2 My Class

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Materials
Pupil’s Book pages 12–19; Activity Book
Objectives Vocabulary

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pages 10–15; Flashcards 1–6; Class
✓ To learn classroom vocabulary New: book, chair, circle, crayon, in, Audio CD A: Tracks 13–24; Course
pencil, red, table, teacher Posters: My Little Island Map, Shapes
✓

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To sing songs and chants and Colours, Meet Your New Friends!;
✓ To do new TPR movements stickers (back of Pupil’s Book and
shown on page T96)

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✓ To practise fine and gross motor
Optional: CD-ROM, ActiveTeach,
skills
Sammy the Squirrel puppet

Unit
✓ To understand and role-play a

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picture story

✓ To learn and practise the

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language structure I’ve got a Songs and Chants

Overview
(pencil).
✓ Look, Look, Look! (Class Audio
CD A: Tracks 13, 14)

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✓ To learn and practise the
preposition in
✓ It’s Red! (Class Audio CD A: Tracks

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✓ To learn a new colour (red) 17, 18)

✓ To learn a new shape (circle) ✓ Circle Chant (Class Audio CD A:

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Tracks 19, 20)
✓ To learn the value of asking nicely
Home-School Connections ✓ Ask Nicely Chant (Class Audio

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✓ To practise new language by
Copy the Letter Home for children
CD A: Tracks 22, 23)
listening and speaking
to take home to share what they’ll
✓ To review and show understanding be learning in Unit 2 of My Little

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of unit vocabulary and language Island. The letter is on page T115
structures and is available online at Story
www.pearsonelt.com/mylittleisland. “Timmy’s Bag”: Kimmy and Timmy

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show each other the items thay have
in their backpacks. Timmy surprises
Kimmy with the elephant he has in his
backpack.

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Values Language Structure: I’ve got a
(pencil).
Ask nicely. Use please and thank you.

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T2A My Class

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SKILLS LEARN BY DOING NOTICE BOARD

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DISPLAY

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Cross-Curricular Connections TPR Our Class Backpack
trace a circle, look for circles in the ✓ clap, emphatic gesture, look action, Materials

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classroom, remember patterns make circles in the air, paint action, • large photo of a child’s backpack
point to head, pretend to colour,
learn the value of asking nicely • drawings of pencils, crayons, books
pretend to draw, pretend to read,

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make a school collage, make a pencil question action, shake arms, sit down, • sticky tape or drawing pins
cup, make red artwork tap on table, trace a circle in the air • marker

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understand and talk about a story Instructions
sing and chant, dance and move Phonics 1. Place a photo of a child’s backpack in
the centre of a notice board. Add the

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✓ Practise phonemic awareness: initial p. heading Our Class Backpack.
Preschool Learning Outcomes ✓ Complete phonics pages 76–77. 2. Ask the children to draw a picture of a
pencil, a crayon, or a book.

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✓ Respond to questions with short, ✓ Listen to the audio.
simple answers. 3. Use tape or drawing pins to mount
✓ Sing songs.
the children’s drawings around the

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✓ Understand a new language structure backpack.
and the preposition in.

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Prereading and Prewriting 4. Point to and name the items.
✓ Listen to a story and look at pictures.

✓ Use pictures to make predictions.

✓ Follow an eight-frame picture story. 5. Ask the children to point and repeat.

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✓ Sing songs and chants with TPR.
✓ Talk about the characters.

✓ Act out the story to show

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✓ Interact with other children. comprehension. Remind children to
clean up after each complete
✓ Share information about themselves.
✓ Practise fine motor skills in activity.
✓ Develop a positive attitude towards appropriate activities.

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the English language.
✓ Draw, colour, and trace.

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Digital Practice
Ask the children to use the CD-ROM
for vocabulary practice in class or

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at home.
Use ActiveTeach to view Pupil’s Book
pages together as a class.

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My Class T2B

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M02_MLIS_TB_6616_U02.indd 12 13/02/2012 12:35
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Presentation WORKING IN THE BOOK: PAGE 12 CONSOLIDATING

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Present Vocabulary What’s Missing? (10 minutes)
Objectives: to identify classroom items in a • Tell the children to open their books at
scene, to sing a song and learn actions • Prepare a tray with a crayon, a pencil, and a
page 12. book on it. Also include a picture of a table,
New Vocabulary: book, chair, crayon, pencil, • Ask questions about the scene: Who do you a chair, and a teacher.

