WP

3[G
Limbo englezd
Closo pregdtitoore

CAMBRIDGE
UNTVERSITY PRESS
Map of the book tv

lntroduction vi

schim,g 69f,.e4
Hello! T6 I'm Hungryl T58
@
My Classroom T10
w AllAboardl* T66

My Family T18
w Party Clothes* T74

My Face T26
W Review T87

My Toys T34
ffi Phonics T92

My House T42
W Audio Scripts T101
* optional units
On the Farm T50

ril)
 A// page numbers below refer to the Pupt'l s Book. For coffesponding feacher't Book pages see Content| page iii.

Vocabulary Glammar
red, blue, green, orange, puryle, yellow Hello! What's your name?
Competences: 1.1, 21, 2.2, 2.3

lr Songl: wtratt your name?

Vocabulary Vocabulary 2 Story and value

pencil, chair, bag, rubber, book, desk seven, eight, nine, ten The pencil
Competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1 Lending
p totel pngsiccl r€rponrorstand up. Putyourbagon yourdesk. Sit down. $ Song: tn the classroom
Open your book. Pick up your pencil. Close your book.

Vocabulary Grammar Story and value

grandpa, grandma, mum, dad, sister, brother This is my (btothet). The sandwiches
Competences: 1.1,'l -2, 1.3, 2.1, 2.2, 2.3 Sharing

V Iotal Phgsical r€sPonreropen the door. Say helto to your mum. sit down. What's P Song: We're t/, e rcyal famity!
that? Stand up. lt's a sandwich.

Vocabulary Grammar story and value

eyes, ears, nose, face, teeth, mouth l'm / You're (angry / happy / The monster
Competences: 1.1, 1.2,'1.3, 2.1, 2.2, 2.3, 3.1 sad / scared). Being nice to friends

V Totcl Phg'ical rGsponreiclose your eyes. put out your hands. What is it? ts Song: gey, little clown
Open youreyes. A present! You're happyl Cive your friend ahug.

Vocabulary Grammar Story and value

ball, kite, rope, teddy beat, doll, plane l've got a (ball). The ball
Competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3,3.1, 4.'l Working together

V Phg'iccl tesponsetrhrcw the ball. Look at the ball. Throw the rope. p Song: / haven't got a kite
'otclball.
Catch the Bouncethe ball. Putthe ball in your bag.
 Generol ond specilic compelen.es
lrorn lhe curriculum explored in
Vocabulary Grammar Story and value CLIL Thinking skills lhe unlls:
bath, cupboard, bed, sofa, table, armchair The (doll) is (in / on / The cap Homes Planning and l. Undersiond simple orol messoges
Competences:'1.1, 1.2, 1.3, 2.'1, 2.2, 2.3 under) the (cupboard). Listening to people making l l. Provide on odoquole reoclion
lo greetings ond shorl, simple
v' Totol Phgsico/l reaponsetwherc's the cat? Listen. Look on the sofa. fi" song: eut your D' P€vi€w! pate 89 questions/inslructions orticuloted
Look under thetable. No, it isn't there. Oh look! lt's in the cupboard! toys away! cleorly ond very slowly by lhe
inlerloculor ond ocaomponiod by
geslures
1.2. Recognise nomes of obiects from
Vocabulary Grammar gtory and value CLIL Thinking skills lheir immediole universe in shorl
cat, horse, aw, dog, rabbit, sheep My favouritr (colou) I llke your colourc! Where animals Categorising messoges, orticulotod aleorly

Ir1 Competences: 1.1, 1.2, 1.3, 2.1,2.2, 2.3,3.1, 41

V lotcl P&sical r€sPonssr

Hop, rabbit, hopl Run, dog, run!
is (orange).

