Kids Box 2 Teaching Tips

7/25/2019 Kids Box 2 Teaching Tips

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© Cambridge University Press 2014

General teaching tips for Kid’s Box posters

The posters for Kid’s Box are designed to be a stimulating visual complement to each unit of the course,

covering both the unit vocabulary and grammar. Please refer to each unit in the poster teaching tips for

specific suggestions. Below are some ideas that can be used with all the posters:

• As the poster will be a constant visual reminder of

the unit language, use it as a quick warmer, or at

the end of class to reinforce the target grammar orvocabulary.

• Use the additional images on the posters to extend

pupils’ vocabulary and grammar. Label these with

sticky notes.

• Encourage pupils to play the teacher role in any of

the activities you do with the posters.

• Play the unit songs and chants as you point to the

corresponding images on the posters.

• Exploit the topic in the poster to open up a class

discussion. Encourage pupils to point to images onthe poster to illustrate their ideas.

• Use recurring characters to revise vocabulary and

grammar from earlier units.

• Encourage pupils to create imaginary dialogues

between the characters in the posters.

• Nominate one of the characters the ‘expert’ and ask

pupils to think of five questions to ask him/her, e.g.

the time travelling scientist from Level 5 – What food

did they eat in Medieval times?

• Give pupils ten seconds to look at the written words

on the poster, and then cover the words with sticky

notes. Ask pupils to remember the correct spellings

and write them down. Remove the sticky notes to

reveal the words as pupils check their work.

• Cover parts of the poster with pieces of paper.

Divide pupils into teams and ask them to remember

and describe the covered pictures. Award points tothose who remember the most.

• Turn the poster round, and play a memory game.

Ask pupils what they can remember about the

poster. They can also try and reproduce the poster

in a drawing, which they then label. Display their

pictures on the classroom walls.

• Cover the vocabulary words on the poster. Call

out things from the poster and ask pupils to run up

(if appropriate) and touch the corresponding image

on the poster.

• Ask pupils to work in teams to create a static

reproduction of the poster. Suggest that one pupil in

each team ‘directs’ the others.

• Invent a story using the characters and vocabulary

from the poster. Before telling the story, give pupils

a ‘secret’ word. This should be one of the key

vocabulary words from the unit. Every time pupils

hear this word in the story, they clap their hands.

The first pupil to clap wins a point.

• Encourage pupils to make their own posters. This

could be used as a revision tool before end of yearexams.




Kid’s Box Starter poster teaching tips

1 Hello!

• Point to the number balloons on the poster and call

out the number on each. Encourage pupils to repeat

them.

• Count the number of candles on each cake starting

at 1. Encourage pupils to join in.• Point to two cakes and help pupils to work out the

total number of candles, e.g. if you point to 2 and 4,

the answer is 6. Remember pupils have only learnt

the numbers from 1 to 6.

• Point to one of the balloons. Give a pupil a die and

ask him/her to throw it. Pupils take it in turns to

throw the die until someone throws the number you

had pointed to.

• Ask pupils to bring in photos of themselves blowing

out the candles on their birthday cake and display

them grouped by numbers.

2 My class

• Point to the object characters on the poster and call

them out. Encourage pupils to repeat them.

• Ask pupils to find and count the objects.

• Point to one of the pictograms and encourage pupils

to do the corresponding actions.

• Point to one of the objects and ask, What’s this?

• Elicit what is happening in the poster, using actions

and gestures to help tell the story: it is night andwhen there are no children, the objects come to life.

The pencil is playing teacher and the objects have to

represent the action in the chosen pictogram. One

of the bags has lost this round of the game.

3 My colours

• Point to the balloons on the poster and call out the

colours. Encourage pupils to repeat them.

• Point to the items of clothing worn by the animals

and elicit the colours.

• Count the number of balloons held by each animal.

• Ask What’s your favourite colour?

• Point to one of the colours. Pupils whose favourite

colour it is stand up.

• Count to six by adding the number of balloons held

by the animals and the number held by the balloon-

seller.


and gestures to help tell the story: at the park, six

of the animals have bought balloons and are now

floating above the park.

4 My toys

• Point to the toys on the poster and call them out.

Encourage pupils to repeat them.

• Ask pupils the positions of the toys, e.g. Where’s the

kite? They point to the kite in the picture.

• Name a toy and elicit how many there are.


and gestures to help tell the story: some children

have landed on the moon and met some aliens. They

are showing each other and sharing their favouritetoys.

• Value: Use the poster to teach the importance of

sharing.




5 My house

• Point to the rooms on the poster and call them out.


• Point out the furniture in the house, e.g. tables, chairs,

beds, doors.

• Ask pupils to tell you how many seahorses arehiding in each room and where.


and gestures to help tell the story: in an underwater

palace, the different members of the household

are busy playing, cooking and one little dolphin is

playing hide-and-seek with his pet seahorses.

6 My body

• Point to the body parts on the poster and call them

out. Encourage pupils to repeat them.

• Name a body part and ask pupils to tell you how

many there are.

• Point to the assistant’s puppet and elicit first the

name of what the assistant has used and then the

name of the body part that should be there.

