2 The perfect present

Main topics: nature, school

Story summary: Jim wants to get something for his favourite teacher, Miss Point. Mr and Mrs Star and their daughter Grace
help him choose the perfect present.
Main grammar: relative clauses with that, comparative adjectives: nicer, more beautiful
Main vocabulary: all right, angry, basketball, bean, beautiful, bee, bowl, break, butterfly, cheese, choose, circle, classmate,
daughter, difficult, duck, earache, email, enough, field, five hundred, fly, forest, frog, grapes, grass, great, idea,
internet, leaf/leaves, lime, lizard, mistake, mountain, parrot, pea, perfect, picnic, pretty, river, rock, salad, sand,
shape, ship, sky, spelling, trip, try (v), watch (n+v), weekend, word, work
Value: Appreciation of nature and people (“Itʼs so beautiful here.”)
Letʼs say!: /s/
Practice tasks: Listening Part 5 (H)
Test tasks: Reading and Writing Part 1 (E), Speaking Part 2 (G)

Equipment: • audio: Story, H, I

• Photocopy 2 (TB page 55) (one per learner): Let’s
have fun!
flashcards • small rectangle of plain paper or card for each
•  learner (A5 size, approximately 148mm x 210 mm):
Go to Presentation plus to find pictures of Movers F Extension
vocabulary from Unit 2. You can use the pictures • crayons / colouring pencils: F Extension, H, Let’s
to teach/review important words in this unit. have fun!
•  Image carousel 7–13
( classroom, teacher, five beautiful places):
Storytelling, C

   Storytelling
Before listening
With books closed …
• I ntroduce the topic of the story. Show learners the photographs of the classroom and teacher from the Image
carousel. Say Look! Where is it? (a classroom) Who works here? (a teacher) This is a story about a boy who wants to
give his teacher a present.
• R
 eview/Teach present. Ask Do you like giving presents? Is it easy or difficult to choose presents? Review/Teach perfect.
Ask What is the perfect present to give a teacher? Write learners’ suggestions on the board.
• L
 ook at the first two story pictures (with or without the text) on the Image carousel or on page 12. Ask Where are
these children and their teacher in the first picture? (at school, in the playground) What are they playing? (basketball)
Review/Teach break. Ask Is this the morning or afternoon break? (morning) Point to the second picture. Ask Where is
the boy in the cap now? (next to a river) What’s he thinking about? Learners guess.
• Say Now let’s listen to the story. Look at page 12.

Listening
With books open …
• Play the audio or read the story. Learners listen.
Play the audio or read the story again.
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• Pause after ‘It’s so beautiful here,’ Jim said. on page 12. Ask Who is Jim’s favourite teacher? (Miss Point) What does he
want to give her? (a present) Why? (She’s helped him learn lots of different things.) Where does he go to think? (to
the river) Which animals does he see? (a frog, flies, a lizard, bees, ducks)
• P
 ause again after ‘Yes!’ said Jim, ‘She likes salad! My aunt grows salad leaves in her garden. I can take her some of
those … But that’s not enough.’ on page 14. Ask Who does Jim meet? (Mr Star, Mrs Star and Grace) What does Jim
say Miss Point likes? (the internet, trips on the train, weekends) What colour does she like? (green)
• P
 lay the rest of the audio. At the end of the story, ask What does Jim decide to give Miss Point? (green salad leaves,
blue grapes and yellow cheese for a picnic) Is it a good present? Learners discuss.

After listening
• Ask Who do you give presents to? When do you give them presents? What’s a perfect present for your teacher?

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 Value
• Ask Where does Jim go to think? (the river) In L1, ask Why does this place help Jim to think? Accept any valid answer
e.g. It’s quiet, it’s beautiful.
• Ask Where do you go to think? Is it a quiet place? Is it a beautiful place? Do you like looking at nature? Which animals
do you like watching?
• Ask Who helps you with your problems? Who do you want to say thank you to?