Sntff like a rabbit. Eat like a

Hide, rabbit, hidel
rabbit.
Paying compliments

Lookt A dog! ;' Song:

live

The animal boogie

ond slowly
1.3. Monifust curiosity towords
underslonding lhe globol
meoning o{ children's films ond
songs in English

2. Speok in comfion aommunicolion

Vocabulary Grammar Story and value CLIL Thinklng skills situolions
i 2.1. Reproduce simple informotion/
canoh, sarJsa4es, apples, cakes, ice cream, chips I like / don't like (carrcts). Cakes and ice creem Where food O€anlslng shorl songs/poems with lhe
Competences: 1.'1, 1.2, 1.3, 2.1, 2.2, 2.3,3.1, 4,1 Eating sensibly comes from informatlon teocher's help

V Totol phgsicdl responset Smell. What's that smell? you?e hungry. Co into l' song: I don't like p Peviery! page 90
2.2. Provide bosic punctuol
informotion obout themselves
lri the kitchen. Listen. Look - chips! Take one. Eatthechip.You like chips. Yummyl chips (nome, gender, oge), oboul lheir
lnnltlon
- immediole universe, wiih help
trom lhe interlo.ulor
Vocabulary 2,3. Toko porl in communicotion
Grammar Story and value CLIL Thinking rklll3
gomos by reproducing or
l boat, train, car, scooter, bus, bike l'm / You're (riding) Oh what fun! Shape pictures Focusing on

I
creoting shorl chonis/messoges
i
Competences: 1.1, 1.2, 21, 2.2, 2.3, 3.1 a (bikd. Saylng thank you detail
3. Underslond simple written
$ total pngsical resPonsetYou're llying your plane. There's a caf6 underthe )' Songf We're having fun! messoges

hi plane. Land your plane. Cet out and go to the caf6. Ask for lots of ice cream. Yummyl 3.1. Monifest curiosity towords
decoding simple shorl writlen
JlnSr i
l
messoges reloled lo lheir own
universe
"i Vocabulary Grammal Story and value CLIL Thinking skills
4. Write shorl simple messoges in
hat, belt, boots, shirt, badge, shoes Let's have (biscuits / Nlce wo*l our clothes Recognising aommon communicolion siluolions
i Competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3 :l crisps / salad / sweets). Tidylng up numbers 4.1. Tok6 po.t in group/.loss projecls
by producing shorl writlen
I total pngsical responEetwalkhome. open the door. Surpriset tt,s a l' Eongt oh what l' Peview page 91 messoges with support from the
party! Hooray! Put on your party hat. Eat cakes. Yummyl Dance with your friends. a wondefful party! teoaher

@p"g". gZ-ge @pages 87-91 Gut-outg: pages 92-94 Gertificnte: page 95 Stickers: End section
tcons: ffi# sing Srl po'n, ffil cut ffi! phr & atk t ,^y ffii circle / draw / match / trace S, colour
* optional units
 to present and practise greetings and introductions, to sing a song with the class
What's your name? l'm Mike/Polly/Leo/Gina, Hello
t1,r1'11'1,1rr,i,
1i'.r, :.
CD '1, flashcards (Mike, Polly, Leo, Cina), a soft toy, character masks:
l1 AB pp 101-104 (optional)
3 ) rti o,t Look, match and say.
The children will be able to greet someone, introduce themselves
& Wt: to pr.t i ;t" i:r:c,r';r-'ri:rilg ;lhal'acte rs
i r
and ask someone's name. The children will be able to ioin in with a song.
s Din:t l r lriklrcrrl, ,rtlcntion to the pencil icon, then
demon,,lr.rlr, l)i(kjrrti up a pencil. Draw an imaginary
lin<: irr llr',rrr ,.r:ll.,ay I'rn Polly.
Worm-up illl"rgrse, n'{iqlfi fi o I r a Poinl lrr llrc cx,rrrtp['ancl rapcall'm Polly.
Aim: to present greetings and introductions s Chilrlrcrr rlr.rw lincs lo mrtch. They show you the
j SayHello! Children repeat sevcrll lirn('s. 4$.or ) lsle Listen and sing. linc llr,rl llry havc drawn and say I'm (Mike).
Whisper Hello! Children repcat. Sit1l l k'llo! :itim: ta present ih," na",'r:s rf il:e n:aln
Children repeat. ;,'rara-c'retg ane, Le" iir'g ; :olrg
I Show a soft toy and say l'rn (rrarrrr'). l{r'1x',rl
Extonsion ocfivitg
'r, Play the song. Hold up your book and demonstrate
severaltimes. Pass the toy to a chikl ,rrrrl ,r,'l< pointing to the monkey, the parrot, ihe lion and the
Aim: lo rcview character names
What's your name? The child says lris/lrr.r rr.rrr rc giraffe in turn. Encourage the children to point. o Civl lrrrrr r lrikJrcn the cut-out masks of the
or l'm (name). Say Hello, (narrrc.). Clri| lrlr ch,r,rr l|r., (lor details see page T8) or the
,l Play the song again. This time, show the character
r