• Ask pupils to describe their favourite puppet (saying

which colours have been used).


and gestures to help tell the story: a puppeteer is in

his workshop putting puppets together. His assistant

is less successful.

7 My animals

• Point to the animals on the poster and call them out.


• Name an animal and elicit the number.

• Ask pupils to tell you which animals are swimming

and which are jumping.


and gestures to help tell the story: two tigers have

gone to the garden pond. One is about to jump into

the water, though there is very little space and the

duck is about to pull the air out of the lilo.

8 My food

• Point to the food items on the poster and call them


• Elicit what each animal likes eating, e.g. The elephant

likes egg and chips.

• Elicit what the penguin doesn’t like. The penguin

doesn’t like fruit.

• Ask the pupils if they like the food, e.g. Do you like

milk?


and gestures to help tell the story: the animals have

come together to have a picnic and each has its

favourite food. The penguin and the tiger aren’t very

lucky.

• Value: Remind pupils of the importance of eatingfruit.

Kid’s Box Starter poster teaching tips




Kid’s Box 1 poster teaching tips

1 Numbers

• Point to the numbers on the poster and call them


• Count the number of pictures that go with each

number as a class. Encourage pupils to join in.

• Elicit the colours and objects that pupils know. Pupilscall out the corresponding number.

2 My school

• Point to the objects on the poster and call them out.


• Point to the objects and elicit their colours.

• Ask pupils to find and count the objects.

• Point out other objects in the poster e.g. board,

crayons, bag, glue.

• Elicit what is happening in the poster: the childrenare all at school. The girl has arrived late, bumped

into the boy and dropped her bag on the floor.

Suggest what the characters in the poster might be

saying, e.g. I’m sorry.

3 Toys



• Ask pupils the positions of the toys, e.g. Where’s the

doll? In the bag.

• Elicit what is happening in the poster: the girl hasgot caught up in the computer lead and knocked the

ball off the table. Show how the ball has bounced

around the room, knocking into the boy’s train.

Suggest what the characters in the poster might be

saying, e.g. Be careful.


playing carefully.

4 My family

• Point to the family members on the poster and call


• Elicit what is happening in the poster: mother and

father are getting ready to go out. The rest of the

family is watching TV. Grandfather is sleeping. Thebrother is afraid of the ugly monster.

• Elicit adjectives, e.g. Is the sister old? No, she’s young.

Alternatively, point to a family member and elicit

information about them, e.g. He’s happy / She’s

beautiful.

• Revise prepositions by asking where the family

members are, e.g. Is the grandfather next to the

brother?

5 Our pets

• Point to the pets on the poster and call them out.Encourage pupils to repeat them.

• Point out other pets in the poster, e.g. snake, tortoise,

frog, rabbit and ask pupils to find and count them.

• Revise adjectives by eliciting information about the

animals, e.g. point to the cat’s tail and ask Is it long?

• Elicit what is happening in the poster: the pets have

escaped and are having fun in the pet shop. The

owner is not happy. The mouse is showing the boy

where his family lives.

6 My face

• Point to the face parts on the poster and call them


• Point to the characters and elicit descriptions, e.g.

He’s got big ears.

• Point out other parts of the body on the poster, e.g.

arms, hands, legs, foot/feet.

• Invent a name for each potato head and ask pupils

to guess which one you are describing, e.g. Big nose

– Mr Potato Head , Small ears – Miss Potato Head .

• Ask one of the pupils to choose a character, andencourage the class to guess which one it is by

asking questions e.g. Have you got yellow hair?





7 Wild animals

• Point to the animals on the poster and call them


• Describe the animals and ask pupils to guess which

one is being described, e.g. It’s orange and black.

It’s got a long tail and big teeth. Ask pupils to do thesame.

• Point to and describe your favourite animal, e.g. My

favourite animals are elephants. They’re big and grey.

They’ve got long noses. Encourage pupils to come to

the poster and do the same.

• Extend the unit language by eliciting or explaining

what the animals are doing, e.g. It’s sleeping / eating

a banana.

• Tell the story of how the elephant got its long nose:

One day in the jungle, a crocodile thought the elephant

wanted to eat the crocodile’s fish, so the crocodile pulled

and pulled at the elephants nose to get the fish. Luckily

a hippo came and saved the elephant, and the crocodile

ran away, but from that day on the elephant always had

a long nose.

8 My clothes

• Point to the clothes on the poster and call them out.


• Point to the characters and elicit descriptions, e.g.

He’s got a green T-shirt.

• Point out other things of interest, e.g. boat,

sandcastle, bucket and spade.

• Elicit what is happening in the poster: the people are

at the beach. The boy has bought some ice cream

and is falling over a bucket. The ice cream is falling

on the girl.

9 Fun time!

• Point to the activities on the poster and call them


• Elicit whether the children in the poster can or can’tdo the activities, e.g. They can play basketball. He

can’t play basketball.

• Ask pupils to come to the poster, point to the

characters and ask the class questions, e.g. Can she

play tennis?

• Ask pupils to take it in turns to act out activities

that they can/can’t do from the poster. The class

guess the activity, e.g. You can’t swim.

