Draw simole oictures of the lexical items from the previous lesson on the board elephont, apple, hat, ice cream, boat, flower, tree, cat, kite, dog. Ask children to say 'the words. Listen and say. Point to the pictu. Point to the picture ofSam and read out the speech bubble. Tellthe class to listen and repeat the letters. Plav the recordino narrsino after each line for the iY' YvvJi'.
Chlldren tO liSten 3pql rono;t tho ipttorc firct rhgrSily, thgn individually. Repeat with children from each team in turn, awarding one ooinl for each correct letter. Lesson 4 Optional activity. Point to or hold up objects from around'the classroom Words and ask Whot colour isif?
Invite children around the class to answer, e. Encourage children to ask and answer about other oblects in oairs. What colour isir? Invite children around the clasS to answer. Tell the children to look at the pictures and read the sentences, then complete the sentences with the correct colour words. Move around the classroom as the children work and helo if necessary.
Ask individual children questions aboutthe pictures, for example What colour is the ha? What colour are tell the class to close their eves.
Point and say. Read out the rubric, then point to the picture of the to open their eyes and say which numbers are grammar characters and read out the speech bubbles.
Demonstrate the activity by putting six items on your tne game as many times as you like, then repeat it desk, then pointing to each item and saying what colour it more times using the letters of the alphabet is, as in the example. Move around the class as awarding one point for each correct answer. Ask individual children to show their six things to the class and say what colour each thing is.
Optional activity to look at the paint palette and say what. Play a memory game. Ask a child to show the class their they can see. Tellthe class to look at the things and try to remember what colour each item is. The pen is the children time to look at the picture and draw blue. The bookis red. You can play this as a game in two teams if you like, drildren to point to the colours in the picture ano awarding one point for each correct answer.
Words a Read out the words in the box and ask the children to point to the correct animals in the pictuie. Point to the animals in the picture and ask the children to Animals; Colours saythe correct words. Tell them to copy the words exactly and check that ldentifiTing animals; Finding animals in a picture;Asking they have spelt each word correctly.
Present simple questions with'be' Where's the? What colour's the? I cat 2 bird 3 sheep 4 cow 5 horse 6 goat 7 duck 8 chicken 9 fish l0 mouse 11 froo 12 dog. See the wordlist on page of the Student's Book In Part 3 of the Starters Reading and Writing Test, learners should count the number of letters they need to write for their answers. Slowly write the letters for one of the animal words on Warmer the board, pausing after each letter.
The children try. Play a game to warm the class up and. Ask children to tell you what colours they can remember word. When a child guesses the word correctly, they from the previous unit. Wrlte the colours they say on the should spell the rest of the word for you to complete it board. You can play this as a game in two teams. Hold up coloured pencils and ask the children to sav the if you like.
Hold up a coloured pencil 2 Ask, point and say. Point to the picture of the grammar characters and read team in turn and award one point for each correct answer. The team with the most points wins. Ask children around the class about some of the other. In a more confident class, children from each team can animals in the picture in Activity.
Encourage the children to point to the correct animal and answer. Children ask and answer about the animals in pairs. Invite Write the followlng animal words on the board: horse, some pairs to ask and answer questions in front of the chicken, cat, duck, sheep, cow, goat, mouse, frog, fish, dog, e lass.
Write the words in 3 Do the speaking activity. You will need one copy of the worksheet per child, with ofthe board. Cut the roo or the. Draw a table on the other side of the board, with two bottom off the worksheet accordingly.
The children work in pairs, A and B. Give out the. Invite children to say an animal word and a colour word. Say Say an animal. Point to the picture of Lucy and Sam and re-ad out the. Write the words in the correct columns of the table. Both children in each pair can colour Repeat until all the words are in the table.
Alternatively, invite children to come to the boaro ano. Children colour in their sections of the worksh'eet, then write a word in each column of the table. I Lesson 2.
