First Term Teacher’s Resources

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MICHELE GUERRINI s IZABELLA HEARN s LOIS MAY

CONTENTS

0 1 2

Scope

4

Introduction

7

Methodology

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Seven-lesson unit scheme

9

Special features

11

Materials

12

Competencies

17

Personalizing Comet

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Hello, Kushida

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Telling the time

31

Family Chores

47

Holidays and seasons

63

Tests

67

Mixed-ability Worksheets

78

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UNIT

Key language Vocabulary: clothes; colours; fruit and vegetables; objects in the classroom: animals; numbers 1-30; days of the week; places; animals and animal habitats

0 Hello, Kushida

Structures and functions: Describing what people are wearing; explaining what people can do; explaining what people have got; identifying and describing places and objects; talking about fruit and vegetables; talking about the days of the week; asking and answering questions; counting from 1-30; describing animal habitats Curricular links: Natural Science, Social Science, Maths and Linguistic Education Vocabulary: Telling the time; personal routines; the history of clocks and watches; routines around the world; meal times

1 Telling the time

Structures and functions: Predicting what a story is about; talking about pictures; describing photographs; asking and saying what time it is; listening and identifying the correct picture; describing one’s own routines; explaining how clocks and watches work; describing routines in the English speaking countries; writing and telling a story

Competencies s Linguistic Competencies s Mathematical Competencies s Social competency and Citizenship s Knowledge and Interaction with the Physical World s Information and Digital Competencies s Learning How to Learn s Autonomy and Personal Initiative s Autonomous learning competenciesp

s Linguistic Competencies s Mathematical Competencies s Autonomy and Personal Initiative s Social competency and Citizenship s Knowledge and Interaction with the Physical World s Autonomous learning competencies

Curricular links: Social Science, Maths and Linguistic Education Vocabulary: Family chores; members of the family: guests; telling the time; ‘Wh’ questions; interviews

2 Family chores

Structures and functions: Identifying family members; describing the chores the family do; talking about photographs; asking for and giving further information; describing pictures; listening and identifying photographs, talking about the family; saying who helps at home; describing how long it takes to do chores, asking and answering simple ‘wh’ questions, interviewing a friend Curricular links: Social Science, Maths and Artistic Education

Vocabulary: members of the family; leisure activities: sea animals: adjectives

3 A seaside adventure

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Scope

Structures and functions: Predicting what a story is about; talking about pictures; identifying the correct picture; asking and answering simple questions; listening for specific information; talking about leisure activities; explaining what people are doing; expressing feelings; identifying and explaining how to protect the natural environment Curricular links: Natural science, Linguistic and Artistic education

s Linguistic Competencies s Social competency and Citizenship s Autonomy and Personal Initiative s Autonomous learning competencies s Information and Digital Competencies s Knowledge and Interaction with the Physical World s Learning How to Learn

s Linguistic Competencies s Social and Citizenship s Autonomous learning competencies s Autonomy and Personal Initiative s Learning How to Learn s Knowledge and Interaction with the Physical World

UNIT

Key language Vocabulary: The circus; circus performers and activities; actions; circus animals; some; prepositions of place; numbers 1- 40: colours: hand-eye coordination

4 Children’s circus

Structures and functions: Identifying circus performers; Explaining what performers do; talking about pictures; identifying the correct picture; listening for specific information: talking about the circus; listening and answering simple questions; using prepositions to say where numbers are; formulating clues to play a guessing game; following instructions; practising hand-eye coordination; expressing personal preferences; describing people

Competencies s Linguistic Competencies s Social competency and Citizenship s Mathematical competencies s Autonomous learning competencies s Autonomy and Personal Initiative s Cultural and Artistic Competencies

Curricular links: Social science, Maths, Linguistic and Artistic education Vocabulary: Sports; some and any; sports shop;

5 Sports day

Structures and functions: Predicting what a story is about; talking about pictures; identifying the correct picture; listening and identifying objects; talking about a sports shop: talking about sports in Britain; listening for specific information; counting; punctuating sentences correctly; writing a story Curricular links: Social Science, Maths, Linguistic and Artistic Education

Vocabulary: Professions and places of work; adjectives; adverbs

6 People who help us

Structures and functions: Predicting what the text is about; Identifying professions; describing where people work; talking about photos; identifying the correct picture; listening and identifying people and places; asking and answering questions about what people do and where they work; responding to instructions; formulating clues; guessing who people are; responding to a questions on a text; doing simple calculations; interviewing people

s Knowledge and Interaction with the Physical World s Linguistic Competencies s Autonomous learning competencies s Social competency and Citizenship s Information and Digital Competencies s Autonomy and Personal Initiative s Mathematical Competencies s Cultural and Artistic Competencies s Linguistic Competencies s Social competency and Citizenship s Autonomy and Personal Initiative competencies s Autonomous learning competencies s Information and Digital Competencies s Mathematical competencies s Cultural and artistic Competencies s Learning by Doing

Curricular links: Social Science, Maths and Linguistic Education

Scope

5

UNIT

7 Land and sea

Key language Vocabulary: Land and sea; sea animals; land animals; animals and their characteristics: vertebrates, invertebrates and symmetry Structures and functions: Predicting what a story is about; talking about pictures and the story; identifying the correct picture; listening and identifying animals; talking about animals; defining vertebrates and invertebrates; identifying animals that are symmetrical; making comparisons, writing a story

Tiny world

s Linguistic Competencies s Autonomous learning competencies s Social competency and Citizenship s Information and Digital Competencies s Knowledge and Interaction with the Physical World s Mathematical Competencies

Curricular links: Natural Science, Maths, Linguistic and Artistic Education Vocabulary: Insects; Animals; movement; parts of the body; the life cycle of a butterfly; healthy habits

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Competencies

Structures and functions: Describing animals; talking about photos; identifying and describing photographs; listening for specific information; talking about insects; asking and answering questions; talking about the life cycle of a butterfly; talking about healthy habits and hygiene; describing bees: what they have, what they do and where you can find them

s Knowledge and Interaction with the Physical World s Linguistic Competencies s Social competency and Citizenship s Information and Digital Competencies s Autonomy and Personal Initiative s Learning How to Learn s Cultural and Artistic Competencies

Curricular links: Natural science, Maths, Linguistic and Artistic education Christmas Day Valentine’s Day Earth Day

Holidays

6

Scope

s Social competency and citizenship s Autonomy and personal initiative s Competency in linguistic communication s Cultural and artistic competency s Knowledge and interaction with the physical world s Learning to learn

Introduction Comet is an innovative six-level series for children at primary level in Spain. It is designed to cater for all types of learners and respects each individual within the learning process. It offers material for between 60 and 90 lessons per school

year, including tests. Each lesson is flexible, the duration ranging from 45 to 60 minutes. The Teacher’s Book allows you to tailor the material to the number of class hours you have available.

Key Features: sComet makes learning English fun, engaging and enjoyable. sMoral values underpin the learning opportunities, for example, accepting that all families are different. sComet encourages meaningful language learning through purposeful interaction. sCraft activities give learners ownership of their learning. sTexts reflect natural language use and encourage active participation from the learners. sComet offers a comprehensive approach to literacy by alternating the unit focus between fiction-based and content-based introductory texts. sLearners experience a variety of fiction types, for example traditional stories and poems. sComet integrates the learning of English with the learning of content related to curricular subjects like Science, Art and Music.

Comet: a comprehensive approach to literacy Comet offers a variety of learning experiences within a clearly structured framework. The same eight overall themes are developed across all six levels to provide coherence and progressively more in-depth treatment of each. There are three types of units. The opening unit (Unit 0) serves to motivate and, from Level 2 on, to review basic language. Core units (Units 1 – 8) then alternate between fiction-based and content-based.The alternation of these

two unit types within the same thematic framework enables learners to explore each theme from a different perspective. Text genres within each cycle are varied, and have been selected for their suitability to the learners’ age-group. The Pupil’s Book develops genre awareness and production via the four skills. The Activity Book provides parallel reinforcement, and emphasizes reading and writing skills.

Introduction

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Methodology Comet draws on three main approaches to learning: experiential learning, the communicative approach and content-and-language integrated learning (CLIL). All three have been carefully integrated within a clearly structured, easy-to-follow, systematic framework.

Experiential learning Experiential learning (‘learning by doing’) is at the heart of Comet. Learners are actively involved in the learning process, which allows them to discover and make sense of the world around them through their personal experience of English. In Comet, the experiential learning cycle begins with a concrete experience which exposes learners to a text in written and/or spoken form. The opening lesson (Lesson 1) lays the foundation for the theme of the unit. It constitutes a reflective observation stage built around tasks and exercises which encourage students to reflect on the new language. In doing so, they discover for themselves how language works. At the next stage, abstract conceptualization, learners continue to reflect on and draw conclusions about the new language. In the active experimentation stage, students use the new language in a variety of ways, gradually moving from controlled to freer activities.

The communicative approach The communicative approach in the language classroom sees the goal of language as communicative competence. This approach is at the heart of Comet. Comet integrates the communicative approach with experiential learning. It provides opportunities for learners to develop their communicative competence through motivating activities, topics and themes and involves them in authentic use of language. Comet’s approach ensures that: slearners can understand and use language for everyday functions such as requesting, describing, expressing likes and dislikes. sthe syllabus reflects learners’ needs and communicative goals. slearners use language to learn and develop thinking skills. Comet’s communicative activities: shave clear social, linguistic and academic objectives. sencourage the exchange of ideas and information between learners. sinclude activities such as information-gap exercises. sdevelop opportunities for creativity through acting out, drawing and content-based tasks.

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Methodology

Content-and-Language Integrated Learning (CLIL) The 4 C’s of CLIL - content, communication, cognition and culture - are an integral part of Comet. Comet introduces content in two main ways. sThe four fiction-based units introduce learners to literature, develop cultural awareness and encourage imagination. sThe four content-based units introduce content from subject areas such as Science and Music. They enhance learners’ awareness of the world around them. These units develop communication skills and language typical of other curricular subjects. All units contain two lessons (Lessons 4 and 5) which focus on subject-area concepts and vocabulary.

Comet’s seven-lesson unit scheme Pupil’s Book and Activity Book !LLUNITSAREDIVIDEDINTOSEVENLESSONS %ACHLESSONHASASPECIFICOBJECTIVE

1

Lesson 1 Y A fictional or factual text introduces the unit theme. Y Child-focused content Y The prediction phase stimulates thinking skills. Y Colourful pages capture attention. Y Simple, short exchanges. Y Activities develop observation and comprehension.

2 The Activity Book reinforces language and provides further opportunity for skills development. Story book craft supports literacy skills.

Lesson 2 Y Builds on vocabulary presented in Lesson 1 through a song or chant. Y The illustration establishes a meaningful context. Y Songs and chants develop oral skills, create harmony, and facilitate classroom management. Y Thinking-skills development.

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Lesson 3 Y Focuses on new language presented in Lesson 1 and develops communication skills. Y The first activity allows pupils to engage with key language. Y Learners make their own materials to develop autonomy and a sense of ’ownership’. Y Stickers and cards give visual and kinesthetic support to language learning.

Comet’s seven-lesson unit scheme

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Comet’s seven-lesson unit scheme Lesson 4 and 5

4 and 5

Y Continue the unit theme from two different content-area perspectives. Y Science content. Y Content-based projects foster creative thinking and groupwork, as well as developing fine motor skills. Y Curriclar links.

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Lesson 6 Y Enables learners to work with text, whether written or spoken. Y Learners apply what they have learnt to produce a meaningful text in the unit genre. Y Lesson 6 also includes a song relating to the unit theme. Y The parallel Activity Book activity is appropriate for the learner’s portfolio. Y Curriclar links.

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Lesson 7 Y Offers consolidation and self-evaluation activities. Y Games bring together unit vocabulary, structures and skills. Y Stickers enable learners to demonstrate understanding. Y Self-evaluation develops reflection, promotes learners’ awareness of their progress, and makes self-evaluation motivating and non-threatening.

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Comet’s seven-lesson unit scheme

Special features Songs and chants The songs and chants in Comet: smake language memorable. simprove rhythm and intonation. sbring the classroom alive. smotivate the learners on a short- and long-term basis. ssupport language learning through music and dramatisation. sreinforce good behaviour.

Comet Halley Halley, the running comet character in Levels 1 and 2: sprovides continuity within the cycle. sopens and closes each unit with a hello and goodbye jingle. sintroduces content-area vocabulary for lessons 4 and 5.

Cutout crafts The ‘Crafts for interaction’ section of the Pupil’s Book builds on themes, promotes interaction and is fun for young learners. (The Pupil’s Book also includes holiday crafts – see below). The learner-made mini-storybooks in the Activity Book reinforce the storylines in the fictional units and provide pupils with a finished product of their own.

Holiday pages Each holiday corresponds to a trimester, but can be scheduled at the teacher’s discretion. Holiday activities are designed to: sBroaden awareness of other cultures. sEnrich the learning experience through craft work. sIntroduce holiday specific language.

Picture dictionary Key unit vocabulary is contextualized in the Picture dictionary in the Activity Book. The dictionary can be used to: sdevelop reference skills spromote ‘learning to learn’ and learner autonomy. sprovide visual stimulus for revision activities and games.

Special features

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For the teacher A Teacher’s resource pack containing: s#OMPLETELESSONPLANSWITHCOMPREHENSIVETEACHERSNOTES ANDHIGHLIGHTINGOFTHEKEYCOMPETENCIESINEACHUNIT s-IXED ABILITY7ORKSHEETS s)NTERACTIVE$6$'AME"OX(ANDBOOK s4WOCLASS#$S s)NTERACTIVE$6$'AME"OX s3TUDENT-ULTIROMFORUSEON)7"

Posters sDOUBLESIDEDFULLCOLOURPOSTERS s!COLOURFULPICTUREDICTIONARYFOREACHUNIT

Flashcards s!FULLSETOFFLASHCARDS

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DVD Game box

Online resources

s)NTERACTIVEALTERNATIVETOTRADITIONALACTIVITIES

s$IGITAL"OOKFORINTERACTIVEWHITEBOARDS s7ORD#ARDS s$OWNLOADABLETEACHINGRESOURCES

For the teacher

Pupil’s material Pupil’s Book

Pupil’s book s Nine units, three per term s An end-of-year certificate s Holidays and season activities s Crafts for Interaction s Sticker pagesB.

Multirom s Interactive activities to be used at home s A selection of songs to be listened to at home

Activity Book s Nine full-colour units, three per term s A colourful picture dictionary s Cut-out story booklets

Pupil’s material

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Teacher’s material A Teacher’s resource pack containing: s2EALISTICCONTENTANDLANGUAGEOBJECTIVES s#LEARLYSTRUCTUREDSTEP BY STEPLESSONPLANS s3UGGESTIONSTOENHANCEANDEXTENDTHECONCEPTSANDLANGUAGE s3TRUCTUREDTASKSKEEPLEARNERSACTIVELYTHINKING

s%ACHUNITHASAFULLPAGEUNITINTRODUCTION WHICHOUTLINESTHEOBJECTIVES KEYLANGUAGE AND#OMPETENCIESINEACHLESSON

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Teacher’s material

Teacher’s material Key language and lesson aims

Experiential learning activities

Lists make planning easy

Step-by-step approach

Provisions for mixed ability

Examples of classroom language

Encourages creativity

On the web: Language activation tasks

On the web: Adapt the lesson to your learners

Teacher’s material

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Teacher’s material

Mixed Abilities Booklet This booklet contains three photocopiable worksheets per unit: reinforcement, for pupil’s below the level of the course, consolidation, for pupil’s at the level of the course, and extension, for fast-finishers and pupil’s ready to do more.

DVD handbook The DVD handbook has extensive explanations of how to maximize the benefits of using the DVD Gamebox in class, as well as photocopiable worksheets.

Test Booklet The Teacher’s Resource binder contains eight unit tests and three trimester tests. They are designed to evaluate learners’ progress and help learners to build awareness of their learning. Each test includes an audio included on the Class Audio CDs.

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Teacher’s material

Competencies Eight Competencies for life-long learning Key competencies are a combination of knowledge, skills and attitudes. They have been interwoven naturally into the components of Comet. Competency in linguistic communication sDeveloping the capacity for oral and written communication. sLearning to express and interpret concepts, thoughts, feelings, facts and opinions.

Learning to learn sWorking individually or in groups to increase learning efficiency. sDiscovering methods to plan courses of action, set goals and increase learning opportunities, such as using dictionaries. Social competency and citizenship sDeveloping understanding of codes of conduct and appropriate behaviour. sFocusing on the social well-being of oneself and others.