• Point out the other activities, e.g. run, ride a horse,

sing, draw , fish.

• Value: Use the poster to teach the importance ofstaying safe.

10 Transport



• Elicit what the people in the vehicles are doing, e.g.

She’s flying a plane.

• Point out the other vehicles, e.g. car , submarine, balloon, train.

• Ask pupils to take it in turns to act out driving/

flying the vehicles in the poster. The class guess the

vehicle, e.g. You’re flying a plane.

• Elicit what is happening in the poster: the doors of

the lorry have opened and the bananas are falling

onto the road, so the car, bus and motorbikes need

to stop.

• Point to the characters in the bus and encourage

pupils to sing and act out the song The wheels on thebus go round and round.

11 Our house

• Point to the rooms on the poster and call them out.


• Elicit which rooms the various animals are in, e.g.

Where are the tigers?

• Elicit what the animals in each room are doing, e.g.

What’s the hippo doing?

• Point out the furniture in the rooms, e.g. sofa, bath,

bed , stairs, cooker . • Ask pupils to take it in turns to act out a typical

activity they do in each of the rooms in the poster.

The class guess which room they are in, e.g. You’re in

the kitchen.

12 Party time



• Elicit what each family member likes eating, e.g. The

grandmother likes oranges.

• Ask the pupils if they like the food, e.g. Do you like

apples?

• Elicit what is happening in the poster: it’s baby

mouse’s 1st birthday. He is celebrating it with his

family. He has got a very big cake, which he is

looking forward to eating. All the other members

of the family have their favourite food and are very

happy, except the brother who has only got a small

piece of chocolate.




1 Alphabet

• Point to the letters on the poster and call them out.


• Call out the letters on the poster and encourage

pupils to respond with the objects, e.g. A−Apple.

• Call out the objects for pupils to respond with theletters, e.g. Dog–D.

• Use the poster along with the alphabet chant from

the unit.

• Encourage pupils to come to the poster and spell

out their names by indicating the letters and

repeating them out loud.

• Play I Spy. Think of an object you can see in the

classroom, point to the letter on the poster and say,

e.g. I spy with my little eye, something beginning with C .

The pupils guess the object.

2 Back to school

• Point to the classroom objects on the poster and

call them out. Encourage pupils to repeat them.

• Revise numbers 1−20. Call out an object on the

poster and encourage pupils to find and count the

quantity of each one.

• Elicit the position of various objects by asking pupils

to correct you, e.g. The teacher’s on the chair. No, she’s

next to the board.

• Use the poster to practise classroom language. Elicitwhat the teacher might be saying, e.g. Sit down on

your chair. / Open your book. Also elicit the language

the pupils might use, e.g. I’m sorry I’m late. / Can I

have a pencil please?

• Elicit what is happening in the poster: the animals

are at school. Some of them are behaving well and

others badly.


behaving well in class, e.g. listening to the teacher /

sitting properly on your chair.

3 Play time!



• Elicit who each object belongs to, e.g. Whose camera

is this? It’s the dad’s.

• Point out other objects in the poster e.g. tent,

suitcase, socks.

• Call out a colour and encourage pupils to find and

name all the objects of that colour.

• Elicit what is happening in the poster: the family has

been camping and it is time to leave. Tom and Kim

have not packed their bags, so their parents are

angry. Tom is busy playing his computer game. Kim

is trying to put her kite into her suitcase. The robot

has already packed and is ready to go.• Value: Use the poster to teach the importance of

taking responsibility for your belongings.

4 At home

• Point to the things in the home on the poster and


• Elicit where each family member is and what they

are doing, e.g. Is the sister reading a book in the living

room?

• Point out other furniture items in the poster, e.g.

bath, table, bed , door.• Elicit what is happening in the poster. Focus on

Grandma Mouse. She is in the hall wondering who

the various objects belong to. Point to the items to

elicit what Grandma Mouse might be saying, e.g.

Whose toy is this? It’s the baby’s.


tidying up.

5 Meet my family


them out. Encourage pupils to repeat them.• Elicit what each family member is doing, e.g. What’s

the daddy doing? / Is the cousin sleeping?


from the poster. The class guess the activity, e.g.

You’re flying a kite.

• Elicit what is happening in the poster: Kim and Tom

are playing in the park with their family. They are

also with their grandpa and grandma, their uncle,

cousin and baby cousin. Kim has got a problem

with her kite strings, and her uncle and mummy are

caught in them.


having fun, but playing carefully.






6 Dinner time



• Elicit other food items not included in the poster. Ask

pupils to work in pairs to practise asking about their

favourite food, e.g. What’s your favourite lunch?• Use the poster on the café wall to elicit what the

customers ask, e.g. Can I have some milk, please?

Then ask pupils to find that food item in the kitchen

and elicit the reply, e.g. Sorry, there isn’t any milk.

• Elicit what is happening in the poster: some hungry

customers have arrived in a café to order food.

Behind the scenes, however, the kitchen is a total

disaster.


cooking safely and cleaning up afterwards.