Check answers by asking pairs of children to read outthe sentences ano answers. Make more false sentences about the animals in Activity l, page6, for example,The cow is purple. The cow is black and white. Tell the children to take out their coloured pencils. Say Show me blud. Tell the children that they can colour the animals any colour they like. Allow the children time to colour rne animals. Read out the example speech bubble.
Invite children around the class to point to their pictures and make sentences, as in the example. As an extension,the children can ask and answer questions about their pictures in pairs A:What colour is rhis fish?
B:This fish is red. Colours are tested in allthree levels of the Young Learners Tests, so it is important for learners to understand both the written and spoken forms of all the of Hangman to warm the class up and revise colours that appear in the Starters wordlist.
Clvide the class into two teams. Draw a line for each letter h your chosen word on the board. Look and write. Point to the pictures and ask the children to name the missing letters. AskWhat is it? What are they? Point to the first picture and read out the example. Allow the children time to complete the activity in their o lf a team guesses the. Move around the classroom as the children work the picture, award them one point. Invite children to point to the pictures and read out their answerS.
I one sheep 2 two sheep ltture, e. The cow is pink. The duck is yellow. Write yes 8 five fish children to look at the picture in Activity 1, page 6. Optional activity out the sentences in Activity 1, page 7 and show the. Tell the children to work in pairs and ask and answer the example.
Tell the children to read the sentences questions about the pictures in Activlty 3 decide whether each sentence is true or false. A How many sheep are there in this picture? Unit I l. Allow the class time to trv to memorize the lines of the Anlmals; Locatlons story. Invite a child from each team to come to the front of their class without their books.
The children should Understanding and acting out a story; Completing act out the story as far as they can remember. The rest sentences with one word; Understandinc location of the class can follow in their books. When one child forgets a line, another child from their team can come and take their place to continue the story. Present simple sentences and questions with'be' Wheres. Listen and check. What's this? Show the children how one word has been written as an example.
Tell the class to look at the rest of the oictures. Move around the classroom as the children work and help if necessary. Invite children to read out the ouestions and answers in. Play a game of Bingo to warm the class up and revise parrs.
Tell the children to write five animal words in their notebooks. Call out the animal words in random order keep a note of the words which you have called out. The first child to cross out all their 1 Nick Hi Ann. I can't find Sam. Where is he nowT words wins the game Ann Look! He's next to the dog! Repeat the game using the colour words. Ann Look at that frog, Nick! Nick Where is it? Lead-in Ann Look. On the boat.
Revise prepositions of place by holding a book and a pen Nick The frogs on the boat? AskWhere's the pen? Nick Theres a mouse there, Ann! Encourage children around the class to answer Ann Where?
You can playthis as a game in twoteams if you like. Nick Look it s there, next to the cat. Ann The mouse is next to the cat? Oh dear! Then act. Ask children to look at the pictures in the story. AskWhat's Nick Where is it? Who's this? Ann Look On the goat. Play the recording for the children to lis'ten and follow the Nick The bird's on the goat? Ann Yes! Play the recording again, pausing after each line for Nick And where's Lucy?
Nick So where is she, then? Divide the class into pairs and allow the children rtme ro Ann She's in the tree. Ann Yes she is! Shes waving! Nick Oh yes. There she is. Tell the children to make sure that thev onlv write one word answers. UnitlLesson4 SBpaeee Optional activity. Divide the class into two teams lenguage practice o Write five animal or colour words on the ooar: a nvite a child from Team A to come to the bca.
Ask the children to say the plurals of each noun Write the plurals on the board. Remind the class that regular plurals take s, but irregular plurals are different. Ask the children to say which of the plurals on the board are regular dogs, ducks, horses and which are irregular sheep, fish, mice.
Point to the animals in the picture and ask What are these? I aarmer. Read out the sentences and ask the chl dren to ho d up a -: Temory game to warm the class up and revise tne correct colours. Allow the children time to read the sentences ano cotour.
Ask individual children questions about their pictures, for. Test, learners will need to recognize the djfference between singular and plural nouns. Circle the words. Optional activity a -sk children to look at the picture and say what animals.
