Cambridge University Press

978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English

Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
Excerpt
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Hello!
1 Read and say the name.
a b c
Hello. I’m nine. I’ve got a Hello. I’m five. I’ve got Hi. I’m eight. I like
brother and a sister. This a big dog. She’s black reading comics.
is my favourite computer and white and she’s My favourite comic’s
game. It’s called ‘Brainbox’. called Dotty. called ‘Lock and Key’.

Simon Stella Suzy

2 02
Listen and check.
CD1

3 Ask and answer.

1 What’s your name? My name’s …
2 How old are you?
3 Have you got a brother or a sister?
4 What’s your favourite toy called?

LOOK
My favourite comic’s called ‘Lock and Key’.
4

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Cambridge University Press
978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
Excerpt
More Information

OBJECTIVES: By the end of the lesson, pupils will

CD 1, 02
have reviewed understanding and giving personal
a.
information.
STELLA: Hello, I’m Stella. I’m nine. I’ve got a brother and a sister.
This is my favourite computer game. It’s called ‘Brainbox’.
•KeyTARGET LANGUAGE
language: Hello / Goodbye, What’s your name? My name’s b.
… , How old are you? I’m (eight). Have you got … ? I’ve got (a SUZY: Hello, I’m Suzy. I’m five. I’ve got a big dog. She’s black and
brother / a dog). I like (reading). What’s … called? She / He / It’s white and she’s called Dotty.
called … , comic, Lock and Key c.
Additional language: Brainbox, Look box SIMON : Hi, I’m Simon. I’m eight. I like reading comics.
Revision: family, pets, numbers, adjectives, colours, toys, My favourite comic’s called ‘Lock and Key’.
favourite PB4. ACTIVITY 3. Ask and answer.
• Pupils work in pairs and take turns to ask and answer about
•Extra
MATERIALS REQUIRED
activity 2: Two strips of paper for each pupil
themselves using the question prompts. Check using open
pairs.
Optional: Kid’s Box Teacher’s Resource Book 3 Hello! Unit
AB4. ACTIVITY 1. Read and complete the sentences.
Reinforcement worksheet 1 (page 9), Kid’s Box 3 Language
Portfolio pages 1 and 2 • Tell pupils to open their Activity Book at page 4. Focus on
Activity 1. Ask pupils to take it in turns to read one of the
words in the box aloud. Direct them to the example. Pupils
work in pairs. They use the picture and the words in the box
Warmer to complete the information. Remind pupils to look back at
• Greet the class by saying, e.g. Hello, everyone. My name’s …
Ask a pupil What’s your name? The pupil responds My name’s
the Pupil’s Book. Check with the class. Listen for the correct
word in the gap as well as appropriate pronunciation.
… Invite two pupils to the front. They greet each other using Key: a nine, sister. b I’m, reading, comic.
the model:
A: Hello. B: Hello. AB4. ACTIVITY 2. Now draw and write about you.
A: My name’s … What’s your name? B: My name’s … • Focus pupils on the frame and on the gapped sentences.
Elicit what pictures they can see. Tell them these are ideas:
• Pupils stand up and walk around the class. Clap your hands.
They make pairs and do the dialogue. Repeat. they don’t have to use them. Tell them to complete the text
first in pencil. Elicit a few complete sentences. Remind them
to ask their friends for help if they need it. Pupils draw their
Presentation picture after you have checked their sentences. Tell them
• Use prompts to elicit / review language. Say, e.g. Age. What’s
the question? Elicit the question from a pupil (How old are
to include information from the text in the picture. If time,
pupils read the first three lines of their texts to the class.
you?) and the answer from another (I’m …). Practise the
Pupils can finish their pictures at home.
question and answer, using open pairs. Use other prompts,
e.g. pet, brothers and sisters, to elicit other personal questions
(Have you got a pet? Have you got brothers or sisters?) and
Extra activities: see page T99 (if time)
responses (No, I haven’t. / Yes, I’ve got … ). Use other
prompts if appropriate to review questions about favourite Optional activity
toys, games, clothes, etc. • Hello! Unit Reinforcement worksheet 1 from Kid’s Box
Teacher’s Resource Book 3 (pages 8 and 9).
PB4. ACTIVITY 1. Read and say the name.
• Tell pupils to open their Pupil’s Book at page 4 and to look
at the picture. Elicit / say who the characters are. If pupils
Language Portfolio
studied Kid’s Box 1 and / or Kid’s Box 2, briefly elicit what they • Pupils complete the cover and pages 1 and 2 of Kid’s Box 3
Language Portfolio (About me and My language skills). Help with
remember about the Star family. Elicit what they can see in new language as necessary.
the picture. Focus pupils on the speech bubbles. They read
and match, and then check in pairs. Do not confirm answers
at this stage.
Ending the lesson
Key: a Stella, b Suzy, c Simon
• Play a memory game about the characters in the book, and
about the pupils, if they had time to read their sentences
PB4. ACTIVITY 2. Listen and check. aloud from Activity Book Activity 2. Say, e.g. Her dog’s called
Dotty. (Suzy). He likes reading comics. (Simon).
• Tell pupils to listen carefully. Play the CD. Pupils listen and
check. Check with the class. Ask volunteers to read the • Say Goodbye, everyone. Pupils respond Goodbye, teacher.
texts in the speech bubbles in Activity 1 aloud. Elicit other
information about the characters. Ask questions to check
understanding of called, e.g. What’s your favourite toy called?
Have you got a pet? What’s it called?
• Focus pupils on the Look box. Read the sentence aloud for
pupils to repeat. Elicit other sentences using called.