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table, teacher see? Where are they? What are they doing? • Walk around and let everyone see the tray.
TPR: colour, draw, look, point, read, sit down, Encourage the children to use English words Give the children time to look at the items.
tap on table in their answers: girl, boy, look, sit down,

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• Ask the children to cover their eyes. Then
Materials: Class Audio CD A, My Little Island stand up, children, teacher.
Map poster, Flashcards remove an item from the tray.
• Use the Flashcards, holding them up one at
Optional Materials: tray, pencils, crayons, • Count 1, 2, 3, and then ask everyone to name

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time, to present the vocabulary.
books; photos or magazine pictures of tables, the missing item together.
• Say: book, and ask the children to repeat
chairs, and teachers; toy table and chair, • Continue in this way.
it. Say: Touch the book. Model touching the

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cardboard box with hole in it, bag; CD-ROM;
picture of the book. Secret Box (15 minutes)
ActiveTeach
• Repeat with the other words. • Gather a pencil, a crayon, a book, and, if

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GETTING READY possible, a small toy table and chair and
A13 1. Listen and sing. Move. show the children the items.
A7 Hello Game (5–10 minutes) • Play the song and demonstrate the TPR • Explain that you are going to put one item
actions that go with it.

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• Review the greetings from Unit 1: Hello, Hi, in a secret box and that a volunteer will
Goodbye, Bye, and I’m (name). • Play the song and let the children do the guess what it is by feeling it.
• Walk around the classroom and say hello to actions. • Put one item in a cardboard box with a hole

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different children. Encourage them to use a • Then play the song again. Encourage the cut in it. Don’t let anyone see the item.
greeting and introduce themselves. children to sing along and do the actions. • Invite a volunteer to the front of the room.

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• Ask the children to sing the song “I See Show the class the item in the box, but don’t
You!” (see page T5) as a warm-up. Audio Script let the volunteer see it.
Look! Look! Look! • Ask the volunteer to reach in and feel the

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Action, Action, 1, 2, 3 (10 minutes) Look! Look! Look! (look action) item and try to guess what it is.
• Review the classroom actions: look, speak, I’ve got a table – tap, tap, tap. (tap table)

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• Let the class confirm.
listen, sing, draw, colour. I’ve got a chair – sit, sit, sit. (sit down)
Look! Look! Look! (look action) • Invite other volunteers to play.
• Explain that you are going to call out an
Look! Look! Look! (look action)
action, and they should do it. OPTIONAL: USING DIGITAL COMPONENTS
I’ve got a pencil. Draw, draw, draw.

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• Say: Look, look, 1, 2, 3! The children should (pretend to draw)
do the “look” action (shade eyes with hand). CD-ROM
I’ve got a crayon. Colour, colour, colour.
• Repeat with the other actions. (pretend to colour) Let the children take the CD-ROM home and

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Look! Look! Look! (look action) play the games to show family members what
Look at the Map Poster (5 minutes) they’ve learned.
Look! Look! Look! (look action)
• Display the My Little Island Map poster. I’ve got a book. Read, read, read. ActiveTeach
• Explain that the children will be visiting the (put hands together as if reading) When you present the vocabulary, use

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preschool on the island. Point it out. I’ve got a teacher. Learn, learn, learn. ActiveTeach to show the children what to do.
• Tell the children that there are classrooms in (point to head)
the preschool. Ask them to look around the Look! Look! Look! (look action)

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classroom and talk about things they see.
My Class T12

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Vocabulary • Play the audio again. Pause after each • Ask the children to create school collages,

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word, and encourage the children to repeat using the pictures.
Objectives: to practise new vocabulary words the word. Demonstrate doing the first item. • Encourage the children to share their
New Vocabulary: book, chair, crayon, pencil, collages and to name the pictures they used.
Audio Script
table, teacher Activity Book Page 10
pencil

