the cards as needed so the teams take turns using
1 the vowel sounds /æ/ and /i/.

map
1
2 • You can end the lesson by recapping the chants from the lesson
a m p openers or the actions that accompany the Phonics Cards.
3
4

cap
1
2
a c p
3
4

man
1
2
m n a 3
4

hit
1
2
t h i 3
4

rat
1
2
t a r
3
4

mat
1
2
t m a 3
4
forty-nine 49

4 2.32 Let’s blend! Listen, order and write. (10 minutes)

• Explain the task to the pupils and ensure that they understand
that they will listen to the audio and are then required to order
the letter tiles to make the word that they hear to match the
picture. Tell them that they will be required to complete this
task independently.
• Give pupils time to look at the pictures and the letters and see if
they can have a guess at the order in which they should write the
letters. Explain that pupils must keep their answers to themselves
until after they’ve heard the audio and completed the task.
• Play the audio for the class.
• Encourage pupils to work independently.
• Monitor the answers and note any difficulties for assessment
purposes and to inform the game at the end of the lesson.
• Go through the activity with the class, replaying the audio if
necessary. You can use the relevant Phonics Blending Cards to
confirm their answers.
• Pay attention to the letter formation and to the positioning of the
letters on the staves.
151
 Unit 3, Lesson 1
Sounds and Spelling Book
Unit 3, Lessons 1–7 Presentation
Objectives Sounds and Spelling Book
• Lesson objectives: to learn the letter sounds for /f/, /ɒ/, /g/,
/ʃ/ and /b/; to blend CVC words
• Target words: /f/: four, five, fan, fork, fig, fish, frog
/ɒ/: on, octopus, ox, olive, orange
/g/: gate, grapes, goat, girl, garden, green, game
/ʃ/: shine, shell, shop, shed, ship, shark, shirt, sheep
3 �F
/b/: bird, boy, ball, book, bag, bubble
1 3.1
Look, listen and repeat.
�our
Global Scale of English (GSE)
• Listening: Can recognise the letters of the alphabet by their �ive
sounds (GSE 10).
• Speaking: Can say the sounds of the alphabet, if supported by
pictures (GSE 13). Can say simple tongue-twisters and other
types of playful language (GSE 27). �an

Learning outcomes �or�

• Listening: distinguish English segmental phonemes in single
words; associate letters with their sounds
• Speaking: articulate sounds in single words
• Reading: identify letter-sound correspondences; read main high
� ig
frequency words with correct pronunciation; decode short and
simple words using blending strategies 2 3.2 3.3
Listen and chant. � ish
• Writing: develop left-to-right writing orientation in controlled �, �, �our �, �, �ig
and semi-controlled tasks (trace over dots, circles and basic
patterns vertically and horizontally; trace over the letters and
�, �, �ive �, �, �ish
numbers from left to right); write lower case letters legibly; write �, �, �an �, �, �rog
basic familiar words; maintain appropriate spacing between �, �, �or� �rog
letters in a word and between words
• Cognitive skills: understand the steps needed to complete the
activity; recognise when a task has been completed; stay engaged
50 abcde � ghij�lmnopqrstuvwxyz
and focused on short tasks without getting distracted

1 3.1 Look, listen and repeat. (6 minutes)

Materials • Look at page 50 with the class. Talk about the picture and ask
• Photocopiable 3 pupils what they can see.
• Unit 3 Phonics Cards (f, o, g, sh, b) • Play the audio. Help pupils to match each word in the picture to
• Unit 3 Phonics Story Cards the audio and to point to the correct object as they hear each
• Unit 3 Phonics Blending Cards word. You can support this by holding up the corresponding
Phonics Story Cards (60 to 66) for each item as they hear it.

Assessment for Learning (formative assessment) • Emphasise the initial sound each time by saying it louder than
the rest of the word.
Setting aims and criteria: lesson objectives presentation • Use the letter on the Phonics Card for /f/ to help to present the
sound.
• Say the /f/ sound and ask pupils to repeat. Can pupils think of
other words which start with the /f/ sound?
Lesson 1 • Show the picture side of the Phonics Card and ask pupils to say
what they can see (a fish). Now say the /f/ sound with an action to
represent fish which will help pupils to remember the sound. This
Starting the lesson (2 minutes) can be moving your hand to make the action of a fish swimming
• Review the sounds from Unit 2 (/ɪ/, /m/, /h/, /k/ and /r/). through water.
• Hold up the Phonics Cards for each sound. First show the picture side • Point to the alphabet banner at the bottom of the page and ask
and elicit the word, then show the letter side to elicit the sound and pupils to find the f.
recap the actions. • Pupils can now make up a story using the words in the picture.
• Elicit more words with each of the initial letter using the Phonics To help with this, you can hold up the Phonics Story Cards 60 to
Story Cards or by drawing pictures or miming actions to prompt 66 and recap each of the items in the picture.
the pupils.
• Write simple CVC words that pupils can now blend from Unit 2, 3.1
for example, tin, man, hat, cap, rip. Arrange the Phonics Cards in four fig
the correct order for a selection of these words and encourage the five fish
class to read them out loud together. You can also use the Phonics fan frog
Blending Cards for support. fork

152
 Unit 3, Lesson 1
3
• Repeat for the rest of the track, pausing the audio if pupils need
2 3.2 & 3.3 Listen and chant. (5 minutes) longer to trace.
• Play the audio. Pupils listen to the chant and join in as much • Pupils can check their answers with their partner before you
as they can. Play the chant two or three times until pupils can check as a class. You can do this by copying the words on the
follow more confidently. board and inviting pupils to come up and circle the f in the
• Pupils first point to the pictures as they listen, then chant along words.
with the audio.
• Play the karaoke version (track 3.3). Have children say the 3.4
sounds and words in time to the music. You can use the Phonics
1 f – frog
Story Cards as a prompt for the karaoke version if necessary.
2 f – fish
3 f – four
3.2 4 f – five
f, f, four f, f, fork f, f, frog
f, f, five f, f, fig
f, f, fan f, f, fish 4 Trace and copy. (8 minutes)
• Now demonstrate on the board how to write the letter f.
• Draw a stave on the board. Make sure pupils know where to start
Practice drawing the letter. Explain that they need to draw two lines for
the letter f. Draw the starting dots on the stave on the board and
Sounds and Spelling Book point to them.
• Now draw the letter in the air with your back to the class so the
shape is the right way round. Pupils draw the letter with you in
the air.
Lesson1 1
Lesson
Lesson 1 3 • Pupils then do a number of activities to practise, including
drawing the shape on a classmate’s back. See the full range of
3 3.4
Listen and repeat. Circle f, match and say. activities in the Introduction (page 21) for this stage.
1 • Pupils then trace and copy the letter in their books. They should
�rog start at the starting dots and follow the arrows as they trace.
They then copy the letter in the space.
2
�ish • Ensure that pupils are holding their pencils correctly, in a tripod
grip, and check their work.
3
�our 1
Lesson
4
�ive 5 3.5
Listen and repeat. Look and write.

4 Trace and copy.

�an �or�

���
1
2 1
2
1 2
3
4

1
2

�an �or�
1 1
3 2 2
4
3 3
1 4 4
2
6 3.6 Let's blend! Listen and repeat. Trace and say.
3
4 1

�in
1
fifty-one 51 2
�in 3
4
�/i/n
3 3.4 Listen and repeat. Circle f, match and say.
(6 minutes) 2

�it
1
• Play the audio for pupils to listen and repeat the words. Ask 2
them to point to each of the coloured pictures on the left in turn. �it 3
• Explain that the pupils will hear the audio again. This time they 4
have to repeat the word as they circle the f, then look at the �/i/t
silhouettes on the right. They decide which one matches the
52 fifty-two
correct picture, draw a matching line, and say the word again.
• Play the audio a second time, pausing after the first item if
necessary. Pupils listen, repeat frog, and trace the circle over
the initial f. Then allow time for them to trace the example line
to the silhouette of the frog. The class can chorus frog together
when everyone has finished.

153
 Unit 3, Lessons 1 and 2
Sounds and Spelling Book
5 3.5 Listen and repeat. Look and write. (4 minutes) Lesson 2
• Look at the activity with the class. Point to each picture and say
the words. Starting the lesson (2 minutes)
• Look at the gapped words and elicit which letter is missing. • Review the /f/ sound from the previous lesson.
• Pupils look and say the initial sound for each word. • Hold up the Phonics Cards for pupils to say the /f/ sound and to
• Copy the staves and starting dots from item 1 on the board, then practise the action of moving their hand like a swimming fish to
carefully write the letter f in the correct place. Pupils copy your mime fish.
example in their books. • Show the opening scene from Lesson 1 or use the Phonics Story Cards
• Ask pupils to continue with the next item. Check that they copy to revise the /f/ words. Point to each item and say the word for pupils
the letter correctly and position it in the right place on the stave to repeat. Then point again in a different order and elicit each word.
each time.
• End by playing the audio for pupils to listen and say the word as Presentation
they point to each item.

Sounds and Spelling Book

3.5
1 fan 2 fork
Lesson1 2
Lesson
Lesson 1
6 3.6 Let’s blend! Listen and repeat. Trace and say.
(6 minutes)
• Start the activity with the Phonics Blending Cards for this lesson
1 3.7
Look, listen and repeat.
t oO
(19 and 20). Hold these up and elicit the correct word each time.
Practise the segmented and the blended form.
• Then ask pupils to focus on Activity 6 in their books. Focus on
the first picture and the letters underneath. Point to each letter
in turn and elicit the sound. Encourage pupils to say each sound
individually at first, segmenting the word, and then blending the
sounds together.
• Point to the completed word fin and elicit the full word from the
class. Use the picture to confirm the meaning of the new word. Say on
“The fish has got a fin.” You can repeat the action for fish from the
Phonics Card and then draw a line on your hand to show where the
fin would be. Explain that they will listen and repeat again, then
octopus
trace the letters on the staves.
• Play the audio for pupils to repeat the segmented and blended
word. Pause to allow time for pupils to trace over the letters and
say the word. Then repeat for the next item, fit. Again, use the
picture to confirm the meaning of the new word. You can also ox
mime running and stretching to show how fit you are!
• Check everyone has correctly traced the letters. 2 3.8 3.9
Listen and chant.
o, o, on o, o, olive olive
3.6
o, o, octopus o, o, orange
1 f/i/n fin
2 f/i/t fit o, o, ox orange
abcde�ghij�lmn o pqrstuvwxyz 53

Finishing the lesson (3 minutes)