Autonomy and personal initiative sLearning how to plan, develop and evaluate one’s work with confidence and a critical sense. Mathematical competency sUsing numbers to perform basic operations. sUnderstanding the symbols and forms of mathematical reasoning.

Knowledge and interaction with the physical world sInteracting with the physical world. sApplying the scientific method to explain its phenomena.

Processing information and digital competency sFinding, obtaining, processing and transmitting using traditional and modern technologies.

Cultural and artistic competency sAppreciating cultural and artistic manifestations from different periods of time and different cultures.

Competencies

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Personalizing Comet for your learners

Core lessons: 1, 2, 3, 6, 7

Core lesson R einforcemen t, Extension, Extra Practice

Lesson: 4 & 5

Activity Book + CD

s3TEPBYSTEPSUGGESTIONSFORREINFORCEMENTANDEXTENSION s$6$ACTIVITIESFORCLASSESWITHMORETIMEORSPECIFICNEEDS s%XTENDEDVERSIONAUDIOFOR,ESSONTOCHALLENGEMORE ADVANCEDLEARNERS Lessons 1, 2, 3, 6 AND 7PRESENTANDDEVELOPTHENUCLEUS OFEACHUNIT Lessons 4AND5ARECONTENTLESSONS4HESEACTIVITIESPROVIDE REINFORCEMENTANDEXTENSIONOFTHEUNITTHEMEANDLANGUAGE 4HEYALSOMOVETOWARDSCREATIVITYANDEXPERIMENTALLEARNING EXPERIENCESWHICHALLOWTHELEARNERTOMAKEDECISIONSAND FEELEMPOWEREDWHENUSINGTHELANGUAGE

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Personalizing Comet for your learners

0 Lesson

Hello Kushida Objectives

Key language

Competencies

sTo introduce oneself and meet Kushida the comet sTo review basic structures and classroom language

sGreetings and introductions: Hello, I’m … My name’s … sClassroom language: How do you spell …? How do you say …? sVerbs: look, listen, find, describe sNouns: clothes, colours, animals, vegetables, alphabet sGrammar: I like, he’s got, she can, she’s wearing …

sLinguistic Competencies sMathematical Competencies sSocial and Citizenship

sTo describe things in the classroom sTo review basic structures

s Identifying and describing: That’s a … , It’s got … What’s it like? sVerbs: there is, has got sNouns: objects in the classroom, geographical features, nature sGrammar: I like …, That’s a … It’s got … There is/are …

sKnowledge and Interaction with the Physical World sLinguistic Competencies sSocial and Citizenship Competencies

3

sTo learn the days of the week sTo practise question forms

sQuestions: What day is it today? How many …? What is …? sNouns: days of the week sGrammar: question forms: are there?

sLinguistic Competencies sLearning How to Learn sSocial and Citizenship

4

sTo revise numbers 20 to 30 sCurricular link: Maths

sQuestions: Is this your …? sNouns: fruit and vegetables sGrammar: has got, possessive adjectives: our and your

sMathematical Competencies sLinguistic Competencies sInformation and Digital Competencies

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sTo describe where different animals live and don’t live sCurricular link: Natural science

sNegation: Monkeys don’t live in the city. sNouns: animals: elephant, snake, monkey, lion, crocodile, giraffe sPlaces in the city: hospital, police station, building, lake sAnimal habitats: lake, plain, forest, jungle sGrammar: negation (present simple)

sLinguistic Competencies sKnowledge and Interaction with the Physical World sAutonomy and Personal Initiative sKnowledge and Interaction with the Physical World

1

2

Unit 0

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0

Hello Kushida

Lesson 1 Objectives s To introduce oneself and meet Kushida the comet. s To review basic structures and classroom language. Key language Greetings and introductions: Hello, I’m … My name’s … Classroom language: How do you spell …? How do you say …? Verbs: look, listen, find, describe. Nouns: clothes, colours, animals, vegetables, alphabet. Grammar: I like, he’s got, she can, she’s wearing … Materials Class CD, Pupil’s Book and Activity Book, the letters of the alphabet on small pieces of poster paper, a sheet of paper for each student. Competencies s Linguistic Competencies To identify and name the vocabulary related to clothes, animals, toys and musical instruments. To describe what people can do correctly. s Mathematical Competencies To count from one to ten correctly. s Social and Citizenship To respect the physical and intellectual differences amongst classmates and help others with learning difficulties.

Warm-up Introducing yourself. s Point to yourself. Say: Hello, My name’s (your name). Ask the class to say Hello to you. Write your name on the board. Ask one pupil: What’s your name? and encourage him/her to answer using My name’s … Ask all the students to introduce themselves, using: Hello, my name’s …

s Report back to the class, saying their names: His name’s Alberto. Her name’s Clara, etc. Invite some pupils in the class to introduce others in the same way.

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Comet 3 Pupil’s Book

s Prepare the 26 letters of the alphabet beforehand. Write one letter on a sheet of paper or small piece of poster paper. Do not show the class the letters. Ask them if they can remember the English alphabet and ask the whole class to recite it three times. Stand 26 children in a line. Give each child a letter. Instruct them to move forward in the correct order saying, Hello, I’m A. Hello,I’m B until they reach Z. Give the children who haven’t played the opportunity to take one of his or her classmate’s place. Instruct them to swap letters. Play at least three times. Play the game again. Instruct the children to say, Hello, I’m A. Who’s B? The child with B comes forward and continues in the same way, Hello, I’m B, Who’s C? s Write: How do you spell …? on the board and use a pupil’s name to demonstrate the question and elicit an answer. Repeat with a different name. If necessary, practise the alphabet chorally and focus on any letters the class have difficulty with. s Write: How do you say … in English? on the board. Demonstrate the question, and elicit words like ball, dog, plane and tree in English.

Fact Box Comet Kushida (Technical name: 144P/Kushida) Discovered in January 1994 by Japanese astronomer Yoshio Kushida. Last pass near Earth, January 26, 2009. Next pass near Earth, August 30, 2016.

A Listen and find. Listening and identifying objects and actions.

s Ask pupils to open Pupil’s Book 3 at page 2 and display the On-line Digital Book if available. Focus pupils’ attention on the scene. Ask the class if they can find the comet Kushida. Ask them what they can see in the scene. List the words they know on the board in categories: clothes, animals, instruments, and other things. s Review other key language on the spread. Point to the sentence: I like sunflower seeds. Explain what sunflower seeds are. Say: Do you like sunflower seeds? Point to the sentence: That boy’s got a snake. Ask: What else has he got? Point to the sentence: Look! He can bend his body! Ask: Can you bend your body? Can you bend your arm? etc. Comet 3 Pupil’s Book

Presentation Introducing Comet Kushida. s Hold up Pupil’s Book 3 and introduce Kushida on the cover: This is Kushida. He is a comet. Elicit what a comet is. Write up useful words or phrases on the board. Comets are large objects in space. They are made of rock, gas and ice. Tell the class that they will see the comet in each unit, that Kushida is going to help them learn English. Ask pupils where they have seen photos or illustrations of comets. CD 1.2 I’m Kushida in the sky And I’m shining! Look around you and see,

It’s time to learn and discover, Are you ready? One! Two! Three!

s Write the chant on the board and play it one or two times more.

Play CD 1.3, pause after each item and elicit the number of the character speaking. Play the next part, the narrator giving the answer. Check understanding by asking which person is described. For example: Look! He can bend his body. (Number 8 is described.) Continue in this way to the end of the track.

s Play the recording again. Instruct pupils to listen and then repeat each sentence they hear. CD 1.3: Listen and find. Girl: Thanks. I like sunflower seeds! Narrator: Number 4. Boy: Look! He can bend his body. Narrator: Number 1. Girl: There are nine people wearing comet suits. Narrator: Number 5. Young woman: Listen to the guitar! I can play the guitar, too! Narrator: Number 2. Small boy: A snake! That boy’s got a snake! Narrator: Number 3. Comet: School starts today! Narrator: Number 6.

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B Find the objects. Learning vocabulary.

s Ask pupils to point to each of the items in the list. Ask follow-up questions each time. For example: What colour is the ball? What page is the plane on? etc. s Practise the pronunciation of the words in the list. Instruct the children to listen and repeat while you model the words. Point to different objects and ask the pupils to say the word.

C Describe and guess who it is. Guessing game. s Write jumbled sentences on the board. drum She play can a. can fly He. jacket He a wearing is green. has flute She a got.

s Ask pupils to help you put the words in order to make sentences. Answers: She can play a drum. He can fly. He is wearing a green jacket. She has got a flute.

s Ask pupils to point to the person each sentence is describing. In pairs, or individually, instruct them to complete the six sentences. Monitor and help if necessary. Once all the pupils have their sentences, invite volunteers around the class to read one sentence each. The rest of the class listen and point to the person being described.

Wrap-up s Play the I Spy game. Write the following sentence on the board: I spy with my little eye, something beginning with P. Tell the class they have to guess the word. If they guess correctly, ask them to spell the word. How to you spell “plane”? s Ask a volunteer to play the role of the teacher, then put pupils in groups of two or three to play the game.

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Activity Book 1 Listen and write. s Asks pupils to open Activity Book 3 at page 2, Activity 1. Review the vocabulary depicted in the illustrations. Point to the different pictures and ask the class to say the word. s Do the first example with the class. Tell the pupils to work individually or in pairs to complete the other sentences. s Play CD 1.4 for pupils to listen and check their answers. CD 1.4: Listen and write. What letter are the armchairs? The armchairs are letter a. What letter are the trousers? The trousers are letter g. What letter are the sunflowers? The sunflowers are letter c. What letter are the jackets? The jackets are letter e. What’s letter b? Letter b is the carrots. What’s letter d? Letter d is the bookcase. What’s letter f? Letter f is the mirror. What’s letter h? Letter h is the hospital.

Classify and add more words. s Ask the class for one or two examples for the first column. Ask them to work in pairs to complete the table. Check answers and list the extra words added to each column on the board. s To wrap up, practise the pronunciation of all the words, including the headings of the columns.

Lesson 2 Objectives s To describe things in the classroom. s To review basic structures. Key language Identifying and describing: That’s a … , It’s got … What’s it like? Verbs: there is, has got. Nouns: objects in the classroom, geographical features, nature. Grammar: I like …, That’s a … It’s got … There is/are … Materials Class CD, Student’s Book and Activity Book. Competencies s Knowledge and Interaction with the Physical World To identify and name the objects that form part of their own school, home and natural environment. s Linguistic Competencies To listen and answer questions correctly and coherently. s Social and Citizenship Competencies To use games and classroom activities as a means to promoting good relationships, integration and respect.

Warm-up A picture game. s Play the picture game. Slowly draw pictures on the board. As you draw, ask the class: What is it? What do you think this is? Encourage pupils to use: Is it a …? to guess. Draw the following things: mountain, giraffe, book, bath, cooker, fireplace, building, crocodile, seaside, bath, teeth. As pupils guess the words, list them on the board. If they don’t know the word in English, tell them what it is, write it on the board and practise the pronunciation with them.

Comet 3 Pupil’s Book

Focus pupils’ attention on the scene. Ask the class what things they can name in the picture. Introduce words they do not know, for example: telescope, bookcase, picture, binoculars. Ask the class to repeat the words, then say: Point to a telescope. Point to the binoculars. How many red books are in the bookcase? How many green books? How many pictures are on this page? Ask the class to recall the words you have introduced. Then, list these new words on the board.

A Read and match.

Presentation

s Read out the first speech balloon: That’s a giraffe! It’s got a very long neck! Ask the class to find what this refers to on the page (the picture on the right at the bottom). Ask the class to work in pairs to match the other speech balloons to the pictures. Check the answers.

Introducing vocabulary. s Ask pupils to open Pupil’s Book 3 at page 4 and display the On-line Digital Book if available.

s Tell pupils to listen and repeat the sentences. Tell them to work in pairs, covering the sentences with their hands then talking about the pictures once more, trying to remember the sentences.

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B Look and listen. Say True or False. s Demonstrate the activity by making a statement (about the scene in the book) and asking the pupils to say if it is true or false. Write True or false? on the board. For example: There are pupils in the classroom. There are books in the classroom. There’s an elephant in the classroom. s Tell the class that they are going to listen to more sentences like these and that they have to respond saying true or false. Play the recording, pausing after each statement and asking the class to answer. Then, play the answer on the CD. Do the same for all the sentences. CD 1.5: Look and listen. Say True or False. There’s a bath in the classroom! There’s a fireplace in the classroom! There’s a bookcase in the classroom!

There are pictures in the classroom! There’s a cooker in the classroom!

s Ask the class if they can remember any of the sentences. Write two of them on the board, one containing There’s a … and one containing There are … Elicit when we use there is and when we use there are. For example: There is a … on the page. (Pupils say: mountain, etc.) There are … on the page. (Pupils say: pictures, etc.) s Point to the classroom on the page again and say: This is their classroom. Point to the classroom you are in and say: What’s your classroom like? Encourage pupils to suggest sentences describing the classroom, for example: There are chairs and desks. There’s a map. Guide and help the class to complete sentences and list them on the board.

Wrap-up s Quickly practise the alphabet again, round the class. Tell the class that they are going to play the I Spy game again. This time when they guess, they have to use the question: Is it a …? Play the game a few times with the class and then put pupils in groups of three to continue.

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Activity Book 2 Look and circle ten words. s Asks pupils to open Activity Book 3 at page 3, Activity 2. Ask them to name each of the pictures, then check that they remember the words. Instruct them to work in pairs to find the words in the puzzle, then compare answers with another pair. s Read and tick. Pupils complete Activity 2 with information about themselves and their partner or a friend.

4 Circle and say the differences. s Activity Book Page 4, activity 4. Ask pupils to observe the two pictures of the circus poster and find the differences between the two. Tell them then to look at picture B and match the sentences to describe picture B. To complete page 4, they have to write two sentences about picture A. Encourage pupils to copy the model sentences that they have already completed when they described picture B.

Lesson 3 Objectives s To learn the days of the week. s To practise question forms. Key language Questions: What day is it today? How many …? What is …? Nouns: days of the week. Grammar: question forms: are there? Materials Class CD, Student’s Book and Activity Book, cards with days of the week written on them, Blu-tack. Competencies s Linguistic Competencies To order and name the days of the week correctly. To ask and answer simple questions correctly and coherently. s Learning How to Learn To identify one’s own possibilities and shortcomings in communicating in the English language and develop autonomous strategies to improve them. s Social and Citizenship: To use games and classroom activities as a means to promoting good relationships, integration and respect.

Comet 3 Pupil’s Book

Presentation Warm-up Pronouncing the days of the week. s Write on the board: Today is Tuesday. (Or whatever the day is.) Say the sentence and tell the pupils to listen and repeat. Stick the card with Tuesday on it on the board. Stick the other day cards on the board in random order. Ask the class to help you put them in order and to say the days in unison.

s Write a number above each day. Say a day and ask pupils to say which number it is. Say a number and ask them to say which day it is. Pupils continue the game in pairs, practising the pronunciation of the days.

Remembering the days of the week. s Ask the class to recite the days of the week, reading them from the board. Tell the class to cover their eyes and continue to say the days of the week around the class.

A Listen and sing. s Ask pupils to open Pupil’s Book 3 at page 5 and display the On-line Digital Book if available. Play the song. Tell pupils to listen and point to the days of the week as they hear them. Give them plenty of practice until they can do this successfully. s Point to the word weekend. Ask the class which two days are the weekend. Ask: What is special about the weekend? (They don’t go to school.) Point to the words great and lovely. Ask: Is great good or bad? Is lovely nice or not nice? s Play the song again and ask the pupils to follow the lyrics and sing along.

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CD 1.6: Listen and sing. Monday, Tuesday, Wednesday, Thursday and Friday, too, We all go to school, Then it is the weekend

And we all love the weekend! Saturday is great And Sunday is lovely, too.

B Think and say. s Ask the question: What day is it today? Write the question on the board. If the pupils don’t respond, point to the sentence on the board from the beginning of the lesson. In open class, ask different pupils to ask and answer each other and then ask the class to repeat the question in unison. Repeat this while you slowly erase the question from the board and until the pupils can repeat the question from memory. s Write the following answers on the board: Saturday, 7, Tuesday, 2. Instruct the class to match the questions in the Pupil’s Book to the answers on the board.

Activity Book 5 Listen and complete the calendar. s Ask pupils to open Activity Book 3 at page 5. Ask them to work in pairs to complete the calendar with the missing days and numbers. They then compare answers with another pair. s Play CD 1.7 to check answers. s With a stronger class, ask pupils to work in pairs to solve the two problems. Then, play CD 1.8 to check answers. With a weaker class, work through the problems in open class, guiding the pupils to the answers. CD 1.7: Listen and complete the calendar.

s Ask the class the questions, with your back to the board and from memory, pretending that you can’t quite remember them and need their help. The pupils then answer your questions.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

s In pairs, pupils ask and answer the questions until they can do it repeatedly from memory.