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Materials: Flashcards, Class Audio CD A, crayon Ask the children to draw a line from each
Activity Book teacher item to the same one in the scene and colour
Optional Materials: pencils, crayons, books, book the page. Then let the children work with a

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photocopies of Flashcards, magazine cutouts table partner to check each other’s work. They can
of school supplies, paper, glue; chair point to each picture and the matching item
CD-ROM; ActiveTeach

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and say the name of the item.
CONSOLIDATING
GETTING READY OPTIONAL: USING DIGITAL COMPONENTS

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Patterns (10 minutes)
Review Classroom Words (5 minutes) CD-ROM
• Make multiple photocopies of the classroom
• Quickly review the classroom vocabulary, Flashcards. Let the children practise the vocabulary by
using the Flashcards.

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• On the board, display a row of pictures that playing the games on the CD-ROM. Then invite
• Hold up the card for pencil and ask: What is make a pattern. For example, pencil, pencil, the children to take the CD-ROM home to show
it? Prompt the children to say: pencil. Repeat crayon, pencil, pencil, crayon, and so on. family members what they are learning about.

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for the other words.
• Point to the pictures as you chant. Clap ActiveTeach
A13 Sing the Song (5 minutes) to indicate the end of the pattern. Pencil, Use ActiveTeach to make an activity a whole-
pencil, crayon (clap). Invite children to chant

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• Say: Let’s sing the song. class experience. As you play the audio for the
and clap with you. page, point to a picture on the screen as each
• Sing and act out “Look, Look, Look!” (see

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• Continue the chant pattern without pointing word is mentioned.
page T12) with the children. to the pictures.
• Divide the class into six groups. Assign each • Slow it down and stop in the middle: Pencil,
group a classroom item and give each group

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pencil, … Prompt the children to tell you
the Flashcard for the item. what comes next.

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• Play and sing the song again. • Repeat in this way with other patterns.
• Ask the children in each group to stand up • As the children become more comfortable
and show the card when they hear their with the activity, make the patterns more
word. complex and/or do the activity without using

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the pictures.
WORKING IN THE BOOK: PAGE 13
School Collage (15 minutes)

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A15 2. Listen and say.
• Ask the children to open their books at • Cut out pictures (from the Internet,
page 13. catalogues, or magazines) of different
classroom items. Photocopy these pictures so
• Say: Listen. Let the children listen to the that you have a lot to use for the activity.

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audio, point to the pictures of the classroom
objects, and say each word.

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T13 My Class

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M02_MLIS_TB_6616_U02.indd 13 13/02/2012 12:35
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Story

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Objectives: to understand a picture story, to
learn a new language structure, to listen to
and recognize the intonation in a sentence,
to role-play

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New Structure: I’ve got a (pencil).
Materials: Class Audio CD A, Flashcards,

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Activity Book
Optional Materials: Sammy the Squirrel
puppet; two backpacks/bags, crayons, pencils,

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books, silly items, pictures (table, chair,
teacher), blank paper; CD-ROM; ActiveTeach

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GETTING READY
Thumbs-Up or Thumbs-Down (5 minutes)

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• Explain that Sammy the Squirrel doesn’t
always remember all the words correctly.
• Hold up classroom objects or Flashcards,

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one at a time. Each time, make the Sammy
puppet say a word, correctly or incorrectly
naming the item.

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• Tell the children that if Sammy says the

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correct word, they should give him a WORKING IN THE BOOK: PAGES 14–15 Frame 2: Kimmy: I’ve got a book.
thumbs-up. If he says the wrong word, Timmy: A book.
they should give him a thumbs-down and A16 3. Look and listen. Act it out. Frame 3: Kimmy: I’ve got some crayons.

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chorally say the correct word. • Ask the children to open their books at Timmy: Crayons.
page 14. Frame 4: Timmy: I’ve got a pencil.
Introduce the Story (5 minutes)

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• Say: Look and listen. Frame 5: Timmy: I’ve got a book.
• Hold up the Pupil’s Book, opened at page 14. Frame 6: Timmy: I’ve got some crayons.
• Play the audio for the story. Invite the
Talk about who is in the first picture. Frame 7: Timmy: Look!
children to point to each picture as they
• Ask the children what’s happening. Frame 8: Timmy: I’ve got an elephant.
listen.