• Use the Phonics Card for f. Pupils say the /f/ sound and practise the 1 3.7 Look, listen and repeat. (6 minutes)
action of moving their hand like a fish.
• Look at page 53 with the class. Talk about the picture and ask
• Write a large f on the board and ask pupils to give you a word beginning
pupils what they can see.
with that sound. For each correct word, draw a picture to represent it.
Continue until you have pictures of all the /f/ words from the lesson • Play the audio. Help pupils to match each word in the picture to
drawn on the board. Point to each picture in turn and ask pupils to say the audio and to point to the correct object as they hear each
the word. Ask them to emphasise the initial sound and to draw an f in word. You can support this by holding up the corresponding
the air at the same time. Phonics Story Cards (67 to 71) for each item as they hear it.
• Use the Phonics Cards for f, i, n and t. Display them on the board out • Emphasise the initial sound each time by saying it louder than
of sequence and invite volunteers to put them in order and say each the rest of the word.
of the blended words. You can use the Phonics Blending Cards for • Use the letter on the Phonics Card for /ɒ/ to help to present the
support. sound. Say the /ɒ/ sound and ask pupils to repeat. Can pupils
think of other words which start with the /ɒ/ sound?
• Show the picture side of the Phonics Card. Show that the ball is
on the box and say on. Now say the /ɒ/ sound with an action to
represent on which will help pupils to remember the sound. This
can be holding one hand in a fist and putting your other hand in a
fist on top of it.
• Point to the alphabet banner at the bottom of the page and ask
pupils to find the o.
154
 Unit 3, Lesson 2
3
• Pupils can now make up a story using the words in the picture. arrow. As they reach each picture, they will listen and repeat each
To help with this, you can hold up the Phonics Story Cards 67 to word again, and circle the letter o.
71 and recap each of the items in the picture. • Play the audio a second time, pausing after the first item if
necessary. Pupils listen, repeat orange, and trace the circle over
3.7 the initial o. Then allow time for them to follow the dotted line to
on olive the next picture. Repeat for the rest of the track, pausing the audio
octopus orange if pupils need longer to trace.
ox • Pupils can check their answers with their partner before you
check as a class. You can do this by copying the words on the
board and inviting pupils to come up and circle the o in the
2 3.8 & 3.9 Listen and chant. (5 minutes)
words.
• Play the audio. Pupils listen to the chant and join in as much as
they can. Play the chant two or three times until pupils can follow
3.10
more confidently.
orange
• Pupils first point to the pictures as they listen, then chant along
ox
with the audio.
olive
• Play the karaoke version (track 3.9). Have children say the on
sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary.
4 Trace and copy. (10 minutes)
3.8
• Now demonstrate on the board how to write the letter o.
o, o, on o, o, olive • Draw a stave on the board. Make sure pupils know where to start
o, o, octopus o, o, orange
drawing the letter. Draw a starting dot on the stave on the board
o, o, ox
and point to it.
• Now draw the letter in the air with your back to the class so the
Practice shape is the right way round and children draw the circle in the
correct direction. Pupils draw the letter with you in the air.
• Pupils then do a number of activities to practise, including
Sounds and Spelling Book
drawing the shape on a classmate’s back. See the full range of
activities in the Introduction (page 21) for this stage.
• Pupils then trace and copy the letter in their books. They should
2
Lesson start at the starting dot and follow the arrows as they trace. They
then copy the letter in the space.
3 3.10
Listen and repeat. Follow and circle o. • Ensure that pupils are holding their pencils correctly, in a tripod
grip, and check their work.

orange Lesson1 2
Lesson
Lesson 1 3
ox
5 3.11
Listen and repeat. Follow and write.

orange
1
2
1 3
4

octopus
1

on olive 2
2 3
4 Trace and copy.
4

ooo olive
1 1
2 1
2

3
3 3
4 4

1
6 3.12 Let's blend! Listen and repeat. Follow and say.
2
1 s
3 o soc�
4 c�
1 2 m
2
o mop
3
p
4 3
h
54 fifty-four
o hop
p
4 c
3 3.10 Listen and repeat. Follow and circle o. (6 minutes) o cot
• Play the audio for pupils to listen and repeat the words. Ask them t
to point to each picture and word in turn as they hear it. fifty-five 55
• Explain that the pupils will hear the audio again. This time they
have to follow the dotted line with their pencil, starting from the

155
 Unit 3, Lessons 2 and 3
Sounds and Spelling Book
5 3.11 Listen and repeat. Follow and write. (4 minutes) Lesson 3
• Look at the activity with the class. Play the audio for pupils to
point to each item and say the words. Starting the lesson (2 minutes)
• Show how each picture is linked to the matching word. Elicit which
• Review the /ɒ/ sound from the previous lesson.
letter is missing from the staves and have pupils chorus the sound
/ɒ/. • Hold up the Phonics Cards for pupils to say the /ɒ/ sound and to
practise the action of putting one fist on top of the other to elicit on.
• Copy the staves and starting dot from item 1 on the board, then
carefully draw the letter o in the correct place. Pupils copy your • Show the opening scene from Lesson 2 or use the Phonics Story
example in their books. Cards to revise the /ɒ/ words. Point to each item and say the word
for pupils to repeat. Then point again in a different order and elicit
• Ask pupils to continue with the other items. Check that they copy
each word.
the letter correctly and position it in the right place on the stave
each time. • You can also revise the /f/ sound at this point, using the Phonics Cards
and accompanying actions, or the lesson opener scene.
• Check answers by pointing to each picture again and having
pupils chorus the correct word.
Presentation
3.11
Sounds and Spelling Book
1 olive 2 octopus 3 orange

gG
6 3.12 Let’s blend! Listen and repeat. Follow and say. Lesson
3

(4 minutes)
• Start the activity with the Phonics Blending Cards for this lesson 1 3.13
Look, listen and repeat.
t
(21 to 24). Hold these up and elicit the correct word each time.
Practise the segmented and the blended form.
• Then ask pupils to focus on Activity 6 in their books. Focus on
the first set of letters. Point to each one in turn and chorus the grapes goat
sound with the class, following the lines between them, in order
to elicit the segmented word s / o / ck. gate
• Point to the word sock. Elicit the blended form from the class.
Then follow the line to the matching image and elicit the word
sock from the class.
• Play the audio and have pupils follow and repeat item 1. Then
play the rest of the track, pausing for them to follow and say the
word for each picture.
girl
3.12
1 s / o / ck sock garden
2 m/o/p mop green
3 h/o/p hop
4 c/o/t cot
2 3.14 3.15
Listen and chant.
g, g, gate g, g, garden
Finishing the lesson (3 minutes) g, g, grapes g, g, green
g, g, goat g, g, game
game
• Use the Phonics Card for o. Pupils say the /ɒ/ sound and practise the
action of putting one fist on top of the other for on. g, g, girl
• Then elicit the words from the blending section which have /ɒ/ as
a medial sound (sock, mop, hop, cot). Knowing this vowel sound will 56 abcde� g hij�lmnopqrstuvwxyz
make it easier for pupils to decode a wider range of CVC words as
they learn to read.
• You may want to recap a selection of the blended words, using the a,
i and o Phonics Cards with a selection of the consonants covered up
1 3.13 Look, listen and repeat. (6 minutes)
to this point, to elicit and blend known CVC words. If pupils are less • Look at page 56 with the class. Talk about the picture and ask
confident, focus only on the words in this lesson which use o. You can pupils what they can see.
also use the Phonics Blending Cards for support. • Play the audio. Help pupils to match each word in the picture to
• Play Guess the Picture. Start to draw one of the items from the unit the audio and to point to the correct object as they hear each
which has /ɒ/ as an initial or medial sound. See how quickly pupils word. You can support this by holding up the corresponding
can identify and say the word. Phonics Story Cards (72 to 78) for each item as they hear it.
• Put pupils in pairs to play Guess the Picture. Display the picture side • Emphasise the initial sound each time by saying it louder than
of all the Phonics Cards covered so far, and ask pupils to choose one the rest of the word.
of these for their picture. They start to draw the picture they chose, • Use the letter on the Phonics Card for /g/ to help present the
and their partner says the word and the initial sound as quickly as sound. Repeat the sound chorally.
they can. • Ask pupils if they can think of other words which start with the
/g/ sound.
• Show the picture side of the Phonics Card and ask pupils to
say what they can see (a gate). Now say the /g/ sound with an
action to represent gate which will help pupils to remember the

156
 Unit 3, Lesson 3
3
sound. This can be holding your forearms horizontally, one on
3 3.16 Listen and repeat. Circle g. (5 minutes)
top of the other, and moving the top one forwards to mimic the
action of a gate being opened. • Play the audio for pupils to listen and repeat the words. Ask them
• Point to the alphabet banner at the bottom of the page and ask to point to each picture and the word in turn.
pupils to find the g. • Point out the set of three letters underneath each word. Explain
• Pupils can now make up a story using the words in the picture. that pupils should look at these to find and circle the letter g.
To help with this, you can hold up the Phonics Story Cards 72 to • Tell pupils that they will hear the audio again. This time they will
78 and recap each of the items in the picture. listen and repeat each word again, and circle both instances of g.
• Play the audio a second time, pausing after the first item. Pupils
3.13 listen and repeat green. They then trace over the example circled
gate girl game g in green and in the set of letters.
grapes garden • Play the rest of the track, pausing for pupils to find and circle if
goat green necessary.
• Pupils can check their answers with their partner before you check
2 3.14 & 3.15 Listen and chant. (5 minutes) as a class. You can do this by copying the words on the board and
inviting pupils up to circle the g in the words.
• Play the audio. Pupils listen to the chant and join in as much as
they can. Play the chant two or three times until pupils can follow • To extend the activity, you could use known letters, for example,
more confidently. s, p, h, c, f, g to make a longer string of letters. Write these in
random order on the board, repeating as needed, for pupils to
• Pupils first point to the pictures as they listen, then chant along
come up to find and circle g.
with the audio.
• Play the karaoke version (track 3.15). Have children say the
sounds and words in time to the music. You can use the Phonics
3.16
Story Cards as a prompt for the karaoke version if necessary. 1 green 2 goat 3 girl 4 gate
• If pupils are confident, you can then ask them to say the chant
without the audio.
4 Trace and copy. (10 minutes)

3.14 • Now demonstrate on the board how to write the letter g.

• Draw a stave on the board. Make sure pupils know where to start
g, g, gate g, g, girl g, g, game
drawing the letter. Draw a starting dot on the stave on the board
g, g, grapes g, g, garden
g, g, goat g, g, green and point to it. Show pupils how to extend the tail under the centre
line of the staves to make the curved ending.
• Now draw the letter in the air with your back to the class so the
Practice shape is the right way round. Pupils draw the letter with you in
the air.
Sounds and Spelling Book • Pupils then do a number of activities to practise, including
drawing the shape on a classmate’s back. See the full range of
activities in the Introduction (page 21) for this stage.
• Pupils then trace and copy the letter in their books. They should
Lesson1 3
Lesson
Lesson 1 3 start at the starting dots and follow the arrows as they trace. They
then copy the letter in the space.
3 3.16
Listen and repeat. Circle g. • Ensure that pupils are holding their pencils correctly, in a tripod
1 2 grip, and check their work.
green goat 5 3.17 Look and write. Listen and say. (4 minutes)
� g a t s g • Look at the activity with the class. Point to each picture and say
the words.
• Look at the gapped words and elicit which letter is missing.
3 4
• Pupils look and say the initial sound for each word.
girl gate
• Copy the staves and starting dots from item 1 on the board, then
g o c h g i carefully write the letter g in the correct place. Pupils copy your
example in their books.
• Ask pupils to continue with the next item. Check that they copy
4 Trace and copy.
the letter correctly and position it in the right place on the stave

ggg
1
2
1 each time.
2

• End by playing the audio for pupils to listen and say the word as
3
they point to each item.
4

1 3.17
2
1 game
3 2 grapes
4

1
2
6 3.18 Let’s blend! Listen and repeat. Trace and say.
(5 minutes)
3
4 • Start the activity with the Phonics Blending Cards for this lesson
(25 and 26). Hold these up and elicit the correct word each time.
fifty-seven 57
Practise the segmented and the blended form.

157
 Unit 3, Lessons 3 and 4
Sounds and Spelling Book
• Then ask pupils to focus on Activity 6 in their books. Focus on
the first picture and the letters underneath. Point to each letter
Lesson 4
in turn and elicit the sound. Encourage pupils to say each sound
individually at first, segmenting the word, and then blending the
Starting the lesson (2 minutes)
sounds together. Simple CVC words can be blended once all the • Review the /g/ sounds from the previous lesson.
component sounds are known. • Hold up the Phonics Cards for pupils to say the /g/ sound and to
• Show how in this lesson, the new sound they have learned comes practise the action of pretending to open a gate, using their forearms.
at the end of the blended word. Explain that once they can • Show the opening scene from Lesson 3 or use the Phonics Story
recognise a letter and its sound, they can use it at the start, in Cards to revise the /g/ words. Point to each item and say the word
the middle or at the end of a word. for pupils to repeat. Then point again in a different order and elicit
• Point to the completed word fog and elicit the full word from the each word.
class. Use the picture to confirm the meaning of the new word. • You can also revise the /f/ and /ɒ/ sounds at this point, using the
Explain that they will listen and repeat again, then trace the Phonics Cards and accompanying actions, or the lesson opener scenes.
letters on the staves.
• Play the audio for pupils to repeat the segmented and blended Presentation
word. Pause to allow time for pupils to trace over the letters and
say the word. Then repeat for the next item, fig. You can remind Sounds and Spelling Book
them of this word from Lesson 1 in this unit.
• Check everyone has correctly traced the letters.