Ask the children to say whether each noun is singular or plural and wnetner - cw the children time to look at the picture and circle each plural is regular or irregular. Tell the children that they should listen, flnd the correct birds, then colour them, as in the example. Play the track twice for the children to complete the test.
Check answers. AskWhat colour is the bird in the hai: Lead-in. Point to the animals in the picture in activity 1 , page 6 The bird in the hat - pink and say true or false sentences, e. Ask children around the class to say yes if the The bird in the tree - brown sentence is correct and tVo if the sentence is incorrect. Ask The bird next to the cat - green the children to correct the false sentences The bird on the kite - red. Starters tip Transcript 7. Teach learners how to out ticks or crosses to indicate Presenter Look at the picture.
Listen and look. There is ore whether something is true or false. This may not be the examote. Woman Hello. Do you like this picture, Ben? Boy Yes - there are a lot of birds in the picture. Look and read.
There are two examples. Boy OK. There's a bird next to the girl Can I colour. Tell the children to look at the examole. Point to the Woman Yes, OK. Colour that bird orange. Ask the children to Boy Orange? OK then. Presenter Can you see the orange bird? This is an example-. Show the class the example tick r'; and cross r.
Remind Now you listen and colour. There's a bird in a hat. Can you see it? Boy A bird in a hat? Yes, I can. Tell the children to look atthe pictures, read the sentences Woman Well, colour that bird. Shall I colour it pink? Woman Pink's a good colour.. Allow the children time to comolete the test in their books.
Boy And look Check answers by reading outthe sentences. Oh yes, that's right. List en an d r ead. She is t h e baLL. Talk t o your f riend about t he pict ures. I LovefLying kites! I Love pLaying basketbaLL. Writ e. Th ere are Lots o f b eaut if uL 1 here. Writ e ab out your d ay. TeLL your f riend ab out t he st ories you r ead. Yes, I do. I'm read ing N. She's very b eaut ijxiL. She' s t al k i n g ab out t he chiLdren. Ask and answ er t hese quest ions. Yes, p l e ase. My mum W h at coLour is t h ei r hair?
Fast-paced, romantic, and thought-provoking. It contains ten stories with accompanying activities. Students can enjoy reading and listening to stories to practise key areas of the syllabus. Enjoyable activities including games, projects and poems are balanced with exam-style questions to make learning fun.
Family and Frien Target KET for S Cambridge Key En Cambridge Object Oxford Incredible English Starter 1,2,3,4,5,6. Science Around Us 1,2,3,4,5,6. Write Right Level 1, 2, 3. Oxford Activity Books for Children 1,2,3,4,5,6. Funny Phonics and Silly Spelling. Join us 2 activity book 1,2,3,4. She and her little brother, Tyler, go on the run, living as squatters with their friend Michael and fighting off renegades who would kill them for a cookie.
He hires teens to rent their bodies to Enders—seniors who want to be young again. Callie, desperate for the money that will keep her, Tyler, and Michael alive, agrees to be a donor. Dystopian sci-fi at its best. Constantly rising stakes keep this debut intense. Fans of dystopian novels will be completely engaged and clamoring for the sequel.
Fast-paced, romantic, and thought-provoking. The Get Ready for It contains ten stories with accompanying activities. Students can enjoy reading and listening to stories to practise key areas of the syllabus. Enjoyable activities including games, projects and poems are balanced with exam-style questions to make learning fun. Unit-by-unit wordlists provide an easy reference for vocabulary learning. Fun for Movers Second edition is a book of lively preparation material for students taking the Cambridge Young Learners Movers test.
This second edition has been updated and substantially extended to provide comprehensive practice of all areas of the syllabus. Fun activities are balanced with test-style tasks. The appealing design and motivating activities also make Fun for Movers suitable for learners not taking the test. Teacher's Book includes: -Step-by-step lesson guidance, including ideas for managing large and mixed-level classes. Test checklist to help teachers cover all aspects of the test.
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