One, two, three, four, five, six, seven. Eight, nine, ten, eleven, twelve, thirteen, fourteen. Fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one. Twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight. Twenty-nine, thirty, thirty one!

Wrap-up s Tell the class what you normally do at the weekend. Give examples and mime the actions. Say, for example, On Saturday I play tennis. On Sunday, I read a book. Encourage and help them to talk about what they do at the weekend. s Organize a class vote on which is the best day of the week.

Listen and complete the numbers.

CD 1.8: Listen and check your answers. When is my birthday? It is not at the weekend. So it is not on Saturday or Sunday. It is not on a day with the letter “t”. So it is not on Tuesday or Thursday. It is not before or on Wednesday. Hmmm. So it is not on Monday or Wednesday. When is my birthday? I know! I know! It’s on Friday! That’s right! When can I see Grandma? I can’t see Grandma at the weekend. So you can’t see her on Saturday or Sunday. I can’t see Grandma on or after Thursday and not on a day with the letter ‘e’. Hmmm. So you can’t see her on Thursday or Friday and not on Tuesday or Wednesday ... I can see Grandma on ... Monday! Yes, that’s right!

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Lesson 4 Objectives s To revise numbers 20 to 30. s Curricular link: Maths. Key language Questions: Is this your …? Nouns: fruit and vegetables. Grammar: has got possessive adjectives: our and your. Materials Class CD, Student’s Book and Activity Book. Competencies s Mathematical Competencies To count from 1 to 30 correctly. s Linguistic Competencies To identify and name different fruits and vegetables. To extract specific information from a written or oral text. s Information and Digital Competencies To listen and understand question and answer exchanges.

Warm-up Review of numbers 1 to 20. s Write numbers from 1 to 20 on the board. Ask the class to find things in the classroom to match to each number, for example: There’s 1 door in the classroom. There are 2 windows. There are 3 red jackets. There are 20 red pencils, etc. Write the sentences on the board as the class come up with them.

Presentation Spelling of numbers. s Write the following words on the board: three, thirteen, ten, eight, one, twelve, eleven, fifteen, twenty, two. In pairs, or as a class, pupils put the words in numerical order.

s Write numbers from 20 to 30 on the board. Read them out and ask the whole class to repeat them after you. Point out that numbers 21 to 29 are written with a hyphen. Invite a volunteer to rub out the numbers one by one and ask the children to name the missing number. Say: What number is missing? to elicit the correct answer.

Comet 3 Pupil’s Book

A Listen and say the numbers that are missing. s Ask pupils to open Pupil’s Book 3 at page 6 and display the On-line Digital Book if available. Point out the numbers and words in the box. First elicit the numbers between twenty and thirty, speaking. s Tell pupils to work in pairs to write the missing numbers, or, elicit them in open class as you list them on the board. Play the recording to check the numbers. Play the recording again for pupils to listen and repeat. s Demonstrate a pointing game. Write numbers 20 to 30 on the board again. One by one, pupils call out numbers while you point to them on the board. In pairs, pupils play the game in pairs. CD 1.9: Listen and say the numbers that are missing. Twenty! Twenty-one! Twenty-two! Twenty-three! THIRTY!

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B Listen and say which box it is.

Activity Book

s Focus attention on the illustration. Say the following words and ask pupils to point to them on the page: apples, oranges, lettuce, sunflowers, carrots. Tell the class to listen again and repeat the words in unison. Ask: How many oranges are there in the trees? (10). How many apples are there in the trees? (8). How many trees are there? (6). How many birds are there? (7). s Ask the class what numbers they can see written on the page. s Play the recording and pause after Our box has got carrots. Ask the class which box this is (26). Do the same for the rest of the recording. CD 1.10: Listen and say which box it is. Farmer: Is this your box? Young man: No. Our box has got carrots. Farmer: I see it! It’s number… Farmer: Is this your box? Man and wife: No. Our box has got sunflowers. Farmer: I see it! It’s number… Farmer: Is this your box? Two young boys: No. Our box has got lettuce.

Farmer: I see it! It’s number… Farmer: Is this your box? Older woman and man: No. Our box has got apples. Farmer: I see it! It’s number… Farmer: Is this your box? Two young girls: Yes. Our box has got oranges. Farmer: Oh, yes! It’s number…

Wrap-up s Write the question on the board: Who likes apples? Ask the question and encourage pupils to put up their hand if they like apples. Count how many hands are up and write the number on the board next to the word apples. Do the same for oranges, lettuce, carrots and sunflower seeds.

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6 Read, calculate and answer the questions. s Ask pupils to open Activity Book 3 at page 6. Practise the pronunciation of the 11 items. Ask the class: What can I buy for two euros? (the socks, or two pencils). What can I buy for twelve euros? etc. s Start the first example in open class. If the pupils are having difficulty, guide them through the first example and help them formulate a reply for “Me”. (Yes, you can buy a pencil case, too because all these things cost 16 euros.) s Ask pupils to work together to complete the second example.

Lesson 5 Objectives s To describe where different animals live and don’t live. s Curricular link: Natural science Key language Negation: Monkeys don’t live in the city. Nouns: animals: elephant, snake, monkey, lion, crocodile, giraffe. Places in the city: hospital, police station, building, lake. Animal habitats: lake, plain, forest, jungle Grammar: negation (present simple). Materials Class CD, Student’s Book and Activity Book map of the world, magazine photos of: jungle, plain, forest, desert. Competencies s Linguistic Competencies To identify and name the facilities in a city. To identify and name the mistakes in a picture. s Knowledge and Interaction with the Physical World To identify and name different animal habitats. s Autonomy and Personal Initiative To evaluate his/her own progress in the language learning process, identify mistakes and correct them. s Knowledge and Interaction with the Physical World To look after domestic animals and take part in measures to protect animals in the natural environment.

Warm-up Animal vocabulary. s Ask the children to name all the animals they know in English. These can be either domestic or wild animals. Explain that domestic means they live with people, like in your home or on a farm. Wild animals live in freedom and do not need people to look after them. Write the animals they name under the two headings, Domestic and Wild.

s Play the vocabulary game. Write the word Animals on the board, and then short lines

Comet 3 Pupil’s Book

to represent the letters of an animal name: ___ ___ ___ (dog). Pupils put their hands up to say a letter. If it is correct write it in place until the word is complete. Words to include could be: snake, monkey, lion, elephant, giraffe, cow, cat, sheep, horse.

s Ask a volunteer to mime one of these animals in silence. The class watch and use the question: Is it a … ? to guess the animal. Ask different pupils to mime different animals.

Presentation s Ask the class to work in pairs to add more animals to the list on the board. After three minutes compile a class list on the board. Practise pronunciation of the words. Leave this list on the board during the class.

A Look and say what’s wrong. s Show the children pictures and review all the city facilities they learnt in Comet 2: hospital, train station, coach station, bus stop, airport, police station, fire station, school, park, shops. When they have named all these places, ask the following questions:

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Where can we see a plane? to elicit At the airport. Where can we buy some shoes? (At a shop.) Continue in the same way with hospital, school, park, fire station, coach station and bus stop.

s Ask pupils to open Pupil’s Book 3 at page 7 and display the On-line Digital Book if available. Ask them to name all the animals on the page. Ask the class to name other things on the page and make another list on the board. For example: hospital, police station, street, fire engine, office building, lake, factory, house. s Point to the example sentence and read it. Write the following gapped sentence on the board: Monkeys _____ in trees. Monkeys don’t live in ______. Elicit the two missing words. (live / cities) s Ask the class to work in pairs to write more sentence pairs like the example. Ask pupils to report back to the class. Give the class extra vocabulary that they need. Show them photographs of the following words: forest, jungle, plains, desert, etc. Point out where Africa is located on a map of the world.

Wrap-up s Play the Whispering game. Divide the pupils into four lines. Whisper a word to the first pupil in the lines. When you say Ready, steady, go, he/she whispers it to the next pupil in the line and so on until it reaches the pupil at the very end of the line. He/she will run to the board and write what they have heard. The first pupil to write the word correctly wins a point for his/her group. He/she then goes to the end of the line and you start the game again. Use these words from page 14: sun, look, run, bus, today, Tuesday, Wednesday, day, time, sentence.

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Activity Book 7 Write and colour. s Ask pupils to open Activity Book 3 at page 7. In pairs they label the diagram. (Colouring could be done for homework.) Do one or two examples of the matching exercise and then instruct pupils to make more combinations. Check and comment on answers in open class. s Play a memory game. Write on the board: in the town, in the forest, in the country, in the river, in the mountains. Practise the question: Where do fish live? Ask different pupils around the class. Practise the answer: Fish live in the river. s Ask the class to turn over their books. Ask: Where do fish live? Elicit an answer. Where do rabbits live? etc. Pupils continue the game in pairs or groups of three.

1 Lesson

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Telling the time Objectives

Key language

Competencies

sTo practise reading a story sTo understand examples of telling the time in context

s Telling the time: It’s late. It’s nine o’clock. … at half past eight. What time is it? s Nouns: bus, watch, rabbit, tea, cake, s Verbs: look, start, play, watch, drink, eat, catch the bus, time for tea

s Linguistic Competencies s Mathematical Competencies s Autonomy and Personal Initiative

s To recycle target language s To list collocations with certain verbs s To develop awareness of categories and parts of speech

s Time for …, odd s Nouns: animal, place, beach, mountain, lion, monkey s Grammar: It’s a …, It isn’t a …, noun, verb, adjective

s Linguistic Competencies s Social and Citizenship

s To practise saying and asking the time s To compare routines

s Telling the time: What time is it? It’s .. o’clock. It’s half past … s Verbs: get up, have breakfast, go to school, have lunch, have dinner, go to bed s Grammar: at + a time

s Linguistic Competencies s Autonomous learning competencies s Social and Citizenship

s To learn about different types of clocks s To learn about the history of telling the time s Curricular link: Natural science

s Nouns: sun clock, water clock, electric clock, watch, battery, sun, rock, shadow s Verbs: use, wear, tell the time s Grammar: I can tell the time …

s Knowledge and Interaction with the Physical World s Autonomous learning competencies s Social and Citizenship Competencies

s To compare routines and cultures in different countries s Curricular link: Social science

s Countries: the USA, Britain s Expressions: a.m., p.m., the same as, different from s Grammar: What time do … in …? some, many s Vocabulary: routine, Britain, the USA

s Linguistic Competencies s Social and Citizenship s Autonomous learning competencies

s To consolidate target phrases from this unit in a chant s To identify parts of a sentence s To write a verse of a chant s Curricular link: Artistic education

s Days of the week s Matching sentences s Names

s Autonomous learning competencies s Linguistic Competencies

s To write a short description of a day s To use linking words s To revise the unit vocabulary s To complete self-evaluation activities.

s Linking or adding information: Then, Finally, with, and s Grammar: can and can’t

s Autonomy and Personal Initiative s Linguistic Competencies s Social and Citizenship

Unit 1

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1

Telling the time

Lesson 1 /BJECTIVES s To practise reading a story. s To understand examples of telling the time in context. +EYLANGUAGE Telling the time: It’s late. It’s nine o’clock. … at half past eight. What time is it? Nouns: bus, watch, rabbit, tea, cake, Verbs: look, start, play, watch, drink, eat, catch the bus, time for tea. -ATERIALS Class CD, Pupil’s Book, Activity Book, photocopies of the clock, page 95 Activity Book, a piece of poster paper for each child, scissors, glue and brads. #OMPETENCIES sLinguistic Competencies To read and extract specific information from a story. To predict what is going to happen in a story. To use the correct pronunciation and intonation in oral activities. sMathematical Competencies To identify the correct numbers to tell the time in English. sAutonomy and Personal Initiative To enjoy and develop strategies for making one’s own learning materials creatively.

Comet 3 Pupil’s Book

Presentation

Warm-up

)NTRODUCINGVOCABULARY s On the board write: What is it? and: Is it a … ? Draw simple line drawings of the following and encourage the class to use the question to guess what you are drawing. Draw the following: a rabbit, a clock, a girl, a bus, a watch, a cup of tea. As the pupils guess the words, list them on the board.

s Write the Kushida jingle, CD 1.2, on the board but with the last two or three lines in the wrong order. Ask the class to put the lines in the correct order. s Play the Kushida jingle to check. Repeat the jingle and tell the class to sing along.

s Ask the class if they know of a children’s story about a rabbit, a clock and a girl. You will probably have to tell them the story title in English: “Alice in Wonderland”. Ask the class to say some things that happen in the story, which they will probably be familiar with. Write simple sentences on the board. For example: The rabbit has got a watch. The girl follows the rabbit. etc. s Ask pupils to open Pupil’s Book 3 at page 8 and display the On-line Digital Book if available. Ask the class to name things they can see on the page: (rabbit, clock, watch, bus, girl, bicycle, country, cake, teapot, ball). Ask the class the question in Predict. Encourage them to expand their answer.

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Focus on where the information is on the page. Play CD 1.11 or 1.12 and have the class listen and follow. Play the recording again and ask the class to listen and repeat the lines of dialogue. CD 1.11: Version 1. Listen and read. Narrator “Where’s the bus? It’s late!” says the rabbit. “I catch the bus at half past eight!” Narrator “Look at my watch!” says the rabbit. “It’s nine o’clock! I start school at nine o’clock!” Narrator “No school today!” says Alice. “It’s Saturday and we can play all day!” Rabbit: “It’s five o’clock,” says the rabbit. “Time for tea. Come on, Alice. Follow me.” Narrator: Alice and the rabbit eat cake and drink tea. “Thank you, Rabbit. Cake for me!” says Alice. CD 1.12: Version 2. Listen. Narrator: It’s a sunny morning in the country. The white rabbit thinks he is late for school. Then Alice comes on her bike. She tells the rabbit it’s Saturday and they can play. In the afternoon, they go to the rabbit’s house for tea. Rabbit: Where’s the bus? It’s late! I catch the bus at half past eight! Rabbit: Look at my watch! It’s nine o’clock! I start school at nine o’clock!” Alice: No school today! It’s Saturday and we can play all day! Narrator: It’s five o’clock. It’s time for tea. Come on, Alice. Follow me. Narrator: Alice and the rabbit eat cake and drink tea. Alice: Thank you, Rabbit. Cake for me!

B Talk about the pictures Comet 3 Pupil’s Book

Telling the time s Draw a clock on the board showing nine o’clock. Write: What time is it? and then It’s … o’clock. Ask the class for the missing word. Write: Telling the time and explain that this is when you say what time it is. It’s also the title of this unit.

s Ask the pupils to turn to page 95 of their Activity Book. Instruct them to paste the clock and hands on a piece of poster paper and cut them out. Show them how to fasten the hands to the clock face with a brad. Call out different times for the children to set their clocks each time.

s Tell the pupils to work alone to select the correct word in each sentence, then compare with a partner. Check answers and then practise pronunciation of the sentences. Answers: 1 girl 3 the country 2 a pocket watch 4 tea

A Listen and read Reading for gist. s Write the following questions on the board: Is it morning or afternoon? Is it a school day? What do they do at the end of the day? s Tell the class to read the story so that they can answer the three questions on the board. Set a time limit of one minute. Ask pupils to compare answers with a partner. Check answers with the class.

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Wrap-up s Ask the class if they ever wake up on Saturday and think that it’s a school day. Tell the pupils to work in pairs to make the following lists in their notebooks: Count the verbs (or actions) in the story. (17) Count the different times. (3) Count the days. (1)

Activity Book 1 Look and write. s Asks pupils to open Activity Book 3 at page 8, Activity 1. Ask them to look at the pictures and put the words in order. Do the first example together with the class.

Number the scenes. s Ask pupils to work in pairs to number the scenes in the order they appear in the story on pages 8 and 9 of Pupil’s Book 3. s Tell the pupils to open their books to check if they are right.

2 Listen and repeat. Then circle and write. s Write the example sentence on the board: Let’s make cake today. Underline the / / sounds. Ask the class to predict which words in the box have the same sound. Play CD 1.13 to listen and check. Play the recording again and have the class write the words they hear. s Ask the class what other words have these same sounds: / / and / /. List their examples on the board. For example: day, say, name, plane, game, make and me, please, tree, three, see, tea CD 1.13: Listen and repeat. Then circle and write Kushida: Let’s make cakes today! Snake. Snake. Train. Train. Cheese. Cheese. Play. Play. Plane. Plane. Seed. Seed. Kushida: Now listen to me and circle the “cake” words. Woman: Is this a “cake” word? Listen and say “cake” or “no”. Woman: Snake Kushida: Cake. Woman: Train. Kushida: Cake. Woman: Cheese. Kushida: No. Woman: Play Kushida: Cake. Woman: Plane. Kushida: Cake. Woman: Seed. Kushida: No. Woman: Well done! Kushida: Now write.