3.18 Lesson1 4
Lesson
Lesson 1
sh
Sh
1 f/o/g fog fog
2 f/i/g fig fig 1 3.19
Look, listen and repeat.
shine
Lesson
3 shell
shop
5 3.17
Look and write. Listen and say. shed
1 2

ship shar�
game grapes
1 1
2 2

3 3 shirt
4 4

6 3.18 Let's blend! Listen and repeat. Trace and say.

1
2 3.20 3.21
Listen and chant.

�og
1
2
�og sh, sh, shine sh, sh, ship
3
4
sh, sh, shell sh, sh, shar� sheep
�/o/g sh, sh, shop sh, sh, shirt
2 sh, sh, shed sh, sh, sheep

�ig
1
2 abcde�ghij�lmnopqrstuvwxyz 59

�ig
3
4
1 3.19 Look, listen and repeat. (6 minutes)
�/i/g
• Look at page 59 with the class. Talk about the picture and ask
58 fifty-eight pupils what they can see.
• Look at the letters in the circle. Explain that in this lesson, they
will see how two letters can be put together to make a new,
different sound. Although they have learned both /s/ and /h/ as
Finishing the lesson (3 minutes) individual sounds, they should now listen and learn a new sound,
• Play a game based on Activity 3 in this lesson but using a variety of rather than saying each letter separately. These two letters
words learned so far in Grade 1. Choose a Phonics Card and display make the digraph /ʃ/.
the picture side, then write three letters underneath it. Invite • Play the audio. Help pupils to match each word in the picture to
volunteers up to circle and say the correct letter for the initial sound. the audio and to point to the correct object as they hear each
• You can also make this into a team game by dividing the class in half. word. You can support this by holding up the corresponding
Display one picture and set of letters for half the class to find the Phonics Story Cards (79 to 86) for each item as they hear it.
correct letter, then display a new card and set of letters for the other • Emphasise the initial sound each time by saying it louder than
team. Which half can find the letter the fastest? the rest of the word.
• If pupils are confident, they can come up to the front to choose • Use the letter on the Phonics Card for sh to help to present the
a card and write three letters for the rest of the class to choose. sound. Explain that to make this sound, pupils should bring their
Support as needed to make sure they write suitable initial letters teeth together and open their mouth, with their tongue in the
and form them correctly. middle of their mouth. Give lots of practice and repeat the sound
158 chorally.
 Unit 3, Lesson 4
3
• Say the /ʃ/ sound and ask pupils to repeat. Can pupils think of
3 3.22 Listen and repeat. Follow and circle sh. (6 minutes)
other words which start with the /ʃ/ sound?
• Show the picture side of the Phonics Card and ask pupils to say what • Play the audio for pupils to listen and repeat the words. Ask
they can see (a shark). Now say the /ʃ/ sound with an action to them to point to each picture in turn as they hear it. Confirm
represent shark which will help pupils to remember the sound. This that the pictures are not in the same order as the audio, so they
can be putting one hand on top of your head, to mime a shark’s fin. have to find the correct picture each time.
• Tell pupils they will hear the audio again. Point out the row of
• Pupils can now make up a story using the words in the picture.
numbered words. Pupils have to follow the lines from each word
To help with this, you can hold up the Phonics Story Cards 79 to
to the correct picture. Then they circle sh in each word.
86 and recap each of the items in the picture.
• Play the first item and work through the example, with pupils
3.19 tracing over the lines and the circled sh. Then play the rest of
the track, pausing when needed.
shine shed shirt
• Pupils can check their answers with their partner before you
shell ship sheep
check as a class. You can do this by copying the words on the
shop shark
board and inviting pupils to come up and circle the sh in the words.
• To extend the activity, you could write other known /ʃ/ words
2 3.20 & 3.21 Listen and chant. (5 minutes)
(e.g. shine, shed) and invite pupils up to circle sh.
• Play the audio. Pupils listen to the chant and join in as much as
they can. Play the chant two or three times until pupils can follow
3.22
more confidently. 1 shirt 2 sheep 3 shark 4 shell
• Pupils first point to the pictures as they listen, then chant along 4 Trace and copy. (10 minutes)
with the audio.
• Now demonstrate on the board how to write the two letters
• Play the karaoke version (track 3.21). Have children say the
which make the sound /ʃ/.
sounds and words in time to the music. You can use the Phonics
• Draw a stave on the board. Make sure pupils know where to start
Story Cards as a prompt for the karaoke version if necessary.
drawing the letters. Draw a starting dot for the s on the stave on
• If pupils are confident, you can then ask them to say the chant
the board and point to it. Repeat the process for the letter h.
without the audio.
• Now draw the letters in the air with your back to the class so
3.20 the shapes are the right way round. Pupils draw the letters with
you in the air. Allow time for them to practise writing the words
sh, sh, shine sh, sh, shed sh, sh, shirt
together and saying the /ʃ/ sound.
sh, sh, shell sh, sh, ship sh, sh, sheep
sh, sh, shop sh, sh, shark • Pupils can do a number of activities to practise, including
drawing the shapes on a classmate’s back. See the full range of
activities in the Introduction (page 21) for this stage.
Practice • Pupils trace and copy the letters in their books. They should
start at the starting dots and follow the arrows as they trace.
Sounds and Spelling Book They then copy the letters in the space.
• Ensure that pupils are holding their pencils correctly, in a tripod
grip,
g p and check their work.
4
Lesson
Lesson1 4
Lesson
Lesson 1 3
3 3.22
Listen and repeat. Follow and circle sh.
5 Look, write and say.

shed
1
2

3
4

1 shirt 2 sheep 3 shar� 4 shell

sh ine
1
2

sh 3
4

shell
1
4 Trace and copy. 2

sh sh
1
1
1
3
2 2

4
3
4 6 3.23 Let's blend! Listen, match and say.
1
2 1 sh / o / p ship
3
4

1
2 sh / i / p �ish
2

3
4
3 � / i / sh shop
60 sixty
sixty-one 61

1159
 Unit 3, Lessons 4 and 5
Sounds and Spelling Book
5 Look, write and say. (4 minutes) Lesson 5
• Look at the activity with the class. Point to the letters in the circle
for pupils to say the sound /ʃ/. Then point to each picture on the Starting the lesson (2 minutes)
right and elicit the words.
• Review the /ʃ/ sounds from the previous lesson.
• Look at the words on the staves and elicit which letters are
missing. • Hold up the Phonics Cards for pupils to say the /ʃ/ sound and to
practise the action of putting your hand on your head to mimic being
• Show the three matching lines from the circled sh to each of
a shark.
the staves and pictures. Elicit what pupils need to do in order to
complete each word, and encourage the pupils to write sh in the • Show the opening scene from Lesson 4 or use the Phonics Story Cards
correct place each time. If they need additional help, copy the to revise the /ʃ/ words. Point to each item and say the word for pupils
staves and starting dots from item 1 on the board, then carefully to repeat. Then point again in a different order and elicit each word.
write the letter sh in the correct place. Pupils copy your example • You can also revise the /f/, /ɒ/ and /g/ sounds at this point, using the
in their books. Phonics Cards and accompanying actions, or the lesson opener scenes.
• Then ask pupils to continue with the next items. Check that they
copy the letter correctly and position it in the right place on the Presentation
stave each time.
• Finally, ask pupils to point to each picture again and say the word. Sounds and Spelling Book
6 3.23 Let’s blend! Listen, match and say. (4 minutes)
• Pupils now have an extra known sound that they can use to blend 5

bB
and decode new CVC words. Explain that they will now see /ʃ/ Lesson

being used at the beginning and the end of words.

• Start the activity with the Phonics Blending Cards for this lesson 1 3.24
Look, listen and repeat.
(27 to 29). Hold these up and elicit the correct word each time.
Practise the segmented and the blended form.
• Then ask pupils to focus on Activity 6 in their books. Focus on
the first set of letters and elicit each sound individually at first
to make the segmented form. Then show the example line to the
complete word shop. Encourage pupils to say the blended form,
then follow the line to the correct picture and repeat shop.
• Play the audio for pupils to repeat the segmented and full word.
Pause to allow time for pupils to match the letters to the full word bird boy
and then to the correct picture.
• Check answers by pointing to each picture in turn and eliciting bag
the word.

3.23 ball
1 sh / o / p shop boo�
2 sh / i / p ship
3 f / i / sh fish
bubble
2 3.25 3.26
ball
Listen and chant.
Finishing the lesson (3 minutes) b, b, bird b, b, boo�
• Use the Phonics Card for sh. Pupils say the /ʃ/ sound and practise b, b, boy b, b, bag
the action of putting their hand on their head to mimic the action of
being a shark. b, b, ball b, b, bubble
• Play Let’s draw with the class. Ensure all pupils have paper and
coloured pens. Say words from the unit in random order for pupils to 62 a b cde�hij�lmnopqrstuvwxyz
draw the correct picture. They can label each one with the letters sh.
You can give them the items to draw individually, or present them in
a scene, e.g. a shell in a shop, a sheep on a ship. 1 3.24 Look, listen and repeat. (6 minutes)
• If pupils are confident, you could invite volunteers up to present their
• Look at page 62 with the class. Talk about the picture and ask
pictures or items within their scene and say the correct word.
pupils what they can see.
• Play the audio. Help pupils to match each word in the picture to
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding
Phonics Story Cards (87 to 92) for each item as they hear it.
• Emphasise the initial sound each time by saying it louder than
the rest of the word.
• Use the letter on the Phonics Card for /b/ to help to present the
sound. Explain that to make this sound, pupils should close and
then open their lips. Give lots of practice and repeat the sound
chorally.
• Say the /b/ sound and ask pupils to repeat. Can pupils think of
other words which start with the /b/ sound?

160
 Unit 3, Lesson 5
3
• Show the picture side of the Phonics Card and ask pupils to say
3 3.27 Listen and repeat. Circle b. (5 minutes)
what they can see (a book). Now say the /b/ sound with an
action to represent book which will help pupils to remember the • Play the audio for pupils to listen and repeat the words. Ask
sound. This can be putting your hands together with palms facing them to point to each picture and the word in turn.
upwards to show an open book, then closing the palms together to • Point out the set of three letters after each word. Explain that
close the book. pupils should look at these to find and circle the letter b.
• Point to the alphabet banner at the bottom of the page and ask • Tell pupils that they will hear the audio again. This time they will
pupils to find the b. listen and repeat each word again, and circle both instances of b.
• Play the audio a second time, pausing after the first item. Pupils
• Pupils can now make up a story using the words in the picture.
listen and repeat bag. They then trace over the example circled
To help with this, you can hold up the Phonics Story Cards 87 to
b in bag and in the set of letters.
92 and recap each of the items in the picture.
• Play the rest of the track, pausing where necessary.
3.24 • Pupils can check their answers with their partner before you
check as a class. You can do this by copying the words on the
bird book
boy bag board and inviting pupils up to circle the b in the words.
ball bubble • To extend the activity, you could use known letters, for example
a, m, p, b, o, t to make a longer string of letters. Write these in
2 3.25 & 3.26 Listen and chant. (5 minutes) random order on the board, repeating as needed, for pupils to
• Play the audio. Pupils listen to the chant and join in as much as come up to find and circle b.
they can. Play the chant two or three times until pupils can follow 3.27
more confidently.
1 bag 2 bird 3 book
• Pupils first point to the pictures as they listen, then chant along
with the audio. 4 Trace and copy. (10 minutes)
• Play the karaoke version (track 3.26). Have children say the
• Now demonstrate on the board how to write the letter b.
sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary. • Draw a stave on the board. Ensure pupils know where to start
drawing the letter. Draw a starting dot on the stave and point to it.
• If pupils are confident, you can then ask them to say the chant
without the audio. • Now draw the letter in the air with your back to the class so the
shape is the right way round. Pupils air-draw the letter with you.
3.25 • Pupils then do a number of activities to practise, including
b, b, bird b, b, book drawing the shape on a classmate’s back. See the full range of
b, b, boy b, b, bag activities in the Introduction (page 21) for this stage.
b, b, ball b, b, bubble • Pupils trace and copy the letter in their books. They should start
at the starting dots and follow the arrows as they trace. They
Practice then copy the letter in the space. Ensure they use the full height
of the staves for the stem of the b.
Sounds and Spelling Book • Ensure that pupils are holding their pencils correctly, in a tripod
grip, and check their work.

