DVD Activity Book - Macmillan · PDF fileto make sure pupils have grasped the meaning of the words. Eg, sun, grandpa, coca cola, car. Say Is the sun hot or cold? • If time allows

DVD Activity Book

Contents

Contents Page

Unit 1 His dog is nice. 4

Unit 2 He’s got 100 legs. 7

Unit 3 There are some animals. 10

Unit 4 Are you going home? 13

Unit 5 Can you play the guitar? 16

Unit 6 They work. 19

Unit 7 You must be careful. 22

Unit 8 Russia is the biggest. 25

Unit 9 There were two goals. 28

Unit 10 I liked the film. 31

Unit 11 We went out. 34

Unit 12 We’re going to go on holiday. 37

Christmas 40

Easter 42

1 His dog is nice.

4

Target language:Be, Possessive pronouns and possessive ‘s, Whose … ?

Target vocabulary: Opposite adjectives: old, young, big, small, tall, short, slow, fast, hot, cold, heavy, lightToys: puzzle, MP3 player, paint set, train set, scooter, football cards, marbles, sword

Song 1Aim This song revises and consolidates question and answer forms with the verb be. It also practises simple adjectives and helps learning by coupling the words into opposites within sentences.

Before • Use the class poster for unit one. Elicit the words by pointing to the people and animals on the poster and letting pupils call out.• Write polar bear on the board. Use the poster picture to illustrate this word. Ask Can you see a polar bear?• Introduce other objects that fit with the adjectives to make sure pupils have grasped the meaning of the words. Eg, sun, grandpa, coca cola, car. Say Is the sun hot or cold?• If time allows ask pupils to think of objects themselves and ask questions.• Play the song once through without stopping the DVD to remind the class of the tune. This song is fun to sing in groups so that one group can ask the questions and another answer.• Encourage pupils to raise their hands in a ‘shrug’ when singing the questions, and to all put there hands up for the line I know, I know.• Ask pupils to stand. Play the song through again and encourage pupils to sing along as the words to the song pop up at the bottom of the screen. Do any movements and sing with the pupils.• Play the song through one last time separating the class into groups. The whole class should sing the last verse.

Song tapescriptIs it young? Is it old?It’s old, old, old!Is it hot? Is it cold?It’s cold, cold, cold!

Is it big? Is it small?It’s big, big, big!Is it short? Is it tall?It’s tall, tall, tall!

Is it heavy? Is it light?It’s heavy, heavy, heavy!Is it fast? Is it slow?It’s slow, slow, slow!

What is it?

I know! I know!It lives in the snow!It’s a polar bear!!School is cool!

After • Pull together all the animal flashcards that pupils will have covered so far (horse, pig, hen, duck, fox, rabbit, dog, cat, cow etc). Show the cards to the class and elicit the words. Jumble the cards and call individual pupils to the front of the class. Tell pupils they must ask questions and guess the animal. Prompt pupils with questions if necessary.

Song 2AimThis song exploits the vocabulary for toys. It also reminds pupils of useful lexis such as play, school, bored and the seasons.

Before• Use flashcards to review the lexis for toys. Hold up the flashcards and let pupils call out the words.• Write the words play, school and bored on the board. Ask What do you play with after school? Encourage pupils to choose toys.• Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up on screen.

5

Song tapescriptTell me what you doWhat you doWhat you doTell me what you doWhen you aren’t at school!

Puzzles and marblesCards and swords!I play with theseI’m not bored!

Paint set and train setMP3 and scooter!I play with theseSpring, summerAutumn, winter!

AfterUse the flashcards for seasons now to see if pupils understood these words when singing the song. Ask What’s your favourite toy?

Story summary – Furball’s mum is sad.Furball is in Wigtown at home with his mum. She is angry because Furball has forgotten her birthday. Furball decides to try to find a good present with Tom and Nina, so he flies off to find his friends on his new flying carpet.

Before you watch • Use the flashcards to elicit the characters from the story. (Tom, Nina, Furball). Also show the flashcard of the carpet. Say Is the carpet magic? Why? Elicit It can fly.• Write the word angry on the board. Make an angry face in order to get this word across to the students. Say I’m angry. (make the face). Then smile and say I’m not angry.• Tell pupils that they are going to watch the DVD then do some activities. Say Now watch and listen.

While you watch• Play the animated story segment once through without pausing. • Then Ask Where is Furball? (Wigtown/at home) Who is with Furball?(Mum). Is Furball’s Mum happy? (no). Is it a special day today?(Furball’s mum’s birthday)• Play the story segment once more for pupil’s to find the answers to the questions just asked. Then hand out the activity sheets. Story tapescriptFurball: Mum, are you angry?Furball’s mum: No, I’m not angry.Furball: Are you sad?Furball’s mum:Yes, I am. It’s my birthday today.Furball: Oh no! Your present!Furball: I’m sorry, Mum.Furball’s mum: I’m old. Presents are for young people.

Furball: But you are young. You’re not old! A birthday is a big day…Furball: Mum’s present … marbles … no, sword … no. I haven’t got a present for Mum!Furball: Tom and Nina! They can help. Where’s my carpet? Furball: Flying carpet, let’s go to Tom and Nina’s house!

Photocopiable activity worksheets.

1 Write.• Tell pupils that they need to write one word in each space. Allow pupils to do this individually then ask pupils to read out sentences. • Write the correct words on the board.Key1 sad 2 birthday 3 present 4 help 5 house

2 Write is, isn’t, are, aren’t.• This is an activity to practice writing the forms of the verb be. • Give pupils a few minutes to read and complete the sentences, then ask individual pupils to read out the answers.Key1 isn’t 2 is 3 are 4 aren’t 5 is / isn’t

3 Draw a birthday card. • Allow pupils a little time to do this creative activity.• Elicit Happy Birthday from the students. Ask For birthdays, what do you say? • Ask pupils to draw a card for Furball’s mum, and then write in who the card is for and who it is from.Key1 Yes, they are. 2 No, he isn’t. 3 Yes, they are. 4 Yes, it is. 5 No, they aren’t.

1 His dog is nice.

Storytime - Furball’s mum is sad.

1 Write.

6 Photocopiable activity sheet © Macmillan Hellas Limited 2009. This page may be photocopied and used within the class.

Name

1 Furball’s mum is .

2 It’s Furball’s Mum’s today.

3 Furball hasn’t got a .

4 Tom and Nina can .

5 Furball goes to Tom and Nina’s .

2 Write is, isn’t, are, aren’t.

1 Furball’s mum angry.

2 Furball young.

3 Birthdays big days.

4 Tom and Nina at Furball’s house.

5 Furball’s mum young she old.

present sad

birthday

house help

3 Draw a birthday card.

2 He’s got 100 legs!

7

Target language:Plurals, this, that, these, those, have got

Target vocabulary: Numbers 10-100Clothes: scarf, hat, jumper, coat, boots, trousers, gloves, socks

Song 1Aim This song practises numbers from 10 to 100. It also practises have got.

Before • Do a quick revision of numbers with the class. Use How many to ask simple questions, and work your way round the class. For example, How many teeth have you got? How many letters are in the alphabet? How many pupils are there in the class? etc. Try to practice with teen numbers, too. If necessary use the flashcards.• Use the class poster for unit two to practise the multiples of ten. Elicit the words by pointing at the poster, then write numbers on the board and ask pupils to call out the number word.• Play the song once through without stopping the DVD to remind the class of the tune. Point to legs and classroom furniture as you sing along. • Ask pupils to stand. Play the song through again and encourage pupils to sing along as the words to the song pop up at the bottom of the screen. Do any movements and sing with the pupils.

Song tapescriptI’ve got two legs,My dog’s got four.But he’s got ten, Twenty, thirty, more!

I’ve got two legs,This chair’s got four.But he’s got forty,Fifty, sixty, more!

I’ve got two legs,My desk’s got four.But he’s got seventy,Eighty, ninety, more!

He’s Barnaby the centipede!He’s got ONE HUNDRED legs!

After • Ask What is Barnaby?(a centipede) How many legs has he got? (one hundred)• Do number puzzles with the class. Write sequences of numbers on the board and ask pupils to work out the missing numbers. Help pupils count up to work out the puzzle.

Song 2AimThis song exploits the vocabulary for clothes. It also helps with more difficult plurals (scarves), and introduces useful adjectives such as nice, clean and warm.

Before• Use flashcards to review the lexis for clothes. Hold up the flashcards and let pupils call out the words.• Ask individual pupils to stand up and point to the clothes they’re wearing. Encourage them to use This is and These are. Use this as an opportunity to review clothes from Flying Carpets A, too.• Write clean on the board. Explain the meaning. Point to clean hands (and not clean hands if a pupil has them).• Write hot, warm and cold on the board, with a thermometer showing different temperatures. Explain that all the clothes in the song are warm clothes. Say We wear warm clothes in winter. • Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up on screen.

Song tapescriptClothes, clothesI’ve got clothesLook at my clothes!

I’ve got socks and boots,Scarves and gloves.I’ve got jumpers and hatsTrousers and coats.