repeat. flashcards as each character is introduced. fl,r.,lrt ,rrl,,. siry to each of Ihem Hello, (Mike).
. Practise What's your name? with the clars. Say the names. Children point to Mike, Polly,
( ltr rcrr rr'pcat.
. The child with the toy passes it to anothcr c.lrill1, Leo and Cina in their books.
. Cl)iklr('n ,,l,rrrd in a circle with the children who
sayingWhat's your name2 The next child s.ry,, ;rrc wr,,rrinli the masks in the middle.
Direct children's attention to the icon. Children join
his/her name or l'm (name). The rest of the in with the last line of each verse and with the last
o l'l,ry llrr, ,,rrrrg. As they sing What's your name?
children say Hello, (name). Conlinue around tho lwo lines of the song. llrr' < lrI lrcn point to the 'animals' in the m jddle.
class. Wlrcrr llrcy sing Hel/o, they wave at the
tl,,o lhe karaoke version (see Extension activity).
o With a large class, divide the children into two ',ru)r,rl.,'. llepeat with different children wearing
ir There are karaoke versions of all the songs
or three groups once they have got the idea. " llrt'rrrurse.
rrr Children can sing with the karaoke
llr, rrr,r'.ls
Children can point instead of passing a toy.
vcr,,iorr once they are familiar with the song.
,r,,rr lr, , : rrr,j! l"tl-ri
Ending the lesson
Aim: to review character names
o ( ovcr cach flashcard with a piece of paper.
Skrwly reveal the picture, looking at it and asking
Wlnl's your name? Children say l'm (Mike).

T6
 Extension qctivitg
Aim: to review animals
. Point to the adult animal and ask What's this?
(Lion). Say Yes, that's right. Where is the baby
lion?
o Have children use a different coloured pencil

Worm-up . Say the sentences from the recording in a different (e.g. red or blue) to match the adult and the
order (e.9. l'm Leo the lion). young.
fim: to review greetings and Children point to the correct picture.
character names r Stick the flashcards on the board. Call a volunteer
. Say Hello. I'm (name). Ask a child to the board. say one of the sentences lnding the lesson
What's your name? (l'm (name).) Repeat with (e.9. l'm Cinathe giraffe). Children repeat. The child
other children. at the board points to the correct picture.
Alm: to review animals and character names
. Show the flashcards. Children say Hello, (Mike). . Hold up your book and use a pencil to trace around
r Choose a flashcard, look at it, but keep it hidden.
r Play the song from PB page 6 (cD l frack Q2). Mike in the fistframe. Ask children to trace around . Mlme the animal on the flashcard. The first child
Show the appropriate flashcard for each verse. each animal in the four picture frames. to put up his/her hand guesses the character
Children join in. and animal (e.g. Leo the lion).
Prqctice gay Yes, l'm Leo the lion or No, I'm not Leo the
llon, Try again.
Presentqtion @ Ins Gl Loot and match. . Rcpeat with another flashcard. Call a child out