Lesson1 5
Lesson
Lesson 1 3 5
Lesson

3 3.27
Listen and repeat. Circle b.
5 3.28
Listen and repeat. Follow and write.
1

ball
1
bag b � m 1 2

2 4

boy
1
bird g a b 2 2

3
4
3

bubble
1
3
boo� c p b 2

3
4
4 Trace and copy.

bbb
1
2
1
2
6 3.29 Let's blend! Listen and repeat. Match and trace.

bat
1 1
3 2
4
b/i/g bat 3
1 4
2

big
2 1
3 2

4 b/i/n big
3
4
1

bin
2 3 1
2
3 b/a/t bin 3
4
4
sixty-three 63
64 sixty-four

161
 Unit 3, Lessons 5 and 6
Sounds and Spelling Book
5 3.28 Listen and repeat. Follow and write. (4 minutes) Lesson 6
• Look at the activity with the class. Play the audio for pupils to
point to each item and say the words. Starting the lesson (7 minutes)
• Show how each picture is linked to the matching word. Elicit
• Review all the sounds learned in this unit using the Phonics Cards, the
which letter is missing from the staves and have pupils chorus the
Phonics Story Cards and the lesson opener scenes. Then write each
sound /b/.
letter on the board and elicit words with each of the target initial
• Copy the staves and starting dot from item 1 on the board, then sounds.
carefully draw the letter b in the correct place. Pupils copy your
• Use the Phonics Cards with their pictures to revise the action for each
example in their books.
of the sounds.
• Ask pupils to continue with the other items. Check that they copy
• You could do the actions for known CVC words, from this unit as well
the letter correctly and position it in the right place on the stave
as earlier ones, to elicit the words from the class. For example, do
each time.
the action for /f/ for pupils to copy you and say the sound, then /æ/,
• Check answers by pointing to each picture again and having then /n/. Pupils say each sound individually then say the blended
pupils chorus the correct word. word fan. You can use the Phonics Blending Cards to confirm their
answers.
3.28
1 boy 2 ball 3 bubble
Practice
6 3.29 Let’s blend! Listen and repeat. Match and trace. Sounds and Spelling Book
(5 minutes)
• Now that pupils know more letters, they can decode sounds to read
new words that they haven’t seen before. Look at the pictures on Lesson1 6
Lesson
Lesson 1 3
the left and check understanding, in L1 if necessary.
• Use the Phonics Blending Cards for this lesson (30 to 32). Hold 1 3.30
Listen and repeat. Find and write.
these up and elicit the correct word each time. Practise the
segmented and the blended form. � o g sh b
• Then ask pupils to focus on Activity 6 in their books. Focus on the
first picture and the set of letters. Point to each letter in turn and
elicit the sound. Encourage pupils to say each sound individually at
first, segmenting the word, and then blending the sounds together.
• Look at the column of words in the centre. At this stage, pupils can
match the letters they have just sounded out to the ones shown in

bird shell
1 1
the complete words. Have them trace the example line to big. 2 2
• Show how the word appears on staves after the label. Explain that
3 3
pupils will trace each letter in order to write their new word.
4 4
• Play the audio and work through item 1 together, with pupils

ox
1
repeating the segmented then the blended forms. Then play the 2
rest of the track, pausing as necessary for pupils to write.
3
• Check answers by pointing to each picture and eliciting the 4
word from the class.

3.29

�rog boo�
1 1
1 b/i/g big 2 2
2 b / i /n bin
3 3
3 b/a/t bat 4 4

game
1
2
Finishing the lesson (3 minutes)
3
• Use the Phonics Card for b. Pupils say the /b/ sound and practise the 4 sixty-five 65
action of opening and closing a book with your hands.
• Write a large b on the board and ask pupils to give you a word
beginning with that sound. For each correct word, draw a picture to
represent it. Continue until you have pictures of all the /b/ words from 1 3.30 Listen and repeat. Find and write. (8 minutes)
the lesson drawn on the board. Point to each picture in turn and ask • Look at page 65 with the class. Point to the first picture and elicit
pupils to say the word. Ask them to emphasise the initial sound and to the word (bird). Then show the gapped word underneath and elicit
draw a b in the air at the same time. which letter is missing (b). Point out the letters that they can use
• Review all the Phonics Cards covered in this unit, f, o, g, sh and b. at the top of the activity. Have them trace over the example b.
Hold them up in a random sequence to elicit the actions and any • Explain that pupils will listen to the audio, look at the pictures to
words with the initial sounds that children can remember. find the correct one, and write the initial letter. Remind them that
• If there is time, recap the blended words big, bin, mop, fig, hop, fin. the audio is not in the same order as the pictures, so they have to
Write these words on the board and say them out loud. Challenge the look for each word.
pupils to match them in rhyming pairs (bin and fin, mop and hop, big • Play the first item (shell) and allow time for pupils to find the
and fig). correct picture. Then encourage them to repeat the word and look
for the letters in the row above (the digraph sh).

162
 Unit 3, Lesson 6
3
• Play the rest of the track and repeat the activity, pausing as
necessary for pupils to find the picture and write the letters using Lesson1 6
Lesson
Lesson 1 3
the staves for correct letter formation.
• Check answers by pointing to each picture to elicit each word and 3 3.31
Listen, order and write.
the correct initial letter.
1

�in
1
• To extend the activity, you could elicit an extra word or words 2
for each initial letter from the class. i � n 3

3.30 4

cot
sh – shell g – game 1
2
b – book o – ox
f – frog b – bird
t c o 3
4

bat
1
6 2
Lesson
b t a 3

2 Find, point and say. 4

soc�
1
1 b g sh 2
c� s o 3
4

�og
1
2
o g � 3
4

shop
1
2
p sh o
3
4
sixty-seven 67

2 o � b
3 3.31 Listen, order and write. (10 minutes)
• Look at picture 1 with the class and elicit the word fin. Look at the
letters and elicit each sound in turn: /ɪ/ /f/ /n/. Ask “Is this fin?”
(No, it isn’t.) See if any pupils can decide what they need to do,
then explain that they need to put the letters in the correct order
to make each word. Play the audio for item 1 and ask pupils to
write the letters for fin in the correct order on the staves.
• Repeat for items 2–4, pausing as necessary. If pupils need support,
they can help each other by comparing their words in pairs.
• Check answers by playing the audio again and pointing to each
66 sixty-six
picture in turn. Elicit the segmented form of each word, for
example in item 2, c – o – t. Then encourage pupils to say the full
blended form cot.
2 Find, point and say. (8 minutes) • If the class is confident, draw a picture of each item and invite
• Look at the activity with the children and point out the letters in pupils up to the board to write the letters for each word in order.
the wordpool for each picture. Explain that pupils will look at the
picture to find and name items which start with each letter. 3.31
• Do an example, using the first letter b. Model the sound and point 1 f/i/n fin 4 s / o / ck sock
to the bubble in the picture. Elicit b – bubble from the class. 2 c/o/t cot 5 f/o/g fog
3 b/a/t bat 6 sh / o / p shop
• Pupils can work in pairs or as a class to find further items (boy,
girl, gate, grapes, sheep).
• Then repeat with the second picture. Look at the letters in the
wordpool, o, f and b. Find an example together, e.g. fish, then
Finishing the lesson (7 minutes)
let pupils suggest further ideas (olives, oranges, figs, fork, bag, • You can consolidate learning from earlier in the course at this point as
bowl). revision. Say initial letters from Units 1 and 2 and elicit words for each
• Ask pupils to suggest further items for each letter that could initial sound, using the Phonics Story Cards for support if necessary.
be in the picture, e.g. bird, goat, shell for picture 1; fan, bin, boy, • Review the letters and actions again. Do each action without the
book for picture 2. They can suggest more unusual items, like ox Phonics Cards and elicit the sound. Then show the picture side of the
or octopus, too. You can use the Phonics Story Cards for support Phonics Cards and elicit the sounds.
if necessary. • Then, if pupils enjoyed the final activity, you could use the Phonics
• To extend this activity, pupils could choose three more letters and Cards to make more jumbled words on the board for pupils to put
draw a picture which shows one item for each letter. They can in the correct order. Use known CVC words covered at any point in
show their picture to you or a partner, and point out the words and the course up to now, and draw or mime to check understanding of
each initial sound. the word. You can use the Phonics Blending Cards to confirm their
answers.

163
 Unit 3, Lesson 7
Sounds and Spelling Book
Lesson 7 2 Look and match. Say. (5 minutes)
• Look at the row of letters across the page and elicit the sounds
Starting the lesson (4 minutes) with the class.
• Show the example line and elicit the correct word (teddy) and the
• Review the sounds and vocabulary items using the Phonics Cards and
initial sound (t). Have the class repeat t – teddy.
the Phonics Story Cards.
• Allow time for pupils to complete the activity, drawing lines to
• Recap the target letters from Unit 3 (f, o, g, sh, b). Elicit the sounds for
match each letter to the picture with the correct initial sound.
each one and the words they have covered so far, miming or drawing
for support if necessary. • Check answers as a class by pointing to each letter in turn and
having pupils say the sound and the correct word. (n – nest,
• If pupils are confident, they can practise letter formation individually
f – five, o – octopus, g – girl, p – pink, sh – sheep, b – bag).
or on the board. Call out letters for them to write, or they can draw
them in the air as a class.
Lesson1 7
Lesson
Lesson 1 3
Practice
3 Look and say. Circle the odd one out.
Sounds and Spelling Book 1 2

7
Lesson

1 Look and circle. Say. 3 4

1 2 3

b m o g � a p g i
4 Look, say and write.

4 5 6 1 2

o �
1 1
2 2

3 3
4 4

sh ch s r g h � c b
2 Look and match. Say. 3 4

b g
1 1
2 2

3 3
4 4

sixty-nine 69

t n � o g p sh b
3 Look and say. Circle the odd one out. (6 minutes)
• Point to the pictures in item 1 and elicit the words from the pupils –
fan, fish, nut. Elicit which item is different and why (nut, because it
68 sixty-eight
has a different initial sound).
• Have pupils trace over the example circle and repeat all the words
again.
• Work through the rest of the items. If pupils find this difficult, elicit
1 Look and circle. Say. (5 minutes)
the words in each set as a class and check answers at each stage.
• Look at Activity 1 on page 68 with the class. Show the first Otherwise, pupils can say the words and circle individually.
example and elicit the word (on). Look at the letters under each • Check answers as a class. Emphasise the initial sound of each word
picture and sound them out as a class. Confirm that the correct and check everyone has found the correct odd one out.
initial sound is o and have pupils trace over the example circle.
Check answers by having pupils say the word on. 4 Look, say and write. (6 minutes)
• Repeat for the remaining items. If pupils find this hard, go through
• Look at each pair of pictures with the pupils and have them say the
each of the pictures as a class first and elicit the correct word
words. Emphasise the initial sounds as necessary.
(four, garden, shirt, goat, ball).
• Ask why olive and octopus are the same (they have the initial
• Remind pupils to sound out each letter if they need to, so they can
letter o). Show how o is on the stave as an example and have pupils
choose and circle the correct one.
circle the letter. Then ask them to repeat o – olive, o – octopus.
• Then check their answers as a class by eliciting each word and the
• Work through the rest of the items. If pupils find this difficult,
initial letter.
elicit each word as a class and check answers at each stage.
• For extra challenge, elicit words for the other letter in each set. Otherwise, pupils can say the words and circle individually.