My clothes are nice.My clothes are clean.Some are yellowAnd some are green!

My clothes are warm.My clothes are fine.I wear my clothesAll the time!

8

AfterAsk pupils to draw pictures of themselves on a winter’s day, with all the appropriate clothes. Ask them to label the picture and then stand up and tell the class about it.Write on the board for help. It’s winter. It’s cold. I’ve got ...

Story summary – A visit to Tom and Nina.Tom and Nina are packing their suitcases to go on holiday, but they don’t really want to go. Suddenly Furball flies through the window. Tom and Nina are really happy. Furball says he needs to get a present for his mum. Tom, Nina and their mum make suggestions and offer to help.

Before you watch • Ask Has Furball got a present for his mum?(no) Where’s Furball? Where’s Tom and Nina?• Pre-teach the words holiday and suitcase.• Tell pupils that they are going to watch the DVD then do some activities. Say Now watch and listen.

While you watch• Play the animated story segment once through without pausing. • Then ask Where is Furball now? Who is Mrs Philips? (Tom and Nina’s mum).• Play the story segment once more for pupils to find the answers to the questions just asked. Then hand out the activity sheets. Story tapescriptMother: Put those clothes in the suitcases! Nina: But Mum … !Tom: Holidays are boring.Nina: We haven’t got any friends ...Tom: … and we haven’t got any toys.Tom: Hello Furball!Furball: Hello Tom and Nina. Hello Mrs Philips.Nina: Wow Furball, you’re hot! Furball: Yes, I am. This is a bad day.Tom: Why?Furball: I haven’t got a birthday present for my mum.Mrs Philips: Oh Furball. Is your mum sad?Furball: Yes she is. Nina: I’ve got an idea.Nina: Our town has got good shops.Mrs Philips: Has your mum got a pretty hat or a nice bag?Furball: No, she hasn’t. I like those ideas.


1 Circle.• Tell pupils that they need to circle the presents suggested by Mrs Philips. Pupils should finish this activity quickly. Go round the class looking at what pupils have done.KeyCircle the hat and the bag.

2 Circle.• Ask pupils to read out the questions and choose the correct answer.• Give pupils a few minutes to read and complete the sentences, then ask individual pupils to read out the questions, and then write the answers on the board.Key1 Yes, they have. 2 Yes, she has. 3 No, he hasn’t. 4 No, she hasn’t.

3 Write the words.• Ask pupils to look at the pictures in the sentences, match the pictures with words from the box, then write. • Ask individual pupils to stand up and read out their answers.Key 1 clothes 2 holidays 3 friends; toys

9

He’s got 100 legs!2

Photocopiable activity sheet © Macmillan Hellas Limited 2009. This page may be photocopied and used within the class.

Name

Storytime - A visit to Tom and Nina

1 Circle.

2 Circle.

1 Have Tom and Nina got a suitcase? Yes, they have. /

No, they haven’t.

2 Has Nina got an idea? Yes, she has. / No, she hasn’t.

3 Has Furball got a present for his mum? Yes, he has. /

No, he hasn’t.

4 Has Furball’s Mum got a nice bag? Yes, she has. / No, she hasn’t.

3 Write the words.

1 Put those in the suitcase.

2 are boring.

3 We haven’t got any and we haven’t got

any .

These are good presents for your mum Furball.

3 There are some animals.

10

Target language:There is, There are; in, on, under, next to, behind; some, any, How much … ?, How many … ?

Target vocabulary: Wild animals: snake, monkey, ostrich, giraffe, lion, tiger, elephant, crocodile, hippo, zebraFood: orange juice, soft drink, sandwich, salad, bread, apple pie, biscuits, jelly

Song 1Aim This song practises and consolidates lexis for wild animals. It also provides practice using there are and some prepositions.

Before • Use the class poster for unit three to revise the lexis for animals. Elicit the words by pointing at the poster and asking pupils to call out the word. Say Which animal is this?• To help pupils a little more with the lexis, put anagrams of the wild animal words on the board and ask pupils to come up and write the correct animal.• Play the song once through without stopping the DVD to remind the class of the tune. You could make up actions for some of the animals ie the monkey, elephant, crocodile and snake, and use them to make singing the song more fun. Encourage pupils to ‘look behind’ when the appropriate phrase comes up.• Ask pupils to stand. Play the song through again and encourage pupils to sing along as the words to the song pop up at the bottom of the screen. Do any movements and sing with the pupils.

Song tapescriptAre there animalsIn the jungle?

There are lions,There are tigersAnd crocodiles too.

There are monkeysThere are hipposThey’re behind you!

There are snakes,There are zebrasAnd elephants too.

There are giraffes,There are ostrichesLook they’re next to you!

After • Ask individual pupils to look at the poster, choose an animal, and write one sentence describing it. Then ask pupils to stand up and say their sentence. Pupils must guess which animal it is. Go round the class helping pupils with this task before they stand up and read. Encourage simple sentences such as I’m green and I’ve got big teeth. I’m grey and I’ve got a big mouth. Write I’m and I’ve got on the board to start pupils off, giving them examples.

Song 2AimThis song exploits the vocabulary for food.

Before• Use flashcards to review the lexis for food. Hold up the flashcards and let pupils call out the words.• Remind pupils of the word lunch. Ask individual pupils What do you eat for lunch?• Write belly and naughty on the board. Explain the meaning; point to your belly and frown and wiggle your finger for naughty.• Play the song once through without stopping the DVD to remind pupils of the tune. Do various movements to make the song more lively and get pupils moving. For example, Aren’t good (shake head slowly from side to side), belly (rub your belly), They’re naughty (wag finger angrily), nice (thumbs up sign), go to bed (head resting on hands with palms closed).• Play the song again. Encourage pupils to sing along when the words pop up on screen and do all the movements. • Play the song one last time to allow pupils a chance to sing and coordinate themselves.

11

Song tapescriptBiscuits and jelly,Aren’t good For my belly.

Soft drinks And apple pie,They’re naughty,But they’re nice.

I like sandwiches,I like orange juice,I like finishing all my lunch.

I eat salad,I eat bread,Before I go to bed.

After• Ask pupils to create a café menu using any food that they know. Remind pupils of any other food words they have learnt. For example, cake, hamburger, hot dogs etc. Write Food and Drinks and Deserts on the board to help pupils, and write one item in each category.• If time allows, ask pupils to swap menus and do role-play activities set in a restaurant. Encourage them to use Have you got any …? Can I have a / some … ?

Story summary – Furball and the policeTom, Nina and Furball go to the shops to look for a present for Furball’s mum. They go into a department store to look at hats and bags. Tom looks for somebody to ask about price but the police have emptied the shop. They think Furball is a dangerous monster. Luckily, Mrs Philips tells everybody that Furball is a friend.

Before you watch • Ask Where are Tom, Nina and Furball? Are they in Wigtown now? (No, they’re in Tom and Nina’s town). • Write the words buy, people and police on the board and explain the meanings. Say What is Furball buying? Now, watch and listen.

While you watch• Play the animated story segment once through without pausing. • Elicit answers to the questions asked prior to playing the DVD segment. Then ask What’s in the shop? (bags and hats), Where are the police? (in the shop), Are there other people in the shop? (No, there aren’t any other people in the shop.)• Play the story segment once more. Elicit answers to any questions and hand out the activity sheets.

Story tapescriptTom: Look, this is a good shop.Nina: There are great hats and bags.Furball: Come on. Let’s look inside.Nina: This bag is niceTom: I’ve got a crocodile… snap, snap, snap!Furball: I don’t like any of these bags.Furball: There are lots of pretty hats here!Nina: I like this one, under the other hats.Furball: I like it too. How much is it?Nina: I don’t know.Furball: Let’s ask someone how many hats we can buy! Tom: Where are all the people?Male Shopper: Is there a problem?Policeman: There’s a monster in the shop!Policeman 1: Children, move behind the police. Don’t touch the monster …Policeman 2: Put your hands on your heads!Mrs Philips: Stop … stop! Those are my children and that is our friend!


1 Read and tick. • Tell pupils to read the sentences and tick the correct answer – Yes or No.Allow a few minutes for pupils to complete this task individually. Then ask pupils to read out the answers. Write the answers on the board. Key1 Yes 2 No 3 Yes 4 No 5 Yes

2 Match and write.• Explain to pupils that they need to match the sentences with the pictures and then write in the prepositions. Explain that they can use the names and vocabulary to match the pictures and sentences without the sentence being complete.• Allow a few minutes for pupils to match pictures, and then ask them to write in the prepositions. Write the answers on the board.Key1 c; under 2 a; next to 3 e; on 4 b; behind 5 d; in

3 There are some animals.


Name

2 Match and write.

1 ‘I like this hat the other hats.’