T4

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Cambridge University Press
978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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OBJECTIVES: By the end of the lesson, pupils will PB5. ACTIVITY 5. Play the game.
have used colours and numbers to talk about toys. • Demonstrate the game, using open pairs. One pupil spells
out one of the toys; another answers, e.g. Doll. That’s number
•KeyTARGET LANGUAGE eighteen and it’s pink.
language: colours: blue, pink, black, red, yellow, green, • Repeat to check pupils know how to respond.
orange, white, grey, purple, brown, toys: helicopter, doll, computer,
kite, game, lorry, camera, train, bike, monster, numbers: 11
• and say thethetoy,game
Pupils play in pairs. They take turns to spell out a toy
the number and the colour.
(eleven) – 20 (twenty), the alphabet, prepositions PB5. ACTIVITY 6. Read and answer.
Additional language: playroom, cupboard, shelf
Revision: Greetings, Can you spell … ? How do you spell … ? • Review prepositions. Pupils work in pairs and take turns to
read a sentence aloud and answer. They continue the activity,
creating other sentences about the picture for the other toys.
•Extra
MATERIALS REQUIRED
activity 1: Two rolled up newspapers
Check using open pairs.
Key: 2 Camera, 3 Lorry, 4 Helicopter, 5 Game
Extra activity 2: Alphabet cards from Kid’s Box Teacher’s
Resource Book 3 page 80 photocopied on thin card (one set AB5. ACTIVITY 3. Look and colour.
per pupil)
Optional: Kid’s Box Teacher’s Resource Book 3 Hello! Unit
• Tell pupils to open their Activity Book at page 5. Elicit what
they can see (the comic ‘Lock and Key’ and the Detective
Reinforcement worksheet 2 (page 10) Agency). Review numbers 11–20 when written as words (using
Number word cards twelve–twenty from Kid’s Box Teacher’s the number word cards from Teacher’s Resource Book 3 page 81
Resource Book 3 page 81 and a number eleven word card you and your own number eleven card – say a number and pupils
make yourself, photocopied on thin card (one set per pair of hold up the correct word card).
pupils) • Focus pupils on the activity instruction and check they know
what to do. Pupils work individually and colour the picture.
Monitor.
Warmer AB5. ACTIVITY 4. Listen and write.
• Invite five pupils to come to the front. Make sure their • Focus pupils on Activity 4. Say Now listen and write the number
and the toy. Tell them they can write the number as in the
names begin with different letters of the alphabet. Ask them
to stand in alphabetical order. Help if necessary. Pupils then example (14). Play the example. Play the rest of the CD. Pupils
say their names for the class to check. Repeat. check in pairs. Play the CD again. Check with the class.
• Invite several pupils to spell out their names as you write
them on the board. If pupils know it, sing the Alphabet song
Key: 2: 11 lorries, 3: 17 games, 4: 12 cameras, 5: 19 trains,
6: 16 computers, 7: 20 dolls, 8: 15 bikes
from Kid’s Box 2.
CD 1, 04
PB5. ACTIVITY 4 Listen. Say the number and the colour.