164
 Unit 3, Lesson 7
3
• Have them help each other by comparing their words in pairs. Finishing the lesson (4 minutes)
• Check answers as a class. Have pupils say the words one last time.
For extra challenge, ask them to suggest an extra word for each • Use the Phonics Cards to review the unit letters and sounds. Show
set, or a new pair of words with a different initial sound. each card to elicit the action for each sound.
• Use photocopiable 3 to revise the letters and sounds in Unit 3.
• Then review the words that pupils have learned for each initial
7
Lesson sound. Use the Phonics Story Cards or draw or mime to recap ideas if
pupils need support.
5 Match and write. • Say the sounds and ask pupils to draw each letter in the air or on
1 paper as you do so. Repeat in a different order, getting faster as the

bin
1
2 pupils get more confident.
m i n 3 • Write the letters f, o, g, m, h, b, p, n, a and i on the board. Challenge
4 pupils to make and say words using these letters. They can draw a
picture to confirm understanding of each word.

cot
2 1
2 • Use the Phonics Blending Cards to recap the CVC words that pupils
� o t 3
can now decode.
4 • Tell pupils how well they have done in this unit. Explain that they will
learn more letters and sounds in the next unit so they can read more

�ish
3 1
words.
2
c i sh 3
4

bag
1
2
b a g 3
4

mop
5 1
2
� o p 3
4

�an
1
2
b a n 3
4
70 seventy

5 Match and write. (10 minutes)

• Point to the different pictures randomly and elicit the words
from the pupils. You can use the Phonics Blending Cards from
earlier in the Unit as well as cards 33 and 34. Elicit the words
and practise the segmented and blended form of each word.
• Focus on the first picture, mop. Elicit m and then the letters across
from this in the second column, in. Say “min – is that right?”
(No, it isn’t.) Have pupils trace the example line down to op in the
second column. They can then trace mop on the staves.
• Do another example if necessary, and let pupils work through the
activity, finding the correct ending for each picture and initial
letter, and writing the words on the staves. For the remaining
items they can form the letters individually.
• Check pupils are forming the letters correctly on the staves and
using the tripod grip.
• Check answers by pointing to each picture and eliciting the
correct word. If pupils are confident, they can come up and write
the letters on the board.

165
 Unit 4, Lesson 1
Sounds and Spelling Book
Unit 4, Lessons 1–7 Presentation
Objectives Sounds and Spelling Book
• Lesson objectives: to learn the letter sounds for /θ/, /ð/, /ʌ /,
/d/, /l/, /ʧ/ and /v/; to blend and segment CVC words and
CVCC words Lesson 1
Lesson 1

4 th Th
• Target words: /θ/: thorn, think, three, thumb
/ð/: there, that, this
/ʌ /: umbrella, under, up
/d/: dig, dot, dad, duck, doll, drum
/l/: leaf, ladder, lemon, lamp, lock, lid, leg, log, lion
1 4.1
Look, listen and repeat.
/ʧ/: chop, chain, children, cheese, chair, cherry, three
chick thin�
/v/: village, vet, vase, van, violin, vest
thorn
there
Global Scale of English (GSE) thumb
• Listening: Can recognise the letters of the alphabet by their
sounds (GSE 10).
• Speaking: Can say the sounds of the alphabet, if supported by
pictures (GSE 13). Can say simple tongue-twisters and other that this
types of playful language (GSE 27).

Learning outcomes
• Listening: distinguish English segmental phonemes in single 2 4.2 4.3
Listen and chant.
words; associate letters with their sounds
th, th, thorn th, th, there
• Speaking: articulate sounds in single words
• Reading: identify letter-sound correspondences; read main high
th, th, thin� th, th, that
frequency words with correct pronunciation; decode short and th, th, three th, th, this
simple words using blending strategies th, th, thumb
• Writing: develop left-to-right writing orientation in controlled
and semi-controlled tasks (trace over dots, circles and basic abcde�ghij�lmnopqrstuvwxyz sixty-seven
even 71
patterns vertically and horizontally; trace over the letters and
numbers from left to right); write lower case letters legibly; write
basic familiar words; maintain appropriate spacing between
letters in a word and between words 1 4.1 Look, listen and repeat. (6 minutes)
• Cognitive skills: understand the steps needed to complete the • Look at page 71 with the class. Talk about the picture and ask
activity; recognise when a task has been completed; stay engaged pupils what they can see.
and focused on short tasks without getting distracted • Play the audio. Help pupils to match each word in the picture to
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding
Materials Phonics Story Cards (93 to 99) for each item as they hear it.
• Photocopiable 4 • Emphasise the initial sound each time by saying it louder than
• Unit 4 Phonics Cards (th, th, u, d, l, ch, v) the rest of the word but ensure that you clearly distinguish
• Phonics Cards from Units 1–3 between the voiced and unvoiced sounds. You can demonstrate
the difference by asking pupils to put their hands on their necks
• Unit 4 Phonics Story Cards
as they say the two different sounds. They should be able to feel
• Unit 4 Phonics Blending Cards
the vibrations of their voice box when they produce the voiced
sound (th) but not when they produce the unvoiced sound (th).
Assessment for Learning (formative assessment) • Use the relevant Phonics Cards to help present the sounds and
ensure that pupils can produce the correct sound for the correct
Setting aims and criteria: lesson objectives presentation card.
• Look at the picture side of the Phonics Cards and ask pupils to
say what they see (fingers to represent the number three, and a
Starting the lesson (2 minutes) finger pointing to an object to represent this). Now say the /θ/
• Start by holding up the Phonics Cards from Units 1–3 for pupils to and /ð/ sounds with actions to represent three and this which
say the sound for each letter. You can also use the Phonics Story will help pupils to remember the sounds. This can be holding up
Cards to elicit the known words. three fingers for th /θ/, and pretending to hold an imaginary item
between the thumb and index finger of one hand, while pointing to
• Focus on the consonant digraph sh from Unit 3, Lesson 4 and
it with the other hand to represent this for th /ð/.
reinforce that some phonemes are made up of more than one letter.
Ensure that pupils do not add an ‘uh’ sound to the end and then • Pupils can now make up a story using the words in the picture.
practise blending and segmenting with this sound (e.g. fish, ship, To help with this, you can hold up the Phonics Story Cards 93 to
shop). 99 and recap each of the items in the picture.
• Explain that in this lesson, pupils will be introduced to another
consonant digraph which has both a voiced and an unvoiced sound
– th (/ð/) and th (/θ/).
166
 Unit 4, Lesson 1
4
• Look back at the words in the opening scene on page 71 and ask
4.1 pupils to sort the words into two groups according to whether they
thorn there contain the voiced or the unvoiced sound.
think that • Encourage correct pronunciation of each word, listening carefully
three this for the th /θ/ or th /ð/ sounds.
thumb
• Identify the four words set out in Activity 3 and encourage pupils
to do the relevant actions from the Phonics Cards.
2 4.2 & 4.3 Listen and chant. (5 minutes) • Pupils listen to the audio and repeat the words. They draw lines to
• Play the audio. Pupils listen to the chant and join in as much as match the words/pictures that have the same initial sound.
they can. Play the chant two or three times. • Check their work and reinforce this activity by looking at other
• Pupils can firstly point to the pictures as they listen and then pairs of words from the board if more practice is required.
chant along with the audio.
• Focus on the voiced and unvoiced sounds and point out that the 4.4
font is coloured differently to make it easier to identify which word 1 thumb 2 that 3 this 4 three
contains which sound.
• Play the karaoke version (track 4.3). Have children say the
4 Trace and copy. (10 minutes)
sounds and words in time to the music. You can use the Phonics
Story Cards as a prompt for the karaoke version if necessary. • Now demonstrate on the board how to write the letters for th.
• Draw a stave on the board. Make sure pupils know where to start
4.2 drawing each letter and point out the slight difference in height,
with the t starting in the middle of the two top lines. Draw starting
th, th, thorn th, th, thumb th, th, that
th, th, think th, th, there th, th, this dots on the stave on the board and point to them.
th, th, three • Now draw the letters in the air with your back to the class so the
letters are the right way round. Pupils draw the letters with you in
the air.
• Pupils then do a number of activities to practise, including
Practice drawing the shapes on a classmate’s back. See the full range of
activities in the Introduction (page 21) for this stage.
Sounds and Spelling Book
• Pupils then trace and copy the letters in their books. They should
start at the starting dots and follow the arrows as they trace,
remembering to cross the t. They then copy the letters in the space.
1
Lesson • Ensure that pupils are holding their pencils correctly, in a tripod
grip, and check their work.
3 4.4
Listen and repeat. Match the words with • Take time to point out the spacing differences when writing letters
the same sound. that go together as opposed to separate words.
1 2
Lesson1 1
Lesson
Lesson 1 4

thumb that 5 4.5

Listen and repeat. Look and write.
1 2
3 4

th in� three
1 1
2 2

this three 3 3
4 4
4 Trace and copy.
3 4

th th
1 1 1 2
2 2

thumb thorn
1 1
3
2 2
4
3 3
1
2 4 4

3
6 4.6 Let's blend! Listen and repeat. Trace and say.

moth
1
4
2
1 1 moth
2
m / o / th 3
4

thin
3 1
4 2

72 seventy-two
2 th / i / n thin 3
4

thic�
1
2
3 4.4 Listen and repeat. Match the words with the same 3 th / i / c� thic� 3
sound. (5 minutes)
4
• Write th and th on the board and see if pupils can produce the seventy-three 73
correct action for each sound.

167
 Unit 4, Lessons 1 and 2

5 4.5 Listen and repeat. Look and write. (4 minutes) Lesson 2

• Revise the th sound (/θ/) and the relevant action with the class.
• Listen to the audio and pause after each word so that pupils can Starting the lesson (2 minutes)
repeat the word. Explain that they should circle the th letters in
• Start by holding up the known Phonics Cards for pupils to say the
each word.
sound for each letter/picture. Recall the actions for each sound.
• Pupils look at the pictures and write the missing letters.
• Use the cards to make words for pupils to blend and then call out
• Check that pupils copy the letters correctly and position them in words for pupils to segment. You can use the Phonics Blending Cards
the right place on the stave each time. to confirm their answers.

4.5 Presentation
1 think 2 three 3 thumb 4 thorn
Sounds and Spelling Book

6 4.6 Let’s blend! Listen and repeat. Trace and say.

(5 minutes) Lesson
2

• Recap all the sounds covered so far using the Phonics Cards.
Remind pupils how to blend letters to make words. Explain that
now that they know the sounds /θ/ and /ð/, they can use these
sounds to make more words.
1 4.7
Look, listen and repeat.
t uU
• Use the Phonics Blending Cards for this lesson (35 to 37). Hold
these up and elicit the correct word each time. Practise the up
segmented and the blended form.
• Then ask pupils to focus on Activity 6 in their books. Focus on the
/θ/ sound and use the Phonics Cards to demonstrate blending
and segmenting with the words moth, thin and thick. Reinforce
the meaning of each word using the pictures on page 73. umbrella
• Play the audio and encourage the pupils to listen, look at the
words in the book, and repeat what they hear. They should then
trace the letters and say the words.
under

4.6
1 m / o / th moth moth
2 th / i / n thin thin
3 th / i / ck thick thick

2 Listen and chant.

Finishing the lesson (3 minutes)
4.8 4.9

• Play a game where you act out either the voiced or unvoiced sound
u u umbrella
from this lesson and ask pupils to suggest a word to match the u u under
sound. Continue until you have covered all the words from the lesson. u u up
You can use the Phonics Story Cards for support.
• Ask pupils to repeat the story from the opening scene, being sure to
differentiate the initial sounds in the focus words clearly.
74 abcde�hij�lmnopqrst u vwxyz

1 4.7 Look, listen and repeat. (6 minutes)

• Look at page 74 with the class. Talk about the picture and ask
pupils what they can see.
• Play the audio. Help pupils to match each word in the picture to
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding
Phonics Story Cards (100 to 102) for each item as they hear it.
• Emphasise the initial sound each time by saying it louder than
the rest of the word.
• Use the letter on the relevant Phonics Card to help present the
sound.
• Say the /ʌ / sound and ask pupils to repeat. Can pupils think of
other words which have the /ʌ / sound in them?
• Look at the picture side of the Phonics Card and ask pupils to say
what they see (a ball under a table). Now say the /ʌ / sound with
an action to represent under which will help pupils to remember
the sound. This can be holding one hand out and then moving the
other hand underneath it.
• Point to the alphabet banner at the bottom of the page and ask
pupils to find the u.