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Kimmy: An ELEPHANT?!
• Ask: Can you see any classroom objects? • Play the audio of the story again. Invite
Where is Sammy the Squirrel? volunteers to act out the story along with
Look at New Language

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• Ask the children to predict what will happen the audio.
next in the story. • Point out the language Kimmy uses to say
• Play the audio again and ask the children to
what is in her bag: I’ve got a (pencil).
• Return to their predictions later to check repeat chorally.
them. • Hand a pencil to Sammy the Squirrel. Hold
Audio Script the pencil in Sammy’s arm and make Sammy

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• Go through the pictures together and talk say: I’ve got a pencil.
about them. Timmy’s Bag
Frame 1: Kimmy: I’ve got a pencil. • Make Sammy give the pencil to a volunteer
Timmy: A pencil. in the class. Ask the volunteer to say: I’ve
got a pencil.

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T14 My Class

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CONSOLIDATING

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I’ve got a … (15 minutes)
• Let the children work with partners to act
out the story, using their own props.
• Prepare two backpacks by placing a few

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school supplies in one and something silly in
the other, such as a stuffed animal.

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• Invite two volunteers to act out the story for
the class, using the props you prepared. Be
sure they know the English name for all the

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items in the backpacks.

Make a Home Connection

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(10 minutes)
• Ask the children to draw a picture of their
favourite part of the story.

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• Then let the children talk about their
pictures with a partner.

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• Finally, encourage the children to take their
pictures home to show their family members.
Activity Book Page 11

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Tell the children to draw lines from the story

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characters to their backpacks and then colour
the page. Then let the children work with
partners to talk about what each character

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has in the backpack, using the structure I’ve
got a (book).

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• Ask the volunteer to hand the pencil to • Explain to children that, in general, the voice
someone else and repeat. Continue in this goes down at the end of a statement. But OPTIONAL: USING DIGITAL COMPONENTS
way a few times. Then repeat with the words the voice goes up at the end of a simple
book, crayon, chair, table and teacher. yes/no question. CD-ROM

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Let the children take the CD-ROM home and
Listen to the Intonation A16 Act It Out play the games with their family members to
• Point out that the voice goes down at the • Ask the girls to pretend to be Kimmy and the show them what they are learning in class.

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end of the statement I’ve got a pencil. boys to pretend to be Timmy. (If you have all
girls or all boys, just arrange the children in
ActiveTeach
Repeat the statement, emphasizing the
intonation. two groups.) Use ActiveTeach to go through the story
pictures together. When you play the audio,
• Then point out that the voice goes up at the • Play the audio and ask the children to speak
point to the items from the backpacks as they

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end of Kimmy’s line: An elephant?! Say it for chorally with the characters.
are mentioned.
the children, emphasizing the intonation. • Then let children work in pairs, acting out
the story with and without the audio.

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My Class T15

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M02_MLIS_TB_6616_U02.indd 16 13/02/2012 12:35
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Colours • The first child in each group (C1) picks a card • Point to the table on page 16. Say: Sammy is

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from the box, hands it to the next child (C2), painting the table red.
Objectives: to learn a new colour (red), to and names the picture. • Hold up a red crayon and say: Colour the
sing a song • C2 finds the Flashcard that matches the card, table red.
New Vocabulary: red and puts the card into the envelope.
CONSOLIDATING

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TPR: emphatic gesture, paint action, question • C2 gets a new card from the box and hands
action it to the next child in line (C3).
Is It Red? (10 minutes)
Materials: Class Audio CD A, Flashcards, • Continue in this way until all the
• Display two different classroom objects, one

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Activity Book, Shapes and Colours poster photocopies are placed in envelopes.
that is red and one that isn’t.
Optional Materials: photocopies of
Flashcards, large envelopes, sticky tape,
Introduce the Colour (5 minutes) • Ask the Sammy puppet to decide on one

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boxes, art supplies for collages, crayons, strips • Show the children a red crayon. Say: Red. item and not tell which one.
of paper that say RED; CD-ROM; ActiveTeach; • Display the Shapes and Colours poster. Point • Ask Sammy: Is it red? Make Sammy answer:
Sammy the Squirrel puppet Yes. Say: It’s the (crayon)!