7 The farm



• Describe an animal and ask pupils to guess which

one it is, e.g. It’s small and green. It’s got long legs.

Encourage pupils to take it in turns to describe and

guess the animals.

• Point to each animal and elicit what they might

be saying, e.g. I like jumping. Encourage pupils to

respond, e.g.So do I

/ I don’t.

• Ask pupils to find and count the lizards.

8 My town

• Point to the buildings on the poster and call them


• Ask pupils to find and count different people and

objects, e.g. How many children/cars/pineapples are

there?

• Elicit where different people are and what they are

doing, e.g. The women in front of the café are drinking.

• Elicit what is happening in the poster: a dog hastaken a lime from the fruit shop and is running

away, knocking over the table with all the fruit on it.

The fruit has fallen onto the road. This has caused a

girl to fall off her bike and traffic chaos.


road safety, e.g. wearing a helmet / looking both

ways before crossing the road. You can also use the

poster to teach the importance of keeping calm in a

crisis.

9 Our clothes

• Point to the items of clothing on the poster and call


• Ask what each child in the poster is wearing, e.g.

She’s wearing a purple dress and a red hat.

• Elicit other items of clothing and then encouragepupils to work in pairs and ask their partner what

he/she is wearing.

• Elicit what is happening in the poster: the children

are performing Little Red Riding Hood . Unfortunately,

the children have got their clothes mixed up, e.g.

She’s got a dress, but she hasn’t got a basket.

10 Our hobbies

• Point to the hobbies on the poster and call them


• Choose a group of animals and describe what they

are doing, e.g. The ants are playing table tennis. Elicit

what the other animals are doing.

• Point to an animal and ask whether it likes the

activity, e.g. Does this frog like playing basketball?

• Encourage pupils to take it in turns to ask another

pupil if he/she likes an activity, e.g. Do you like playing

badminton?

11 My birthday



• Ask pupils to count the quantity of food items and

objects, e.g. How many sausages are there?

• Choose an item and ask pupils if they would like to

eat it. Encourage pupils to practise asking for things

they would like to eat, e.g. Can I have some lemonade,

please?

• Elicit what is happening in the poster: it is the boy’s

birthday party and a magician has made the food

magic. All the children are really happy with the

magic food except one boy who is a little scaredand doesn’t want to eat any of it.

12 At the beach

• Point to the beach words on the poster and call


• Point to a person in the poster and ask what they

are doing, e.g. What’s the girl in the purple T-shirt

doing?

• Encourage pupils to imagine what the people in the

poster want to do, e.g. He wants to catch a fish.

• Ask pupils to take it in turns to act out activitiesfrom the poster. The class guess the activity, e.g.

You’re collecting shells.




1 Family matters



• Revise other family members, e.g. cousin, sister ,

brother , mother , father . Elicit what each person in the

poster loves doing, e.g. The daughter loves playingfootball.

• Suggest a name for the son, e.g. Matt. Point to the

family members and elicit their relationship to Matt,

e.g. She’s Matt’s aunt.

• Encourage pupils to work in pairs and ask whether

they like doing the activities in the poster, e.g Do you

like taking photos?

• Elicit what’s happening in the poster: there are two

families. One family likes a more relaxing lifestyle.

The other family is very sporty, with the exception

of the son. The father and daughter from the sporty

family want to go and play football, and are asking

if anyone wants to join them. The son doesn’t want

to go.

2 Home sweet home

• Point to the home words on the poster and call


• Revise numbers 11–20. Point to the numbered doors

on the poster and elicit the correct numbers.

• Point to other rooms and furniture items in the

poster. Elicit a description of the house in the poster,

e.g. It’s got a kitchen, basement, bedroom and four

balconies.

• Encourage pupils to describe their homes, e.g. I live

in a flat. It’s got a big living room and three bedrooms.

• Using the street sign and house number, elicit where

the children in the poster live, e.g. They live at 11 Tree

street. Encourage pupils to work in pairs and ask

each other where they live.

• Using the poster, elicit the difference between the

country and the town.

3 A day in the life

• Point to the actions on the poster and call them out.


• Point to each clock and elicit what the boy does at

that time, e.g. He wakes up at 7 o’clock.

• Cover the clocks and check if pupils can rememberthe times, e.g. What time does he go to bed?

• Ask pupils to take it in turns to act out actions from

the poster. The class guess the activity, e.g. You’re

getting dressed.

• Elicit what’s happening in the poster: the boy in

the poster is the same as the boy in poster 1, who

doesn’t like doing energetic things. At the beginning

of the day he doesn’t want to get up, but at the end

of the day he doesn’t want to go to bed!

• Value: Use the poster to teach the importance ofgoing to bed on time.

4 In the city

• Point to the buildings on the poster and call them


• Elicit what you do in each building, e.g. You go to the

cinema to watch a film.

• Encourage pupils to identify the positions of

buildings, e.g. The library is opposite the swimming pool.

• Point to some people in the poster and elicit

what they might be saying, e.g. Must we go to thesupermarket? Yes, we must. Encourage pupils to

practise these dialogues in pairs.