2 Tom is Nina.

3 The hats are the shelf.

4 Tom and Nina are Furball.

5 Tom and Furball are the shop.

12

Storytime - Furball and the police

1 Read and tick.

1 Are there any bags in the shop?

2 Is there a crocodile in the shop?

3 Furball likes a hat.

4 Are there people inside the shop?

5 The police say ‘Don’t touch the monster.’

a b c

d e

under in

behind

on next to

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

4 Are you going home?

13

Target language:Present continuous

Target vocabulary: Telling the time: one o’clock, quarter past one, half past one, quarter to twoVerbs: eat, drink, work, drive, teach, help, go, make

Song 1Aim This song practises asking about time, telling the time and using the present continuous. It puts the present continuous in a context where it is clearly used to talk about something happening at a specific time.

Before • Use the class poster for unit four to revise telling the time. Ask What’s the time? And point to the different clocks.• Practise more by drawing clocks with different times on the board and asking pupils to call out the times.• Make sure pupils understand the word clock. • Play the song once through without stopping the DVD to remind the class of the tune. • Ask pupils to stand. Play the song through again and encourage pupils to sing along as the words to the song pop up at the bottom of the screen. Do any movements and sing with the pupils. (Move fingers from side to side like a metronome for tick tock.)

Song tapescriptTick tock, tick tockLook at the clock.What’s the time?It’s one o’clock.

Tick tock, tick tockIt’s quarter past one.Tick tock, tick tockIt’s half past one.

Tick tock, tick tockIt’s quarter to two.Hurry up!I’m waiting for you!

After • Ask individual pupils to draw their own clocks on pieces of paper. Then ask them to hold up their clocks and ask What’s the time? It doesn’t matter if pupils draw times that aren’t taught because they know

numbers and telling the time follows the same logic. If this happens, encourage pupils in a learning task. Song 2AimThis song exploits the verbs from this unit, using them either in an imperative or a present continuous form.

Before• Use flashcards to review the different verbs. Hold up the flashcards. Ask What is he/she doing? Help pupils to use the present continuous by prompting them.• It isn’t necessary to pre-teach all of the new vocabulary, much of it is illustrated in the actual DVD. Remind pupils of the words breakfast, tea and go home.• Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up on screen. • Play the song one last time separating the class into three groups and assigning a section to each pupil.

Song tapescriptGet up and Eat your breakfast Drink your tea It’s half past eight.

Drive the bus to school Work hard all dayGo home at fiveNow I want to play.

Teacher’s …teaching Maths todayMum is …making ice cream cakeDad is … helping in the gardenI’m hungry now. It’s half past seven.

After• Stick the flashcards up on the board, so that they are visible. Ask pupils to come to the front of the class and mime one of the verbs. This can also include any other verbs from the song. For example, get up. Ask What is he/she doing? and encourage pupils to guess.

14

Story summary – Furball is looking for a present.Furball is a bit sad because he still hasn’t found his mum’s present. Tom and Nina are going on holiday in two days. In the meantime, Furball needs their help looking for a present. They leave for Africa where they fly over a game park and see some animals. Furball thinks a zebra might be a good present for his mum, but Tom disagrees.

Before you watch • Remind pupils that Furball still hasn’t found a present. Ask Has Furball got a present for his mum? • Write Africa on the board. Ask What animals are in Africa? Use the flashcards for wild animals (unit 3) to help. • Tell pupils that they are going to watch the DVD segment and then do some activities. Say Now, watch and listen.

While you watch• Play the animated story segment once through without pausing. • Ask Where are Furball, Tom and Nina? (in Africa) What can they see?(giraffes, zebras and an elephant).• Play the story segment once more. Elicit answers to any questions and hand out the activity sheets. Story tapescriptFurball: I’m not a bad monster.Mrs Philips: Furball, you’re a good monster. Now, eat your cake. Tom, grinning: Not very good – where is your mum’s present?Tom: Mum, when are our holidays?Mrs Philips: In two days, at eight o’ clock in the morning … Furball: That’s easy with our flying carpet! We can find one present in two days!Tom: Look, there’s a giraffe!Nina: Where?Furball: It’s eating that tree. Furball: There are some zebras!Tom: Wow! How many are there?Nina: 18, 19, 20…20 zebras!Nina: Ahh, a little zebra.Furball: A present for my mother!Nina: The little zebra is running fast.Furball: I’m going fast, but …Tom: Good Furball, a zebra is a bad present for your mum.


1 Match. • Explain to pupils that they need to remember the DVD episode and match the two halves of the sentences. • Allow a few minutes for pupils to do this and then ask pupils to read out the complete sentences.Key1 b 2 c 3 a 4 e 5 d

2 Do the crossword. • The clues to the crossword are not all directly related to the story. The crossword exploits story vocabulary but may use it in a different context. The task is intended to provide a fun motivating puzzle for the pupils. It also helps spelling.• Allow pupils to do the crossword in pairs. Then ask pupils to read out the answers and write them on the board. Key Across1 morning 2 bad 3 zebraDown1 good 2 giraffe 3 eight 4 eat

Are you going home?4


Name

Storytime - Furball is looking for a present.

1 Match.

1 Furball isn’t

2 Tom and Nina are going

3 The giraffe is

4 There are

5 The little zebra is

a eating a tree.

b eating his cake.

c on holiday in two days.

d running fast.

e twenty zebras.

Across

1 We get up in the .

2 A zebra is a present.

3 This animal is black and white.

Down

1 Furball is a monster.

2 This animal is tall and they eats trees.

3 Two zebras have got legs.

4 Mrs Philips says ‘ your cake.’

15

2 Do the crossword.

3

2

1 2

4

1

3

5 Can you play the guitar?

16

Target language:Can, can’t, Can … ?; Object pronouns

Target vocabulary: Musical instruments: trumpet, drums, piano, flute, violin, guitarThe months of the year

Song 1Aim This song practises all the lexis for musical instruments and helps formulate questions using can.

Before • Use the class poster for unit five to revise the target lexis. Point to the different musical instruments and allow pupils to call out the words.• In preparation for the song, go through all the different movements the class can do in order to imitate playing the musical instruments. Call out a musical instrument and let the class mime playing. • Play the song once through without stopping the DVD to remind the class of the tune. • Ask pupils to stand. Play the song through again and encourage pupils to sing along as the words to the song pop up at the bottom of the screen. Encourage pupils to mime playing each instrument and sing along with the pupils. Pupils can jiggle and jump or dance around a little with the chorus.

Song tapescriptCan you play the piano?Can you play the drums?Can you play the violinIn big stadiums?

Can you jiggle and jump?Can you twist and bump?

Can you play the flute?Can you play the guitar?Can you play the trumpetAnd be a big, big star?

Can you jiggle and jump?Can you twist and bump?

After • Ask individual pupils which musical instrument is their favourite and if they are learning to play a musical instrument. Ask the class What can you play … ?

Song 2AimThis song consolidates lexis for the months of the year.

Before• In order to teach this vocabulary, it would be useful to have a flip over calendar with pictures illustrating the different months. Alternatively, drill the months as a chant, starting from January. Explain to pupils that they are going to practise the months of the year. Say the months and encourage pupils to repeat. • Once pupils seem to be able to repeat the months, write some of the months on the board and elicit the missing months. Write them in so that a complete set is written on the board. • Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up on screen.

Song tapescriptTwelve months in a year, It’s true.Listen to me now, I can sing them for you.

January, February, March,April, May, June,July, August, September,October, November, December

Guitars, violins, pianos and drums.Stand up in the monthyour birthday comes!

January, February, March,April, May, June,July, August, September,October, November, December.

After• Ask individual pupils When is your birthday? Work your way round the class asking each pupil. The words for the months should still be written on the board in case pupils get stuck.

17

Story summary – A new friendFurball, Tom and Nina are still flying over Africa. They see an African boy by a tree, who has been cornered by a big snake. They swoop down and tell him to jump onto the carpet. The little boy called Jacob is very impressed by Furball, a real monster! Tom offers to take Jacob back to his village.

Before you watch • Ask Where are Furball, Tom and Nina? Elicit the word Africa. Then ask Are they on holiday? Elicit the fact that they are still looking for a present.• Write the word snake on the board. Make sure pupils remember the meaning. Make a hissing sound to remind pupils.• Pre-teach the word village. Write it on the board and explain that a village is a very small town. Give an example of a village.• Tell pupils that they are going to watch the DVD segment and then do some activities. Say Now, watch and listen.

While you watch• Play the animated story segment once through without pausing. • Ask What’s the little boy’s name? Elicit the answer Jacob and write it on the board. Then ask What is magic? Elicit the answer flying carpet. Write the word magic on the board.• Play the story segment once more. Elicit answers to any questions that were not answered and hand out the activity sheets. Story tapescriptFurball: Can I get a present for my mother in Africa?Tom: Yes, of course you can! Nina: Look, I can see a boy.Furball: Oh good, he can help us.Nina: Go fast Furball! There’s a snake. Tom: I can see it!Nina: Can you jump on the carpet?Jacob: No, I can’t. The snake is watching me.Furball: The carpet is next to you now.Nina: Jump on it!Nina: I’m Nina. This is Tom and that’s Furball.Jacob: I’m Jacob. Can that monster speak English?Tom: Yes, he can. He’s our friend.Jacob: I like your carpet. How can it fly?Furball: It’s a magic carpet.Tom: We can go to your village on the carpet!