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to two things that are red and say: Red. Ask
the children to repeat. • Repeat with two other classroom objects; for
GETTING READY • Ask the children to find red things in the example, a red book and a yellow pencil.

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Find a Group (10 minutes) classroom. Tell individuals to touch red items • Make Sammy choose the item that isn’t red.
and say: Red. Ask the class to repeat. Say: Is it red? Make Sammy answer: No. Say:
• Make photocopies of the Unit 2 Flashcards.
It’s the pencil!
Give one to each child.

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WORKING IN THE BOOK: PAGE 16 • Continue in this way.
• Make sure everyone knows the names of the
items pictured. A17 4. Listen and sing. Colour. Red Artwork (15 minutes)

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• Ask the children to walk around the room • Ask the children to look at the picture on • Create strips of paper that say RED.
and find classmates that have the same page 16. Say: Point to red.

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card. • Distribute these with other red art supplies,
• Play the song and tell the children to listen. such as crayons, paints, and markers.
• Encourage the children to use new language • Play it again and encourage the children to
while they look: I’ve got a (pencil). • Ask the children to create red mixed-media
join in with you in doing the actions.

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artwork, using one RED label.
• Once the children have found their groups,
collect all the cards and tell the children to Audio Script Activity Book Page 12

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return to their seats, or play Relay Race. It’s Red! Encourage the children to paint or colour
I’ve got a table. the book red. Let the children talk about the
Relay Race (10 minutes)
It’s nice and new. picture.
• Use the photocopies of Flashcards from

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I’ve got a table.
“Find a Group” (above) and ask the children I paint it, too! (paint action)
to remain in their groups.
OPTIONAL: USING DIGITAL COMPONENTS
Colours, colours.

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• Shuffle the photocopies of the cards. CD-ROM
Which one today? (question action: arms
• Place the Flashcards around the room. Stick out, palms up, shrug shoulders) Encourage the children to take the CD-ROM
an envelope next to each one. It’s red. It’s red. home and share the games with family
• Place a box in front of each group of children It’s red, I say! (emphatic gesture: pump fist) members.
and put the same number of photocopies

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ActiveTeach
into each.
Use ActiveTeach to show the children how to
• Tell the groups to line up, facing the boxes. colour in the table on the page.

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My Class T16

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CLIL WORKING IN THE BOOK: PAGE 17 • Play “Circle Chant.” Ask the children to turn

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to the right and march to the music.
Objectives: to learn a new shape (circle); to A19 5. Trace. Listen, say, and do. • Stop the music and call out an action.
say a chant • Tell the children to open their books at (Hands up!) Then ask the children to stop
New Vocabulary: circle, in page 17. Point out the big red circle on the marching and do the action.
page. Ask the children to trace it with their

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TPR: clap, make a circle, shake arms, trace • Repeat, using other actions they know:
fingers.
a circle wave, dance, jump, walk, sit down, stand
Materials: Sammy puppet, Class Audio CD A, • Then tell them to trace it with a pencil. up, hands down, make a circle, clap.

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Flashcards, Activity Book, Shapes and Colours • Ask the children if they can see any other
poster circles on the page. Point out that the girl is Find a Circle (10 minutes)
Optional Materials: crayons, paper circles; making a big circle with her arms and that • Remind the children that there are circles

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CD-ROM; ActiveTeach Sammy is shown inside three circles. everywhere; for example, clock faces,
• Ask the children to make a circle with their wheels, plates, and so on.