168
 Unit 4, Lesson 2
4
• Pupils can now make up a story using the words in the picture.
3 4.10 Listen and repeat. Circle u. (4 minutes)
To help with this, you can hold up the Phonics Story Cards 100 to
102 and recap each of the items in the picture. • Pupils listen to the audio and repeat the words. They should point
to the pictures and the words as they listen and repeat.
4.7 • Play the audio a second time. Pupils look at the words and then
circle the u in each word.
umbrella
under • Next, they look at the group of letters next to each word and
up identify the u within each group and circle.
• Encourage pupils to say the sounds for the other letters in the
group and see if they can remember the actions for each one.
2 4.8 & 4.9 Listen and chant. (5 minutes)
• Play the audio. Pupils listen to the chant and join in as much as 4.10
they can. Play the chant two or three times. 1 under 2 up 3 umbrella
• Pupils can firstly point to the pictures as they listen and then
chant along with the audio.
• You may wish to get pupils to perform actions for each of the 4 Trace and copy. (10 minutes)
words to perform as they chant. • Now demonstrate on the board how to write the letter u.
• Play the karaoke version (track 4.9). Have children say the • Draw a stave on the board. Make sure pupils know where to start
sounds and words in time to the music. You can use the Phonics drawing the letter. Draw a starting dot on the stave on the board
Story Cards as a prompt for the karaoke version if necessary. and point to it.
• Now draw the letter in the air with your back to the class so the
4.8 shape is the right way round. Pupils draw the letter with you in the
u, u, umbrella air.
u, u, under • Pupils then do a number of activities to practise, including
u, u, up drawing the shape on a classmate’s back. See the full range of
activities in the Introduction (page 21) for this stage.
• Pupils then trace and copy the letter in their books. They should
Practice start at the starting dot and follow the arrows as they trace. They
then copy the letter in the space.
• Ensure that pupils are holding their pencils correctly, in a tripod
Sounds and Spelling Book
grip, and check their work.

Lesson1 2
Lesson
Lesson 1 4 Lesson
2

3 4.10
Listen and repeat. Circle u. 5 4.11
Listen and repeat. Follow and complete.

up
1 1 1
2

under u o a 3
4

u nder
2 2 1
2
up i b u 3
4
3

umbrella
3 1

umbrella � r u 2

3
4
4 Trace and copy.
6 Let's blend! Listen, follow and say. Write.

uuu
4.12
1

rug
2 1
1
2
3 1 r g
4 3
4

bun
1 1

u
2 2
2 b n
3 3
4 4

nut
1
1
2
2 3 n t
3
3
4
4

seventy-five 75 76 seventy-six

169
 Unit 4, Lessons 2 and 3

5 4.11 Listen and repeat. Follow and complete. (4 minutes) Lesson 3

• Look at the activity with the class.
• Pupils listen to the audio and then say the word for each picture, Starting the lesson (4 minutes)
performing the action for under when they encounter the word/
• Start by drawing a simple picture on the board to represent a known
picture. If pupils performed actions for the chant, they could
word, e.g. a rug.
repeat all the actions here as well.
• Ask pupils to write the letters for the word that the picture represents
• They should then follow each line and write the initial letter for
and then choose a child to sound out the word while the others check
each word.
their answers.
• Check that pupils write the letter correctly and position it in the
• Repeat with other pictures/words to revise previously taught sounds,
right place on the stave each time.
e.g. fish, moth, sun.

4.11
1 u – umbrella Presentation
2 u – up
3 u – under Sounds and Spelling Book

6 4.12 Let’s blend! Listen, follow and say. Write.

Lesson1 3
Lesson

dD
(5 minutes) Lesson 1

• Recap all the vowel sounds covered so far using the Phonics Cards
(a, i, o, u). Remind pupils how to blend letters to make CVC words 1 4.13
Look, listen and repeat.
t
and demonstrate how changing the vowel sound can change the
word, e.g. bag – big; mop – map; bun – bin. See if pupils can come
up with other examples and spend time sounding out the different
words, ensuring that the vowel sounds are clear and accurate.
• Explain that now that they know the sound /ʌ /, they can use this
sound to make more words.
• Use the Phonics Blending Cards for this lesson (38 to 40). Hold dig
these up and elicit the correct word each time. Practise the
segmented and the blended form.
• Then ask pupils to focus on Activity 6 in their books. Look at
page 76 and look at the letter tiles joined to the central letter u.
• Play the audio and encourage pupils to listen, follow the lines, dad
and then say the words. They should then write the words on the
staves to match each picture. duc�
doll drum
4.12
1 r/u/g rug
2 b/u/n bun
3 n/u/t nut
2 4.14 4.15
Listen and chant.
d, d, dig d, d, duc�
Finishing the lesson (4 minutes) d, d, dot d, d, doll
d, d, dad d, d, drum dot
• Play a game where you place two Phonics Cards (consonants only),
letter side up, on the board in the initial and final position of a CVC
word, leaving a gap for a vowel, e.g. b_n. Pupils must choose a known abc d e�ghij�lmnopqrstuvwxyz 77

vowel sound to complete the word (e.g. bin / bun).

• Change the Phonics Cards after a minute or so to explore other
letter combinations, e.g. m_p (map and mop); f_n (fan and fin); 1 4.13 Look, listen and repeat. (6 minutes)
b_g (bag and big), etc.
• Look at page 77 with the class. Talk about the picture and ask
• Pupils could score a point for each valid word they make.
pupils what they can see.
• Play the audio. Help pupils to match each word in the picture to
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding
Phonics Story Cards (103 to 108) for each item as they hear it.
• Emphasise the initial sound each time by saying it louder than
the rest of the word.
• Use the letter on the relevant Phonics Card to help present the
sound.
• Say the /d/ sound and ask pupils to repeat. Can pupils think of
other words which start with the /d/ sound?
• Look at the picture side of the Phonics Card and ask pupils to say
what they see (a child digging). Now say the /d/ sound with an
action to represent dig which will help pupils to remember the
sound. Encourage pupils to pretend to dig with a spade.

170
 Unit 4, Lesson 3
4
• Point to the alphabet banner at the bottom of the page and ask
3 4.16 Listen and repeat. Circle d. (3 minutes)
pupils to find the d.
• Play a game to reinforce the action for the /d/ sound by calling • Pupils listen to the audio and repeat the words. They should point
out words with different intial sounds and when pupils hear a to the pictures and the words as they listen and repeat.
word beginning with the /d/ sound, they should pretend to dig. • Remind pupils of the action for the /d/ sound when they encounter
Pupils can now make up a story using the words in the pictures. the first picture.
To help with this, you can hold up the Phonics Story Cards 103 to • Play the audio a second time. Pupils look at the words and then
108 and recap each of the items in the picture. circle the d in each word.

4.13 4.16
dig 1 dig 2 dot 3 doll 4 drum
dot
dad
duck 4 Trace and copy. (8 minutes)
doll • Now demonstrate on the board how to write the letter d.
drum
• Draw a stave on the board. Make sure pupils know where to start
drawing the letter. Draw a starting dot on the stave on the board
and point to it.
2 4.14 & 4.15 Listen and chant. (5 minutes)
• Now draw the letter in the air with your back to the class so the
• Play the audio. Pupils listen to the chant and join in as much as
shape is the right way round. Pupils draw the letter with you in the
they can. Play the chant two or three times.
air, starting with their hand as high as they can to show that d is a
• Pupils can firstly point to the pictures as they listen and then tall letter.
chant along with the audio.
• Pupils then do a number of activities to practise, including
• Play the karaoke version (track 4.15). Have children say the drawing the shape on a classmate’s back. See the full range of
sounds and words in time to the music. You can use the Phonics activities in the Introduction (page 21) for this stage.
Story Cards as a prompt for the karaoke version if necessary.
• Pupils then trace and copy the letter in their books. They should
start at the starting dots and follow the arrows as they trace. They
4.14 then copy the letter in the space.
d, d, dig d, d, dad d, d, doll • Ensure that pupils are holding their pencils correctly, in a tripod
d, d, dot d, d, duck d, d, drum grip, and check that the letters start at the top of the stave each
time.

Practice Lesson1 3
Lesson
Lesson 1 4
Sounds and Spelling Book
5 4.17
Listen and repeat. Look and write.
dad duc�
3
Lesson
1 2
3 4.16
Listen and repeat. Circle d.
1 2

dig dot
duc� dad
1 1
2 2

3 3
4 4

3 4 6 4.18 Let's blend! Listen, match and say.

doll drum
1 d/o/t dad
4 Trace and copy.

ddd
1
2 1

2
3 2 d/i/g dig
3
4

1
2 3 d/a/d dot
3
4
seventy-nine 79
1
2

3
4

78 seventy-eight

171
 Unit 4, Lessons 3 and 4

5 4.17 Listen and repeat. Look and write. (4 minutes) Lesson 4

• Look at the pictures with the class and identify the words
represented by each picture (duck and dad). Starting the lesson (4 minutes)
• Pupils listen to the audio, repeat the words, and then segment each • Start by distributing 10 Phonics Cards amongst 10 pupils who should
word. stand at the front of the class. Ensure that all the vowel sounds
• Explain that pupils should now choose and copy the correct word covered in previous units (a, i, o, u) are included in the cards.
from the wordpool to write below each picture. They should sound • Challenge pupils to look at the cards and come up with a word that
out the words to check that they choose the correct one. (Note they can sound out and write on the board. How many words can be
that the word order in the wordpool does not match the audio so made?
that pupils must look carefully at the words to decide which one • You may wish to play this in teams and challenge pupils to compete
they must write.) against each other to come up with the most words.
• Make sure that pupils position the letters in the right place on the • Swap the cards and repeat if time allows but keep the vowel cards in
stave each time. the set each time.
• Note that there may be some confusion between the letter d and
the letter b (taught in Unit 3) where pupils may orientate the
letters incorrectly. This is quite normal but take steps to prevent Presentation
this by emphasising the different orientation and asking pupils
for a way to remember which is which. One example is to look Sounds and Spelling Book
at the word bed (noting the initial sound /b/) and to imagine
the word with a picture of a bed drawn around it. The round
part of the b becomes the pillow, and by remembering that the 4
Lesson

4.17
initial sound is /b/, this will help pupils to orientate the letters
correctly.
1 4.19
Look, listen and repeat. lL
1 duck 2 dad lea�
6 4.18 Let’s blend! Listen, match and say. (6 minutes)
• Start the activity with the Phonics Blending Cards for this lesson ladder lemon
(41 to 43). Hold these up and elicit the correct word each time.
Practise the segmented and the blended form.
• Then ask pupils to focus on Activity 6 in their books. Play the lamp
audio. Pupils should listen and match the segmented words with
the blended words. They should then choose the correct picture
to represent each word by drawing lines. loc�
• Encourage pupils to say the sounds followed by the words as
they complete the task and to perform the action for dig when
they encounter the word.
lid

4.18 2 4.20 4.21

Listen and chant.
1 d/o/t dot l, l, lea� l, l, lid
2 d/i/g dig l, l, ladder l, l, leg
3 d/a/d dad
l, l, lemon l, l, log
l, l, lamp l, l, lion
leg log
Finishing the lesson (3 minutes) l, l, loc� lion
• Play a game where three pupils at a time take turns to call out a single
sound in order to build a known word. The first pupil calls out an initial
80 abcde�hij� l mnopqrstuvwxyz
sound of their choice and the letter representing that sound is then
written on the board. Another pupil adds a middle sound (a vowel)
and then a third child adds a final sound of their choice. These sounds 1 4.19 Look, listen and repeat. (6 minutes)
should then be blended to make a word, e.g. f–i–sh = fish. • Look at page 80 with the class. Ask pupils what they can see.
• Decide if the word is a real word or not and then play again. The aim is • Play the audio. Help pupils to match each word in the picture to
for the class to make as many real words as possible. the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding
Phonics Story Cards (109 to 117) for each item as they hear it.
• Emphasise the initial sound each time by saying it louder than
the rest of the word.
• Ensure that pupils keep their tongues on the roof of their mouths
when they say the /l/ sound to avoid producing an ‘uh’ sound at
the end. This will make it very hard for them to sound out words
otherwise.
• Use the letter on the relevant Phonics Card to help present the
sound.
• Say the /l/ sound and ask pupils to repeat. Can pupils think of
other words which start or end with the /l/ sound?
172
 Unit 4, Lesson 4
4
• Look at the picture side of the Phonics Card and ask pupils to
3 4.22 Listen and repeat. Follow and circle l. (3 minutes)
say what they see (a lion). Now say the /l/ sound with an action
to represent lion which will help pupils to remember the sound. • Pupils listen to the audio and repeat the words. They should point
This could be encouraging pupils to pretend to roar like a lion, for to the pictures and the words as they listen and repeat.
example. • Play the audio a second time. Pupils follow the lines and circle the
• Play a game to reinforce the action for the /l/ sound by calling out l in the words.
different words and when pupils hear a word beginning with the /l/ • Remind pupils of the action for lion and encourage them to
sound, they should roar like a lion. perform the action when they encounter the word.
• Pupils can now make up a story using the words in the picture.
To help with this, you can hold up the Phonics Story Cards 109 to 4.22
117 and recap each of the items in the picture. ladder
lemon
4.19 leaf
leaf lamp leg lion
ladder lock log leg
lemon lid lion