1 Circle.• Explain to pupils that they need to remember the DVD episode and answer the questions. • Allow a few minutes for pupils to do this and then ask them to read out the questions and answers. Write the answers on the board.Key1 No, she can’t. 2 Yes, he can. 3 No, he can’t. 4 Yes, he can. 5 Yes, they can.

2 Write and match.• Explain to pupils that they need to put the words in order to make sentences, then match the sentences to the pictures. Make sure pupils know that these are the words that were said in the DVD sequence. Play the DVD again if pupils are struggling. • Draw pupils’ attention to the full stop and the question mark and remind them that if it’s a question mark, can comes first.• Allow pupils to do the task in pairs. Go round checking pupils’ sentences. Then encourage them to move onto the matching.• When they have finished ask individual pupils to stand up and read out the sentences.Key 1 He can help us. (d)2 The snake is watching me. (c)3 Can you jump on the carpet? (b)4 I can see a boy. (a)

3 Draw a snake.• This creative task can either be completed in the lesson or at home. Allow about five minutes of lesson time for this. Once finished, encourage pupils to stand up and show their snakes, and if they are able, to say a few things about them (colour etc).

5 Can you play the guitar?

Storytime - A new friend

1 Circle.


Name

1 Can Nina see a girl? Yes, she can. / No, she can’t.

2 Can Furball buy a present in Africa? Yes, he can. / No, he can’t.

3 Can Jacob jump on the carpet? Yes, he can. / No, he can’t.

4 Can Furball speak English? Yes, he can. / No, he can’t.

5 Can they go to Jacob’s village? Yes, they can. / No, they can’t.

1 help / us / He / can .

2 watching / is / The snake / me .

3 jump on / Can / you / the carpet ?

4 can / see / I / a boy .

2 Write and match.

ab

c

d

18

3 Draw a snake.

6 They work.

19

Target language:Present simple; always, sometimes, never

Target vocabulary: Jobs: teacher, doctor, singer, taxi driver, pilot, waiter, vet, builderSchool subjects: maths, history, geography, art, music, PE, French, English

Song 1Aim This song provides a vehicle for practising and consolidating the lexis for jobs. It also reintroduces and reminds pupils of the present simple, especially using third person –s.

Before • Use the class poster for unit six to revise the target lexis. Point to the different characters and allow pupils to call out the job words. Use the actual character names in the song to bring the characters to life. Say What does Suzy do? Or What’s Suzy’s job? She’s a singer. Encourage pupils to answer your questions in a similar fashion. Point to the characters as you ask.• Play the song once through without stopping the DVD to remind the class of the tune. Demonstrate movements where appropriate to illustrate meaning. For example, teaches (point to the board), sings (hold up a microphone), drives (moving a steering wheel), flies (up and down movements with arms out as wings), brings food (pretend to balance a tray on your palm), helps (put arms around yourself), looks after (stroking motion), fix (hammer action). • Ask pupils to stand. Play the song through again. Encourage pupils to sing along and do the movements as the words to the song pop up at the bottom of the screen. • Play the song one last time. Separate the class into four groups and assign a verse to each group. Sing along with the pupils for encouragement.

Song tapescriptTommy teacher, Tommy teacherHe teaches in a school.Suzy singer, Suzy singerShe sings songs, she’s cool.

Danny driver, Danny driverHe drives a taxi in the town.Poppy pilot, Poppy pilotShe takes you up and down.

Wally waiter, Wally waiterHe brings food, quick, quick, quick.Dina doctor, Dina doctorShe helps you when you’re sick.

Vicky vet, Vicky vet She looks after your poor pet.Bill the builder, Bill the builderFix the roof my feet are wet!

After • Ask questions about the different characters using the verbs from the song. For example, ask Who sings songs? Who teaches in a school?• To round off, ask pupils if they know any people who do these jobs.

Song 2AimThis is more of a chant than a song. It merely helps pupils vocalise lexis for school subjects.

Before• Use the flashcards to remind pupils of the vocabulary for school subjects. Hold up the flashcards and ask What school subject is this? Let pupils call out. • Elicit the different subjects that pupils cover themselves at school or private language schools. Ask What subjects do you do at school? • Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up at the bottom of the screen.

20

Song tapescriptI go to schoolI go to schoolI like historyDo you?

I like musicI like artBut I thinkmaths is hard!

I like EnglishI like PEI like FrenchAnd geography!

What about you?Do you like them too?

After• Ask individual pupils What is your favourite subject? Work your way round the class asking different pupils. • Round off by asking pupils to draw one thing from their favourite lesson. Pupils will then hold up their pictures so that the class can guess what their favourite lesson is. Go round giving pupils ideas for objects to draw, for example, a paint brush for art, musical notes for music, a football for PE etc.

Story summary – Furball finds a present.Furball, Tom and Nina go to Jacob’s village. There are lots of children there staring at Furball. They go to Jacob’s father’s workshop where he makes wooden sculptures. Jacob’s father gives a sculpture to Furball to thank him for helping Jacob get away from the snake. Furball is very pleased and says he will give it to his mother for her birthday.

Before you watch • Ask Who is Jacob? (a new friend) Where does he live? (Africa/a village). Elicit the fact that Tom, Nina and Furball are still looking for a present.• Pre-teach the words sculpture, dangerous. Link the word dangerous to the snake from the previous episode. Say What is dangerous? Is a snake dangerous?• Tell pupils that they are going to watch the DVD segment and then do some activities. Say Now, watch and listen.

While you watch• Play the animated story segment once through without pausing. • Ask Where are Tom, Nina and Furball? (Jacob’s village), What do they see? (children/school/Jacob’s dad, sculptures). • Play the story segment once more. Elicit answers to any questions that were not answered and hand out the activity sheets.

Story tapescriptTom: Jacob, is that your village?Jacob: Yes. I can see my house.Nina: Where is it?Furball: I can see a school. Jacob: My house is near the school. My mother is a teacher.Furball: Are there always lots of children here?Jacob: No, they’re looking at you!Jacob’s father: Hello Jacob. Are these your friends?Jacob: Yes, they are, and they fly a magic carpet!Tom: What is your father’s job?Jacob’s father: I work with wood. I make sculptures and people buy them.Nina: I like this sculpture. What is it?Jacob: It’s a man playing the drums. Jacob’s father: This sculpture is for you. Thank you for your help. Snakes are very dangerous!Furball: Thank you. It’s my mother’s birthday. This is a great present for her.


1 Write.• Ask pupils to write one word from the box in each gap to make complete sentences. Allow a few minutes for pupils to do this task individually. Then ask pupils to read out their answers. Key1 teacher 2 school 3 job 4 drums 5 dangerous

2 Match.• Explain to pupils that they need to match a picture with each sentence. Allow a few minutes for pupils to do this task individually, then stand up and read out the answers.• After the task is complete, ask Who says these words?(1 Jacob’s father, 2 Furball, 3 Jacob, 4 Jacob’s father, 5 Nina)Key 1 b2 d3 a4 c5 e

3 Write.• Explain to pupils that they need to solve the anagrams to complete Furball’s speech bubble.• Allow a few minutes for pupils to do this task in pairs. Then ask a pupil to stand up and read out the text.Keypresent sculpture playing

They work.6


Name

Storytime - Furball finds a present.

1 Write.

1 Jacob’s mother is a .

2 Jacob’s house is near the .

3 Tom says ‘What is your father’s ?’

4 Furball’s sculpture is playing the .

5 Snakes are very .

1 ‘I make sculptures.’

2 ‘There are lots of children.’

3 ‘I can see my house.’

4 ‘Thank you for your help.’

5 ‘I like this sculpture.’

21

2 Match.

3 Write.

teacher job

dangerous

drums school

a b

dc e

This is a great sentpre for my mum!It’s a turesculp .

It’s a man inglayp the drums.

7 You must be careful.

22

Target language:Must / Mustn’t; Can … ? (permission)

Target vocabulary: Imperatives: be careful, listen, don’t talk, be quiet, hurry, don’t runParties: party, invitation, present, balloons, food, soft drinks, music, games

Song 1Aim This song provides a vehicle for practising simple imperatives. It also introduces the word rules in preparation for presentation of must and mustn’t. The song sets up a useful context of rules versus desire to play.

Before • Use the class poster for unit seven to revise the target lexis. • First in order to set the scene for using these imperative commands elicit from pupils what is happening in each picture. Use the verbs already learnt and the present continuous. • Then point to each situation and say, for example, She’s cooking. The food is hot. Then call out Be careful. Go through the poster like this to help pupils remember. Then, point and allow pupils to call out the phrases. Say Look at the picture. What do we say? / What does he / she say?• Play the song once through without stopping the DVD to remind the class of the tune. Demonstrate any movements that are a natural accompaniment to the words. For example, wagging your finger for be careful, hand to ear action for listen etc. • Ask pupils to stand. Play the song through again. Encourage pupils to sing along and do the movements as the words to the song pop up at the bottom of the screen.

Song tapescriptBe careful!Be quiet!Don’t talk!Don’t run!