How many toys are there in the shop?
• Review the colours by pointing to objects around the room
and eliciting the colour. Review numbers 11 to 20 (you could There are 14 kites. 19 trains.
use the number word cards from page 81 of the Teacher’s 14 kites. 19 trains.
Resource Book and your own number eleven card for this). 11 lorries. 16 computers.
• Tell pupils to open their Pupil’s Book at page 5. Ask a pupil
to read the instructions aloud (Listen. Say the number and the
11 lorries.
17 games.
16 computers.
20 dolls.
colour). Play the example. Check pupils know what to do. 17 games. 20 dolls.
Play the rest of the CD. Pupils whisper the number and the 12 cameras. 15 bikes.
colour to their partner.
12 cameras. 15 bikes. Wow! There are a lot of toys!
• Play the CD again. Pause after each one and elicit the answer.
Check spelling by asking, e.g. How do you spell (doll)? Check
comprehension of the toy vocabulary. Extra activities: see page T99 (if time)
Key: Doll. That’s number eighteen and it’s pink.
Optional activity
Bike. That’s number seventeen and it’s purple.
Train. That’s number twelve and it’s grey. • Hello! Unit Reinforcement worksheet 2 from Teacher’s
Resource Book 3 (pages 8 and 10).
Monster. That’s number fourteen and it’s purple.
Game. That’s number nineteen and it’s green. Ending the lesson
Computer. That’s number fifteen and it’s black.
Kite. That’s number eleven and it’s yellow and red.
• Say I can see something and it’s (red) and it begins with (b). Pupils
take turns to guess (e.g. bag). The pupil who guesses correctly
Camera. That’s number twenty and it’s white. is the caller. Encourage pupils to say different colours and
Lorry. That’s number sixteen and it’s orange. objects in the room. They must be things they can see in the
Helicopter. That’s number thirteen and it’s blue. room.

CD 1, 03
d–o–l–l, b–i–k–e, t–r–a–i–n, m–o–n–s–t–e–r, g–a–m–e,
c–o–m–p–u–t–e–r, k–i–t–e, c–a–m–e–r–a, l–o–r–r–y,
h–e–l–i–c–o–p–t–e–r

T5

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Cambridge University Press
978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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4 03
Listen. Say the number and the colour.
CD1

D-O-L-L Doll. That’s number eighteen and it’s pink.

11

18
15 17

20

12
13

16
19

14

5 Play the game.

B-I-K-E Bike. That’s number seventeen and it’s purple.

6 Read and answer.

1 It’s on the table, next to the books. Computer.
2 It’s on the box, next to the ball.
3 It’s on the floor, in front of the train.
4 It’s under the table.
5 It’s on the floor, between the helicopter and the monster.

5
5

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Cambridge University Press
978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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7 Read and match the names. Meera – c

Simon and Stella are in the playground with their

friends, Alex, Lenny and Meera, and their sister
Suzy. Meera’s sitting next to Stella and Simon’s
talking to Lenny. Alex is behind them.
a

b
b

c
c

8 05
Listen. Who is it?
CD1

She’s drinking orange juice. That’s Meera.