• Elicit what’s happening in the poster: a robber has

robbed the bank and is running away. Money is

falling out of a hole in his bag. He is being chased by

two detectives.

5 At the doctor’s

• Point to the health words on the poster and call


• Point to an animal and ask pupils to identify itsillness, e.g. What’s the matter? He’s got a cough.

• Point to each animal and elicit suggestions as to

what the animal must and mustn’t do, e.g. The hippo

mustn’t eat cake. He must eat fruit.

• Ask pupils to take it in turns to act out illnesses from

the poster. The class guess the illness, e.g. You’ve got

a toothache. Encourage pupils to suggest what the

pupil should do, e.g. You mustn’t eat sweets.






6 A day in the country

• Point to the countryside words on the poster and


• Point to each person in the poster and elicit how

they are feeling and/or what they want to do, e.g.

She’s thirsty. She wants to drink some lemonade.• Ask pupils to think of five things you cannot find in

the country, e.g. You can’t find a supermarket in the

country.

• Elicit what’s happening in the poster: a family is

having a picnic in the country. The robber is trying

to escape, but is being chased by a bull and followed

by the two detectives. The female detective wants

to continue following him, but the other detective is

very tired and wants to stop.

• Ask pupils what they think will happen to the robber

and detectives.

7 World of animals



• Make false statements about the animals on the

poster and encourage pupils to correct you, e.g.

Pandas are red and blue. No, pandas are black and

white.

• Describe an animal from the poster and ask pupils

to guess which one is being described, e.g.It’s grey orblue. It lives in the sea. It’s very big and very long. It eats

fish. Encourage pupils to choose an animal and make

similar descriptions to tell the class.

• Choose two animals and elicit the difference

between them, e.g. This kangaroo is stronger than

that kangaroo. Encourage pupils to identify other

differences and make comparative sentences.

8 Weather report

• Point to the weather words on the poster and call


• Point to different parts of the poster and elicit the

correct words to describe the weather, e.g. What’s

the weather like here? It’s cloudy.• Elicit the difference between the weather today and

yesterday, e.g. Today it’s hot and sunny. Yesterday it

was wet and raining. It was snowing in the mountains.

• Cover the words on the poster. Encourage pupils to

work in pairs and describe the weather, e.g. What

was the weather like yesterday? It was wet and windy.

What’s the weather like today? It’s hot and sunny.

• Elicit what’s happening in the poster: the robber

escaped in a boat from the countryside. The

detectives were following him in another boat, but

the weather was very bad. The robber arrived at

an island but only one of the detectives managed

to reach it. Today it is sunny, and the detective is

thinking back to yesterday.

• Ask pupils what they think will happen to the robber

and the detective who is still on the boat.




1 Back to school

• Point to the adjectives on the poster and call them


• Point to the people in the poster and elicit what they

are doing, e.g. She’s painting.

• Ask pupils to invent names for the school children.Describe what each of them is doing and encourage

pupils to call out the name of the child, e.g. She’s the

girl who’s painting – Lily.

• Point to other people in the poster and make a

statement about them using the key vocabulary.

Encourage pupils to say whether it’s true or false,

e.g. He’s being careful (the boy dropping the books) –

false.

• Use the alphabet poster on the classroom wall to

spell words. Call out a letter and pupils respond

with the colour, or call out colours and pupils

respond with the letters.

• See if the pupils can do the difficult maths sum!

• Value: Use the poster to introduce the topic of

appropriate classroom behaviour.

2 Good sports



• Point to various detectives and elicit what they are

doing, e.g. He’s learning to sail. / He’s fishing.• Point to the two detectives that are climbing and

elicit the manner in which they are doing it, e.g.

She’s climbing well. / He’s climbing badly. Ask pupils to

describe the way other detectives are doing their

activities.


from the poster in a particular manner, e.g. badly,

quickly, slowly. The class guess the activity and the

manner in which it is being done, e.g. You’re skating

well.

• Encourage pupils to work in pairs and ask eachother about the activities at the school for

detectives, e.g. What do you want to learn to do? /

What can I learn to do inside?

• Elicit what is happening in the poster: it is a

detective training school and the detectives are

learning to do some activities inside and outside.

Point to the trophy room in the building and elicit

that some trophies have been stolen. Let pupils find

the robber, who had disguised himself as a detective,

and is now skating away.

3 Last week

• Point to the verbs on the poster and call them out.


• Make statements about what happened on each day

and ask pupils to correct you, e.g. On Monday, the

detectives were at the beach. No, they were at the busstation.

• Call out the past forms of the verbs and encourage

pupils to give you the infinitive form.

• Cover sections of the story and ask pupils questions,

e.g. Did he eat a sandwich? No, he didn’t. / Did they

see a film? Yes, they did . Encourage pupils to work

in pairs and continue asking questions about the

poster.

• Ask pupils to take it in turns to act out what

happened on different days. The class guesses the

day and uses the past forms of the verbs to re-tell

the story.

4 After school



• Point to the verbs again, and elicit sentences, e.g.

The lift stopped. The boy and girl carried some food.