4 Trace and copy. (8 minutes)

2 4.20 & 4.21 Listen and chant. (5 minutes)
• Now demonstrate on the board how to write the letter l.
• Play the audio. Pupils listen to the chant and join in as much as • Draw a stave on the board. Make sure pupils know where to start
they can. Play the chant two or three times. drawing the letter. Draw a starting dot on the stave on the board
• Pupils can firstly point to the pictures as they listen and then and point to it.
chant along with the audio. • Now draw the letter in the air with your back to the class so the
• Play the karaoke version (track 4.21). Have children say the shape is the right way round. Pupils draw the letter with you in the
sounds and words in time to the music. You can use the Phonics air.
Story Cards as a prompt for the karaoke version if necessary. • Pupils then do a number of activities to practise, including
drawing the shape on a classmate’s back. See the full range of
4.20
activities in the Introduction (page 21) for this stage.
l, l, leaf l, l, lamp l, l, leg • Pupils then trace and copy the letter in their books. They should
l, l, ladder l, l, lock l, l, log start at the starting dots and follow the arrows as they trace. They
l, l, lemon l, l, lid l, l, lion
then copy the letter in the space.
• Ensure that pupils are holding their pencils correctly, in a tripod
grip, and check that the letters are formed correctly.
Practice
4
Sounds and Spelling Book Lesson

5 4.23
Listen and repeat. Circle and write.
1 loc� / log
Lesson1 4
Lesson
Lesson 1 4

log
1
2
3 4.22
Listen and repeat. Follow and circle l.
3
4

2 lamp / lid

lamp
1
ladder lemon 2

3
leg 4

6 4.24 Let's blend! Listen and repeat. Match and say.

lea� 1 l
lion o
4 Trace and copy.
loc�
c�

lll
1 1

2
2 l
3 i lid
4
d
1
2 3 l
3
o log
4 g
1
82 eighty-two
2

3
4

eighty-one 81

173
 Unit 4, Lessons 4 and 5

5 4.23 Listen and repeat. Circle and write. (5 minutes) Lesson 5

• Start by listening to the audio and identifying the pictures that
each word relates to. Pupils should repeat the words. Starting the lesson (3 minutes)
• Look at the four words next to the pictures and encourage pupils
• Start by holding up the known Phonics Cards for pupils to say the
to sound them all out before choosing the word that matches each
sound for each letter.
picture and the audio. Pupils circle the correct word to match each
picture and then write the word on the stave below. • Continue the game from Lesson 4 (see ‘Finishing the lesson’), but swap
the team roles so that pupils get a chance to play both parts.
• To check comprehension, ask pupils to draw a simple picture in
their notebooks to go with each of the other words (lock and lid) • Once each team has had the same number of turns, add up the total
and to write the words below each picture. scores to declare a winning team.

4.23 Presentation
1 l – log
2 l – lamp Sounds and Spelling Book

6 4.24 Let’s blend! Listen and repeat. Match and say.

Lesson1 5
ch
Lesson
(4 minutes) Lesson 1

• Start the activity with the Phonics Blending Cards for this lesson
(44 and 46). Hold these up and elicit the correct word each time.
Practise the segmented and the blended form.
1 4.25
Look, listen and repeat.
Ch
• Then ask pupils to focus on Activity 6 in their books. Play the
audio and encourage pupils to listen, follow the lines and blend chop
the letters to make words.
• Spend time making sure that pupils can blend the letters to make
the words and write additional words on the board if more practice
is needed.
• Pupils then choose the picture that matches each word and draw chain
lines to match them up.
children
4.24
1 l – o – ck lock
2 l – i – d lid
3 l – o – g log
cheese chair

Finishing the lesson (5 minutes) cherry

2 4.26 4.27
Listen and chant. chic�
• Play Find the letters with the class. Use known CVC words in which
pupils can recognise all the letters and blend all the sounds, e.g. lock, ch, ch, chop ch, ch, chair
log, lid, dig, dot, nut, rug, map, cat. ch, ch, chain ch, ch, cherry
• Make a chain of letters, either with the Phonics Cards or by writing
ch, ch, children ch, ch, chic�
on the board. Put the letters of the target word in the correct
sequence within this chain, but put other letters in between as ch, ch, cheese
distractors, e.g. f l m o c d g (log).
• Draw a picture to represent the hidden word, or mime an action for abcde�ghij�lmnopqrstuvwxyz 83

it. Elicit the word from the class to check understanding.

• Invite pupils up to find the correct Phonics Cards within the chain
and move them down to spell out the word. Alternatively, they can 1 4.25 Look, listen and repeat. (6 minutes)
circle the letters within the chain or for more challenge, write the
• Look at page 83 with the class. Focus on the letters in the circle
letters out again underneath in order to spell the word.
at the top of the page and explain that this lesson will focus on
• Repeat with a selection of known CVC words. a new consonant digraph. Ask pupils what sound each letter
• If pupils enjoy this activity, they could draw a picture and make their makes individually (/k/ and /h/) and explain that sometimes
own hidden word chain underneath it. You may like to give them letters are put together and they make a completely different
a limited selection of words that they know and which are easy to sound, in this case /ʧ/.
draw, to make this more controlled and achievable, e.g. rug, fan, bag, • Ask pupils for examples of other digraphs that they already
bun. know: th /ð/, th /θ/, sh /ʃ/ and ck /k/. Revise these sounds
using the Phonics Cards and a game of your choice from
previous lessons.
• Talk about the picture and ask pupils what they can see.
• Play the audio. Help pupils to match each word in the picture to
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding
Phonics Story Cards (118 to 124) for each item as they hear it.
• Emphasise the digraph each time by saying it louder than the
rest of the word.
• Refer to the relevant Phonics Card to help introduce the sound.
174
 Unit 4, Lesson 5
4
• Look at the picture side of the Phonics Card and ask pupils to say
3 4.28 Listen and repeat. Circle ch. (4 minutes)
what they see (a person chopping). Now say the /ʧ/ sound with
an action to represent chop which will help pupils to remember • Pupils listen to the audio and repeat the words. They should
the sound. Encourage pupils to pretend to karate chop an item point to the pictures and the words as they listen and repeat.
with their hand. • Play the audio a second time. Pupils look at the words and then
• Pupils can now make up a story using the words in the picture. circle the ch in each word.
To help with this, you can hold up the Phonics Story Cards 118 to • Next, they look at the group of letters next to each word and
124 and recap each of the items in the picture. identify the ch digraph within each set and circle.
• Encourage pupils to say the sounds for the other digraphs in
4.25 each set and see if they can remember the actions for each one.
chop chair
chain cherry 4.28
children chick 1 cherry 2 chair 3 children 4 chick
cheese

4 Trace and copy. (10 minutes)

2 4.26 & 4.27 Listen and chant. (5 minutes)
• Now demonstrate on the board how to write the letters for ch.
• Play the audio. Pupils listen to the chant and join in as much as
• Draw a stave on the board. Make sure pupils know where to start
they can. Play the chant two or three times.
drawing each letter and point out the difference in height. Draw
• Pupils can firstly point to the pictures as they listen and then starting dots on the stave on the board and point to them.
chant along with the audio.
• Now draw the letters in the air with your back to the class so the
• Play the karaoke version (track 4.27). Have children say the letters are the right way round. Pupils draw the letters with you
sounds and words in time to the music. You can use the Phonics in the air.
Story Cards as a prompt for the karaoke version if necessary.
• Pupils then do a number of activities to practise, including
drawing the shapes on a classmate’s back. See the full range of
4.26 activities in the Introduction (page 21) for this stage.
ch, ch, chop ch, ch, chair • Pupils then trace and copy the letters in their books. They
ch, ch, chain ch, ch, cherry should start at the starting dots and follow the arrows as they
ch, ch, children ch, ch, chick trace, remembering to make sure there is a clear difference in
ch, ch, cheese
height. They then copy the letters in the space.
• Ensure that pupils are holding their pencils correctly, in a tripod
Practice grip, and check their work. Take time to point out the spacing
differences when writing letters that go together as opposed to
separate words.
Sounds and Spelling Book
Lesson1 5
Lesson
Lesson 1 4
5
Lesson
5 4.29
Listen and repeat. Follow and complete.

cheese
3 4.28
Listen and repeat. Circle ch. 1 1
2
1
cherry ch sh th 3
4

chic�
2 1
2 2
chair c� ch sh 3
4
3

chair
3 1
children th c� ch 2

3
4
chic� sh ch th
4

6 4.30 Let's blend! Listen and repeat. Match and trace.

chip
4 Trace and copy. 1 1
2

ch ch
1
2
1
2 ch / o / p
1 3
4
3

chop
4 2 1
2
1 ch / i / n
2 3
4

chin
3
3 1
4 2

1
ch / i / p
3
2 4

3
eighty-five 85
4

84 eighty-four

175
 Unit 4, Lessons 5 and 6

5 4.29 Listen and repeat. Follow and complete. (4 Lesson 6

minutes)
• Look at the activity with the class and listen to the audio to Starting the lesson (3 minutes)
identify the words represented by each picture.
• Start by holding up a selection of Phonics Cards that you want to
• Pupils say the words for each picture and then follow the lines to
revise and ask pupils to say the sound and do the action for each
write the digraph in the correct place on each stave.
letter/digraph.
• Check that pupils write the letters correctly and position them
• Practice the sounds in different positions within words and highlight
in the right place on the stave.
any difficulties that you need to focus on.

4.29
1 ch – chair Presentation
2 ch – chick
3 ch – cheese Sounds and Spelling Book

6 4.30 Let’s blend! Listen and repeat. Match and 6

Lesson

vV
trace. (6 minutes)
• Focus on the new digraph ch before looking at the activity with
the pupils. Hold up the Phonics Card and recap the action. 1 4.31
Look, listen and repeat.
• Start the activity with the Phonics Blending Cards for this lesson village
(47 and 49). Hold these up and elicit the correct word each time.
Practise the segmented and the blended form.
• Then ask pupils to focus on Activity 6 in their books. Play the
audio and encourage the pupils to listen and repeat what they
hear. They should then match the segmented words with the
words in tracing font and trace the words. Use the pictures to
check the meanings of the words, particularly chin and chip as
these are new words. vet
vase
4.30
1 ch / o / p chop
2 ch / i / n chin violin
3 ch / i / p chip
van

Finishing the lesson (2 minutes)

• Recap all the digraphs covered so far using the Phonics Cards (ch,
vest
ck, sh, th, th). Challenge pupils to combine the digraphs with other 2 4.32 4.33
Listen and chant.
phonemes to make words that they can call out for other pupils v, v, village v, v, van
to write. You can use the Phonics Blending Cards for support or to
confirm their answers.
v, v, vet v, v, violin
v, v, vase v, v, vest

86 abcde�hij�lmnopqrstu v wxyz

1 4.31 Look, listen and repeat. (6 minutes)

• Look at page 86 with the class. Talk about the picture and ask
pupils what they can see.
• Play the audio. Help pupils to match each word in the picture to
the audio and to point to the correct object as they hear each
word. You can support this by holding up the corresponding
Phonics Story Cards (125 to 130) for each item as they hear it.
• Emphasise the initial sound each time by saying it louder than the
rest of the word.
• Use the letter on the relevant Phonics Card to help present the
sound.
• Say the /v/ sound and ask pupils to repeat. Can pupils think of
other words which start with the /v/ sound?
• Look at the picture side of the Phonics Card and ask pupils to say
what they see (a violin). Now say the /v/ sound with an action
to represent violin which will help pupils to remember the sound.
This could be encouraging pupils to pretend to play a violin, for
example.
• Point to the alphabet banner at the bottom of the page and ask
pupils to find the v.