9 Answer the questions.

1 What’s Stella doing? She’s reading. 5 What’s Meera drinking?
2 What’s Alex doing? 6 What’s Simon doing?
3 What’s Lenny eating? 7 What’s Alex kicking?
4 What’s Suzy doing? 8 What’s Stella reading?
LOOK
What Suzy doing?
What’s What is Suzy doing?
She’s jumping. She is jumping.
6

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Cambridge University Press
978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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OBJECTIVES: By the end of the lesson, pupils will PB6. ACTIVITY 9. Answer the questions.
have talked about actions children are doing. • Focus pupils on the Look box. Read each question and
answer for pupils to repeat. Elicit what the differences are
•KeyTARGET LANGUAGE
language: present continuous statements, questions
between the two questions and answers (contraction) and
when we use one or the other (spoken / written). Pupils can
and short answers: He’s / She’s (eating an apple). What’s he / she respond in L1 if they can’t explain in English.
(reading)? Is he / she (painting)? Yes, he / she is. No, he / she isn’t. • Pupils work in pairs. They take turns to ask and answer the
questions in Activity 9 orally about the picture. Elicit the
Additional language: character names, playground
Revision: actions: jumping, reading, sitting, drinking, talking, first question and answer from a pair to make sure pupils are
listening, eating, playing, writing, kicking, hitting, painting, riding, using the contraction. Check using open pairs.
doing, showing, nouns: tennis, computer, bike, ball, book, orange • Pupils write the answers to the questions in their notebooks.
juice, apple, bag, book, football, baseball Key: 2 He’s playing football. 3 He’s eating an apple. 4 She’s
jumping. 5 She’s drinking orange juice. 6 He’s showing Lenny
•Extra
MATERIALS REQUIRED
activity 2: A large piece of paper with the following
his new school bag. 7 He’s kicking a ball. 8 She’s reading a
Maths book.
written large enough for all pupils to read: AB6. ACTIVITY 5. Match and write.
1 juice ’s drinking She orange .
2 doing What Suzy is ?
• Tell pupils to open their Activity Book at page 6. Elicit the
instruction and check they understand what to do. Pupils
3 a riding He bike is . work individually, match the name to the silhouette and
4 Lenny eating ’s What ? write the name in pencil on the line. They check in groups
5 friend your playing baseball Is ? of three and say what each person is doing, e.g. This is Stella.
6 isn’t No, she . She’s playing tennis. Make sure pupils say what each person is
7 is Meera a book reading . doing. Check as a class by asking, e.g. Who’s this? What’s she
8 ’s Simon tennis playing . doing?
9 is he Yes, . • Prepare pupils for the next activity by asking, e.g. Is Alex
riding a bike? Pupils respond, e.g. No, he isn’t. He’s reading a
10 teacher your is doing What ?
book. Repeat for the other characters to review Yes, he / she
is. No, he / she isn’t.
Warmer Key: 2 Lenny, 3 Alex, 4 Stella, 5 Meera, 6 Suzy

• Review the action verbs, using mime. Mime an action, e.g. AB6. ACTIVITY 6. Now answer the questions.
drinking. Pupils guess. Invite a pupil to come to the front and
whisper an action to him / her. The pupil mimes and the class
• Focus pupils on Activity 6. Ask one pupil to read the first
question and another to read the example answer. Check
guesses. Repeat to review the other actions for the lesson. pupils know to look at the pictures at the top of the page.
PB6. ACTIVITY 7. Read and match the names. They work individually and write the answers for questions
2–6. They check in pairs. Check with the class.
• Tell pupils to open their Pupil’s Book at page 6. Use the
picture to review / introduce the characters. Write the Key: 2 No, she isn’t. 3 Yes, he is. 4 No, she isn’t. 5 Yes, he is.
names on the board if necessary. Check pupils know which 6 No, he isn’t.
are girls’ names and which boys’ names. Elicit where the AB6. ACTIVITY 7. Read and match.
children are (playground). Check pupils know what to do.
Pupils read silently. They match the names with the pictures. • Ask two pupils to read the example question and answer.
Pupils work individually to complete the activity. Check with
They check in pairs. Check with the class. Answer any the class.
questions about vocabulary.
Key: 2 d, 3 b, 4 a, 5 c
Key: Lenny – b, Alex – a
PB6. ACTIVITY 8. Listen. Who is it? Extra activities: see page T99 (if time)
• Focus pupils on the activity instructions and check they
know what to do. Remind them to whisper the name to their Ending the lesson
partner the first time they listen. Play the first sentence and
point to the example answer. Play the rest of the CD. Pupils
• Play a game of Simon says. Pupils stand up. Say, e.g. Simon
says ride a bike. Pupils mime riding a bike. Say, e.g. Play
listen and whisper / point. Play the CD again. Check with the baseball. Pupils don’t mime. Continue with other activities to
class. review language from the lesson.
Key: That’s Suzy. That’s Lenny. That’s Simon. That’s Stella.
That’s Alex.