• Point to flat one’s door and call out first floor . Point

to the other doors and elicit the other ordinal

numbers, e.g.Second floor

. Write these out in their

full form on sticky notes, and use them to label the

poster.

• Point to and revise parts of the building and

furniture. Make sentences about other people in the

building and encourage pupils to correct you, e.g.

The girl in the first floor danced. No, she shouted .

• Elicit what is happening in the poster: last night,

some children, who live in tree house flats, had

a party. As the lift was out of order, the children

carried the food up the stairs. The girl helped the

boy. The children played music and danced on thebalcony. They were very noisy.


helping one another and being considerate of other

people.






5 Last weekend



• Point to the verbs again, and elicit sentences, e.g.

The boy lost his monkey.

• Practise the use of so by eliciting the reasons whythe family did these actions, e.g. They took tents so

they could sleep.

• Call out the past forms of the verbs and encourage

pupils to give you the infinitive form.

• Ask pupils to work in pairs and ask questions about

what happened, e.g. Did the sister get some water?

Yes, she did. / Did the mother find the monkey? No, she

didn’t.

• Encourage students to make comparative sentences

about the actions in the poster, e.g. I think making afire is more difficult than catching fish.

6 Modern life

• Point to the technology words on the poster and


• Ask pupils which of these objects different members

of their family have, e.g. Has your grandpa got an MP3

player? / Has your grandma got a computer?

• Encourage pupils to work in pairs and ask questions

about the items in the poster, e.g. Have you got a

computer? Can you use a video camera? Ask pupilsto tell the class about their partner, e.g. He’s got a

computer, but he hasn’t got an MP3 player. He can use a

video camera.

• Elicit what is happening in the poster: the two

detectives are in the office working. The female

detective is working well, but the male detective

is listening to music on his MP3 player, his desk is

a mess, and his computer is broken. The robber is

now in prison.


tidying up and taking care of your belongings.

7 The best animal

• Point to the adjectives and superlatives on the

poster and call them out. Encourage pupils to

repeat them.

• Point to the animals and elicit sentences, e.g. This

dolphin is exciting, but this dolphin is the most exciting.• Use the poster to elicit more adjectives and their

comparatives and superlatives, e.g. This parrot is

beautiful, and this parrot is more beautiful, but this is the

most beautiful.

• Ask pupils to work in pairs and ask questions

about the animals in the poster, e.g. Which animal

is the most dangerous? / Which animal is the heaviest?

Encourage pupils to tell the class about their

partner’s answers, e.g. She thinks bears are the most

dangerous. She thinks giraffes are the heaviest.

• Describe an animal and ask a pupil to come to the

poster and point to the correct one, e.g. This animal

is brown, it’s the youngest and it’s eating. Encourage

pupils to continue describing and guessing the

animals.

• Value: Use the poster to teach that it does not

matter if you are not the best at something; it is the

taking part that counts.

8 Let’s party!

• Point to the food words on the poster and call them


• Point to and call out the container words and

encourage pupils to put them with a food or drink

item, e.g. A bowl of soup.

• Point to each of the octopus’ arms and elicit what he

is doing, e.g. He’s cooking.

• Encourage pupils to practise asking for food items

on the poster, e.g. Can I have a bowl of pasta, please?

• Ask pupils to work in pairs and invent a dialogue

between a waiter and some restaurant customers.

Encourage pupils to tell the class what thecustomers want, e.g. She wants the waiter to bring

her a glass of water. He wants the waiter to give him a

cheese sandwich.

• Elicit what is happening in the poster: it is an

underwater restaurant. The octopus waiter has too

many things to do and the customers are angry.


not trying to do too many things at the same time.





1 Time for TV

• Point to the TV words on the poster and call them


• Call out a time, and ask pupils to say the type of

programme. Then call out a programme and ask

the pupils to say the time.• Ask questions for pupils to identify each type of

programme, e.g. Which programme is funny?

• Ask pupils to work in pairs and give their opinions

about each type of programme, e.g. I think

documentaries are more interesting than weather reports.

2 People at work

• Point to the job words on the poster and call them


• Point to each child on the poster and elicit

sentences, e.g. She’s going to be a writer.

• Describe a child on the poster and ask pupils to

guess which one you are describing, e.g. She’s

wearing a coat, socks and shoes. She’s holding a

microphone – the journalist. Ask pupils to continue

describing and guessing.

• Use both the scene in the poster and the pupils’

imaginations to elicit more going to sentences,

e.g. The vase is going to fall. / He’s going to play for

Manchester United.

• Ask pupils to take it in turns to act out their future job, for the class to guess, e.g. You’re going to be a

pilot.

• Elicit what is happening in the poster: it is a child’s

fancy dress birthday party. The children are dressed

up in the clothes they would wear in their future

jobs. The mother and father have come into the

room to find out why it is so noisy.


treating people’s homes with respect.

3 The city

• Point to the city words on the poster and call them


• Describe what people do in each building and ask

pupils to guess which one you are describing, e.g. It’s

a place where you go to send a letter – post office. Payparticular attention to the airport, as pupils will not

have seen an airport like this before!

• Make incorrect statements about where the

different buildings are and encourage pupils to

correct you, e.g. The hotel is next to the post office.