• L
 earners look at the river picture on page 12. Ask
A Read and complete the words. What can you see? (a boat on a river, a boy sitting
beside the river) What animals can you see? (ducks,
• W
 ith books closed, draw a stick man on the board a frog, a lizard, bees) Point to the box of adjectives
IA with some waves near him. Write the following on on page 16 and read the example speech bubble
the board: l _ _ _ _ d. Say This is a word from the story. aloud, prompting learners to fill the gap Wow! The …
It’s an animal. Say the letters to spell the word. Learners (river/flowers is/are) beautiful. Say Now you use the
suggest letters, without saying the word. Explain describing words to talk about the picture.
they can only make four mistakes in their letter
choice. Every time someone suggests a wrong letter, • D
 iscuss beautiful places learners have visited or
draw the stick man one step closer to the water. know about. Ask Do you know any really pretty places?
After four wrong letters, draw the man falling in the Where are they? What is the most beautiful place in
water. Repeat the game with key words from the your town? Accept answers in English or L1. You can
story, e.g. trip, internet, break, mistake, picnic, email, also use the photographs of beautiful places on the
etc. Image carousel as prompts.

• L
 earners open their books and look at Activity A. Extension
Point to the lizard and ask What’s this? (a lizard)
For homework, suggest learners go for a slow walk (real
Then look at the example together. Say Write the
or imagined) with family or friends in a local park. They
letters. Complete the words. Learners work on their should think about what they see and hear there. Ask
own, then compare answers with a partner. Check questions for learners to think about, e.g. How many
answers in open class, correcting pronunciation of different kinds of animal can you see? Are the trees all
letters if necessary. the same or different? What can you hear? Learners write
notes and talk about their walk in the next lesson.
Answers
2 internet 3 break 4 mistake 5 picnic 6 emails D Read and draw lines.
• D
 raw two ducks on the board. Point to one duck.
B Read and circle the correct answer. IA Write This is a duck. The duck ate some grass. Ask How
• Say Let’s remember the story. Jim wanted to buy a many sentences are there? (two) Ask What did this duck
IA present for his … (teacher) He went to the … (river) He do? (ate some grass) Now, under that duck, write
watched a frog, a lizard, some bees and some … (ducks) This is the duck that ate some grass. Ask How many
The frog ate some … (flies) Then Mr and Mrs Star came sentences are there? (one) Next, point to the other
with Grace. Grace was their … (daughter) They helped duck. Write under that duck This is a duck. The duck
Jim choose a … (present) ate some bread. Ask How many sentences are there?
• L
 earners look at the example in Activity B. Ask What (two) Ask What did this duck do? (ate some bread)
did the frog eat? (some flies) Say Look! There’s a circle Write under that duck This is the duck that ate some
around ‘flies’. Now you read and draw circles around bread. Ask How many sentences are there? (one) Ask
the correct words. Which is the duck that ate some grass? Learners point.
Which is the duck that ate some bread? Learners point.
• L
 earners complete the activity in pairs, looking at the
story if they need to. Check answers in open class by • Say Let’s make more sentences with ‘that’. Look at
asking learners to read the whole sentence. the example for Activity D together, on page 17.
Ask What did Jim do? (He chose a present for his
Answers teacher.) Say Here’s the present that Jim chose for his
teacher. Make more sentences. Draw lines. Explain, in
2 daughter 3 field 4 aunt 5 grapes 6 sun L1 if necessary, that there are two extra endings. In
pairs, learners complete the activity. Check answers
Extension in open class, asking learners to read the whole
Say Work in pairs. Learners write three more sentences sentence.
about the story. Each sentence has one right and one
wrong word in it, as in Activity B. Pairs swap sentences Answers
and circle the correct answers. 2 This is the mountain that Jim’s parents climbed.
3 There’s the frog that ate three fat flies.
C L ook at the picture on page 12 and talk 4 These are the plants that we grow in our field.
with a friend. 5 This is the walk that we went on last weekend.
6 Those are the bees that flew above our blue flowers.
• R
 emind learners of the value discussion when they
first read the story (see above) or discuss the value
now for the first time.