CD 1, 05
She’s drinking orange juice.
She’s jumping.
He’s eating an apple.
He’s showing Lenny his new school bag.
She’s reading a book.
He’s playing football.
T6

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Cambridge University Press
978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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OBJECTIVES: By the end of the lesson, pupils will CD 1, 07

have practised talking about possessions using have got
As in Pupil’s Book
and sung a song.
CD 1, 07
•KeyTARGET LANGUAGE
language: have / has got: I’ve / He’s / She’s / We’ve got,
Now sing the song again. (Karaoke version)
contracted ’s PB7. ACTIVITY 12. Look, read and write.
Additional language: hockey, photograph, names
Revision: present continuous, bounce, adjectives, toys, cousin,
• Read the first statement. and elicit the answer. Ask pupils to
look at the picture and finish the sentences. Then tell pupils
and, street, garden, park, taking, camera to move onto the questions, again answering them based on
the picture. At the end of the activity, pupils write their own
•Optional:
MATERIALS REQUIRED
Kid’s Box Teacher’s Resource Book 3 Hello! Unit Song
sentences.
Key: 1 kite, 2 doll, 3 (He’s got ) a robot., 4 (She’s bouncing)
worksheet (page 13), Kid’s Box Interactive DVD 3 booklet a (new) ball., 5&6 e.g. Fred is riding an old bike., Vicky is
(pages 28–33) driving a small car.
AB7. ACTIVITY 8. Read, write and colour.

Warmer
• Tell pupils to open their Activity Book at page 7. Elicit
where the children are (the park) and revise their names.
• Write these adjectives on the board at random: big, small,
fat, thin, new, old, long, short, young. First ask pupils to pair the
Ask a pupil to read the instruction aloud. Check pupils
understand what to do by going through the example. Pupils
adjectives. Give an example (big–small). Elicit the others from work individually. They write the name and colour the items
pupils and check they understand how old can match with in the picture. They check in pairs. Check with the class.
both young and new. Elicit an example sentence from pupils Key: Children’s names (left to right, top row first): Mary, Fred,
for each word to make the meaning clear. Sally; Paul, Jane, Vicky, Jim
PB7. ACTIVITY 10. Listen and say the name. Pupils should colour the picture as follows: purple ball,
brown dog near Mary, orange kite, yellow T-shirt and blue
• Tell pupils to open their Pupil’s Book at page 7. Elicit what
they can see (a street with children doing things). Elicit some jeans for Jane, green camera, grey dog on the bench next to
of the things the children are doing. Check understanding of Jim.
street, house, garden. Say the children’s names for pupils to AB7. ACTIVITY 9. Look at the picture. Correct the sentences.
repeat, as these are new. Ask a pupil to read the instruction
(Listen and say the name) and check pupils understand what
to do. • Focus pupils on Activity 9 and on the first sentence. Ask a
• Play the first part of the CD (I’ve got an old bike and I’m riding
it). Put your finger to your lips to stop pupils calling out.
pupil to read it aloud. Say Look at the picture. Is that right?
Pupils read the example answer. Pupils work in pairs. They
They point to the character and silently check with their do the activity orally first. Check with the class. Pupils then
partner. Elicit the answer from a pupil (Fred). Play the rest write the responses. Remind them to check the text in
of the CD. Remind pupils to be silent. They point to the Activity 8 for the spelling.
character in their books each time to show their partner. Key: 2 No. Vicky’s got a camera. 3 No. Paul and Jane are
Play the CD again. This time pause after each section and playing hockey. 4 No. Sally’s got a bike. 5 No. Jim and Mary
elicit the name from different pupils. Encourage pupils to say have got dogs. 6 No. The dog’s getting the ball.
Everyone! for the line We’ve got toys.
• Review the structure by asking, e.g. Tell me about Mary.
Prompt pupils to answer She’s got a new ball and it’s bouncing.
Extra activities: see page T99 (if time)
Repeat for the other characters. Listen for correct use of
the structure and of ’s. Optional activities
Note: Pupils need to change the verb to third person for Fred • (pages
Hello! Unit Song worksheet from Teacher’s Resource Book 3
8 and 13).
and Sally.
Key: Fred, Jim, Vicky, everyone, Sally, Paul, Mary, everyone
• worksheet. Seeforpages
Extra activity Hello! Unit Song and / or karaoke
28–33 of the Teacher’s Booklet for
the Interactive DVD.
CD 1, 06
As in Pupil’s Book Ending the lesson
PB7. ACTIVITY 11. Sing the song. • Sing the song from the Pupil’s Book, dividing the class into
• Pupils stand up. Play the CD again in short sections. Pupils
repeat section by section. Pupils repeat verse by verse and
the six different groups from before. Do a ‘hands up’ before
you start, to check which group are which character and
then the whole song. Divide the class into six groups. Each which part they’re going to sing. Say, e.g. I’ve got an old bike
group is one of the children. Sing the song again. The groups and I’m riding it. Who’s that? Pupils respond Fred. The ‘Fred’
sing their section and then everyone sings the last line of group put their hands up. Sing the song with the class.
each verse together.