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GETTING READY arms. • Ask the children to find other examples
• Play the audio. Let the children listen and of circles at home. Tell them to ask family
Pass the Crayons (10 minutes) members, too. Back in the classroom, let
watch as you demonstrate the actions.
• Arrange the children in a circle and give each

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• Play it again and encourage the children to them tell their classmates about the circles
of them a different coloured crayon. Make they found.
do the actions with you.
sure that only one of the crayons is red.
• Play it again, and invite the children to do Phonics Time

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• Make Sammy say: Pass the crayons.
the actions and chant if they are ready. • Go to Pupil’s Book pages 76–77 (Teacher’s
• Ask the children to pass the crayons in the
Book pages T76–T77) for the presentation
same direction until you say: Stop! Audio Script and practice of the letter p and the sound it

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• Make Sammy ask: Who has got the red Circle Chant stands for.
crayon? Ask the child with the red crayon to

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Arms ready? (shake arms)
hold it up and say: Red crayon. Make a circle Activity Book Page 13
• Continue in this way. high, high, high. (make a circle high in the air) • Tell the children to trace and colour the
Make a circle circles. Let them work with a partner to talk

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Introduce the Shape (5 minutes) low, low, low. (make a circle low in the air) about their circle pictures.
• Draw a circle on the board. Say: Circle. Make a circle

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Prompt the children to repeat. big, big, big. (make a big circle in the air) OPTIONAL: USING DIGITAL COMPONENTS
• Make big circles in the air and encourage Trace a circle
small, small, small. (trace a small circle in CD-ROM
the children to join you. Say: Make circles.
the air) Let the children take the CD-ROM home to

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• Display the Shapes and Colours poster. Guide
Then CLAP! (clap) show their family members what they are
the children to look at the large shapes.
No more circle. learning about in class.
Point to the circle shape and say: circle. Call

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for volunteers to find and point to objects in ActiveTeach
• Help the children to see that Sammy is “in”
the house that are circles. Reinforce correct Use ActiveTeach to model tracing the circle.
the circles at the bottom of the page.
responses by saying: Yes, it’s a circle. Then take advantage of the digital format to
• Say: In and ask the children to repeat it.
• Ask the children to find different circular demonstrate to the whole class how Sammy is

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objects or paper circles that you have “in” the circles at the bottom of the page.
positioned around the classroom. Say: Find CONSOLIDATING
the circles. A19 TPR March (10 minutes)
• Tell the children to stand around in a circle.

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T17 My Class

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Values WORKING IN THE BOOK: PAGE 18 Act It Out (10 minutes)

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A21 A22 6. Listen and say. • Put various classroom objects out on a table
Objectives: to learn about the value of asking
• On the board, draw two faces without and invite pairs of children to practise asking
nicely, to role-play
mouths. nicely for them.
New Vocabulary: please, thank you
• Do a role play with the Sammy puppet and • Ask pairs to role-play for the class.
Materials: Class Audio CD A, Flashcards,

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Activity Book a volunteer. Make Sammy ask for something • Clap when they ask nicely.
Optional Materials: Sammy the Squirrel in a rude way. • Encourage children to use target language
• Draw a frown on the first face. Say: Not nice. by including I’ve got a (book) in the role

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puppet; toys, crayons; CD-ROM; ActiveTeach
• Do another role play – this time, make play.
GETTING READY Sammy ask nicely. Activity Book Page 14

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• Draw a smile on the second face. Say: Nice. Ask the children to colour the picture. Ask them
A13 Sing and Play TPR (5 minutes)
• Ask the children to open their books at to guess what the boy and his mother might
• Review classroom vocabulary by singing and

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page 18. be saying.
doing the actions for the song “Look, Look,
Look!” (See page T12). • Let the children look at the picture and
guess what’s happening. OPTIONAL: USING DIGITAL COMPONENTS

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• Organize the children into small groups.
• Play the audio and let the children listen. CD-ROM
• Give each group an object from the song or
Let the children use the CD-ROM to practise
a Unit 2 Flashcard. Audio Script the language they are learning in class.

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• Ask each group to sing the line from the Girl 1: Please give me the crayon. Encourage them to ask for things nicely at
song that includes their object. Lead Girl 2: Here. home and to talk with family members about
everyone in singing the chorus. Girl 1: Thank you. the importance of asking nicely.

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Introduce Asking Nicely (5 minutes) ActiveTeach
CONSOLIDATING

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• Use the Sammy puppet to introduce the idea Talk about the scene on the page with the
of asking nicely to the class. A22 Use the “Ask Nicely Chant” whole class, and then keep the page displayed
• Make Sammy grab a crayon out of your (5 minutes) for reference as children role-play. Also, with

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hands without asking. • Play the chant once and ask the children to the page still displayed, ask the children to
• Say: No, Sammy! That’s not nice! listen. discuss why it’s good to ask nicely for things.