These are the rulesThey’re not fun!

Hurry! Listen!Do what I say!

Oh no, oh noI just want to play!

Be careful! Be quiet!Don’t talk! Don’t run!Hurry! Listen!Do what I say!

Oh no, oh noI just want to play!

After • Write Classroom rules on the board, and write down a variety of imperatives down the side, for example, Don’t listen, Listen, Run, Don’t run, Play, Be quiet, Don’t talk, Talk.• Ask pupils to tell you the rules for their classroom choosing from this list.

Song 2AimThis is quite a fast paced song. It helps pupils practise lexis for parties.

Before• Elicit from pupils all the things that they need for a good party and write these words on the board.• Clean the board and play a simple memory game. Go round the class asking pupils to remember one thing that is necessary for parties. Move round the class asking for a new word, but each pupil asked must remember the previous words said. Keep count of the words said so that the game stops once the eight party words from unit seven have been said. Pupils may prompt each other so that remembering all the previous words said becomes more of a chant.• Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up at the bottom of the screen.

Song tapescriptA party! A party!Let’s have fun!A party! A party!Here I come!

I’ve got my invitationAnd a present for youThank you very muchThis party is cool!

23

Yummy food and drinksFor all your friends.Balloons, music, gamesThe fun doesn’t end!

A party! A party!We’re having fun!A party! A party!For everyone!

After• Elicit from pupils when people have parties. (Birthdays, Christmas, Easter, special days). • If time allows, ask pupils to make party invitations. Hand out blank pieces of paper. Ask pupils to fold the paper over like cards and draw a picture on the front.

Write on the board:

To ………Can you come to my party on ………From ……

Encourage pupils to write the text inside their cards, filling in the gaps. This is an opportunity for pupils to revise days of the week and months of the year.

Story summary – Let’s have a party!Furball, Tom and Nina decide that it would be a good idea to have a birthday party for Furball’s mum. They begin making plans. They want to invite all of Mrs Furball’s friends. Nina writes some invitations and they start handing out invitations. They give the first one to Mrs Furball’s best friend, Mrs Tree-Fern.

Before you watch • Ask Has Furball got a present now? (yes) What is it? (a sculpture).• Remind pupils of the meaning of the words invite and buy. • Tell pupils that they are going to watch the DVD segment and then do some activities. Say Now, watch and listen.

While you watch• Play the animated story segment once through without pausing. • Then ask What is Nina doing? Elicit writing invitations. Then ask. Who is having a party? (Furball’s mum) Why? (for her birthday)• Hand out the activity sheets now and direct pupils attention to exercise 1. Ask pupils to watch, listen and circle the words that they hear. Play the story segment once more. • Elicit answers to any questions that were not answered after the initial viewing.

Story tapescriptTom: Furball, is your mum having a party?Furball: No. She never has parties. Nina: That’s bad. Can we have a party for her?Furball: Yes, we must have a party!Tom: And we must have a cake and balloons.Nina: A big cake!Tom: We must have food and music.Furball: Of course! We must buy some food.Nina: Can we invite family and friends?Furball: Her friends must come. We are near Mrs Tree-Fern’s house. She’s Mum’s best friend.Tom: We must invite her now!Nina: I can write some invitations.Mrs Tree-fern: Furball!Furball: Hello Mrs Tree-Fern. It’s my Mum’s birthday. Can you come to her party?Nina: Here is an invitation.Mrs Tree-Fern: Is this an invitation for my family?Furball: Yes, you must all come to our party!


1 Circle.• Explain to pupils that these are pictures of all the things that are needed for a good party. Ask pupils to circle the items mentioned by Tom, Nina and Furball. Keyballoons, food, music, invitations

2 Circle.• Explain to pupils that they need to read each sentence and circle the short answer. Allow a few minutes for pupils to do this task individually. Go round helping them. Then ask pupils to stand up and read out the answers.• Write answers on the board so that pupils can correct their answers. Ask pupils to tell you what the correct answers are for items 1 and 3.Key 1 No, she doesn’t.2 Yes, she is.3 No, he isn’t.4 Yes, they can.

3 Choose and write.• Explain to pupils that they need to write must and one other word to complete the sentences.• Allow a few minutes for pupils to do this task in pairs. Then ask a pupil to stand up and read out the text.Key1 must have 2 must buy 3 must invite 4 must come

7 You must be careful.

Storytime - Let’s have a party!

1 Circle.


Name

24

3 Choose and write.

2 Circle.

1 We a party.

2 We some food.

3 We her friends.

4 You to the party.

1 Does Mrs Furball always have a party? Yes, she does. /

No, she doesn’t.

2 Is Mrs Tree-Fern Mrs Furball’s best friend? Yes, she is. / No, she isn’t.

3 Is Tom writing invitations? Yes, he is. / No, he isn’t.

4 Can they buy a cake? Yes, they can. No, they can’t.

invitebuy

havecomemust

must

mustmust

8 Russia is the biggest.

25

Target language:Comparatives and superlatives

Target vocabulary: Countries: Greece, Russia, Italy, Egypt, Brazil, France, Australia, ChinaThe world around us: mountain, forest, river, lake, sea, island

Song 1Aim This song practises lexis for the different countries.

Before • Use the class poster for unit eight to revise the different countries. • Point to each flag and let pupils call out the names of the countries. • Ask pupils to describe the flags for the different countries. Say What colour is the flag for Greece? etc. • Play the song once through without stopping the DVD to remind the class of the tune. • Ask pupils to stand. Play the song through again. Encourage pupils to sing along as the words to the song pop up at the bottom of the screen.

Song tapescriptCome with meAnd we can seeEgypt, Greece and France.

We can go to RussiaAnd Australia too.We can see the peopleAnd what they do.

Let’s go to China!Let’s go to Brazil!Let’s go to Italy!

Come with meAnd we can seeThe countries of the world!

After • Ask pupils if they know anything about the different countries. Start with Greece. Ask What can you visit in Greece? • Elicit from pupils any information about the different countries that is depicted on the poster. For example, kangaroos in Australia.

Song 2AimThis is a very simple song to help practise lexis related to the world around us.

Before• Use the flashcards to practise the lexis for the world around us. Hold up the flashcards and let the pupils call out.• Ask pupils where they like to go for their holidays. Ask if any pupils have ever visited mountains or lakes.• Remind pupils of the meaning of the word geography. Explain to pupils that in geography they learn about the world.• Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up at the bottom of the screen.

Song tapescriptGeography, geographyWhat do you learnIn geography?

We learn aboutRivers and forests,Islands and seas,Mountains and lakes.It’s really great.

Geography, geographyThat’s what we learnIn geography!

After• Do a small quiz orally with the pupils. Reuse questions from page 66 of the Pupil’s Book. Write the following on the board:Mount Olympus, Brazil, Egypt, Crete,

Ask pupils the following questions.What is the tallest mountain in Greece?Where is the longest river in the world?What is the biggest island in Greece?Where is the biggest forest in the world?

• If time allows, ask pupils to write one quiz question to ask the class. Help pupils with this task. Go round the class giving guidance.

26

Story summary – FranceFurball, flies the carpet to France to buy some nice French food for the party they are preparing. The three friends fly over a big forest but they can’t see the shops anywhere. They decide to climb a small mountain. Nina spots the shops in the distance at the bottom of a valley.

Before you watch • Elicit from the pupils what has been happening in the story so far. Ask simple questions. Who are the people in the story? Try to get pupils to mention as many names as possible. Ask Where do Furball, Tom and Nina go? Why? • Tell pupils to watch the DVD segment and then to tell you where Tom, Nina and Furball are.

While you watch• Play the animated story segment once through without pausing. Elicit the word France.• Write the word climb on the board. Ask What do Furball, Nina and Tom see in France? (mountains, trees, a river, a lake, shops). Then ask What do they do? (climb a mountain). Then write the word tired. Ask Who is tired?(Furball)• Tell pupils they will watch the DVD episode once more and then do some activities. • After watching elicit any unanswered questions, and hand out the activity sheets. Story tapescriptTom: Where are we?Nina: We’re in France.Furball: Those are the biggest mountains in France.Tom: What are we doing here?Furball: My mother likes French food. It’s the best!Nina: Where are the shops?Furball: I don’t know.Nina: Let’s stop here, next to the forest.Tom: The trees are very tall. I can’t see the shops.Tom: Let’s climb that mountain.Furball: No! It’s very big and I’m tired.Furball: We must climb a smaller mountain.Nina: Good idea. Tom: I’ve got the carpet. Let’s go!Furball: This is great.Tom: Yes it is. Nina: Furball, look! There are the shops.