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978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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10 06
Listen and say the name.
CD1

I’ve got an old bike

And I’m riding it.
He’s got a big kite
And he’s flying it.
She’s got a small car
And she’s driving it.
Mary We’ve got toys!
!
Oh no I’ve got a fat doll
And it’s talking.
He’s got a robot
And it’s walking.
She’s got a new ball
Vicky And it’s bouncing.
We’ve got toys!
Jim
I’m
happy.

Sally

Fred
Paul

11 07
Sing the song.
CD1

12 Look, read and write.

Complete the sentences.
1 Jim is flying a Answer the questions.
big . 3 What has Paul got?
2 Sally is carrying a 4 What is Mary doing?
fat . 5 Write two sentences about the picture.
7
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978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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13 08

CD1
S ella’s phonics

Hello Yellow
Head Red
Clean Green Kim

Jim

Jim and Kim are playing a game. They’re saying words that sound the same.

14 Ask and answer.

ride a bike play badminton swim play the piano sing play football

Can you play football?

Yes, I can.

Can you swim?

No, I can’t.

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978-1-316-62787-7 — Kid's Box Level 3 Teacher's Book British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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OBJECTIVES: By the end of the lesson, pupils will JIM: Hello! KIM: Red!
have practised recognising rhyming words, and asked KIM: Yellow! JIM: Clean!
and answered questions about ability. JIM: Head! KIM: Green!
PB8. ACTIVITY 14. Ask and answer.
•KeyTARGET LANGUAGE
language: rhyming words with different long and short • Focus pupils on Activity 14. Point to the word box and read
the activities aloud. Check comprehension by asking pupils
vowel sounds, can (for ability), questions and short answers
to stand up and mime each one. Choose four pupils to read
Additional language: sound the same the speech bubbles aloud. Practise pronunciation of the
Revision: hello, head, red, clean, colours, animals, activities, questions and answers. Ask different pupils the two questions.
What’s your name? Encourage them to use short answers.