176
 Unit 4, Lesson 6
4
• Pupils can now make up a story using the words in the picture. • Play the audio a second time and ask pupils to repeat each word
To help with this, you can hold up the Phonics Story Cards 125 to and then circle the v in each word.
130 and recap each of the items in the picture.
4.34
4.31 1 violin 2 village 3 vase 4 vest
village vase violin
vet van vest
4 Trace and copy. (10 minutes)
• Now demonstrate on the board how to write the letter v.
2 4.32 & 4.33 Listen and chant. (5 minutes) • Draw a stave on the board. Make sure pupils know where to start
• Play the audio. Pupils listen to the chant and join in as much as drawing the letter. Draw a starting dot on the stave on the board
they can. Play the chant two or three times. and point to it.
• Pupils can firstly point to the pictures as they listen and then • Now draw the letter in the air with your back to the class so the
chant along with the audio. shape is the right way round. Pupils draw the letter with you in the
• Play the karaoke version (track 4.33). Have children say the air.
sounds and words in time to the music. You can use the Phonics • Pupils then do a number of activities to practise, including
Story Cards as a prompt for the karaoke version if necessary. drawing the shape on a classmate’s back. See the full range of
activities in the Introduction (page 21) for this stage.
4.32 • Pupils then trace and copy the letter in their books. They should
v, v, village v, v, vase v, v, violin start at the starting dots and follow the arrows as they trace. They
v, v, vet v, v, van v, v, vest then copy the letter in the space.
• Ensure that pupils are holding their pencils correctly, in a tripod
grip, and check that the letters are formed correctly.
Practice
6
Lesson
Sounds and Spelling Book
5 Find and circle v. Then match, write and say.

Lesson1 6
Lesson
Lesson 1 4 g d v ch v th v b sh

3 4.34
Listen and repeat. Follow and circle v.

van vet vest

1 1 1
1 violin 2 village 3 vase 4 vest 2 2 2

3 3 3
4 4 4

6 4.35 Let's blend! Listen, match and say.

4 Trace and copy.

1 v/a/n man

vvv
1
2 1

3
4 2 m/a/n pan
1
2

3 3 p/a/n van
4

1 88 eighty-eight
2

3
4
5 Find and circle v. Then match, write and say. (4 minutes)
eighty-seven 87
• Start by looking at the letters in the wordpool with the students.
Can they say the sound for each letter and do the correct action?
Check the pronunciation of each letter carefully.
3 4.34 Listen and repeat. Follow and circle v. (4 minutes) • Call out the /v/ sound, do the action, and ask pupils to identify the
• Look at page 87 with the pupils and see if they can remember any three letters in the wordpool that make this sound. Pupils should
of the words to go with the pictures. circle the three v letters.
• Explain that they will listen to the audio, where they will hear the • Now ask pupils to match each of the v letters to one of the pictures
word to go with each picture. They must listen carefully to each below and say the word for each picture.
word, repeat, and then decide which picture matches the word • Pupils should then write the initial letter for each word.
they hear. Pause the audio for long enough to allow pupils to draw
a matching line after they hear each word.
177
 Unit 4, Lessons 6 and 7

6 4.35 Let’s blend! Listen, match and say. (4 minutes) Lesson 7

• Start the activity with the Phonics Blending Card for this lesson
(50) as well as the earlier cards for man (10) and pan (4). Hold Starting the lesson (6 minutes)
these up and elicit the correct word each time. Practise the
• Start by holding up the known Phonics Cards for pupils to say the
segmented and the blended form.
sound and do the action for each letter/digraph. Use the Phonics
• Then ask pupils to focus on Activity 6 in their books. Play the
Story Cards to elicit the known words.
audio and encourage pupils to listen, match, and then say the
• Practice the sounds in different positions within known phonics words
individual sounds followed by the words.
and highlight any difficulties that you need to focus on. Focus on these
• Pupils should be able to do this independently as all the words are
tricky sounds as much as possible throughout the lesson.
known words.
• Use rhyming words to highlight spelling patterns and repeat the
• Ask pupils what each of the words has in common and establish
activities from Lesson 6 with different words if time allows.
that they all end in _an and therefore they rhyme. Chant the
three words and then hold up the f card and ask pupils what
other rhyming word they could have (fan). Practice
4.35 Sounds and Spelling Book
1 v / a / n – van
2 m / a / n – man
3 p / a / n – pan
Lesson1 7
Lesson
Lesson 1 4
1 4.36
Listen and repeat. Find and write.
Finishing the lesson (4 minutes)
• See if students can list other CVC words that rhyme and tell them that th d u l ch v
they can look through their books for inspiration. If pupils find this
tricky, provide the final letters, e.g. _at and ask them to add initial
sounds to make different words that rhyme (hat, bat, cat, mat, rat).
• Write the words on the board in lists and spend time chanting the lists
to highlight the rhyming sounds.

under three
1 1
• If time allows, call out three words, e.g. hat, cat, sun, and ask pupils 2 2
to identify the two rhyming words. Write the words on the board in
3 3
rhyming sets and see if pupils can add another word to each list.
4 4
• These activities are good to enhance phonetic awareness and should be
repeated as often as possible.

violin
1
2

3
4

chic� drum
1 1
2 2

3 3
4 4

lamp
1
2

3
4 eighty-nine 89

1 4.36 Listen and repeat. Find and write. (8 minutes)

• Use the Phonics Cards that match the letters in the circles at the
top of the page (th, d, u, l, ch, v).
• Stick them on the board, letter side up and ask pupils to suggest
words that have these sounds as the initial sound. Draw pictures
to go with each suggestion and see how many words pupils can
suggest for each letter.
• Focus on page 89 and explain that pupils will hear the audio and
must listen and repeat what they hear. Encourage pupils to point
to the correct picture. They must then decide which letter/digraph
from the circles is the correct initial letter for that item and should
write it in the correct place.
• You can also ask pupils to perform the actions for each of the
sounds too.

178
 Unit 4, Lesson 7
4
4.36 3 Match and write. Say. (10 minutes)

l – lamp ch – chick • Explain that pupils should look at the pictures and identify the
th – three v – violin word that goes with each one. Check that pupils choose the
u – under d – drum correct word each time by checking as a class what the words are
and explain that the initial letter is a clue for the starting sound.
• You can use Phonics Blending Cards 53 to 55, as well as the
2 4.37 Listen, order and write. (10 minutes) relevant ones from earlier in the unit, to practise the segmented
• Explain the task to pupils and ensure they understand that they and blended forms. Give pupils time to look at the pictures and
will listen to the audio and are then required to order the letter the letters and then see if they can identify which other letters
tiles to make the word they hear to match the picture. Tell them they need to complete each word. Pupils should draw a line to
that they will be required to complete this task independently. match the letters and then write the complete word on the stave.
• Encourage pupils to sound out the letters each time and then
• Give pupils time to look at the pictures and the letters and see if
say the complete word.
they can have a guess at the order in which they should write the
• Monitor the answers and note any difficulties for assessment
letters. Explain that pupils must keep their answers to themselves
purposes and to inform the game at the end of the lesson.
until after they’ve heard the audio and completed the task.
• Go through the activity with the class
• Play the audio for the class.
• Pay attention to the letter positioning on the staves.
• Encourage pupils to work independently.
• Monitor the answers and note any difficulties for assessment Finishing the lesson (6 minutes)
purposes and to inform the game at the end of the lesson.
• Choose four pupils to stand at the front, facing the class, with a
• Go through the activity with the class, replaying the audio if
Phonics Card each for the vowel sounds /æ/, /i/, /ɒ/ and /ʌ/.
necessary. You can use Phonics Blending Cards 51 and 52, as
• Use photocopiable 4 to revise the letters and sounds in Unit 4.
well as the relevant ones from earlier in the unit, to practise the
segmented and blended forms. • Give out the consonant Phonics Cards to the rest of the pupils and
invite volunteers to try to make words by standing next to the child
• Pay attention to the letter formation and to the positioning of
with the correct vowel sound - on the right for the initial sound, and
the letters on the staves.
on the left for the final sound. For example, a child with the /m/ card
could stand on the right of the child with /æ/. The pupils with cards
4.37 /p/, /t/ or /n/ could then stand on the left to make map, mat or man.
1 thin th / i / n thin • To help pupils at first, you could select either the initial or final
2 sum s/u/m sum consonant each time for them to choose the other letter.
3 sad s/a/d sad
• Control the activity so only one word is being spelled each time.
4 log l/o/g log
5 van v/a/n van Repeat, and rotate the pupils who are holding the vowel sounds so
6 chin ch / i / n chin that they have a turn at forming words too.
• End the lesson by reviewing any difficulties. Congratulate pupils on
the progress they have made and focus on the words that they can
now read and write.
7
Lesson

2 4.37
Listen, order and write. Lesson1 7
Lesson
Lesson 1 4
1

thin
1
2 3 Match and write. Say.
th n i 1

mug
3 1
2
4
s u g
2

sum
1 3
2 4
u m s

sun
3 2 1
2
4
d u n
3

sad
1 3
2 4
d a s 3

dig
3 1
2
4
l i g
4

log
1 3
2 4
o l g
4

duc�
3 1
2
4
m u c�
5

van
1 3
2 4
n v a

dot
3 5 1
2
4
d o t
6

chin
1 3
2 4
n ch i 6

lid
3 1
4 2
90 ninety d i d 3
4
ninety-one 91

179
 York Press Limited
322 Old Brompton Road,
London SW5 9JH,
England
Original edition © Pearson Education Limited 2020
This edition published by York Press © 2022
Published by arrangement with Pearson Education Limited
The right of Nick Coates to be identied as the author of this Work has been asserted by
him in accordance with the Copyright, Designs and Patents Act 1988.
The publishers would like to thank Wendy Cherry, Emma Wilkinson and Nicola Gardner
for their contribution.
Additional material provided by Gareth Vaughan.
Partner in development:
Foreign Languages Section,
Ministry of Education, Oman
The series has been customised by the Ministry of Education, Oman, based on the contract
between the Ministry of Education and Pearson Education Limited and York Press Limited
based on the ministerial decree 211/2021.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise without the prior written permission of the Publishers.
First published 2022
Illustrated by Rafa & Nathalie Studio, Tamara Joubert, Christos Skaltsas (Hyphen) and
Denis Alonso
Cover Image: Rafa & Nathalie Studio

2022/5381:‫رقم اإلإيداع‬
 her
LEARN Toget
C E E D To g ether
SUC

OMAN
Team Together Oman is a four-level primary English course that develops language
alongside future skills. Pupils are challenged to communicate creatively in authentic
contexts, think critically and work together to get results. Team Together Oman sets
out a clear path for progress and prepares children for success in external examinations
including PTE Young Learners and Cambridge English Qualifications.

Grade 1
A
For pupils For teachers
• Class Book with Digital Resources • Teacher’s Book with Digital Resources
• Activity Book • Flashcards
• Sounds and Spelling Book • Story Cards
• Audio • Posters
• Videos and animations • Phonics Cards
• Phonics Blending Cards
• Phonics Story Cards
English Benchmark for Young Learners
(EBYL) and Team Together Oman make • Photocopiable quizzes and worksheets
the perfect partners for your language • Audio
and assessment needs • Videos and animations

10 20 30 40 50 60 70 80 90

Grade 4
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Grade 2
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CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 www.moe.gov.om
PTE YL EBYL Cambridge English Qualifications
Grade 1 Pre A1 Starters
Grade 3
2 Firstwords Level 1 Pre A1 Starters
Grade 3 Springboard Level 2 Pre A1 Starters
Grade 4 Quickmarch Level 3 A1 Movers

Learn more about the Global Scale of English at pearsonenglish.com/gse