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Lesson 2 Objectives s To sing a song, to recycle target language from this unit. s To extend vocabulary, to list collocations with certain verbs. s To develop awareness of categories and parts of speech. Key language Time for …, odd. Nouns: animal, place, beach, mountain, lion, monkey. Grammar: It’s a …, It isn’t a …, noun, verb, adjective. Materials Class CD, Pupil’s Book, Activity Book. Competencies sLinguistic Competencies To memorize and sing a song. To identify and name the odd one out. sSocial and Citizenship To show a respectful and tolerant attitude towards other people’s participation in group activities. To use games and classroom activities as a means to promoting good relationships, integration and respect.

Warm-up Charade game. s Tell the class that you are going to mime actions from the story in the previous lesson. Pupils must put up their hands to guess each action phrase. You could also draw lines on the board to represent the missing letters of each phrase, for example: _ _ _ _ _ _ _ (eat cake). Use the following phrases: eat cake, drink tea, look at my watch, catch the bus.

s Ask the class what other things they can eat or drink. List their examples on the board. s Revise other forms of transport. Say: Catch the bus/train/coach/plane. Go on a bike. Ask pupils to mime these actions/movements.

Comet 3 Pupil’s Book

Presentation Introducing vocabulary. s Draw a big circle and a small circle on the board. Write: big. Ask the class for the missing word (small). Draw a long snake and a short one. Elicit the words: long, short. Draw a tall person and a short person. Write the words tall and short. Point out that short is the opposite of long and tall. Practise the pronunciation of these words.

A Listen and sing. s Ask pupils to open Pupil’s Book 3 at page 10 and display the On-line Digital Book if available. Point to the pictures and ask: What’s the girl’s name? Why is she tall and then short? Can you see a watch? Can you see some cake? s Play the song (CD 1.14) and tell the class to point to each line as they hear it. Repeat this if necessary. Play the song again as the class sings along. Ask children, around the class, to read a line of the song each. If necessary focus on any words or phrases that they are not pronouncing correctly.

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CD 1.14: Listen and sing. We catch the bus, And go to school. We start the day, Hurray! I drink my tea, Oh! Look at me, I’m very tall, You see!

Tall, short, tall, short Drink the tea, and see. Short, tall, short, tall. Time to follow me! I’m tall and short, And now I’m me, No more green tea! Please! I eat some cake.

Now it is late, Where’s my watch? It’s eight! Short, tall, short, tall Drink the tea, and see. Tall, short, tall, short. Time to follow me!

B Point and name the odd photo. /DDONEOUT s Ask the class to name the things in the photos. List the words on the board. Tell the class to look at the first group of photos. Ask: Which one is different? Write the incomplete sentence on the board: The … is the odd one out because it isn’t … . Elicit the missing words. (cup of tea / an animal). Explain that odd one out means different, not part of the group.

s Ask the class to work in pairs to write a similar sentence about the second group of photos.

Wrap-up s Write the categories: Animals and Places on the board. Ask the class to name other categories of words or things that they can see on this page of the Pupil’s Book. For example: Food, Drink, Other things, Adjectives and Verbs. Elicit one example for each category. Tell pupils to work in pairs to find an example for the other categories. For example: Food: cake, Drink: green tea, Adjective: tall, short, late, etc, Verbs/Actions: catch, go, start, etc., Other things/nouns: bus, watch, etc.

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Activity Book 3 Listen and write. s Asks pupils to open Activity Book 3 at page 9, Activity 3, and to look at the pictures and say words associated with each picture. For example: a) bus stop, Alices, Rabbit, city. b) Alice, tall, tea, c) Alice short, cake, clock. s Elicit the missing word for sentence a). Play CD 1.15 to check. Repeat these steps with the other two examples. CD 1.15: Listen and write. Alice: We catch the bus to go to school. Alice: I drink tea. I’m very tall. Alice: I eat cake at tea time.

4 What about you? Read and answer. s Copy the questions on the board. Write your own answers next to the questions. Make sure that you include some examples of negation. For example: a) I start school at half past seven. b) I don’t catch the bus. I walk to school. c) I don’t drink tea or milk. I drink juice. etc. s Tell the pupils to write their own answers and then compare with a partner to see if their answers are the same or different.

Lesson 3 Objectives s To practise saying and asking the time. s To talk about and compare routines. +EYLANGUAGE Telling the time: What time is it? It’s ... o’clock. It’s half past … Verbs: get up, have breakfast, go to school, have lunch, have dinner, go to bed. Grammar: at + a time. -ATERIALS Class CD, Pupil’s Book, Activity Book, sheets of paper, pencils. #OMPETENCIES s Linguistic Competencies To ask, tell and understand the time in English. To say and understand phrases describing basic routine actions. s Autonomous learning competencies To use the recreational aspect of language learning to consolidate vocabulary, pronunciation, intonation and rhythm. s Social and Citizenship To show a respectful and tolerant attitude towards other people’s customs and traditions. Comet 3 Pupil’s Book

Warm-up "INGOGAME s Tell they class that they are going to play Bingo. Draw a square on the board. Divide the square into 8 smaller squares. Write numbers between 1 and 20 on the board. Choose four random numbers between 1 and 20 and write one in each square. Tell the class to copy the square and do the same, choosing 8 random numbers.

s Start the game. One by one, say numbers between 1 and 20. To avoid repetition, note down the numbers you call. When pupils hear a number that they have, they circle it. When they have all eight numbers circled they call Bingo! Repeat the game three or four times. Invite the winner of each game to call the numbers.

Presentation s Write What time is it? on the board. Use the clock you made up from the Activity Book. Write:

It’s… Set the clock at the different times and ask the question. Only use … o’clock and half past … times.

s Draw different clocks on the board (10:00, 2:00, 10:30, 2:30). Write the following gapped sentences on the board. Ask the class to fill in the missing words. It’s ten o’clock It’s … o’clock. It’s half … ten. It’s …. past two.

s Draw more clocks on the board. Point, say: What time is it? and ask the class to answer. Pupils could continue the activity in pairs.

A Listen and point. s Write My routine on the board. Draw a simple picture to represent get up. Write a time, for example: 7:00. Write and then say the sentence: I get up at 7 o’clock. Draw a bowl of cereal. Write and say: I have breakfast at half past seven. Draw a bus. Write and say: I catch the bus at 8 o’clock. Draw your lunch. Write and say: I have lunch

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at half past one. Draw your dinner. Say and write: I have dinner at 9 o’clock. Draw your bed. Write and say: I go to bed at eleven o’clock.

s Ask different pupils if they do these things at the same time. Ask the pupils to listen and repeat. Start erasing parts of the sentences and ask the pupils to remember the missing words. Once they are rubbed out, ask a volunteer to write them on the board again, with the help of the class. s Ask pupils to open Pupil’s Book 3 at page 11 and display the On-line Digital Book if available. Point to the first photo. Elicit the phrase for each of the photos. s Ask the class to give you the phrase. Do the same with the other photos (get up, have breakfast, go to school, have lunch, have dinner, go to bed). Practise the phrases by pointing to different photos and having the class remember the phrase. s Play the recording (CD xx.xx) and tell pupils to point to the right photo as it is mentioned. Write a) b) c) d) e) f) on the board. Tell the class that they will listen again, this time writing the times that correspond to each photo. Show that you just want them to write the times as numbers. For example: 9:00, 10:30, etc. Play the recording and pause after the first time, to elicit the number and check that the pupils understand the exercise. Play the recording all the way through. Tell pupils to compare answers with a partner. Play the recording again. Check answers. (a) 7:00, b) (after) 7:30, c) 8:00 d) 12:30 e) 6:30 f) 9:00 s Ask the class if they do these things at the same times as the family in the recording. CD 1.16 Listen and point. Child: It’s seven o’clock. Child: I get up at seven o’clock. Child: It’s half past twelve. Child: We have lunch at half past twelve. Dad: It’s half past six. Dad: We have dinner at half past six.

Mum: It’s half past seven. Mum: We have breakfast after half past seven. Child: It’s nine o’clock. Child: I go to bed at nine o’clock. Child: It’s eight o’clock. Child: I go to school at eight o’clock.

B Talk about you! s Ask the class to read the two sentences. Ask: Who has breakfast at seven o’clock?(The girl). Write more examples on the board about yourself: I get up at half past six. Then: I have breakfast at seven o’clock. etc. Read out the sentences and then continue, giving a time for each of the actions in the photos a) to f). Ask the class if they remember the times you do each thing. Write the times on the board. s Put pupils in pairs or groups of three. Tell them to describe their routines, as you did. Help pupils with the extra language they may need when doing this and add this to the board.

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Activity Book 5 Draw and write. s Ask pupils to open Activity Book 3 at page 10, activity 5. Point out the example sentences at the top of the page. Do the first example in open class, drawing the clock on the board. Intentionally do it incorrectly and have the pupils correct you. Pupils continue the exercise and then compare answers in pairs.

6 Listen and complete the sentences. Then draw. s Tell the class to put their pens down and to listen and remember the missing words. Play CD 1.17 through. Put pupils in pairs to complete the exercise. Play the recording through again for pupils to listen and check their answers. Ask different pupils round the class to read out the answers. Focus on pronunciation. CD 1.17: Listen and complete the sentences. Then draw. Child: I get up at half past seven. Child: I have breakfast at eight o’clock and then I go to school. Child: I have lunch at one o’clock. Child: I go to bed at half past nine!… Good night!

Wrap-up s Ask volunteers to mime their routines. The rest of the class watches and says the different actions, for example: You get up. You have breakfast. You walk to school. etc. Ask the class to call out the sentences, write them on the board.

Lesson 4 Objectives s To learn about different types of clocks. s To learn about the history of telling the time. s Curricular link: Natural science. +EYLANGUAGE Nouns: sun clock, water clock, electric clock, watch, battery, sun, rock, shadow. Verbs: use, wear, tell the time. Grammar: I can tell the time … -ATERIALS Class CD, Pupil’s Book, Activity Book, sheets of paper, pencils, coloured pencils. #OMPETENCIES s Knowledge and Interaction with the Physical World To learn about the history of a common object. s Linguistic Competencies To read and understand short written texts. To understand meaning of new vocabulary from the context. s Autonomous learning competencies To develop reading and listening skills. s Social and Citizenship Competencies To use games and classroom activities as a means to promoting good relationships, integration and respect.

Comet 3 Pupil’s Book

Presentation Warm-up 7ATCHESANDCLOCKS s Write Watches and clocks on the board. Ask the class to tell you what the difference is: You wear a watch. Ask if any pupils wear a watch. Ask them to count how many watches and clocks there are in the classroom. Then ask: How many clocks are there in the school? Where are they?

s With books still closed, ask the class to think of different types of clocks. Draw examples of what they come up with on the board. For example: watch, digital clock, alarm clock, clock on a building, sundial, etc.

$IFFERENTTYPESOFCLOCKS s Ask pupils to turn to page 12 of Pupil’s Book 3 and display the Online Digital Book if available. Compare the clocks listed on the board to the ones on this page. Say the names of the clocks and tell the class to repeat: sun clock, water clock, watch, electric clock.

s Play the jingle. Ask the class which of the clocks are mentioned. (sun clock, water clock, watch, electric clock). Write the jingle on the board. Play the recording again and ask the class to sing along. s Check that the class understand the meaning of the additional words in the red bubbles: sun, shadow, rock, battery. Practise pronunciation of the words. CD 1.18: Kushida’s jingle Tick-tock, tick-tock, What time is it? Look at the clock!

The sun clock, The water clock, Your watch or the electric clock Look at the clock!!

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A Read and listen.

Activity Book

s Play CD 1.19. Tell the pupils to listen and point to each clock as it is described. Ask questions after each text to check that the pupils understand. For example: Have you seen a sun clock? Where? What makes a shadow? Are water clocks common? Where is there an electric clock? s Play the recording again. Pause when it says: Now listen and answer. Tell the class that they will hear questions now and that they have to answer. Play the questions one by one and have the class answer. Repeat as many times as necessary. Answers: Picture 4, Picture 2, Picture 1, Picture 3 CD 1.19: Read and listen. A sun clock. The sun. A rock. A shadow. A water clock.

An electric clock. A watch.

Telling the time has got a long history. Sun clocks use the sun to tell the time. The sun makes a shadow, and the shadow shows the time. Water clocks use water to tell the time. The water falls all day and all night. Today, many clocks and watches use electricity or batteries. There are clocks in homes, on buildings and at schools. Many people wear watches, too.

Fact Box s Water clocks and sun clocks (sundials) are the first clocks to exist. Water clocks existed in the 16th century BC, and possibly a long time before this in India and China.

B Look again. Copy and complete the sentences. s Read out the first example and ask the class to complete it. Write the full sentence on the board: 1 I can tell the time at night with a watch or an electric clock. Tell the class to complete the other examples and then compare with a partner. s Check the answers with the whole class. Answers: 2. … a sun clock. 3. … a water clock an electric clock and a watch. 4. … an electric clock or a watch.

Wrap-up s Play a game. Line by line, draw one of the four clocks on the board. With each line ask: What type of clock is this? Tell the class to guess: Is it a …? Repeat with all of the clocks. If there is time, ask volunteers to come to the board to draw, while the class guesses.

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7 Complete the sentences. s Ask pupils to open Activity Book 3 at page 11. Tell pupils to work alone to complete the sentences. Pupils compare answers with a partner. To check answers, ask different pupils to read out the completed sentences.

8 When can you use these clocks? Match, then listen and check. s Pupils work together to match the different parts. Play CD 1.20 for the class to check their answers. CD 1.20 When can you use these clocks? Match, then listen and check. It’s sunny! I can see shadows. Look, I can tell the time with the sun clock! I can use my electric clock, too! And we can tell the time with the water clock. It’s night. I can’t see the sun. We can tell the time with the electric clock and with the water clock. There’s no sun, so we can’t use the sun clock.

9 Count the clocks and watches in these different places. s Do the “Classroom” part of the exercise in class and set the other categories for homework.

Lesson 5 Objectives s To compare routines and cultures in different countries. s Curricular link: Social science. +EYLANGUAGE Countries: the USA, Britain. Expressions: a.m., p.m., the same as, different from. Grammar: What time do … in … ? some, many Vocabulary: routine, Britain, the USA. -ATERIALS Class CD, Pupil’s Book, Activity Book, photocopies of the routine cut-outs on page 93 of the Activity Book, coloured pencils, pencils, sheets of paper, map of the world. #OMPETENCIES s Linguistic Competencies To ask and answer simple questions correctly and coherently. To extract specific information from a written text. s Social and Citizenship To show a respectful and tolerant attitude towards other people’s cultures and routines. s Autonomous learning competencies To develop reading and listening skills.

Comet 3 Pupil’s Book

Presentation Warm-up s Tell pupils to turn to and cut out the cards My Routines on page 93 of Activity Book 3 and mix them up. Do a picture dictation where pupils draw clocks in the circle on each card. Say a time for each card, for example: I get up at 6 o’clock. I have breakfast at half past six. etc. s Ask pupils to compare with a partner. Check answers by asking pupils to read back the time and phrase. s Tell the class to mix up (shuffle) their cards again to play “Snap”. They say: one, two three, go and put down a card simultaneously. If the two cards are the same, the first pupil to say the correct phrase wins those two cards. s Tell the class to keep the cards in their notebooks.

s Write on the board: What time do children start school? Elicit the answer and write it on the board: Children start school at 8 o’clock. Then write: What time do children start school in Britain? Explain that Britain is a country. Point to it on the map (the island of Great Britain and Northern Ireland). Say England is part of Britain. Ask: What language do they speak in England? Write options on the board for the class to answer the question: 7 o’clock / 8 o’clock / 9 o’clock. Ask the class to guess what time children start school in Britain.

A Look at the clocks and answer. s Ask pupils to turn to page 13 of Pupil’s Book 3 and display the On-line Digital Book if available. Tell them to look at the clocks. Point out am and pm. Explain that am means in the morning and pm means afternoon and night. Ask: Now, is it am or pm? When you go to bed is it am or pm? s Ask the class to read the first question and guess the answer.

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s Tell the class to work in pairs to match the remaining questions and times. Compare answers with the whole class. Tell the pupils that they will now read to check their answers.

B Read and check your answers. s Ask the class to look at the title: Around the world at different times. Explain the word around. For example: all over, in different places/countries. Ask them to quickly say which two countries the sentences are about. (Britain and the USA). Tell the class to read to check their answers in the previous exercise.