•Extra
MATERIALS REQUIRED
• Pupils work in pairs. They ask and answer questions using the
activities in the box.
activity 1: colour flashcards red, pink, blue (or pieces of
coloured paper or card)
• Put pupils into groups of three or four. They take turns to ask
and answer the questions.
Optional: Kid’s Box Teacher’s Resource Book 3 Hello! Unit
Extension worksheet 1 (page 11)
• Elicit information from the groups by asking, e.g. Francisco, can
Maria play the piano?
AB8. ACTIVITY 10. Match the rhyming words. Listen, check
and say.
Warmer • Tell pupils to open their Activity Book at page 8. Pupils work
• Say Look and think. Write these words on the left side of
the board: blue, pink, red, white. Write these words on the
individually to match the rhyming pairs. Tell them to say the
words aloud again to help.
right side: kite, drink, head, you. Join blue and you using a
colour. Say Can anyone make another pair? Give pupils time
• Focus on the second part of the instruction. Play the CD for
pupils to listen and check. Pupils compare answers in pairs.
to think. Help by saying the words aloud, emphasising the Check with the class. Play the CD again for pupils to listen
rhyming phonemes. When all pairs are joined, elicit what and repeat.
the connection is (the pairs of words rhyme). Say These Key: 2 g, 3 h, 4 a, 5 b, 6 i, 7 c, 8 j, 9 d, 10 f (see also audioscript)
words sound the same. Practise saying the words at different
volumes (whispering, shouting) and in different tones (kindly, CD 1, 09
angrily, shyly, etc.). 1 red head, 2 sock clock, 3 door floor, 4 pink drink, 5 like bike,
PB8. ACTIVITY 13. Stella’s phonics. 6 blue you, 7 kite white, 8 train plane, 9 fly my, 10 say grey
• Tell pupils to open their Pupil’s Book at page 8. Point to the
picture of Stella and elicit her name. Read the title of the
AB8. ACTIVITY 11. Read and complete the table.
activity. Explain that the Stella’s phonics activities help pupils • Focus pupils on the text and the table. Pupils take turns to
read the text aloud. Say Look at the text. Can Peter swim? Can
with their pronunciation. Focus on the pictures of the boy Daisy ride a bike? Elicit the answers from pupils (no, yes) and
and girl. Say Look at their T-shirts. What are they called? Elicit point to the example tick and cross in the table. Pupils fill in
Jim and Kim. Say ‘Jim’ and ‘Kim’ sound the same. the rest of the table, using the information from the text.
• Point to the sentences below the pictures of Jim and Kim.
Say Listen and read. What are Jim and Kim doing? Play the first Key:
part of the CD (pause after Stella says sound the same for Name Peter Daisy
the second time). Elicit the answer (They’re playing a game). Ride a bike ✓ ✓
Ask What is the game about? Elicit (in L1) that Jim and Kim
are saying words which sound the same / rhyming words. Swim ✗ ✓
Tell pupils they are going to listen to Jim and Kim playing Play the piano ✓ ✓
the game about rhyming words. Play the rest of the CD for Play badminton ✓ ✗
pupils to listen only. Play the CD again. Pupils repeat.
Note: Recognising rhyming words will help your pupils learn
AB8. Now write about your friends.
how English words are spelt and pronounced. Encourage • Pupils write about their friends using information from the
table. In groups, pupils take turns to read their texts.
your pupils to notice the following points: initial blends
don’t affect rhyme (e.g. drink, pink – these words rhyme
even though the initial sounds are not the same); words Extra activities: see pages T99–100 (if
that rhyme can have the same spelling (e.g. white, kite), time)
have alternative spellings for the same phoneme (e.g. train,
plane) or have spellings which are exceptions to the spelling Optional activity
patterns (e.g. blue, you).
• Hello! Unit Extension worksheet 1 from Teacher’s Resource
Book 3 (pages 8 and 11).
CD 1, 08
STELLA: Hi, I’m Stella! Repeat after me! Ending the lesson
Jim and Kim are playing a game.
They’re saying words that sound the same. • Elicit
Write the colours white, pink, red, blue, grey on the board.
a rhyming word from the lesson for each one (e.g. kite,
Jim and Kim are playing a game. drink, head, you, say) and write them on the board. Practise
They’re saying words that sound the same. pronunciation of the pairs with the whole class.
T8

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