No, it’s next to the airport.

• Encourage pupils to work in pairs and ask where the

different buildings are, e.g. Where’s the theatre? It’s

opposite the post office.

• Ask pupils to find five differences between modern

cities and those in medieval times, e.g. They didn’t

have planes or cars, they had horses.

• Elicit what is happening in the poster: a scientist has

travelled back in time to a medieval city.

4 Disaster!

• Point to the disaster weather words on the poster

and call them out. Encourage pupils to repeat them.

• Describe what generally happens in each of the

natural disasters and ask pupils to guess which one

you are describing, e.g.Liquid rock and hot gas comeout of this – volcano.

• Encourage pupils to use their imaginations to

explain what happened in the pictures, e.g. Lightning

hit a tree. Write some of these ideas on sticky notes

and put them next to their corresponding image.

• Elicit what the girl was doing when each of the

disasters struck, e.g. When the lightning hit the tree,

she was cycling.

• Ask pupils to work in pairs to make true and false

sentences about what happened in each game, e.g.

She was flying a helicopter when the volcano erupted .The other pupils then correct the sentences, e.g. She

wasn’t flying a helicopter, she was climbing.

• Explain that the poster is a series of covers for video

games all featuring the same character. Ask the

pupils which video games they play, how long they

spend playing them and which their favourites are.





5 Material things

• Point to the material words on the poster and call


• Elicit the names of various objects on the poster and

encourage pupils to say what they are made of, e.g.

The door is made of wood.• Ask pupils to identify as many things as possible in

their classroom that are made of the materials on

the poster.

• Encourage pupils to invent ways for the girl to

escape from the room using the materials and

objects on the poster, e.g. She can use the wool to

make a rope.

• Elicit what is happening in the poster: the main

character from the video games in poster 4 is in a

scene from a video game, wondering how she should

escape from the room.

• Ask pupils what they think might happen next in the

video game.

6 Senses

• Point to the kitchen words on the poster and call


• Call out the kitchen words again and elicit sentences

about them, using sense words, e.g. The plate looks

clean. / The flour feels soft.

• Ask pupils to take it in turns to describe things in theposter and ask the other pupils to guess what they

are describing, e.g. It tastes hot – pepper .

• Elicit what is happening in the poster: the scientist

from poster 3 has travelled to the future. He is in

a futuristic pizza restaurant but the pizza making

machine is not working properly.

7 Natural world

• Point to the nature words on the poster and call


• Describe what each child in the poster is doing and

ask pupils to guess which child you are describing,

e.g. She’s reading a book about dinosaurs – the girl who’sgoing to be a writer .

• Describe the people and things in the poster. Ask

pupils to come to the poster and point at what you

are describing, e.g. It’s got wings, and it’s purple and

white.

• Ask pupils to work in pairs and make true and false

sentences about the people and things in the poster,

e.g. He’s wearing spotted trousers – true. / The red

insect has got black stripes – false.

• Ask pupils to find five things we should and shouldn’t

do in the country.


from the party in poster 2 are out in the country,

still dressed up in their costumes.

8 Seasons

• Point to the season and sports words on the poster

and call them out. Encourage pupils to repeat them.

Ask pupils to identify the odd word out – hill.

• Point to a person in the poster and elicit what they

have done, e.g.She’s won an athletics competition

.

• Ask pupils to describe other sports you can do in

each season. The other pupils guess which sport

they are describing, e.g. You can do this sport outdoors

in the summer, but in the winter it’s better to do it indoors

– swimming.

• Point to and talk about two sports you have done

/ never done, e.g. I’ve been hill climbing, but I’ve never

been snowboarding. Encourage pupils to come to the

poster and do the same.

• Ask pupils to work in pairs to ask questions and

talk about what sports they like doing in differentseasons, e.g. Have you ever done athletics in winter?

No, I haven’t. It’s too cold. I like doing athletics in spring.

• Elicit what is happening in the poster: the reporter

wants to interview a famous star, who is busy doing

other things.




1 Beastly tales

• Point to the mythical words on the poster and call


• Point to the characters in the poster and elicit

descriptions, e.g. This eagle’s got golden feathers, big

wings and sharp claws.• Elicit what is happening in the poster: this is a scene

from a video game. Ask pupils what they think the

girl on the boat has to do to get to the next level,

e.g. She’s going to get a golden feather from the eagle

and give it to the mermaid. She’s going to take the mirror

and egg, return the egg to the eagles and use the mirror

to reflect the dragon’s fire. She’s going to climb the

mountain and get to the tower.

• Ask pupils to draw, talk about and describe what

mythological creatures appear in the video games

they play.

2 Tomorrow’s world

• Point to the transport and space words on the

poster and call them out. Encourage pupils to

repeat them.

• Point to different characters on the poster and elicit

what they are doing, e.g. The astronaut’s taking her

dog for a walk.

• Describe various characters. Ask pupils to come to

the poster and point to the one you are describing,

e.g. She’s wearing a pink coat. She’s got a blue suitcase.