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• Make Sammy say: I want the crayon. • Play it again and encourage them to join in
• Say: Sammy, you have to ask nicely. and chant when they’re ready.
• Make Sammy give you back the crayon and • Continue using the chant throughout the

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say: Please give me the crayon. year to remind children to ask nicely.
• Give the crayon to Sammy and say: Here.
Audio Script

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• Make Sammy say: Thank you!
Ask Nicely Chant
• Invite volunteers to role-play the same scene Please and thank you.
with you or with a partner. Please and thank you.
Ask nicely: please and thank you!

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I ask please.
I say, “Thank you.”
Please and thank you, please!

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My Class T18

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Review/Assessment WORKING IN THE BOOK: PAGE 19

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A24 7. Stick and say. Art Project: Pencil Cup
Objectives: to review and assess unit • Tell the children to look at the picture of
vocabulary and language structures • Tell the children to open their books at
page 19. the unit project. Tell them they are going to
Review: classroom vocabulary; circle, in, red; make pencil cups.
I’ve got a (pencil); please/thank you • Distribute the stickers.

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• Gather decoration supplies.
Materials: stickers (in the back of the Pupil’s • Say: Stick the pencil sticker.
• Let the children choose decorations.
Book and shown on page T96), Class Audio • Repeat for the chair sticker.

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CD A, Flashcards, Activity Book • Give each child one cup and some glue.
• Let the children place the stickers on the
Optional Materials: Sammy the Squirrel page and then check with a partner. • Help them decorate their cups.
puppet; classroom items, hat, stick for a

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magic wand, crayons, materials for making 8. Listen and circle. CONSOLIDATING
pencil cups (paper cups, glue, buttons, and • Tell the children to listen as you play the
other items to use as decorations); CD-ROM; Freeze Dance (10 minutes)

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audio. Explain that they will circle pictures of
ActiveTeach • End the unit with a freeze dance.
the words they hear.
• Play each unit song or chant at least once.
GETTING READY Audio Script

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• Invite the children to dance along with the
Play a Review Game (10 minutes) 1. I’ve got a crayon. music and then freeze when it stops.
2. I’ve got a chair. • Then call out an action: Tap on the table!
• Display the Unit 2 Flashcards at the front of

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the classroom. • Ask the children to tap on the table.
Use the Reward Sticker
• Divide the class into two teams. • Repeat, using other actions children learned
• Help the children talk about what they’ve in Unit 2.

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• Tell a player from one team to point to one learned in Unit 2, using positive language:
of the Flashcards. Activity Book Page 15

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– I can say: book, chair, crayon, pencil, table,
• A player from the other team calls out the teacher. I can point to these things, too! Let the children draw pictures on the books.
word shown on the Flashcard. Then ask the children to use the structure I’ve
– I can say: I’ve got a (pencil) and in.
• Continue in this way for all six words. got a (book) to talk with a partner about the

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– I can name the colour red.
• Then ask the teams to switch roles. page.
– I can say circle. I can point to a circle, too!

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Have a Magic Show (5 minutes) – I can follow these directions: Tap on the OPTIONAL: USING DIGITAL COMPONENTS
• In advance, put Flashcards or real classroom table. Make a circle. I can say them, too!
objects into a bag or hat. CD-ROM
– I can ask nicely for things. I know please
Encourage the children to take home the

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• Make Sammy pretend to be a magician. and thank you.
CD-ROM and play the games with their family
• Make Sammy wave a magic wand and say: • Distribute the reward stickers. members to show them what they are learning
I have something in my hat/bag, one, two • Show children where to stick the about in class.

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THREE! What is it? reward stickers (on the Unit 2 Good Job
• Prompt the children to guess words they placeholder). Congratulate individuals, as ActiveTeach
learned in Unit 2: a pencil, a crayon, and well as the group, on their progress. Use ActiveTeach to preview the page, to
so on. • Ask the children what they liked best. complete it together, or to check children’s

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• Let the child who guessed correctly be the work. Review any pages in the unit that the
magician. children need extra help with.

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T19 My Class

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