ff"i' ffrzi Listen and point. Aim: to practise animals,

recognising shapes
hacing and to choose a card and mime. When a child has
guessed correctly, ask the child at the front
Aim: to present animal and character names . What's your name? The child shows the card
Direct children's attention to lhe pencil icon.
. Hold up the animal flashcards in turn and present Demonstrate matching by drawing a line in the air
and says, e.g. /'rn (Mike the monkey).
the four animal names (monkey, giraffe, lion, with an imaginary pencil. Have children take out
parrot). Alternatively, use the puppet to present a pencil by miming or taking out your own pencil.
parrot (inslead of the flashcard).
r Children trace all the animal outlines first then match
e Show the animals again and ask children to repeat the adult and the young by drawing lines.
the names after you. o Check answers by pointing to the adult animal and
o Direct children s attention to the polnt icon. asking What's this? Giraffe). Say Yes, that's right.
Demonstrate pointing to the animals. Encourage Where's the baby giraffe2 Children point.
children to do the same.
. Children listen and point to the correct picture.
Audio script page T1O1
 trb-a listen ond point. ffitrr

ibl names
rp lt hidden.
hl flrst child
htracter

'lot Leo the

tchlld out
chlld has
I liont
thc card
,,
 ffi

Tqlk lo your friend. ,-r/

g e'".t*O
 ;$1" )Aitlo-l Listen and circle.

Aim: to practise listening and

identifying characters
tcharacters), cut-out character masks: AB pp 101-104 o Direct children's attention to the pencll icon. Have
in advance), scissors, string or 43 paper, glue or sticky tape
them take out a pencil.
before the class. Cut each mask out,
o Play the first recording and show the class the
of paper long enough to fit around your head
example. Childrcn thcn listen to the rest and decide
rs can also be used in the story lessons.
which of the two characters is speaking. They trace
The children will be able to ask someone's name and in around the corrcct picturc.
Audio script pagc T1O7
e Point to each pair ol Prclurcs. Ask who is it?
Children point to thc picturt' that they traced and
Wcrm-up . Direct children's attention to the p/ay icon. Put on say the name.
a mask. choose a child to say Hello. What's your
Aim: to review language from the Keg:Z Cina, 3 Mikc, 4l'olly
previous lesson namc? Say I'm (Mike the monkey). Hello.

. o Childrcn put on a mask and ask and answer in small

Make a noise to represent one of the characters
(lion, giraffe, parrot or monkey). Children guess,
groups. Circulate and check that they are using both Extension qctivitg
the qucstion and the answer. Aim: to practise greetings and introductions
e.g. Polly the parrct. Say Yes, l'n Polly the
parrot or No, l'm not Polly. Try again. Repeat
. Childrcn change their masks so that they practise r Explain the gamc in L'|. children stand up.
being nt least tu/o characters.
the noise. They ask you Wlnl'\ y()tI tntr]e?
r l{ote: Ciraffes are quiet animals, but they can
r Colltrl the masks and keep them, marked with the Reply I'm rcfuhl\ trntr' .tthli|g lhe suname iI
make a soft sound like a calf or a sheep. Children chiklrtn' names, for future lessons.
use in necessary). This chikl (luid(ly sits down.
may find it easier to guess if you pretend to . Chil(l(rn take off their masks. Say Hello. I'm (name). . Continue until rll lhc children are sitting down.
chew very slowly, moving your tongue a lot. Ask a child What's your name? The child says
o Children play the same game in pairs. l'nt (rlJrne). Hel/o. Practise with two or three more
ch ild rcn.
. Sct,r lirne limit and tell children to speak to as many , Ending the lesson
@rqctice pcoplc as possible. They siand up to ask and answer. Aim: to practise language from
. Move the furniturc into the centre of the
@ fe rO cut and ptay. Q ),", ,,, Tatk to your friend. classroom if practical. Stick the flashcards around
Ainn: to role play asking someone's name Aim: lo Practise asking and answering with the room.
a Show each mask and ask Who's this? (Leo). Diect nillllos r The children ask what's your name? Say l'm
r (Leo the lion). Everyone runs to the correct
children's attention to the cut icon, then mime Chilrlrcn take off their masks. Say Hello. I'm (name).
cutting something with a pair of scissors. Explain flashcard.
Ask a child What's your name? The child says
in L1 how to make the masks and have children take l'ttt (rrame). Hel/o. Practise with two or three more o lf movemenl around the room is difficult,
out their materials. Each child should make at least r:hildrcn. I children can stand and point to the correct
two masks in this lesson. Help children to cut out the . Sct a time limit and tell the children to speak to as
i!. flashcard instead.
masks and use string or stick a paper strip in place so many people as possible. They stand up to ask and
that it fits their head. answer.