Activity Book 10 Read and draw the times for Britain. s Ask pupils to open Activity Book 3 at page 12. Ask them to read the text and complete the clocks for Britain. s Pupils complete the clocks for their own country and then compare with a partner. s Compare answers with the class.

Answers: 1. 9 o’clock, 2. 1 o’clock, 3. 6 o’clock, 4. 8 o’clock.

sWhat about you? Write your schedule.

s Point out the words some and many in the sentences. Demonstrate the meaning by indicating a small group of pupils in the class and saying: some pupils, then a large group and saying: many pupils.

Pupils write about their own schedule. When they are finished, pupils compare their schedules.

Wrap-up s Tell the class to read the question at the bottom of the page. Ask for examples of differences and list them in note form on the board. For example: Here, children start school at half past eight. etc. s Ask the class to find more differences between routines in Britain, the USA and their country. Add any useful language on the board as it comes up.

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Lesson 6 Objectives s To practise and consolidate target phrases from this unit in a chant. s To identify different parts of a sentence. s To write a verse of a chant. s Curricular link: Artistic education. +EYLANGUAGE Days of the week, start of a sentence, names. -ATERIALS Class CD, Pupil’s Book, Activity Book. #OMPETENCIES s Autonomous learning competencies To develop reading and listening skills. To use the recreational aspect of language learning to consolidate vocabulary, pronunciation, intonation and rhythm. s Linguistic Competencies To identify lexical sets and parts of a sentence.

Warm-up -YSTERYQUESTIONGAME s Review the alphabet by asking pupils to say a letter each, going round the class. Repeat this until the class can do it quickly. Write any problematic letters on the board to practise further.

Comet 3 Pupil’s Book

s Play the Mystery question game. Draw lines on the board to represent missing letters in the question: W _ _ _ t _ _ _ _ _ _ t? Tell the pupils to put up their hands to guess a letter. List incorrect letters on the board and write the correct letters in place until the question is complete.

We … the bus (Picture of stick figure getting on a bus.) At half … one! (Picture of a clock face showing 1:30.)

Answer: What time is it?

A Listen and chant.

Presentation

s Play CD 1.21 and instruct the class to listen and follow. Play the recording again and ask them to chant in time. Focus on any pronunciation issues that arise, then repeat the chant.

s Books closed. Write the following gapped chant on the board. One by one, add the simple drawings as prompts for the missing words. What … is it? (Picture of a clock face with a question mark on it.)

s Tell the class to work in pairs to guess the missing words. Then ask pupils to open Pupil’s Book 3 at page 14 and display the On-line Digital Book if available, to compare their guesses with the chant in the book.

CD 1.21: What time is it? Listen and chant. What time is it? Look at the sun! It’s half past one!

It’s late! Run! We catch the bus, At half past one!

Look at the … (Picture of the sun.) It’s … past one! (Picture of a clock showing 1:30.) It’s late! Run! (Picture of stick figure running.)

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B Do the writing workshop.

Activity Book

s Work with the class to match the first example. Tell pupils to match the other examples and then compare with a partner.

12 Write the sentences correctly.

s Check answers by asking different pupils to read out the second part of each sentence. Then ask the class for two or three more examples for each category. List their examples on the board.

Wrap-up s Ask the class to work in pairs, to look at the picture and name as many things as they can. Make a class list of words on the board. List the words on the board: tree, sun, sky, cloud, rabbit, a man, girl, cup of tea, teapot, flowers, table, hat, scarf, jacket, shirt, T-shirt, trousers.) s Rub the words off the board. Divide the class into two teams. Number the children in each team in the same way. Call out the pupils saying, for example, Number ten, spell “rabbit”. Number ten from each group runs to the board and writes the word. The first pupil to write the word out correctly scores a point for his/her team. Continue in this way until you have reviewed all the words above.

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s Ask pupils to open Activity Book 3 at page 13. Point out the tip from Comet Kushida about using capital letters. Tell pupils to work alone and then compare with a partner. Ask two volunteers to write the sentences on the board.

13 Circle six words. s Start off the activity by asking the class what the first word is. Pupils work in pairs to circle each of the words. Check answers with the class.

14 Write and draw. s Do the first example on the board, making it true for you. Set the activity for homework.

Lesson 7 Objectives s To say and write a short description of a day. s To use linking words to add detail to a description. s To revise the unit vocabulary. s To complete self-evaluation activities. +EYLANGUAGE Linking or adding information with: Then, Finally, with, and. Grammar: can and can’t. -ATERIALS Class CD, Pupil’s Book, Activity Book, card or strips of paper with sentences written on them, Sticky tape. #OMPETENCIES s Autonomy and Personal Initiative To develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self-criticism. To evaluate his/her own progress in the language learning process, identify mistakes and correct them. s Linguistic Competencies To select content and create a simple text in English. s Social and Citizenship To respect the physical and intellectual differences amongst classmates and help others with learning difficulties.

Warm-up -YSTERYPICTUREGAME s Play the Mystery picture game. Line by line, do drawings on the board and have the class guess what each picture is. Encourage the class to use the question: Is it a … ? It doesn’t matter if the drawings are very simple! Draw the following: a clock, breakfast, a watch, the country, a bus, a park, a city. You can give the class extra clues by drawing lines to represent the letters of each word.

Comet 3 Pupil’s Book

large enough for the whole class to be able to read them. Stick them on the board in this jumbled order. a) At 5 pm I go to the cinema. b) At 10 am, I go to the country. c) At 10 pm I go to bed and read a book. d) At 2 pm, I have lunch. e) I have breakfast at 9 am. f) It’s Saturday and I get up at 8.00 am.

s Tell the class to work in pairs to put the sentences in order to make a story. Ask volunteers to come to the board to put the sentences in order. !NSWERS f e b d a c

s Help the class read the story aloud.

Presentation

A Tell the story. Say and write.

s Write A story on the board. Have ready the following sentences written on strips of paper,

s Ask pupils to turn to page 15 of Pupil’s Book 3 and display the On-line Digital Book if available. Show them how the pictures tell

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a similar story to the one on the board. Ask them to find differences. (have lunch at 2 pm, go to cinema with friends, go to bed at 10 pm)

s Use the pictures as prompts. Point and ask different pupils to say a sentence from the story. Encourage pupils to help each other and refer to the board to say complete sentences. Tell the class to work in pairs to continue to practise, one pupil pointing and the other telling the story.

B Describe your progress. s As this is the first time pupils have seen this self-evaluation chart, work through it together with the whole class. Ask questions: Can you spell new words? Which new words? Spell one for me. (Draw a clock on the board.) What time is it? etc. Tell the class to circle the can or can’t for each item. Tell students who circle can’t that you will give them extra practice so that later they can circle can.

Wrap-up s Round the class, ask students to read a line each of their new story. Then, rub out the words they chose. Ask them to read out the story again, remembering the missing words.

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Activity Book 15 Write and complete with stickers. s Asks pupils to open Activity Book 3 at page 14. Explain how they will see this dictionary page at the end of each unit in the Activity Book. First, ask the class to write the missing letters to complete the words. Then, put on the missing stickers which they will find on ages 97 – 103 and write the words. When they have finished, ask pupils to compare with a partner.

16 Read the clues and complete the crossword. s Asks pupils to open Activity Book 3 at page 15. Do one or two examples with the class. Instruct pupils to work in pairs to complete the crossword. Check answers with the class. Tell the class to write the answers to the eight clues in their notebooks. s Encourage pupils to compare their answers and then check them with the class. Tell the class to write in their score for the previous exercise.

2 Lesson

Family chores Objectives

Key language

Competencies

sTo identify and name different members of a family sTo name household chores sTo choose the correct answers to complete statements sTo answer simple questions correctly and coherently

sNouns: Interview, Hotel, Chores, Guests, Shopping, Grandparents sVerbs/gerunds: do, make, does, interview, greet, do the shopping, make, help sPresent tense: 3rd person singular and plural. The children help. Father makes ... Mother does ...

sLinguistic Competencies sSocial and Citizenship sAutonomy and Personal Initiative

sTo sing and memorize a song sTo identify the odd one out and reason their answers sTo name their own family chores

sPresent tense: 3rd person plural sAdjectives: Busy, odd (odd one out) sNouns: Mum, Dad, The children help, The parents do the shopping

sAutonomous learning competencies sInformation and Digital Competencies sSocial and Citizenship

3

sTo express positive and negative statements correctly sTo extract specific information from a CD recording and answer correctly sTo talk about one’s own family

sPositive and negative statements with do, don´t sTalking about family chores

sKnowledge and Interaction with the Physical World sLinguistic Competencies sSocial and Citizenship

4

sTo listen and learn a jingle sTo extract specific information from a CD recording and complete a chart sTo talk about one’s own family sCurricular link: Social science

sVerb phrases: Make breakfast, Make the bed, Make lunch, Make dessert Help with pets

sKnowledge and Interaction with the Physical World sLinguistic Competencies sLearning How to Learn

5

sTo identify and tell the time when it is sTelling the time: o’clock, half past, o’clock and half past minutes sTo calculate how long it takes to sVerb phrases: Make breakfast, do things Make the bed, Make lunch, Do the sTo say when people do things shopping, Work in the garden sCurricular link: Maths

sMathematical Competencies sKnowledge and Interaction with the Physical World sLinguistic Competencies

sTo practise forming, asking and answering simple questions sTo use the language in a chant sTo build confidence and fluency sCurricular link: Artistic education

sWh-questions in present continuous: Where are they sitting? What are they talking about? What are they doing? sSimple sentences in present continuous: They´re in the... They´re eating/talking/laughing

sLearning How to Learn sSocial and Citizenship sLinguistic Competencies

sTo practise asking and answering simple questions sTo use the language from the unit in a meaningful context sTo practise writing sentences in the simple present tense

sQuestions in present simple: Where do you live? Who lives there with you? What chores do you do? sAnswers to questions: I live in a..., I make my bed and I help with my dog/make my breakfast/help with the shopping/take out the rubbish/work in the garden

sLearning How to Learn sAutonomy and Personal Initiative sSocial and Citizenship sKnowledge and Interaction with the Physical World sLinguistic Competencies

1

2

6

7

Unit 2

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2

Family chores

Lesson 1 Objectives: s To identify and name different members of a family. s To name household chores. s To choose the correct answers to complete statements. s To answer simple questions correctly and coherently. +EY,ANGUAGE Nouns: Hotel, Guests, Chores, Make, Shopping, Grandparents. Verbs/gerunds: do, does, interview, greet, do the shopping, make, help. Present tense – 3rd person singular and plural The children help Father makes ... Mother does ... -ATERIALS Pupil’s Book, Activity Book, Class CD, Digital Book, A4 paper, pencils, coloured pencils. #OMPETENCIES s , INGUISTIC#OMPETENCIES To identify and use the vocabulary related to household chores correctly and coherently. To describe what people are doing correctly. s 3 OCIALAND#ITIZENSHIP To show a respectful and tolerant attitude towards other people’s customs and lifestyle. s ! UTONOMYAND0ERSONAL)NITIATIVE To develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self criticism.

Comet 3 Pupil’s Book

chore. Some children will guess that chore means job or work at home. Write this definition on the board, to ensure that all have a clear understanding.

s Follow up by asking some of the children to say what their chores are at home. Emphasize the importance of helping to keep their own room and belongings clean and tidy and helping their parents as much as possible.

Presentation s Write A Family Hotel on the board.

Warm-up s Write Family Chores on the board. Say: Watch me and guess what chores means. I’m doing my chores. Then mime: cooking, sweeping the floor, hanging out the washing, making the beds, etc. When they think they know the answer, they should put up their hands. Instead of the pupils giving a definition, ask them to mime another

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s Tell the class they are going to listen to an interview. Display pages 16 and 17 in Pupil’s Book 3 and in the Digital Book, if available. Tell the class that the girl asking the questions is called Ann. Ask them to point to the picture of Ann. s Point to the title of the interview on the board: A family hotel. Check understanding of hotel. Ask who has stayed in a hotel – where, when, etc. Ask what you call people who stay in a hotel – guests. Focus pupils’ attention on the pictures and ask pupils to discuss what they can see in each picture with their partner.

Who can we see in picture 2? What do they do at the hotel? Who is in picture 3? What does she do at the hotel? Who can we see in picture 4? Does he make the beds? Who is in picture 5? What do they do at the hotel? The second time the pupils listen, they should listen and read at the same time, following the dialogue with their fingers.

s Put pupils in groups of three and have them read the dialogue, taking the roles of Ann, Carol and Bobby, then changing. All groups do this simultaneously. One or two groups can be asked to read aloud to the class. CD 1.22 Version 1: Listen and read. Ann: Our guests today are two children, Bobby and Carol. They live in a hotel! Ann: Who do you live with? Carol: Grandpa, Grandma, Mum and Dad. Bobby: Our grandparents and our parents. Ann: Who greets the guests? Carol: My grandparents. Ann: What do your parents do? Bobby: My mother does the shopping. Carol: And my father makes lunch! Ann: Do you make lunch, too? Bobby: No, we don’t make lunch. We help with the animals. Ann: That’s good. Thank you. Comet 3 Pupil’s Book

s Feedback – ask pupils what they think is in each picture, covering the essential vocabulary – hotel, greet, guests, family, grandparents, parents, shopping, lunch, animals. What can we see in picture one? or Which picture shows animals? Who is in picture 3? What is she doing? Focus pupils’ attention on the Predict section at the top of the page and ask them to select a, b or c. Ask them which they selected and why.

A Listen and Read. s The first time pupils listen to the recording, they will only look at the pictures. Display the pictures in the Digital Book if available, changing the picture to coincide with the dialogue; or ask students to listen carefully and point to the picture that the children are talking about.

CD 1.23 Version 2: Listen. Ann: Our guests today are two children, Bobby and Carol. They live in a hotel! Hello Carol, hello Bobby. Carol and Bobby: Hello, Ann! Ann: Who do you live with? Carol: Grandpa, Grandma, Mum and Dad. Bobby: Our grandparents and our parents. Ann: Who greets the guests? Carol: My grandparents. They get up really early. Ann: What do your parents do? Bobby: My mother does the shopping. Carol: And my father makes lunch. Bobby: And dinner! Ann: Do you make lunch, too? Bobby: No we don’t make lunch, but we help with the animals. Ann: That’s good. What kind of animals? Bobby: Horses! We’ve got three! Ann: Oh, that’s nice. Thank you.

After listening once, ask the class questions about the pictures: Who can you see in picture one? Where do they live?

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B Talk about the photos. s Focus pupils’ attention on exercise B on page 17. Write sentence 1 on the board or use the Digital Book, if available. Ask: Who are Bobby and Carol? and elicit the answer from the class. Cover parents with your hand. Ask one student to read the sentence aloud: Bobby and Carol are children. s Ask pupils to do questions 2 to 4 individually and write the correct sentence in their notebooks. s Select pupils to read aloud their answers to 2 to 4. Ask the rest of the class for confirmation of correct answers. Allow them to correct them if necessary.

Wrap-up $RAMATISINGWITHMIME s Invite volunteers to come to the front of the class and act out the roles of the different people in the story. The other pupils guess who they are. Ask them to explain their answers: Why do you think he is the father? Because he is cooking.

Activity Book 1 Look and read. Circle True or False. 2 Read and circle the correct option. 3 Match the sentences in exercise 2 to the pictures. s Before asking the children to do activities 1 – 3 on page 16, go through them orally with the whole class to ensure they understand what they have to do. Do the first sentence in each one together as an example. Ask them to think carefully about what they know about the family before giving their answers.

4 Listen and repeat. Then circle and write. s Draw a quick picture of an elephant on the board and ask what it is. Drill the pronunciation of elephant. Ask what sound it begins with. s Write: Lettuce for the ten elephant guests on the board. Check understanding of lettuce (translate, or show a picture) and guests. Ask pupils to read it to themselves and count how many times they hear the sound /e/. Have them write it down. Play the first sentence of CD 1.24, where Kushida says the sentence. Ask pupils to compare the number of /e/ sounds they hear now. Ask them if it was the same. (4) Ask pupils to practise saying the sentence with a partner. Now ask them to look at the words in the box at the bottom of page 16. Ask them to read them to themselves, then to listen and repeat as you play the first part of the recording.

s Write “elephant words” on the board and explain that Kushida will ask them to circle the elephant words. Explain that “elephant words” are words that have the sound /e/ in them. CD 1.24: Listen and repeat. Then circle and write. Kushida: Lettuce for the ten elephant guests! Help. Help. Head. Head Fly. Fly. Five. Five. Hotel. Hotel. Bed. Bed. Kushida: Now listen to me and circle the “elephant” words. Woman: Is this an “elephant” word? Listen and say “Elephant” or “No”. Woman: Help. Kushida: Elephant. Woman: Fly. Kushida: No. Woman: Hotel. Kushida: Elephant. Woman: Head.