1 Circle.• Explain to pupils that they need to read the sentences and circle the correct word. Do the first item together as a class. Then allow a few minutes for pupils to do this exercise individually. • Ask pupils to read out the answers when they have finished. Write the correct word on the board.Key1 biggest 2 likes 3 are 4 smaller 5 can

2 Circle.• Explain to pupils that they need to complete the story. They should look at the pictures and write one word from the box.• Allow a few minutes for pupils to do this in pairs and then ask pupils to stand up and read out the story sentence by sentence. Write the correct words on the board.Key 1 France 2 shops 3 forest 4 mountain

3 Write and match.• Explain to pupils that they need to complete the missing letters of the word, then match the speech to the characters.• Allow a few minutes for pupils to do this task in pairs. Then ask a pupil to stand up and read out the text.Key1 best (Furball’s mum) 2 Where (Nina) 3 What (Tom) 4 tired (Furball)

Russia is the biggest.8


Name

Storytime - France

1 Circle.

1 They see the biggest / smallest mountains in France.

2 Furball’s mother likes / doesn’t like French food.

3 The trees in the forest are / aren’t very tall.

4 Furball, Tom and Nina climb a smaller / bigger mountain.

5 Nina can / can’t see the shops.

Furball, Tom and Nina are in 1 . They are looking

for 2 . They stop the carpet next to a

3 . Then they climb a small 4 .

1 says ‘French food is the b _ _ _ .’

2 says ‘W _ _ _ _ are the shops?’

3 says ‘ W _ _ _ are we doing?’

4 says ‘I’m t _ _ _ _ .’

27

2 Write.

3 Write and match.

forest mountain France shops

9 There were two goals.

28

Target language:Was / were, There was / There were, Was / Were …?, wasn’t / weren’t

Target vocabulary: Football: fans, team, score, goal, referee, pitch, playerPlaces: zoo, library, hospital, airport, station, museum

Song 1Aim This song practises and consolidates lexis for a football match.

Before • Use the class poster for unit nine to revise the different lexis related to a football match. • First, point to the poster and repeat the different items of vocabulary. Then ask What can you see? Encourage pupils to try to describe the poster using There is, There are.• Ask pupils Who are the teams? (Kickers and Shooters). Then ask Who is winning?(Kickers).• Play the song once through without stopping the DVD to remind the class of the tune. • Ask pupils to stand. Play the song through again. Encourage pupils to sing along as the words to the song pop up at the bottom of the screen. • Play the song one last time separating the class into three groups and asking each group to sing one verse.

Song tapescriptA football match!A football match!The teams areOn the pitch!

Start the match,Referee!We’re all readyCan’t you see!

Some players are fastSome players are slowThe fans want goals!Go! Go! Go!

Goooooooal!

After • Ask pupils if they have a favourite team or a favourite player. Also ask what sport they like if they don’t like football. This is an opportunity to do a quick revision of sport words.

Song 2AimThis song helps pupils practise the lexis for different places within a town by presenting very simple descriptions of what you do or see in each place.

Before• Use the flashcards to practise the lexis for various places in town. This might be a good opportunity to see if pupils remember the different town lexis learnt in Flying Carpets A since the story will involve a visit to a French town for shopping. • Hold up the flashcards and let the pupils call out the words. Then ask pupils what they associate with each place, for example, What can you find in a library? What can you see at the zoo / station? • When asking pupils about the museum you may be able to elicit the word sculpture. It may be difficult for pupils to respond to the question about museums but at this point write the word art on the board. Pupils may make the association with art from the school subjects lexis.• The above questions should help pupils to sing the song with greater ease as it encourages pupils to use the lexis that will arise.• Write the word heart on the board and draw a picture of a heart. Ask pupils if they know where their heart is. Point to the place where the heart is in the body.• Play the song once through without stopping the DVD to remind pupils of the tune. Demonstrate simple movements to accompany the song for see, books, trains, planes, heart.• Play the song again. Encourage pupils to sing along and do the movements when the words pop up at the bottom of the screen.

29

Song tapescriptWhat can you seeAt the zoo? An animal or two!

And at the library?There are books For you and me!

The trains At the stationCome and go.

The planes At the airportFly high and low.

At the museumThere’s lovely art.

The doctors At the hospitalHelp your heart!

After• Encourage pupils to talk about the town that they live in. If pupils are from small towns, ask if they know where they can see or find these things. Direct their attention to the kind of shops found in their town.

Story summary – Furball buys a cake.Furball, Nina and Tom, go down to the shops in France. They buy a big birthday cake for the birthday party and then go to the market to buy cheese and bread. Furball can’t see where he is going and slips on a tomato.

Before you watch • Elicit from the pupils what has been happening in the story so far. Ask simple questions. Where are Tom and Nina? Where was Jacob? Where are they going?• Pre-teach the words market, cheese and tomato. Ask What can you buy at the market? Elicit words for different fruit and vegetables and point to the food words above.• Tell pupils to watch the DVD segment and then to tell you what Tom, Nina and Furball are doing.

While you watch• Play the animated story segment once through without pausing. Elicit the answer shopping / buying a cake.• Write the word bakery on the board. Explain that at the bakery you buy bread and cakes. • Tell pupils they will watch the DVD episode once more and then do some activities. • After watching elicit any unanswered questions and hand out the activity sheets. Ask What places were in the town? (bakery, market, train station).

Story tapescriptNina: I can see a French bakery.Furball: Let’s buy a special cake for my mum! Come on!Furball: Is this your biggest cake?Tom: We’re having a party.Baker: This is a very good cake for a party.Nina: That was easy! Now we must buy some cheese.Tom: There was good cheese in the market.Furball: Where is the market? I can’t see.Tom: There was a market near the train station.Furball: Where am I?Nina: Wait here Furball! I can buy the cheese.Furball: Where is Nina … oops! Tom: Be careful, Furball!Furball: Ow! What was that?Tom: There was a tomato on the road.Nina: And now it’s on your bottom!


1 Find and Write• Elicit orally as a class the words for each of the pictures. Then let pupils work individually using the anagram to find the words and write them.• Go round the class checking pupils work.Key1 tomato 2 market 3 bakery 4 cake 5 cheese

2 Watch and circle.• Explain to pupils that they need to think about what happened in the story and choose the correct words. • Allow a few minutes for pupils to do this individually and then ask pupils to stand up and read out the sentences. Write the correct words on the board.Key 1 were 2 was 3 was 4 was 5 weren’t

3 Draw Mrs Furball’s birthday cake• Allow pupils to use their imaginations for this creative task. Explain to pupils that they can draw any cake they like.

9 There were two goals.

Storytime - Furball buys a cake.

1 Find and write.


Name

omtoat

teamrk

ryback

ekca

eeches

1 Furball, Tom and Nina were / was at a cake shop.

2 Nina was / wasn’t at the market.

3 There was / wasn’t a tomato on the road.

4 The tomato was / were on Furball’s bottom.

5 They were / weren’t at the train station.

2 Watch and circle.

3 Draw Mrs Furball’s birthday cake.

30

10 I liked the f ilm.

31

Target language:Past simple regular verbs (affirmative, questions and negative)

Target vocabulary: Adjectives: funny, boring, exciting, awful, scary, excellentFamily: only child, twins, aunt, uncle, cousins

Song 1Aim This song provides a context for practice and consolidation of different adjectives. It also revises was and were and introduces the past simple affirmative watched.

Before • Use the class poster for unit ten to revise the different adjectives. • First, point to the poster and ask What are these people doing? (They’re watching films/TV/ They’re at the cinema). Repeat the different items of vocabulary. Then encourage pupils to describe the different films. • Because there is a big overlap in meaning of some of the adjectives, make sure that pupils are aware of the words which have positive meaning, negative meaning, or are neutral. Draw three columns on the board. Put a tick and a cross at the top of the outer columns and a tick and a cross at the top of the middle column.• Ask pupils Which are good adjectives? Which are bad etc. Fill in the chart and leave it on the board.

✔ ✔ ✘ ✘

funny scary boring

exciting awful

excellent

• Say Now, let’s listen to the song. Play the song once through without stopping the DVD to remind the class of the tune. • Ask pupils to stand. Play the song through again. Encourage pupils to sing along as the words to the song pop up at the bottom of the screen.

Song tapescriptI watched a film on TV.It was about a bumble-bee!

Was it awful?No, no, no!Was it boring?

No, no, no!Was it scary?No, no, no!

I watched a film on TV.It was about a bumble-bee!

Was it funny?Yes, yes, yes!Was it exciting?Yes, yes, yes!

Was it excellent?Yes, yes, yes!

After • Write the word bumble-bee on the board. Make a bee noise and ask pupils to guess what it is.• Ask pupils if they watch films or sometimes go to the cinema with their parents. If they do, try and encourage pupils to use one of the adjectives to describe a film that they have seen. Equally you could do this with reference to a book or a game.

Song 2AimThis song helps pupils practise the lexis for family.

Before• First do a quick review of the family lexis that pupils should already know. Ask Have you got any brothers and sisters? Write only child on the board and explain that an only child doesn’t have brothers or sisters. Then write twins on the board and explain the meaning. Ask if there are any twins in the class. Then ask whether pupils mothers and fathers have brothers and sisters and write aunt, uncle and subsequently cousin on the board. Ask How many cousins have you got?• Say Now, listen to the song. Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up at the bottom of the screen. • Play the song once more and separate the class into three groups. Ask each group to sing one verse.