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E L ook and read. Choose the correct words G Look at the pictures. Tell the story.
and write them on the lines. • Say Look at the pictures. What’s the girl’s name? (Julia)
• W
 ith books closed, give some definitions of words What’s the boy’s name? (Peter) Where are they? (in the
IA from the story for learners to guess, e.g. You can IA
jungle) What are they doing? (taking pictures, having
travel in this very fast. (a train or a plane) This is a a picnic, feeding the parrot, etc.)
place where cows and sheep live. (a field) This is a place • Say These pictures tell a story. The name of the story
with lots of trees. (a forest) is ‘The picnic and the parrot’. Learners look at the
• L
 earners look at Activity E. Ask How many pictures pictures. Say Point to the first picture. This is Julia and
are there? (eight) How many sentences are there? (six Peter. They’re going for a walk. Julia is saying,ʻLook at
(including the example)) Say There are two extra the beautiful waterfall. Let’s have our picnic here.ʼ Now
pictures. Read the example together. Say Now you you tell the story.
find the correct picture and write the word. Learners • I n pairs or small groups, learners take turns to talk
write the words on their own, then compare their about what they can see in the pictures. Check ideas
answers in pairs. in open class, asking groups to suggest sentences to
make as complete a story as possible.
Answers • T
 o give learners more support, you can write the
1 a salad following prompts on the board:
2 a snail Picture 2: Where are Julia’s feet?
3 a picnic
4 homework What is Peter doing?
5 a parrot Picture 3: What are the children doing now?
What is in the sky?
Test tip: MOVERS Picture 4: Where is the parrot now?
Reading and Writing (Part 1)
What are the children doing?
✔ Learners have to read and understand five definitions/
clues and match them to five nouns. Learners should Suggested answers
read the definitions carefully. There will only be five
correct answers, but there will also be two wrong ones Julia’s feet are in the water.
that are similar in some ways to the correct ones! Peter’s taking a photo.
The children are having a picnic.
The nouns may come from two or three different
There’s a parrot in the sky.
topic sets. Most nouns are singular, but some may be
The parrot is on Julia’s head now.
uncountable or plural.
Peter is giving the parrot some food!
➜ When you are teaching a lexical set, e.g. animals, it is The children are laughing.
often useful to make links with other animals that are
similar in some way. So if you are teaching rabbit, you
might also teach kangaroo, as both these animals hop. Test tip: MOVERS
If you are teaching shark, teach whale and dolphin, Speaking (Part 2)
too, as these also live in the sea. ✔ Learners see four pictures. The examiner starts the
story by saying its title and talking about what’s
F  ead the text and then write one from
R happening in the first picture. Learners then continue

IA
you. telling the story by talking about what’s happening in
pictures two, three and four.
• P
 oint to the first text. Ask What’s this? (a text
Make this easier for learners by training them to
message) Say Imagine you are on holiday and you are imagine they are just answering two or three questions
writing a message. Who are you writing to? Learners about each picture, e.g. What’s he/she doing now?
suggest ideas. What are you doing on holiday? Who’s holding the … now? Where’s … now? Also tell
Learners suggest ideas for activities. What’s the them it is fine to use the present tense.
weather like? Learners suggest ideas. ➜ Take every opportunity to practise this by asking What,
• L
 earners read the text with missing information. Where, Who, Why or How many questions about any
In L1 if necessary, ask what kind of information story or activity picture in the book that learners are
is missing in each gap. Suggestions may include a finding interesting. See the questions for the picture in
verb, interesting animals or objects, an adjective Activity G for examples of this. You can also ask:
to describe the weather, an emotion adjective to How many children can you see?
describe a person and a day of the week. How many bags/clouds/rocks/birds can you see?
Where are the children sitting?
• I n pairs, learners plan and complete their messages.
Then they ‘send’ it to another pair in the class to Who is taking a photo?
read out. Who has her feet in the water? etc.

Extension Extension
Give each learner a small rectangular card. Learners Use the last picture in Activity G as a Reading and Writing
answer the top message in Activity F, using the same Part 6 practice task. Ask What can you see in the picture?
structures. Write the structures on the board if learners Write three or four sentences. Learners work in pairs. Walk
need help. On one side of the card they write the around and help with vocabulary if necessary.
message, on the other side they draw a picture of the
place the writer is sending it from. Encourage learners to
be imaginative.