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Kushida: Elephant. Woman: Five. Kushida: No. Woman: Bed. Kushida: Elephant. Woman: Well done! Kushida: Now write!

Lesson 2 Objectives s To sing and memorize a song. s To identify the odd one out and reason their answers. s To name their own family chores. +EY,ANGUAGE Present tense – 3rd person plural. Adjectives: Busy, odd (odd one out). Nouns: Mum, Dad, The children help. The parents do the shopping. -ATERIALS Pupil’s Book, Activity Book, Class CD, Digital Book, A4 paper, pencils, coloured pencils, pictures of children from different cultures, as suggested in extension activity for this lesson. #OMPETENCIES s !UTONOMOUSLEARNINGCOMPETENCIES To develop reading and listening skills. s )NFORMATIONAND$IGITAL#OMPETENCIES To extract specific information from a written or oral text by observing the information depicted in the illustrations or on a DVD. s 3OCIALAND#ITIZENSHIP To appreciate the importance of sharing household chores. To show a respectful and tolerant attitude towards family and friends.

Warm-up 'AME,ISTENANDRUN s Write the following sounds on the board, spread out, but within pupils’ reach. As you write each sound, ask pupils how to pronounce it. Ask if they can think of a word that begins with that sound. If they cannot, you say a word and they have to identify which sound it begins with: th, f, d, b, ch Put the pupils into teams and give each team a name, or let them choose one. Explain that you will say a word and one person from each team must run to the board and touch the sound at the beginning of the word you say.

Comet 3 Pupil’s Book

Presentation s Review the members of the family presented in lesson 1 and add new members: son, daughter, sister, brother, cousin, aunt and uncle. Draw a family tree on the board. Start with the grandparents (both mother and father’s parents) at the top until you get down to Carol and Bobby. Ask the children to help you add aunts, uncles and cousins and invent their names. Encourage them to use names they know in English. Leave the family tree on the board. Give out sheets of paper and ask the children to draw their own family tree. Play the unit songs while they work. Tell the children at some point that almost nobody calls their parents Mother and Father – it´s usually Mummy and Daddy when we are little and Mum and Dad when we are older.

A Listen and sing. s Write the title of the song on the board: A busy family. Point to busy and say: busy. Say: Look at me. I´m busy, and then mime doing lots of work: washing, cooking, making beds, sweeping the floor, etc.

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Ask: Why am I busy? Because I have a lot of . Encourage children to say chores or work. Drill the pronunciation of busy.

s Tell pupils to listen to the song carefully. Ask them to listen out for which family members and which chores are mentioned. s Instruct the children to look at page 18 in their books and see if they can see any more family members or chores in the song. s Play the song again. This time, encourage them to sing along if they can. s Play the song a third time. Divide the class into three groups. One group sings along to each verse. CD 1.25: Listen and sing. Mother, father, busy parents, do the shopping, make my lunch.

Mum, dad, children, grandma, grandpa. They do chores for their family.

Grandma, grandpa, the grandparents, help the children with their chores.

B Point and name the odd photo. s Hold up three flashcards: a mother, a father and a dog. Ask: Which is the odd one out? Have pupils explain why. Encourage them to use the phrase: The dog is the odd one out because it is an animal/ it isn´t a person. s Hold up three more flashcards: parents, grandparents, a house. Ask which is the odd one out and why. s Ask pupils to look at exercise B on page 18 of their books. Instruct them to look at the two sets of pictures and decide which is the odd one out in each set. s Next, ask them to tell a partner and to explain why. Finally, check in open class which is the odd one out and why. Encourage them to say: Pictures one and three are people. Picture two is a cat. The cat is the odd one out.

Activity Book 5 Listen and complete the sentences. s Ask the children to open their Activity Books at page 17, Activity 5. Point out the words in the word box. Explain that they are going to listen to the unit song from Lesson 2 and they have to complete each verse with a word from the box. Instruct them to read carefully and guess or try to remember which word goes in each space. Ask them to write in pencil. Then play the song and give them time to check/change their answers. Ask them to check their answers a final time while you play the song again. s Invite volunteers to read out the two verses for the rest of the class to check their answers. CD 1.26: Listen and complete the sentences. Mother, father, busy parents, do the shopping, make my lunch.

Grandma, grandpa, the grandparents, help the children with their chores.

6 What about you? s Read out the the first question and elicit answers from the class. At first, allow them to answer naturally, for example: My father. Then write My father on the board and encourage them to complete the sentence: My father does the shopping. Instruct the children to read b and c in silence and write about themselves. Ask for some of the children to read their answers out to the class.

Wrap-up 'UESSWHOTHEYARE s This activity can be done orally or as a written activity. Write the following sentences on the board. Ask the children to copy them on a piece of paper, write their answers and then check them as a class. Focus on the pronunciation of the possessive´s.  He is my father’s father. (My Grandpa.)  She is my mother’s mother. (My Grandma.)

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 He is my father’s brother. (My uncle.)  She is my mother’s sister. (My aunt.)  She is my mother and father’s daughter. (My sister.)  He is my uncle and aunt’s son. (My cousin.)  He is my mother and father’s son. (My brother.)

Lesson 3 Objectives s To express positive and negative statements correctly and coherently. s To extract specific information from a CD recording and answer correctly. s To talk about one’s own family. +EY,ANGUAGE Positive and negative statements with do, don´t Talking about family chores. -ATERIALSNEEDED Pupil’s Book and Activity Book, Class CD, A4 paper, pencils, coloured pencils, large sheets of poster paper. #OMPETENCIES s +NOWLEDGEAND)NTERACTIONWITHTHE 0HYSICAL7ORLD To appreciate the importance of sharing household chores and take an active part in helping to keep the home environment clean and tidy. To treat pets kindly and keep them clean and well fed. s ,INGUISTIC#OMPETENCIES To identify and use the vocabulary related to household chores correctly and coherently. To describe what people do or don’t do correctly. s 3OCIALAND#ITIZENSHIP To use games and classroom activities as a means to promoting good relationships, integration and respect.

Warm-up 0LAYPICTUREGUESSINGGAME s Write the words for some of the chores discussed in Lesson 2 on cards. Invite one pupil to come to the front of the class. Ask him/her to look at the card and draw a picture of that chore on the board. The rest of the class has to guess what the chore is. When they have guessed correctly, write the word up on the left-hand side of the board. Words for cards: shopping, cooking, help with animals, look after little brother, lay the table, make the bed, sweep/mop the floor, iron clothes, take rubbish to the bin, etc.

Comet 3 Pupil’s Book

s Ask pupils what animals they have at home and write their answers on the board: cats, dogs, birds, tortoise, hamsters, etc. Ask them if they know the word for the animals we have at home: pets. Ask the children who looks after their pets and what they do to look after them. Stress the importance of looking after animals by treating them kindly and keeping them clean and well fed.

Presentation s Ask pupils to look at the pictures at the top of page 19. Show pictures in the Digital Book, if available, without text. Ask: Who helps with the pets? The children. Do the parents help with the pets? No. Ask pupils how they know this. Because there is a cross on the picture. Read the text under the pictures together to check if they were right. Instruct pupils to close their books. Write on the board: The parents The children

. .

Elicit the end of the two sentences from the class. Drill the sentences a few times.

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A Listen and say Yes or No. s Look at picture 1 together and ask Who makes lunch in this family? to elicit the answer The parents. Ask Do the grandparents make the lunch? Elicit the two complete sentences from the class and write them on the board: The parents make the lunch The grandparents don´t make the lunch. Ask pupils to discuss the pictures 2 and 3 with a partner. Ask them to try to say sentences.

s When pupils have discussed all the pictures, tell them that they will now listen to someone describe the pictures and they must say yes or no. Play the recording and ask pupils to say yes or no. CD 1.27: Listen and say Yes or No. Look at photo 1. The grandparents make lunch. No. The grandparents don’t make lunch. The parents make lunch. Look at photo 2. The children do the shopping. No. The children don’t do the shopping. The mother does the shopping.

Activity Book 7 Look and complete the sentences. s Ask the children to open their Activity Books at page 18. Ask them to look at the page for one minute and then close the books. Ask what they remember from the page. Show the class the two pictures from the top of page 18, or in the Digital Book if available, and elicit the sentences from them. Write them up on the board. Ask children who else they remember from the page and write The grandparents on the board. Under this, write guests/with/the/ help, as in 7a, page 18. Ask pupils if they can make a sentence. Give them time to think. Elicit the correct sentence from the children and write it on the board: The grandparents help with the guests.

Look at photo 3. The children help with the car. Yes. The children help with the car.

Now do the same for sentence b: They don´t make lunch.

B Talk about your family.

Ask children to open their books at page 18 and to do Activity 7.

s Start by dividing the class into two teams. Draw a line down the middle of the board and ask each team to write down as many chores as they can think of. You may choose to have a secretary for each team to stop this getting too chaotic. When the lists are complete, compare them and see how many different chores you have. Leave the lists on the board.

s Look at the pictures on page 19, Activity A again. Ask questions about the pictures to elicit Yes or No answers. Say for example: Do the parents make lunch? (Yes) Do the grandparents make lunch? (No) Continue in the same way with pictures 2 and 3. Now divide the pupils into pairs. Ask them to talk about who does each chore in their family. Name partners A and B. To demonstrate, ask an A and a B to stand up and say, for example: A: My parents help with my pets. B: My parents don’t help with my pets. If necessary, invite another pair to demonstrate, before allowing pupils to work together in pairs.

s L isten and number the photos. When they finish, check answers, then listen and number the photos. CD 1.28: Listen and number the photos. 1 Carol: Shhh, we’re coming. Bobby: Here’s your food, Neddy. 2 Grandma: Hello, good morning. Guest 1: Good morning! Grandpa: Are these your bags? Guest 2: Yes. Thank you very much. 3 Mum: Where’s the bread? Dad: It’s here, look. Mum: Ah good! Thanks.

Wrap–up s Review the chores the children have learnt so far; make lunch/ breakfast, greet guests, help the animals, do the shopping, dust the furniture, sweep the floor, mop the floor, iron clothes, lay the table, take rubbish to the rubbish bin, etc. Name the actions one at a time. Instruct the class to mime the action you name. Say for example,

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We sweep the floor. Continue in the same way until they have mimed all the chores. Repeat three times. If you have time, invite a volunteer to play the role of the teacher and give the commands one by one.

Lesson 4 Objectives s To listen and learn a jingle. s To extract specific information from a CD recording and complete a chart. s To talk about one’s own family. s Curricular link: Social science. +EY,ANGUAGE Verb phrases: Make breakfast, Make the bed, Make lunch, Make dessert, Help with pets. -ATERIALSNEEDED Pupil’s Book and Activity Book, Class CD, A4 paper, pencils, coloured pencils, poster paper. #OMPETENCIES s +NOWLEDGEAND)NTERACTIONWITHTHE 0HYSICAL7ORLD To appreciate the importance of sharing household chores and take an active part in helping to keep the home environment clean and tidy. s ,INGUISTIC#OMPETENCIES To identify and use the vocabulary related to household chores correctly and coherently. s ,EARNING(OWTO,EARN To identify one’s own possibilities and shortcomings in communicating in the English language and develop autonomous strategies to improve them.

Warm-up s Tell pupils they are going to listen to a new Kushida´s jingle. Tell them that it is called Busy, busy me. Check understanding of busy. Mime sitting down and watching television, with the remote control in hand. Ask: Am I busy? Then mime sweeping the floor, mopping the floor, doing the ironing, as fast as possible. Ask: Am I busy?. To check further, ask the class: When are you busy? Then ask them why they are busy at that time. Before playing the jingle, ask pupils to listen and find one reason why Kushida is busy. CD 1.29 Busy, busy me! I make my bed, I do the shopping I help with the rabbits and the cats

Then I water my garden, I never, never stop. Busy, busy me!

Comet 3 Pupil’s Book

s Listen through without stopping. Check whether the class has heard any reasons. Tell pupils you will play the song again. Ask them to count how many chores Kushida has. After listening, have pupils compare answers with a partner. Write up some of the chores on the board.

Presentation 0RESENTINGASURVEY s Ask the class to turn to page 20. Ask them the title of the interview. Ask what the first question is – Who makes breakfast? Hold up a token and ask pupils: If the answer is “the boys”, where do I put the token? Have them indicate the first space. Then ask, If the answer is “the girls”, where do I put the token? Encourage them to indicate the second space. Ask: If the parents make breakfast, where do I put the token? Distribute tokens. (10 per pupil) Ask them to guess who will do the different chores and put their tokens on the spaces they think are correct.

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A Listen and put a token on the correct answer. s When the pupils have put their tokens on the page, play the recording once through without stopping, ask them to check their answers, and move their tokens if they need to. After listening once, ask pupils to compare their answers with a partner. Tell them to listen again to check and this time, play the track again, stopping after each answer. CD 1.30: Listen and put a token on the correct answer. Who makes breakfast? The parents.

Who helps with the pets? The boys, the girls and the parents.

Who makes the beds? The boys, the girls and the parents.

Who makes dessert? The boys and the girls.

Who makes lunch? The parents.

B Make a chart: Who helps at home? s Draw a five column chart on the board. Write name as the heading of the first column. Ask pupils to tell you some of the chores they do and fill them in as headings. s Now model the beginning of an interview. Choose a stronger pupil and write his or her name in the name column. Then elicit the questions you will need to ask from rest of the class. Point to make the bed, and ask: What do I ask Pablo? to elicit Who makes the bed? Ask the pupil whose name is in the first column Who makes the beds in your house? and write the answer in the appropriate space.

s Give each pupil an A4 paper and ask them to copy the table onto the sheet. Ask pupils to stand up and mingle, asking at least three other pupils about who helps at home. Finally, have pupils return to seats and ask a few questions: Leo, who did you interview? And does Mar make breakfast? Note: Because the children have not yet been presented with does/doesn´t, they should only be expected to give yes/no answers to these questions.

Wrap-up s Draw a table of results with the headings myself, My mother, My father, nobody. Write the chores down the left-hand side. Read the title for each column and ask pupils to show hands for the right answer. Write the total number in each column.

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Activity Book 8 Listen and tick. s Ask the children to open their Activity Books at page 19, activity 8. Draw the children’s attention to the photographs and read the statements below. Explain that the first time they listen, you just want them to answer this question: Who helps in this family? Play the recording once and check the answer – that they all help. Ask children briefly if they heard any of the chores people do. Explain that they will listen again and they have to tick the chores that the children, grandparents and parents do. Instruct the children to listen carefully and play the recording twice more, pausing between times for them to check/correct their answers. Check answers in class CD 1.31: Listen and tick. In this family, the children help with the chores. In the morning, they make the beds. Then they feed the dog. And they feed the fish too. They don’t make lunch and dinner. Their parents make lunch and dinner. Their mother does the shopping and their father helps! The grandparents do chores too. They make breakfast. In the afternoon, Grandpa works in the garden and Grandma helps him. What a busy family.

9 Look at the chart and write what they do. s Tell pupils to look at the charts and complete the sentences.

10 Look at the chart and write what they don’t do. s In activities 9 and 10 the children have to complete each sentence with information from the chart.

Lesson 5 Objectives s To identify and tell the time when it is o’clock and half past. s To calculate how long it takes to do things. s To say when people do things. s Curricular link: Maths. +EY,ANGUAGE Telling the time: o’clock, half past, minutes Verb phrases: Make breakfast, Make the bed, Make lunch, Do the shopping, Work in the garden. -ATERIALSNEEDED Pupil’s Book and Activity Book, Class CD, a large cardboard or real clock, A4 paper, pencils, coloured pencils, poster paper. #OMPETENCIES s -ATHEMATICAL#OMPETENCIES To say what time it is with o’clock and half past. To calculate how long it takes to do things. s +NOWLEDGEAND)NTERACTIONWITHTHE 0HYSICAL7ORLD To appreciate the importance of sharing household chores and take an active part in helping to keep the home environment clean and tidy. s ,INGUISTIC#OMPETENCIES To identify and use the vocabulary related to household chores correctly and coherently.

Warm-up 2EVIEWHOWTOTELLTHETIMEWITHOCLOCK ANDHALFPAST s Prepare a big cardboard clock beforehand, use a real one or the cut-out clock the children made in Unit 2. Begin with 1 o’clock. Ask what time it is. If children cannot reply, say It is one o’clock and have them repeat it. Move the hands to 2 o’clock and ask the children to say what time it is. Continue in the same way until 12 o’clock. As the children already know that there are sixty minutes in an hour, move your finger around the clock face and say: How many minutes are there in an hour? Put the hands of the clock on half past one. Ask: What time is it? Move the hands to half past two and

Comet 3 Pupil’s Book

ask the children to say what time it is. Continue in the same way until half past 12.