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Song tapescriptI’m an only childThis is my auntThese are her twinsYou can’t tell them apart!

I’m an only childThis is my uncleThese are his twinsThey’re double trouble!

I’m an only childThese are my cousinsI’m never lonelyI’ve got dozens!

After• Ask pupils to draw a very simple family tree. Explain to pupils that they should draw themselves in the middle of the tree, then draw lines or branches to all the different people in their family (brothers, sisters, aunts, cousins etc). Give an example on the board. It doesn’t matter if the family trees are not organised or linear. • When pupils are finishing or they have progressed quite far, ask individuals to stand up and tell you about four people in their family.

Story summary – Cousin Francis helps.Furball, Tom and Nina, leave the little French town and head off again on the flying carpet. They realise that they have only invited one person to the party – Mrs Tree-Fern. They seek help from cousin Francis who uses homing pigeons to send off all the invitations quickly.

Before you watch • Ask pupils How many people did Furball invite to the birthday party? Try to elicit the answer – (one, Mrs Tree-Fern). If pupils cannot answer play the DVD episode and then ask pupils again.

While you watch• Play the animated story segment once through without pausing. Elicit the answer to the question above. Then ask Who helps Furball?(Cousin Francis)• Write the word birds on the board. Ask Where are the invitations?(on the birds’ feet).• Tell pupils that they will watch the DVD episode once more and then do some activities. • After watching, elicit any unanswered questions, and hand out the activity sheets. Story tapescriptTom: We didn’t invite the people!Furball: Nina, how many people did you invite?Nina: One. Mrs Tree-Fern.Nina: We must fly fast. We must invite all the people.

Tom: Where are we flying now?Furball: My cousin lives near here. Let’s go to his house.Nina: I want to live here. It’s beautiful.Furball: Cousin Francis, are you there?Francis: Yes, I am. Come on up!Furball: Francis, can you help us?Francis: Yes, what can I do?Tom: We’re having a party …Nina: … and we must send the invitations.Francis: Easy! Come here, birds!Nina: This invitation is for Furball’s family.Furball: This is for my mother’s friends from work.Francis: Birds, the invitations are on your feet. Now, fly!Nina: Francis, that was lovely.Furball: You helped us. Thank you!Tom: Please come to the party. This invitation is for you.


1 Write yes or no.• Explain to pupils that they need to read the sentences, decide if they are right or wrong and write yes or no. Do the first one together then let pupils work individually. • Go round the class checking pupils work. Then ask pupils to read out the sentences and tell you if they are right or wrong. Follow up the activity by correcting the sentences that are not true.Key1 no 2 yes 3 no 4 yes 5 no

2 Write a story.• Explain to pupils that they need to write one word in each sentence to complete the story.• Allow a few minutes for pupils to do this as a collaborative task. Then ask pupils to stand up and read out sentences from the story. Write the correct words on the board.Key 1 didn’t invite 2 lived 3 liked 4 climbed 5 helped 6 invited 7 was

I liked the f ilm.10


Name

Storytime - Cousin Francis helps.

1 Write yes or no.

1 Furball invited all the people.

2 Francis is Furball’s cousin.

3 Francis lives in a house.

4 The birds helped Francis and Furball.

5 Francis hasn’t got an invitation.

1 Furball invite the people.

2 Cousin Francis in the

forest. 3 Nina the forest.

4 They the tree.

5 Francis and the birds

Furball. 6 Furball his

mum’s family and friends. 7 He

happy.

2 Write a story.

33

didn’t • invited • was • lived • liked • climbed • helped

11 We went out.

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Target language:Past simple irregular verbs

Target vocabulary: Travel and transport: ferry, coach, van, helmet, seat belt, motorbike, ticket, bus stopOrdinal numbers: first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth

Song 1Aim This song provides a context for practice and consolidation of travel and transport words, linking these words to going away on holiday.

Before • Use the class poster for unit eleven to revise the travel and transport lexis. • Point to the different items on the poster and let pupils call out the lexis. • Write the phrase get on on the board. Explain to pupils that all these people are getting on the ferry. Ask Where are these people going? Elicit the word holiday.• Say Now, let’s listen to the song. Play the song once through without stopping the DVD to remind the class of the tune. • Ask pupils to stand. Play the song through again. Encourage pupils to sing along as the words to the song pop up at the bottom of the screen.

Song tapescriptHurry, hurry!Don’t be late!Get on the ferryIt leaves at eight!

Hurry, hurry!Don’t be last!Get on the coachIt leaves at half past!

Where’s your ticket?Find it, man!Find it now!Yes, you can.

Hurry, hurry!Don’t be late!It’s holiday timeIt’s really great!

After • Ask pupils what time the ferry leaves, and what time the coach leaves. (Eight o’clock and half past eight).

Song 2AimThis song helps pupils use ordinal numbers. It also introduces additional countries. This lexis is not intended to be taught but is merely there for added interest and context. Most of these countries are similar enough to the Greek word to be understandable, but there is no need to draw too much attention to this.

Before• Pupils should be sufficiently familiar with numbers one to ten, but you could do a general review of teens using the flashcards. • Write multiples of ten on the board to review higher numbers. Let pupils call out the numbers until you get a chant going.• Wipe the board and then write up ordinal numbers in figures. Encourage pupils to repeat the ordinals after you without actually writing down the word.• Say Now, listen to the song. Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up at the bottom of the screen. Encourage pupils to hold up the right number of fingers as they sing along. Don’t worry too much if pupils cannot say all the different countries.

Song tapescriptListen to me, boys!Listen to me, girls!These are the biggest Countries in the world!

Russia is first,Canada is second,America is third,China is fourth,Brazil is fifth,Australia is sixth,India is seventh,Argentina is eighth,Kazakhstan is ninth,Sudan is tenth.

Now you knowThe biggest countriesIn the world!After

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• Write the days of the week on the board and ask pupils to order them. For example, Monday is first etc.

Story summary – We must hurry!Furball, Tom and Nina are busy getting the garden ready for Mrs Furball’s surprise birthday party. They have prepared food and drinks and put up decorations. The guests are starting to arrive by taxi and motorbike and everybody is helping with the finishing touches. Furball wants to wrap up his present but he hasn’t got any paper, so he ties balloons to the present instead.

Before you watch • Ask pupils Whose birthday is it? (Furball’s mum). Then ask Is she having a party? (Yes) Finally ask Does she know about the party? Explain the idea of a surprise party to the pupils.

While you watch• Play the animated story segment once through without pausing. Elicit the answer to the questions above. Then ask Where is Furball’s mother? (at work). Who is in the garden? (Furball, Tom, Nina, Francis, Cousin Stanley, friends).• Tell pupils that they will watch the DVD episode once more and then do some activities. • After watching hand out the activity sheets. Story tapescriptFurball: My mother is at work. Is everything ready?Tom: I put the tables in the garden … Nina: … and I put the food on the tables.Tom: The balloons aren’t ready. Nina: We must hurry. Who can help us?Furball: Who is that on the motorbike?Furball: Hello cousin Stanley.Tom: Good! You can help me with these balloons.Nina: Furball, there are some people in a taxi!Furball: Come in! Older woman: Hello Furball. We’ve got some food. Nina: Wonderful! Please put the food on the table.Furball: I must have paper for the present. Where is it?Nina: We didn’t buy any paper. Tom: I know! We can tie some balloons to the present.Furball shouts: Are we ready?Tom: I finished the balloons.Nina: I made the drinks.Older women: We made lots of food.Francis: All the people are here!


1 Match.• Ask pupils to tell you who all the different people are in the pictures. Write the people on the board and ask pupils to write these onto their activity sheets. Then ask pupils to match each character with the correct sentence. • Match the first item as a class, then ask pupils to work individually. When pupils have finished, ask pupils to stand up and read full sentences.Key1 Mrs Furball was at work.2 Nina put the food on the tables.3 Tom put the tables in the garden. 4 Mrs Furball’s friends made food.5 Cousin Stanley helped with the balloons.1 a 2 b 3 e 4 d 5 c

2 Do the puzzle. Find the missing word.• Explain to pupils that they need to write one word in each sentence to complete the puzzle. This will help them find the missing word.• Allow a few minutes for pupils to do this as a collaborative task in pairs. Then ask pupils to stand up and read out sentences from the story. • Lastly ask pupils to tell you what the missing word is. Write the word on the board. Ask What is a surprise? Elicit Mrs Furball’s party.Key

s

1 rh ru y

2 t bm o i eo r k

e3 o lp p e

4 pp ea r

a5 xt i

6 l ob l na o s

e

11 We went out.

Storytime - We must hurry!

1 Write and match.


Name

1 was at work.

2 put the food on the tables.

3 put the tables in the garden.

4 made food.

5 helped with the balloons.