• Ask pupils to work in pairs and invent a dialogue

between the man selling space rocket tickets and

a person wanting to travel. Encourage them to

use constructions with will, e.g. When will the rocket

leave? / How many people will travel on the rocket?

• Ask pupils take it in turns to say what the world will

be like in 2070. Encourage pupils to say if they agree

or disagree, e.g. People will travel to space on their

holiday. I disagree. I think people will travel underwater

to submarine stations.

• Elicit what is happening in the poster: a scientist has

travelled to the future in his time machine.

3 The great outdoors

• Point to the outdoors words on the poster and call


• Describe the objects on the poster and ask pupils to

guess what you are describing, e.g. You use this to see

at night – torch.• Elicit the past continuous verbs by establishing what

the children were doing, e.g. exploring, sleeping,

playing in the water. Label these with sticky notes.

• Elicit things that happened in the poster, e.g. He saw

a monster. / He fell in the water. / A snake bit him.

• Point to children in the poster and call out incorrect

sentences. Ask pupils to correct you, e.g. He was

drinking water when the snake bit him. No he wasn’t, he

was eating.

• Label one of the walls of your classroom north andthen call out compass directions for pupils to point

to.

4 Food, glorious food!

• Point to the food words on the poster and call them


• Point to each of the food items and elicit the

quantity e.g. There aren’t enough biscuits. / There’s too

much jam.

• Ask pupils to come to the poster, point to the

various items and ask questions, e.g. Is there enoughbread?

• Elicit other food pupils like eating.

• Ask pupils to work in pairs and find out how often

they eat various food items, e.g. How often do you

eat popcorn? Encourage pupils to tell the class about

their partners, e.g. He eats too many biscuits. He

doesn’t eat enough fruit.


are staying in to watch a film on the television

and eat some snacks. They haven’t got the right

quantities, e.g. there is too much butter and notenough sauce.






5 Under the ocean

• Point to the sea words on the poster and call them


• Describe each sea creature and ask pupils to guess

which one you are describing, e.g. It hasn’t got a

brain, a shell, bones or claws – jellyfish.• Remind pupils that the girl in the poster is

completing various levels of a video game. Elicit

what she has done so far, including what she might

have done in the level shown on this poster e.g. She

has climbed the mountain. She has been to the tower.

She has climbed down the rope and given the seals some

fish. She has swum past the octopus, opened the treasure

chest and taken out a rope.

• Ask pupils to think of five things the girl still needs to

do, to complete the level / video game. Encourage

pupils to use still and the present perfect form, e.g.She still hasn’t got out of the water / gone past the crab

/ climbed over the sand / got past the lobster / gone into

the mouth of the stone dragon.

• Ask pupils to work in pairs and talk about the video

games they are currently playing. Encourage them

to talk about the challenges they have completed,

and what things they still need to do to finish the

game.

6 Free time

• Point to the free time words on the poster and callthem out. Encourage pupils to repeat them.

• Describe an activity and ask pupils to guess which

one you are describing, e.g. It’s something you play

with a board and black and white pieces. Encourage

pupils to take it in turns to describe the activities for

the class to guess.

• Elicit sentences about the poster using determiners

and pronouns, e.g. Everyone’s playing. / No-one’s

eating. / Someone’s sitting under a tree. / The boys that

want to skateboard should wear something to protect

themselves. / The dog hasn’t got anyone to play with.

• Ask pupils to work in pairs and talk about the

activities on the poster. Encourage them to tell the

class about their partners, e.g. She likes riding her

mountain bike in her free time. She doesn’t like playing

board games; she thinks they’re boring. This summer

she’s going to try skateboarding.

7 Dress sense

• Point to the clothes words on the poster and call


• Elicit descriptions of the different clothes items, e.g.

It’s a black and yellow spotted glove.

• Cover parts of the objects and clothes on the posterand ask pupils to guess what they are. Encourage

pupils to use may and might e.g. It might be a lamp. /

They may be tights.

• Ask pupils to find at least five differences between

the two bedrooms.

• Encourage pupils to imagine what the girl might be

saying, e.g. I might not wear the black and white striped

tights, I may wear the green tights with the red flowers.

• Elicit what is happening in the poster: the girl and

boy have decided to go out one evening. The boyis ready but the girl is still deciding what clothes to

wear.

8 Around the world

• Point to the country and nationality words on

the poster and call them out. Encourage pupils to

repeat them.

• Cover the nationality words. Call out the countries

and elicit the nationalities.

• Point to the flags on the reporter’s backpack and

elicit sentences about which countries he hasalready visited. Encourage pupils to use already/ yet

and the present perfect, e.g. Has he travelled to

Brazil yet? Yes, he’s already been to Brazil.

• Ask pupils to work in pairs and talk about which

countries on the poster they have visited. Encourage

pupils to tell the class about their partners, e.g. She’s

been to France and Portugal, but she hasn’t been to

Spain yet. She’s going to India this summer.

• Elicit what is happening in the poster: a news

reporter is backpacking around the world trying

to get an interview with some famous people. Thefootprints show his planned route. So far, as we can

see from his backpack, he has only travelled to four

of the countries.

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Kids Box 2 Teaching Tips