Presentation s Show the class enlarged pictures from page 21 arranged randomly on the class board or in the Digital book, if available. Ask what is happening in each one: What is he doing? What is she doing? Write underneath each picture: Make breakfast Make the beds Do the shopping

Work in the garden Make lunch

A Read and calculate the time. Then answer. s Ask pupils to guess the order of the pictures and write the chores in the correct order in a column in their notebooks. s Invite volunteers to say what they think the order is. Then ask pupils to read the text on page 21 quickly to check the correct order of the activities.

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s Now ask pupils to read the text again, and write the time each chore starts next to the chore in their notebooks. Do the first two together, so that all understand the process of calculating 8.00 + 30 mins means that making beds starts at 8.30. s Give pupils time to read and calculate, then ask them to compare their answers with a friend. s Finally, ask them the question at the bottom of the page: What time do they make lunch?

Wrap-up s Draw 12 clock faces with no hands on the board. Write the following times under each one: One o’clock, Half past two, Three o’clock, Half past four, Five o’clock, Half past six, Seven o’clock, Half past eight, Nine o’clock, Half past nine, Half past eleven, Twelve o’clock. Instruct the children to read the time under each clock carefully and draw the missing hands on the board. Leave the clock faces on the board for the extension activity.

Activity Book 11 Read and draw the line. s Ask the children to open their Activity Books at page 20, activity 11. Ask them what time it is on the first two clocks (Half-past twelve and One o´clock). Ask them: What happens at 12.30? (My parents make lunch.) Ask: What time do they finish? (One c´clock). Ask pupils to look at b and say what happens at one o´clock. After they have answered, ask: And what time do they finish lunch? Ask pupils to look at c and ask: What do they do after lunch? After pupils answer, ask: And what time do they start? Instruct them to draw the hands on the clock. Stronger pupils should be able to complete the activity individually. For weaker pupils, continue as above for all the clock faces.

12 Write T (True) or F (False). s Read sentence a aloud and ask true or false. It is already completed, so pupils will answer false. Ask what the correct time is. Have pupils do true or false for b-d. The sentences can be written out for homework.

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Lesson 6 Objectives s To practise forming, asking and answering simple questions. s To use the language from the unit in a chant, building confidence and fluency. s Curricular link: Artistic education. +EY,ANGUAGE Wh questions in present continuous: Where are they sitting? What are they talking about? What are they doing? Simple sentences in present continous: They´re in the... They´re eating/talking/laughing. -ATERIALSNEEDED Pupil’s Book, Activity Book, pictures of people doing different things for the presentation activity, notebooks, small strips of blank paper (2cm x 20-30 cms). #OMPETENCIES s ,EARNING(OWTO,EARN To develop the strategy of using context to assist with comprehension. To use repetition to consolidate pronunciation. s 3OCIALAND#ITIZENSHIP To appreciate that we can learn a lot about others by asking questions. s ,INGUISTIC#OMPETENCIES To repeat a simple chant correctly and coherently. To ask and answer simple questions in the present continuous.

Comet 3 Pupil’s Book

Presentation s Show class a picture of some people doing different things. Ask them some questions and have them answer based on the information in the picture. Who’s this? Where are they? What are they doing?

Warm-up

A Listen and chant. Then match.

s Write the alphabet up near the top of the board. Write A at the far left and Z at the far right. Ask the children to sing the alphabet with you. Invite one or two children to come out to try to point to the letters as the class sings.

s Explain that they are going to listen to a chant about asking questions. Play the recording twice and instruct pupils to listen carefully. Then play it again and encourage them to try to join in. Only when they have listened and said the chant should they look at their books and read it. Ask children to read the chant, listen and sing it again. Divide the class into two teams, ask one team to say Who,What, Where and the other team Ask a question and you learn.

Then have children volunteer to come out and point to letters as you say them randomly – eg. J – the child points to J. Encourage another pupil to take the role of the teacher and say the letters. Leave the letters on the board, as you will need them for part B of this lesson

After practising the chant, ask pupils to look at the first picture. Write the words: Who? What? and Where? on the board. Ask them to discuss this picture with a partner: Who are the children? Where are they? And what are they doing?

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Do feedback and share ideas.

Activity Book

Allow pairs to discuss the second and third pictures together, then do a brief feedback session. Encourage different children to take the role of the teacher and ask the who, what and where questions. CD 1.32: Listen and chant. Then match. Who? What? Where? Ask a question and you learn. Who? What? Where!

Who? What? Where? Ask a question and you learn. Who? What? Where!

B Break the Code! s Direct pupils’ attention to the alphabet at the top of the board, where you will have written a number 1 under the A, a number 10 under the J and a number 26 under Z. Ask pupils to write the alphabet in their notebooks, and number each letter from 1 – 26. When they have finished, write 8 - 5 - 12 - 12 - 15 on the board and ask them to work out what the letters say. (Hello) Ensure that all pupils are clear on how to go about this, by mingling as they work.

s When they have completed this exercise, ask them to look at B on page 22 of their Pupil’s Books and to break the code. Check they have the correct answer. (We help at home.)

Wrap-up s Write another short message on the board and have children decode it. For example: 11 13-1-11-5 13-25 2-5-4 (I make my bed)

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13 Answer the questionnaire. s Ask pupils to look at page 21 in the Activity Book, and look at activity 13. Write the word questionnaire on the board and cover the last part of the word with your hand, so the children can only see the word question. Say: A questionnaire is when you ask someone a ... and elicit the correct answer. Encourage them to interview a partner and write the partner’s answers in the book.

14 Write about your chores. s Ask pupils to do activity 14 about themselves, writing at least three things they do and three things they don´t do. Use this opportunity to emphasize the importance of helping at home – encourage the children who find it difficult to think of three chores they do at home to think of three chores they will start to do!

15 Break the code! Write the message in your notebook. s Ask pupils to write the message in their notebooks and compare their answer with a partner.

Lesson 7 Objectives s To practise asking and answering simple questions. s To use the language from the unit in a meaningful context. s To practise writing sentences in the simple present tense. +EY,ANGUAGE Questions in present simple:Where do you live? Who lives there with you? What chores do you do? Answers to questions: I live in a..., I make my bed and I help with my dog/make my breakfast/help with the shopping/take out the garbage/work in the garden. -ATERIALSNEEDED Pupil’s Book, Activity Book, notebooks, flashcards with pictures and words. (See Warm-up activity.) #OMPETENCIES s ,EARNING(OWTO,EARN To identify one’s own possibilities and shortcomings in communicating in the English language and develop autonomous strategies to improve them. s !UTONOMYAND0ERSONAL)NITIATIVE To develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self-criticism. To evaluate his/her own progress in the language learning process, identify mistakes and correct them. s 3OCIALAND#ITIZENSHIP To show a respectful and tolerant attitude towards other people’s family and home. s +NOWLEDGEAND)NTERACTIONWITH THE0HYSICAL7ORLD To appreciate the importance of sharing household chores and taking an active part in helping to keep the home environment clean and tidy. s ,INGUISTIC#OMPETENCIES To identify and use the vocabulary related to household chores correctly and coherently. To ask and answer simple questions about household chores correctly. To demonstrate awareness of how an interview works.

Comet 3 Pupil’s Book

Warm-up s Play memory with flashcards or pictures. You will need 8-10 pairs of pictures. On one of each pair is a word from the unit (eg. Mother) and on the other of each pair is a picture of that word (ie. A picture of a mother.) On the backs of the flashcards, random numbers from 1-16 (or 20, depending on many cards you have.) Stick the flashcards on the board with the numbers towards the class. Select a pupil to say two numbers and turn the cards over to see if they are a matching pair. If they are, remove them. If they are not, turn them over again and invite another pupil to try. Continue until all pairs are completed.

Presentation s Show the class the picture of the boy with a microphone and ask: What is he doing? The class may remember the word interview from Lesson 1. If they do not, remind them what it means. Drill the pronunciation with the class, focussing on stress and weak form.

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Tell pupils to listen while you do the interview. Invite a pupil to be your interviewee, or select a stronger pupil. Give all pupils a couple of minutes to read over the text and then begin the interview. Make sure you follow the script on page 23 as closely as possible. After the first interview, ask the other pupils a few checking questions, eg. Where does Antonio live? Who lives there with him?

s Do the interview a second time, but this time, ask a few follow-on questions. For example, Where do you live? I live in a flat. And where is your flat? It’s in Salamanca. After the interview, see if pupils can remember any of the follow-up questions and write them up on the board.

A Interview a friend. Say and write. s Now tell pupils they are going to interview a friend. They need to ask all the questions in the book. They may also ask the questions on the board again, if they want to. Instruct them to write the answers in their notebooks. If time permits, pupils can interview another friend, also recording the answers.

Wrap-up s Ask pupils to tell the class about the person they interviewed. You ask the questions in the third person: Where does Marta live? Who does she live with?

B Describe your progress. s Write the first sentence on the board and ask pupils to look at it: I can spell...

A five new words B eight new words

Ask one pupil to answer the question A or B. Ask: How do you know?

s Help pupils to understand that the way to answer the question is to test themselves. To know how many words they can spell, they need to write some words they have learnt in their notebooks. s Encourage pupils to speak during this section of the lesson. If they want to know whether they can talk about their family, they may like to tell a friend about their family. Do a little bit of feedback to encourage pupils to share their ideas, and also to show that this section of the lesson is important.

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Activity Book 16 Write and complete with stickers. s A sks pupils to open Activity Book 3 at page 22. Remind them that they see this dictionary page at the end of each unit in the Activity Book. First, ask the class to write the missing letters to complete the words. Then, put on the missing stickers which they will find on pages 97–103 and write the words. When they have finished, instruct pupils to compare with a partner.

17 Read and write. s Do one or two examples with the class. Ask pupils to work in pairs to complete the crossword. Check answers with the whole class. s Tell the class to write the answers to the eight questions in their notebooks. Instruct them to compare their answers with a partner and then invite volunteers to read out their answers. Tell the class to write in their score for the previous exercise.

Roundup time

1!

Units 0-1-2 Materials Pupil´s Book, Digital Book, tokens.

Warm-up s Draw one of the word spiders on the board and write people in the centre. Write child on one leg and ask the class to call out other words for people; alternatively, pupils could be invited to come out and write directly onto the spider. s Complete the word spiders in your notebook Ask pupils to open their notebooks at a new page. If the Digital Book is available, display activity A, page 24 on the board. If not, ask pupils to open their Pupil’s Books at page 24. Ask them to copy the word spider on the board into their notebook. Encourage them to add any words from the box that they have not yet included. People Answers: children, grandparents, parents, boy, girl. When they have done this, ask them to copy the other two word spiders into their books and to complete them with words from the box. Circulate while they are working, checking spelling and understanding. While pupils are working, draw two more blank word spiders on the board. Chores Answers: make breakfast, water the plants, make lunch, do the shopping, make the bed. Actions Answers: play, eat, touch,sing, live. When pupils finish, ask them to close their notebooks and Pupil’s Books. Ask them which words go in the centre of the two spiders on the board. Ask them to spell the words for you. Then ask pupils either to call out the words for the legs, or to come and write on the board themselves. If they can´t remember enough words to fill the spiders, allow them to quickly look at their Pupil’s Books to check for missing words.

Comet 3 Pupil’s Book

Optional extra activity s Prepare three large (A3 or larger) sheets, each with a word spider drawn onto it. Write one of the three words (people, chores, actions) in the middle of each spider and ask pupils to write on the legs. These can be displayed as posters around the classroom.

A Complete the word spiders in your notebook. B Listen and put a token on the correct answer. s Prepare photocopies of the pictures in exercise B, page 24 and cut them up – enough for each pair of pupils to have one picture: Tuesday 31 for one pair; Thursday 31 for another, etc. Ask each pair to look at their picture and describe it. Then ask them to show their picture to the class and help the class to understand and say what is in the picture. Ensure that you drill the important pronunciation points with the whole class.

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s Ask pupils to open their books at page 24 and to look at the pictures. Ask them to describe the pictures to themselves, silently, or speaking softly if they wish to. Give each pupil four tokens. Tell them that you are going to play a conversation about the first picture and that they must put a token on the day they hear. Ask them to remind you once again of the difference between the two pictures. Play the first part of the recording, and stop the CD. Check that pupils have got their tokens on the correct date. Now tell the class that you are going to play three more conversations about the other three set of pictures, and remind them of the instruction – to put a token on the correct picture. Play the CD to the end of this track once, then pause. Next, play the whole track again for them to check their answers. Do feedback with the whole class, inviting volunteers to describe which picture was mentioned in each recording. Finish by writing the numbers below on the board and do some drill practise with the class. Focus on stressing the first or second syllable, shown in capital letters in brackets after the numbers (NB only write the digits on the board, not the words): 30 (THIRty)

60 (SIXty)

80 (EIGHty)

40 (FORty)

13 (thirTEEN)

16 (sixTEEN)

18 (eighTEEN)

4 (fourTEEN)

CD 1.33: Listen and put a token on the correct answer. 1 Teacher: Children, please remember! We go to the park on Thursday! So you need boots. Girl: On Tuesday? Good! Teacher: No, no, Linda! We go to the park on Thursday. So bring your boots, please. 2 Girl: What time do you catch the bus in the morning? Boy: Me? Mmmm. I think it’s half-past eight. Yes, I catch it at half-past eight. What about you? Girl: Well, I… 3 Dad: Hi there! It’s time for lunch. Girl: What is it today? Dad: Pizza, salad and milk! Girl: What! No chicken? No cake? Dad: Sorry, no. No chicken and no cake! 4 Boy: Look at these tomatoes! How many are there? Guess! Girl: Mmmm, I don’t know! Ten? Twenty? Boy: No! There are thirty tomatoes in the basket! Girl: Thirteen? Boy: No, thirty.

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C Complete the chart in your notebook s Before the pupils open their books, read out the questions to them and see if they can finish them orally, guessing the ending. For example: Teacher: Do you make... Pupil: Your bed. Teacher: Good. Then write the words below on the board. Ask the pupils to try to remember the questions that you asked and to write them in their notebooks. Tell them that they can ask you for help if they get stuck. 1 ...make...bed 2 ...help...shopping 3 ...help...make...breakfast 4 ...water...plants 5 ...help.....dinner 6 ...help....dessert After they write the questions in their notebooks, ask them to look at page 25 of their Pupil’s Books and draw two columns next to the sentences, as in the book. Ask the class to write the answers for themselves in the Me column: Yes, no or sometimes. After they have answered for themselves, ask pupils to interview a friend in the class and write the answers in the My friend column.

s When they have finished, ask them to write three sentences about their friend. To help make the procedure clear, write this sentence on the board: 1 Do you make your bed? Ask one pupil this question. Then elicit the third person sentence from the class. Give them the first word, eg. Ana... to elicit the sentence Ana makes her bed. Focus on the third person s in the verb.

Comet 3 Pupil’s Book

Optional extra activity s Ask the children to write five sentences and draw what they do on Saturday and Sunday. 1 2 3 4 5

I get up at I make I have I go to Finally I

When you have done the model with the class, ask them to write three sentences about their friend. Then invite pupils to read some of their sentences aloud to the class.

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D Read the story of Alice. Say True or False s Show the class the two pictures of Alice on page 25, in the Digital Book if available; or enlarged photocopies. Ask pupils what they can remember about the story. Encourage them to call out answers. You may need to prompt them with the following questions: Who is in the story? (Alice and a rabbit) Is there a bus in the story? (Yes) Is there a bicycle in the story? (Yes) What day is it in the story? (Saturday) After pupils tell you what they can remember, ask them to look at the true/false questions on page 25. Ask them to open their notebooks and write the numbers 1-5. Instruct them to use pencil to write true or false next to each number. When they have written true or false, ask them to go back to pages 8-9 and read the story again to check their answers. Go through the questions and answers in class. Encourage them to correct the statements that are false. Answers: 1 False. They go to school on Monday, Tuesday, Wednesday, Thursday and Friday. 2 False. T is Saturday. 3 True 4 False. They have tea and cake. 5 True Finish the lesson by reading the story on pages 8-9 aloud to the class, stopping regularly to see if they can offer you the next word. This can be done once with pupils’ books open, and then again with the pupils’ books closed.

Optional extra activity s Read these sentences and guess what it is. 1 2 3 4 5

66

It tells the time. (A clock.) We can catch it to go to school. (The bus.) They are the weekend days. (Saturday and Sunday.) The rabbit and Alice have them for tea. (Tea and cake.) It is the rabbit’s special watch. (His pocket watch.)