1 Nina says ‘We must .

2 Cousin Stanley has got a .

3 Mrs Furball’s friend says ‘All the are here.’

4 Furball says ‘ I must have for the present.’

5 Mrs Furball’s friends come in a .

6 Furball ties on the present.

The missing word is _ _ _ _ _ _ _ _

2 Do the puzzle. Find the missing word.

36

1

2

3

4

5

6

a

b

d

c

e

12 We’re going to go on holiday.

37

After • Ask pupils about going to the beach. Ask them to list useful things needed for going to the beach based on vocabulary learnt in this lesson and any relevant vocabulary pupils know. Work your way through the alphabet. For example, A apple, B ball, C camera and so on. This could be done like a memory game. Write the letters of the alphabet on the board and see if pupils can remember the words said so far.

Song 2AimThis song helps pupils use the holiday phrases in sentence constructions with will.

Before• Elicit from pupils the kinds of things they are able to do on holiday. Use questions which exploit the phrases used in the song, for example, Do you go away in summer? Where do you go? What time do you get up? Do you get up late? • Say Now, listen to the song. Play the song once through without stopping the DVD to remind pupils of the tune. • Play the song again. Encourage pupils to sing along when the words pop up at the bottom of the screen.

Song tapescriptIt’s May! Hooray!It’s nearly time to go away!It’s time to have funAnd play!

We’ll go to an islandIn the sun.We’ll get up lateIt’ll be great!

We’ll see our friendsAnd we’ll relax.We’ll eat ice creamAnd yummy snacks!

It’s May! Hooray!It’s nearly time to go away!

After• Ask pupils to write down three things that they will do for their summer holidays. Go round helping pupils. Then ask pupils to stand up and tell the class.

Target language:be going to; will / won’t / Will … ?

Target vocabulary: Words and phrases related to holidays: village, café, square, beach, sand, sunglasses, camera, towels, pebbles, shells, go away, relax, have fun, get up late, see your friends

Song 1Aim This song provides a context for practice and consolidation of the first group of lexis that is related to holidays. It also introduces the be going to construction.

Before • Use the class poster for unit twelve to revise the holiday lexis. • Point to the different items on the poster and let pupils call out the lexis. • Ask pupils What can you see in the picture? What are the people doing? Elicit sitting in the café, sitting on the beach, swimming etc. • Say Now, let’s listen to the song. Play the song once through without stopping the DVD to remind the class of the tune. • Ask pupils to stand. Play the song through again. Encourage pupils to sing along as the words to the song pop up at the bottom of the screen.

Song tapescriptLet’s go to the villageAnd have lots of fun!

There’s a squareThere are cafés For dads and mums.

Let’s go to the beachAnd sit in the sun!Let’s play on the sand,Throw pebbles and run!

Let’s look for shellsForget about classesBring a camera, a towelBring your sunglasses!

Summer is hereLet’s have lots of fun!We’re going to haveFun in the sun!

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Story summary – A great partyMrs Furball arrives home to discover that Furball has arranged a surprise party for her. She is very happy. They eat the cake and have fun, and Mrs Furball loves her present. Tom and Nina finally go on holiday with their parents, but they are very tired and don’t want to do anything but relax. Their parents are surprised and find the two children very boring.

Before you watch • Explain to pupils that this is the last episode of the story. Ask What is going to happen now? Elicit the fact that this is the moment of the big party. Then ask Will Furball’s mum be happy?

While you watch• Play the animated story segment once through without pausing. Elicit the answers to the questions above. Then ask Where are Tom and Nina now? (on holiday). • Tell pupils that they will watch the DVD episode once more and then do some activities. • After watching, hand out the activity sheets. Story tapescriptEveryone: Happy birthday Mrs Furball!Furball: It’s our present to you, Mum!Mrs Furball: Hello my dear friends and family. I will always remember this party. Thank you very much.Furball: Look Mum, we bought a big cake for you. Are you going to cut it?Mrs Furball: Of course I’m going to cut it. Stanley: Good. We will all eat it!Nina: Furball, are you going to give the present to your mother?Furball: I forgot! I’ll give it to her now.Mrs Furball: This is a lovely present and a great party. Thank you, Furball.Mr Philips: Tom, are you going to play football?Tom: No, thank you. I’m going to relax now.Nina: We had fun with Furball, and now I’m not going to do anything!Mrs Philips: What?Mrs Philips: This is going to be a very boring holiday.Father: Yes, it is. Next year, we’ll go on holiday with Furball!


1 Circle.• Explain to pupils that they need to circle the correct word to make true sentences.• Do the first sentence with the class and then allow pupils to work individually. When pupils have finished ask them to read out their sentences. Write the words to be circled on the board.Key1 will 2 won’t 3 will 4 won’t 5 will

2 Make sentences about Tom, Nina and Mr and Mrs Philips.• Explain to pupils that they need to match the different parts together to make true sentences.• Do the first one together as a class. Then allow a few minutes for pupils to do this as a collaborative task in pairs. Go round the class giving guidance. • When pupils have finished, ask individuals to read out the sentences. Ask pupils to write the sentences on the board.Suggested Key Tom and Nina are going to go on holiday.Tom and Nina are going to relax.Tom and Nina aren’t going to play football.The holiday is going to be boring.The holiday isn’t going to be exciting.Mr and Mrs Philips aren’t going to have fun.

We’re going to go on holiday.12


Name

Storytime - A great party

1 Circle.

1 Mrs Furball will / won’t remember the party.

2 Furball will / won’t cut the cake.

3 Furball will / won’t give his mum the present.

4 Tom and Nina will / won’t play football on the beach.

5 Mr and Mrs Philips will / won’t go on holiday with Furball next year.

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2 Make sentences about Tom, Nina and Mr and Mrs Philips.

Tom and Nina

The holiday

Mr and Mrs Philips

is going to

isn’t going to

are going to

aren’t going to

have fun.

relax.

go on holiday.

play football.

be boring.

be exciting.

Christmas

40 40

Target language:Sleigh, reindeer, sack, Santa Claus

Song Aim This song is intended to be sung for fun nearing Christmas.

Before • Use the flashcards to review the Christmas vocabulary included on the Christmas spread. • Hold up the flashcards and allow pupils to call out the words. Elicit as much information as possible from pupils regarding Father Christmas (What does he wear? How does he travel?) and Christmas generally. Then say Now, let’s sing a Christmas song. • Play the song once through without stopping the DVD to remind the class of the tune. • Play the song through again. This time encourage students to sing along when the words pop up on the screen.

Song tapescriptWe wish you a Merry Christmas!We wish you a Merry Christmas!We wish you a Merry ChristmasAnd a Happy New Year!

After • Hand out the activity sheets.


1 Find nine Christmas words.• Explain to pupils that they need to find nine Christmas words in the wordsearch. Tell pupils that they should think of the words from the flashcards.• Allow pupils to work in pairs to do this task. Go round checking that pupils are circling the correct words.Key

41

D L E C A N D E S N O W M A N

F E E B I T E R E I F E E R C

T S T N T A C E L V E T R E H

H A R T Y I R I I N D S R M R

R C E N R T T N G L E N I I I

E K I M G Y I D H O C W E S S

G C N E E V O E A R O O C T T

H O S T I I N E V W R S H M M

I L O E V T S R C F A P P A A

S A N T A C L A U S T R E S S

T D D T Y O O S L E I G H H T

N W E N H L T A A R O N M A R

C A N D L E T K S N N W M A E

A M K I N D E K S T S A R S E

S R A R T S R P R E S E N T S

Christmas

Name

1 Find nine Christmas words.


42

Target vocabulary: goat, lamb, nest, chicks, candle, hot cross bun

Song Aim This song is intended to be sung for fun nearing Easter.

Before • Use the flashcards to review the Easter vocabulary included on the Easter spread. • Hold up the flashcards and allow pupils to call out the lexis.• Elicit from pupils the kinds of things that they do for Easter in Greece. (eat lamb, paint eggs red, dance, go to church etc). Then ask What do people in England eat at Easter? (hot cross buns, chocolate Easter eggs)• Say Now, let’s sing an Easter song. Play the song once through without stopping the DVD to remind the class of the tune. • Play the song through again. This time encourage students to sing along when the words pop up on the screen.

Song tapescriptLook around, look around,Can you hear the birds sing?Look around, look around,Can you see the spring?

New life at Easter timeLambs and chicks and bees.New life at Easter timeFlowers, birds and trees.

After • Hand out the activity sheets.


1 Colour and write.• Tell pupils to look at the picture and write the words in the gaps. They should choose one word from the box that fits the gap. • When the text is complete ask pupils to read it.• Then allow pupils to take their time colouring the picture. This could also be set as a homework task.Key1 spring 2 warm 3 lambs 4 goats 5 eggs 6 nests 7 chicks

Easter

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Easter

Name

1 Colour and write.

Easter is in 1 _ _ _ _ _ _. The weather is 2 _ _ _ _. There is a pretty

3 _ _ _ _ and a baby 4 _ _ _ _ . There are 5 _ _ _ _ in the birds’

6 _ _ _ _ _, and little 7 _ _ _ _ _ _ are with the mother hen.

lambs spring chicks nest eggs warm goats


Documents

DVD Activity Book - Macmillan · PDF fileto make sure pupils have grasped the meaning of the words. Eg, sun, grandpa, coca cola, car. Say Is the sun hot or cold? • If time allows