,.re'
 Performqnce descriptors
Descriptors
Student can name correctly at least
Sufficient
2 out of 6 colours
Student can name correctly at least
Good
4 out of 6 colours
Student can name correctly at least
Worn-up . ln Ll explain that the children are going to practise Very tood 5 out of 6 colours
Aim: to present colours some numbers and that you will call out a colour
and they will tell you the number on it. For instance,
. Ask children their favourite colours in 11.
you say Orange? and a child answers Fourl Exfension activitg
. If your class have had any previous contact with .
English, elicit any colours that they remember.
Practise this severaltimes and then ask children to Aim: to practise colours
work in pairs and do the same. o Children cut out the Hel/o/ Unit mini cards.
r Use the flashcards, items in the classroom .
(e.g. children' bags) or coloured soft toys to
Direct children's attention to the pencll icon. Have . ln pairs, children spread out one set of cards face
them take out a pencil. up, showing the colours. Children take turns to
present red, blue, green, orange, yellow and
o Finally, ask children to trace over the numbers point to the colours and say them.
purple. Hold each item up. Say the colour,
in their books with their pencils. o One child closes his,/her eyes. The other child
Children repeat.
o Hold each item up again. Children Audio script page T1O1 takes a card away or turns it over. The first child
say the colour
without your prompt. Say Yes, it's (ed). opens his/her eyes and says the missing colour
Prqctice (e.9. green).

(/)
r Children swap over and repeat the game.
Presentntion @ Irg pti Say the words, tick and colour.

Aim: to create a record of learnint

S; mua Listen and ssay. Trace.
. Direct children's attention to the three icons and Endlng the lesson
Aim: to present colours; to review and trace have them take out pencils and coloured crayons.
Aln: to practise colours
the numbers 1-6 r Point to the colours on AB page 7 and elicit the
. Say the colours from PB Activity 5 rhythmically,
o Ask children about the picture in 11. Make sure that words from the children,
llke a chant,
they know that the picture is of an artist's palette o Ask the children to tick the circles if they can say
(where a painter keeps his/her colours). each colour on their own.
. Chlldren repeat.

. Use the flashcards to review the numbers 1-6. Hold . r Say the chant faster and faster with the class.
Circulate and help as necessary. Ask individual
each item up. Say the number. Children repeat. children to say the words,
o Use the hand signalsfor listen and point. . Ask children to colour the circles in the same colour
. Play the CD. Children point to the colours. as the corresponding pictures. They say the words
red... blue... green... orange... purple... gel{ow while colouring.
. Say the colours in a
different order. Children point. r Check that children can say all the colours by
. Play the CD again and pause for children to repeat pointing to the pictures and eliciting the words one
each colour. more time.
 l:,

j
tct
Ge, C!
-,/t l.' )

-*l I
r,lrds. I
,l cards face
I
,r' turns to
f,

rlr child I
r. lrnt child
I
rrllcolour I
I
,'''"
-'"-,,'.^*J

1 red 2 blue 3 green 4 oronge 5 purple 6 yellow 9