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Tests

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Learning En

Unit 0 ...........................................................................68 Unit 1 ............................................................................69 Unit 2 ............................................................................71 Term 1 .........................................................................73 Teacher’s notes...........................................................75

Test

67

0

Test

Name:

Class:

A Listen and match.

Tom

Jack

Bill

Mary

B Match the questions to the answers. 1 How many days are there in a week?

A It’s Tuesday.

2 What’s your classroom like?

B A blue skirt and a red jumper.

3 What is she wearing?

C There are seven.

4 Has she got a guitar?

D Yes, they have.

5 What day is it today?

E It’s big and it’s got two windows.

6 Have giraffes got long necks?

F Yes, she has.

C Complete the sentences. elephant

jacket

guitar

plane

1 This animal is big and grey:

.

2 I can play this instrument really well: 3 The birds like to sit in this:

. .

4 I wear this when it isn’t hot: 5 I like to play with this toy: 68

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tree

.

Your results!

. Photocopiable © University of Dayton Publishing, 2011

1

Test

Name:

Class:

A Listen and put a tick or a cross. 1

2

4

3

5

6

B Read, circle and colour.

Colour the tall girl orange and pink.

Colour the rabbit grey and yellow.

The short boy is black and white.

The cake is brown.

The book is blue and red. Photocopiable © University of Dayton Publishing, 2011

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1

Test

Name:

Class:

C Look and write. have breakfast

drink tea

sleep

go to school

catch

have

1

2

3

4

D Complete the sentences. drink

eat

start

1 I

the bus at eight o’clock.

2 I

dinner at half past seven.

3 Some children 4 We 5 Some children

cakes for breakfast. tea in the morning. school at half past eight. Your results!

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2

Test

Name:

Class:

A Listen and number. 1

2

3

4

5

6

B Read and write T (True) or F (False). Hello! My name is Peter. I live in a hotel. In the hotel my grandparents help in the garden. My mother does the shopping in the afternoon. My parents make the breakfast. My sister and I help with the pets. My father makes dessert. 1 His grandparents help in the kitchen. 2 His mother does the shopping in the morning. 3 His parents make the breakfast. 4 He and his sister help with the lunch. 5 His father makes the beds.

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2

Test

Name:

Class:

C Put the words in the correct order. 1 My beds make the grandparents.

2 children pets The help the with.

3 grandpa garden in works the My.

4 washes child the car The.

D Write the words in the correct circle. boy

drink

grandparents water the plants do the shopping children make lunch play eat

People

Actions

C h o r es

Your results!

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1 5FSN5FTU

Name:

Class:

A Listen and number. 1

2

3

Saturday

4

5

6

28

B Read and write T (True) or F (False). Hello! My name is Alice. I live in a big house. My grandparents have breakfast with me. My mother doesn’t work on Sundays. I get up at 9 o’clock on Saturdays. I have got a cat. My grandparents also feed my cat! 1 Her grandparents have lunch with her. 2 Her mother works on Sundays. 3 She gets up at 9 o’clock on Saturdays. 4 She has got a cat. 5 Her grandparents feed her fish.

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1 5FSN5FTU

Name:

Class:

C Put the words in the correct order. 1 is day What it today?

2 make Do help you dinner?

3 time you go What do school to?

4 live you Where do?

D Write the words in the correct circle. Saturday ten o’clock Monday water the plants feed the pets Thursday make lunch half past two one o’clock

Time

DayT

C h o re T

Your results!

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Unit 0 Test

Unit 1 Test

Distribute photocopies of Unit 0 Test, page 68 of the Test booklet.

Distribute photocopies of Unit 1 Test, pages 69 and 70 of the Test booklet.

A Listen and match - 4 points

A Listen and put a tick or a cross – 6 points

1 2

1 Ask the children to take out their pencils. 2 Ask the children to look at the clocks and ask them to listen. 3 Play the CD and ask them to put a tick or a cross as they listen. Repeat each sentence twice.

Ask the children to take out their pencils. Ask the children to look at the children and ask them to listen. 3 Play the CD and ask them to write the numbers in the boxes and then match the box with the corresponding child as they listen. Repeat each sentence twice.

CD Track 2.48 CD Track 2.47 Tom: Hello, I’m Tom. I’ve got numbers twenty one, twenty six and twenty seven. Mary: Hi, I’m Mary. I’ve got numbers twenty two, twenty five and twenty eight. Bill: Hi, I’m Bill. I’ve got numbers twenty one, twenty four and twenty nine. Jack: Hello, I’m Jack. I’ve got numbers twenty three, twenty eight and thirty.

Answer key Tom: 21, 26, 27. Jack: 23, 28, 30. Mary: 22, 25, 28. Bill: 21, 24, 29.

B Match the questions to the answers – 6 points 1 Ask the children to take out their pencils. 2 Ask them to read the sentences carefully. 3 Ask them to match the questions to the answers.

Answer key 1. C. 2. E. 3. B. 4. F. 5. A. 6. D.

C Complete the sentences – 5 points 1 2 3

Ask the children to take out their pencils. Ask the children to read the sentences. Ask them to write a word from the box.

Answer key 1. elephant. 2. guitar. 3. tree. 4. jacket. 5. plane.

Marking instructions Count the number of correct answers out of ten and complete the face at the bottom of the test with a smile or a straight line.

1 2 3 4 5 6

It’s It’s It’s It’s It’s It’s

six o’clock. half past five. half past one. half past twelve. eleven o’clock. half past three.

Answer key 1. Cross. 2. Cross. 3. Tick. 4. Tick. 5. Tick. 6. Cross.

B Read, circle and colour – 5 points 1 2 3

Ask the children to take out their pencil, crayons or coloured pencils. Ask them to read the text. Ask them to circle and colour the correct one.

Answer key Blue and red book. Grey and yellow rabbit. Brown cake. Orange and pink tall girl. Short black and white boy.

C Look and write – 4 points 1 Ask the children to take out their pencils. 2 Ask the children to read the words in the box and look at the pictures. 3 Ask them to write the corresponding words under each picture.

Answer key 1. drink tea. 2. go to school. 3. have breakfast. 4. sleep.

D Complete the sentences – 5 points 1 2 3

Ask the children to take out their pencils. Ask the children to read the words in the box and sentences. Ask them to complete each sentence with the correct word.

Answer key 1. catch. 2. have. 3. eat. 4. drink. 5. start.

Marking instructions Count the number of correct answers out of twenty and complete the face at the bottom of the test with a smile or a straight line.

Teacher’s notes

75

Unit 2 Test Distribute photocopies of Unit 2 Test, pages 71 and 72 of the Test booklet.

A Listen and number – 6 points 1 Ask the children to take out their pencils. 2 Ask the children to look at the pictures. 3 Play the CD and ask them to number the pictures as they listen. Repeat each sentence twice.

CD Track 2.49 1 2 3 4 5 6

She makes the beds. She does the shopping. They wash the car. They make the lunch. He works in the garden. He helps with the pets.

Answer key 1. Picture 2. 2. Picture 3. 3. Picture 4. 4. Picture 6. 5. Picture 5. 6. Picture 1.

B Read and write T or F - 5 points 1 2 3

Ask the children to take out their pencil. Ask them to read the text and sentences carefully. Ask them to write T or F in the box.

Answer key 1. F. 2. F. 3. T. 4. F. 5. F.

C Put the words in the correct order – 4 points 1 2 3

Ask the children to take out their pencils. Ask the children to look at the words. Ask them to write the words in the correct order.

Answer key 1. My grandparents make the beds. 2. The children help with the pets. 3. My grandpa works in the garden. 4. The child washes the car.

D Write the words in the correct circle – 5 points 1 2 3

Ask the children to take out their pencils. Ask the children to read the words. Ask them to write the words in the correct circle.

Answer key People: boy, grandparents, children. Actions: drink, play, eat. Chores: water the plants, do the shopping, make lunch.

Marking instructions Count the number of correct answers out of twenty and complete the face at the bottom of the test with a smile or a straight line.

76

Teacher’s notes

Term 1 Test Distribute photocopies of 1 Term Test, pages 73 and 74 of the Test booklet.

A Listen and number - 6 points 1 2 3

Ask the children to take out their pencils. Ask the children to look at the pictures and ask them to listen. Play the CD and ask them to write the numbers as they listen. Repeat each sentence twice.

CD Track 2.56 1 2 3 4 5 6

She is going to school. It’s half past ten. This is number 28. He is feeding the dog. He’s doing the gardening. There isn’t any school today.

Answer key 1. two. 2. four. 3. six. 4. one. 5. five. 6. three.

B Read and write T (True) or F (False) – 5 points 1 Ask the children to take out their pencils. 2 Ask the children to read the text and then the sentences. 3 Ask them to write T or F.

Answer key 1. F. 2. F. 3. T. 4. T. 5. F.

C Put the words in the correct order – 4 points 1 Ask the children to take out their pencils. 2 Ask them to read the words. 3 Ask them to write the words in the correct order to make questions.

Answer key 1. What day is it today? 2. Do you help make dinner? 3. What time do you go to school? 4. Where do you live?

D Write the words in the correct circle – 5 points 1 2 3

Ask the children to take out their pencils. Ask the children to read the words. Ask them to write the words in the correct circle.

Answer key Time: ten o’clock, half past two, one o’clock. Days: Saturday, Monday, Thursday. Chores: water the plants, feed the pets, make lunch.

Marking instructions Count the number of correct answers out of twenty and complete the face at the bottom of the test with a smile or a straight line.

Teacher’s notes

77

Mixed-ability Worksheets

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and lit t n e t n o c h roug

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Learning En

Unit 0 ...........................................................................79 Unit 1 ............................................................................82 Unit 2 ...........................................................................85 Teacher’s notes...........................................................88

78

Mixed-ability

0

$POTPMJEBUJPO

Name:

A Read and label the pictures.

1 They can play the drums. 2 There is a giraffe next to the bus. 3 She can touch her toes. 4 There is a hospital. 5 She is wearing a skirt. 6 There is a box of carrots. 7 I can see some mountains. 8 Fish live in the river.

B Read and colour. The boy is wearing a blue jacket. The bus is orange. The policeman has got a red hat. There is a yellow snake. Photocopiable © University of Dayton Publishing, 2011

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79

0

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Name:

A Look at the picture and tick the things you see.

Animals

Instruments

Food

Transport

Buildings

Clothes

snake ✓

piano

asparagus

plane

school

skirt

lion

drums

lettuce

car

hospital

jacket

B Write one more item in each column from the picture. C Look at the picture and answer true (T) or false (F). 1 The girl can touch her toes. 2 The giraffe is on the bus. 3 The boxes of vegetables are the same. 4 The birds live in the river. 80

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0

&YUFOTJPO

Name:

A Look at the picture and write the things you see in the table.

Animals

Instruments

Food

Transport

Buildings

bus

hospital

Clothes

B Read and number the picture. 1 They can play the drums.

4 The snake is in the tree.

2 There is a giraffe next to the bus.

5 She is wearing a skirt.

3 She can touch her toes.

C Describe the picture. there is/are

he/she is wearing

he/she has got

he/she can

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1

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Name:

A Look and choose to complete the story. 1

2

7:30 Today is Monday. I get up at half past seven / four. 3

8:00 I have breakfast / lunch at eight o’clock. 4

8:30 I drink / catch the bus at half past eight.

9:00 I start / eat school at nine o’clock.

5

6

12:30

16:30

At half past two / twelve, I have lunch.

At half past four, it’s time for tea / school ! I drink milk / cake and drink / eat cake.

B Read, circle and colour.

Circle the short girl. Colour the watch yellow. Colour the rabbit brown. 82

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1

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Name:

A Look and complete the story. breakfast tea Monday eat start seven o’clock twelve lunch nine milk catch four 1

2

7:30 Today is at half past

8:00 seven

. I get up .

at eight

I have .

3

4

8:30

9:00

I past eight.

the bus at half

school at o’clock.

I

5

6

12:30

16:30

At half past

, I have

, it’s time for

At half past

. and

! I drink cake.

B Read, circle and colour.

Circle the short girl. Colour the watch yellow. Colour the rabbit brown. Photocopiable © University of Dayton Publishing, 2011

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1

&YUFOTJPO

Name:

A Look and write the story. 1

2

Today is Monday. I get up at half past seven.

.

3

4

. 5

. 6

.

At half past four, it’s time for I eat and I drink

! .

B Read and label.

The girl is 84

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. The girl is

.

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2

$POTPMJEBUJPO

Name:

A Look at the pictures and match the questions and answers. 1

2

4

3

5

1 Who makes breakfast?

B The parents.

2 What chore does the mother do?

b They take care of the pets.

3 Where do the grandparents help?

c The father.

4 Who does the shopping?

E In the garden.

5 What do the children do?

e She makes the bed.

B Write which chores you do.

My chores I

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2

3FJOGPSDFNFOU

Name:

A Look at the pictures and answer the questions. 1

2

3

4

5

1 Who makes breakfast? 2 What chore does the mother do? 3 Where do the grandparents help? 4 Who does the shopping? 5 What do the children do?

B Tick (3) the chores that you do.

My chores I make my bed st I help with breakfa I do the shopping pets I take care of the I make dinner C Rewrite the questions. 1 with? / live / Who / do / you 2 you / live? / do / Where 3 do? / chores / do / What / your parents 4 helps / the chores?/ Who / with 86

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2

&YUFOTJPO

Name:

A Look at the pictures and describe the actions. 1

2

3

4

1 The father makes breakfast.

4

2

5

5

3

B Write which chores you do and do not do.

My chores I

I don’t

C Rewrite the questions and then answer them. 1 with? / live / Who / do / you

3 do? / chores / do / What / your parents

2 you / live? / do / Where

4 helps / the chores?/ Who / with

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Answer key

Unit 0 Hand out photocopies of Unit 0, pages 79, 80 and 81 of the Mixed Abilities Booklet.

Consolidation

A Read and label the pictures. Ask pupils to take out their pencils. Ask pupils to look at the picture and then read the sentences. Ask pupils to label the picture with the numbers.

B Read and colour. Ask pupils to take out their coloured pencils or crayons. Ask pupils to read the sentences and then colour the picture.

Answer key Boy – blue jacket. Bus – orange. Policeman – red hat. Snake yellow.

Animals – snake, bird, giraffe, fish, monkey Instruments – drum, guitar Food – carrots, lettuces Transport – bus Buildings – police station, hospital Clothes – jacket, skirt

B Read and number the picture. Ask pupils to take out their pencils. Ask pupils to look at the picture and read the sentences. Ask pupils to label the picture with the numbers.

C Describe the picture. Ask pupils to take out their pencils. Ask pupils to look at the picture and the words in the box. Ask pupils to write sentences to describe the picture using the words in the box.

Answer key Reinforcement

Pupils’ own answers.

A Look at the picture and tick the things you see.

Unit 1

Ask pupils to take out their pencils. Ask pupils to look at the picture and then read the table. Ask pupils to tick the things they can see in the picture.

Hand out photocopies of Unit 1, pages 82, 83 and 84 of the Mixed Ability Booklet.

Answer key

Consolidation

3 snake, drums, lettuce, hospital, skirt, jacket

B Write one more item in each column from the picture. Ask pupils to take out their pencils. Ask pupils to look at the picture. Ask pupils to write one more item from the picture in each column.

Answer key Pupils’ own answers.

C Look at the picture and answer true (T) or false (F). Ask Ask Ask Ask

pupils pupils pupils pupils

to to to to

take out their pencils. look at the picture. read the sentences. decide if the sentences are true or false.

Answer key 1. T 2. F 3. F 4. F

Extension

A Look at the picture and write the things you see in the table. Ask pupils to take out their pencils. Ask pupils to look at the picture. Ask pupils to complete the table with things they can see in the picture.

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Teacher’s notes

A Look and choose to complete the story. Ask pupils to take out their pencils. Ask pupils to look at the pictures and read the sentences. Ask pupils to circle the correct option.

Answer key 1. seven. 2. breakfast. 3. catch. 4. start. 5. twelve. 6. tea, milk, eat.

B Read, circle and colour. Ask pupils to take out their pencils, coloured pencils or crayons. Ask pupils to look at the pictures and read the intructions. Ask pupils to circle or colour the pictures.

Answer key Circle short girl, yellow watch, brown rabbit.

Reinforcement

A Look and complete the story. Ask pupils to take out their pencils. Ask pupils to look at the words in the box and at the pictures, and read the sentences. Ask pupils to complete the sentences with the words in the box.

Answer key 1. Monday. 2. breakfast, o’clock. 3. catch. 4. start, nine. 5. twelve, lunch. 6. four, tea, milk, eat.