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H Listen and colour the picture on page 13. Answers
• L
 earners look at the black and white picture on page smaller rock – green
13. Ask Who can you see in this picture? (Jim, Grace, snail on ground – pink
Mr and Mrs Star) What are they doing? (sitting down, leaf in the water – orange
talking) girl’s water bottle – blue
• P
 lay an ‘I Spy’ game, looking at the picture. Say fishing net – red
I see something beginning with R. What is it? (a rock)
Learners guess until they say the object you are Test tip: MOVERS
thinking of. Repeat several times with different Listening (Part 5)
words. ✔ Learners listen and colour four parts of the picture.
• Check
 learners have colouring pencils or crayons. They do not need to finish colouring each part. Make
Say Listen. A man is telling a boy to colour some things sure learners understand that they only need to show
06 in this picture. Listen and colour five things in this they have understood which part of the picture they
picture. Play the audio. Pause between each should colour and which colour to use. They don’t get
instruction so learners have enough time to colour any extra marks for beautiful colouring!
the correct objects. ➜ Make sure that learners know all the YLE colours they
are likely to hear: blue, brown, green, grey, orange,
Tapescript: pink, purple, red and yellow. They will not be asked to
colour anything white or black.
Boy: Can I colour some parts of this picture?
Use line drawings in the book or other line drawings
Man: Yes. Find the smaller rock first. you have and give simple colouring instructions.
Boy: OK. Shall I colour it green? Learners could also do this in pairs.
Man: Yes. Good idea! Explain that colouring instructions are not always
the same as real-world colours, e.g. Can you see the
Man: There’s a little snail in this picture. Can you
dolphin? Colour it green.
see it?
Boy: Wait ... Oh yes! On the ground. Shall I colour I  Listen and sing the song.
that, too?
• Ask What can you see in the picture? (grass, sky, the
Man: Yes, please. Colour it grey ... No ... pink is sun, a boy, bees, a rock, flowers, butterflies) Play the
nicer. Make it that colour. audio. Learners listen to the song and read the
Boy: All right. words.
07 • P
 lay the audio again. Learners sing the song. You
Boy: What now? Can I colour one of the leaves? could add actions to make this more fun and
The one on Jim’s hat? memorable. Learners stand, then sit down again
when they sing sit in the first verse; they point to the
Man: Not that one. Colour the one in the water.
sky when they sing sky in the second verse; they
Boy: Fine. How about orange for that? draw a circle in the air when they sing sun in the
Man: OK! Great! Thank you. third verse.
• Y
 ou can also play a version of this song without the
Man: Now colour the bottle, please. words for learners to sing along to.
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Boy: The one that Grace is holding?
Man: That’s right. Make it blue.
Boy: OK. That’s easy. There!
2  
Let’s have fun!
Plan a picnic and make a poster.
Boy: Can I colour Grace’s net, too?  Say Look at page 68, Activity 2. Ask What is the
Man: Yes. She likes fishing in this river, I think. information about? (a picnic) What time is the picnic?
(half past three) What should you bring? (food and
Boy: I enjoy doing that sometimes. Can I choose
drink)
the colour?
 ive each learner a copy of Photocopy 2 (TB page
G
Man: Yes.
55). Put learners into groups of four or five. Say Now
Boy: Brilliant! There! It’s red now. plan your picnic. Write a gapped summary on the
Man: Thank you. board for groups to copy and complete:

The picnic is on in .You
• Ask What did you colour? What colour is it? Did
can see animals like there! We can travel
you colour the bigger or smaller rock? Did you colour
there by .We must take
the leaf on Jim’s hat or the leaf in the water? Check
and to eat. Bring some
answers with the class.
too! After our picnic, we can .
Help groups with vocabulary if necessary. After
groups have made their decisions and written a plan,
they draw their picnic. Choose at least two groups to
tell the class about their plan.

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2 Let’s speak!

What can you see in the countryside?
Listen to your friend and draw.
 earners look at Activity 2 on page 72. Read the
L
speech bubble together. As a class, brainstorm things
you can see in the countryside. Draw a mind map
on the board with ‘The countryside’ at the centre
and four branches labelled: Animals, Plants, People,
Things. You could ask learners to write their ideas
on the board, checking their spelling, or do this
yourself.
Demonstrate the speaking activity with one learner
in open class, saying I can see a … Learners then
take turns to ask and answer questions about the
countryside in closed pairs. Ask different pairs to tell
the class what they said/drew.
Ask learners to report back in open class.

  Letʼs say!
29 Say Look at page 74, Activity 2. Listen.
Play the audio. Learners listen.
Say Letʼs say /s/. Sue, Grace, cycle, circle, sun. Learners
repeat. Say Tell me more English words with /s/. Learners
answer (e.g. supermarket, silly, circus, salad). Learners
listen again to the audio, repeating the rhyme as fast as
they can.

Home FUN booklet

Pages 22–23 and 28–29 school, the world around us
Picture dictionary: world around us

Go on the CLMS
… to play 'Spell or slime'
… to listen to the audio recordings
… to find more FUN activities!

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