Kids Box Teachers Book Level4 TOC Intro and Unit1

Map of the course 4

Introduction 6

Introductory Unit Hello there! 12

Unit 1 Back to school 18

Unit 2 Good sports 26

Review Units 1 and 2 34

Unit 3 Health matters 36

Unit 4 After school club 44


Unit 5 Exploring our world 54

Unit 6 Modern life 62


Unit 7 At the zoo 72

Unit 8 Let’s party! 80


Photocopiable activities 90

Extra activities 101

Extra project ideas 114

Movers Practice Test audio script and key 118

Con en s

Map of he courseUnit Key language Key vocabulary Additional language Pronunciation Content lessons

Introductory Unit Hello there!

greetings, comparative adjectives, personal description, defi nitions, present simple, adverbs of frequency, imperatives, love -ing, want to be, would like to, have got, must, before/after

jobs, family, adjectives, routine activities

character names, no time to lose

the phonemes /u�/, /ai/, /əυ/, /aυ/, /ei/, /‰�/

1 Back to school

relative clauses with who, adjectives, present simple, descriptions, present continuous question forms, must, can, What does x mean?

school, school subjects, boring, quick, exciting, busy, careful, diffi cult, easy, slow, terrible, pottery, bowl, playground, Four fat elephants are laughing at funny photos, Fifteen dolphins are phoning their favourite friends

school show, He’s / she’s called, over there, He’s / she’s the one … , We measured mass/volume/length.

the phoneme /f/, mathe�matics/ mathema�tician

measuring quantity and space, tape measure, millimetre, centimetre, metre, millilitre, centilitre, litre, length, quarter, shopping bag, relative clauses with which

2 Good sports

relative clauses with where, want to learn to do (something), want to / doesn’t want to, mustn’t, What do we call people who … ?, adverbs of manner

learning to (swim), climb, sail, rock climbing, climbing wall, water sports, It means a place where … , activity centre, good swimmer, lose, equipment, well, quickly, slowly, carefully, badly, quietly, easily, happily, fall, verse, chorus, drop, very (+ adverb), roller skating, syllable

How’s she doing?, good at, bad at, round and round, over the ground, lots of fun, up the wall, the tallest

words with one, two and three syllables

sports and rules, have to (obligation), pitcher, bat, batter, run (n), fi rst/second/third/fourth base, arrive, basket, baseball fi eld, balloon

Review Units 1 and 2

procedural language for games, functional language: offers, suggestions, openers and responses

word families

3 Health matters

past simple irregular verbs: affi rmative, negative, question forms and short answers, clauses with because, any + noun

What was the matter with you?, ill, tests, exam, dream, bowl

I was the fi rst to fi nish, fi sh and chips, diary, health matters, awake, eye test, time to stop, take it off, really tired/diffi cult, all night, What was wrong with (the woman)?, categories, the most common type, an average of … , more quickly, open them out, as big as … , balloon stretch method, to test lung capacity, vital capacity, on each side

the phonemes /e/ and /i�/

the human body, bones, blood, blood group, blood cell, muscles, heart, lungs, beat, chest, pass, layer, tennis court, breathe, carry, stretch, diameter, medical check ups, eye test

4 After school club

past simple regular verbs: affi rmative and questions, spelling of -ed endings, present simple

after school club, hall, play chess, school show, a musical, pirate, kids, ordinal numbers: fi rst–twentieth, Nobel prize, medals, Olympic Games, Mount Everest, the moon

start to do something, vowel, consonant, playtime, out of order, repairman, out of breath, in line, league, Neverland

consonant clusters, rhyming words

story genres, atlas, literature, poem, novel, play, owl, pussycat, pea-green, honey, plenty of money, wrapped up, fi ve-pound note, author, theatre, was written, adventures, actor


procedural language for games

days of the week, word families

4 Kid’s Box Teacher’s Book 4

Map of the course 5

Unit Key language Key vocabulary Additional language Pronunciation Content lessons

5 Exploring our world

could/couldn’t: ability + short answers, past simple irregular verbs, clauses with so, comparative of two- and three-syllable adjectives, possessive and adjectival pronouns

explorer, expedition, British, cross, ice, open sea, save, continent, Natural History Museum, exhibition, school trip, polar bear, spider, store, text message, protect (the environment)

Sir Earnest Shackleton, Antarctica, We have to look after our world, That’s true, make mistakes, adventure holidays, brochure, tandem, insects, birds, reptiles, amphibians

consonant clusters: /tr/, /str/, /sp/, /sk/

endangered sea creatures, ocean life, endangered, polar bear, sea turtle, whale, like (the polar bear), Arctic, type, fewer fi sh, mammals, between (x and y), imperatives, countries, present simple

6 Modern life

instructions, past simple irregular verbs

modern life, button, computer, MP3 player, DVD, email, mouse, program, screen, video, the Internet, click, text, fi lm, music/video clip, radio, choose, turn it on, know how to do something, get up, get dressed, take off, put on, o’clock, potato, pop music, plant, erase

Can you show us, please?, I don’t need any more, works perfectly well, problem, really good one, How exciting!, CCTV, row, real

rhyming words, �photographs, pho�tography

photographs, photography and fi lm, family snaps, the biggest camera, art photography, sculpture, landscapes, history of the cinema, realism, fi lm and different genres



stay where you are, go back to where you were, word families

7 At the zoo

superlative adjectives: the -est, the most, the best, the worst, past simple regular and irregular verbs, prepositions: into, round, out of

cheetah, puppies, kittens, cubs

Now tell us about … , Let’s hear it … , fi ve points for each fact, baby animals, the most wanted, semi-breve, crotchet, quaver, semi-quaver, treble clef

rhyming words music and musical sounds, Mozart, (musical) notes, compose, composers, bumble bee, cuckoo, hum, whole notes, half notes, quarter notes, eighth notes, pitch, octave, English notation: C, D, E, F, G, A, B, comparative adverbs

8 Let’s party!

want someone to do something, expressions of quantity, e.g. a bottle of, preposition: in front of, superlative adverbs, e.g. the most quickly/carefully, past simple

salad, pasta, sandwiches, soup, jacket potato, (baked) beans, a bowl of … , a bottle of … , a cup of … , a glass of … , fancy dress party, well, sack race

Can you pass … ?, Could you put … ?, third place, It’s time to fl y, The party’s over, Take me away, arrest, If you are (hungry between meals), eat (fruit), more, less

rhyming words, homophones: right, write, buy, by, wear, where, I, eye, knows, nose, two, too, ate, eight, new, knew

food and nutrients, carbohydrates, vitamins and minerals, calcium, protein, fats and sugars, fuel, energy, teaspoon, balanced diet, vegetarian, recipe, oil, preparation, mix



word families

Kid’s Box introduces pupils to the pleasures of learning English and enables them to consistently improve their level throughout the six books in the series. All six levels develop pupils’ abilities in the four skills, listening, speaking, reading and writing, as well as challenging them cognitively and helping them to feel a real sense of achievement in learning. As experienced teachers ourselves, we are aware of the demands and diffi culties involved in managing a diverse and mixed ability classroom. ‘If a doctor, lawyer or dentist had 40 people in his offi ce at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher’s job’, Donald D. Quinn. Teaching younger learners can be at once the most rewarding and the most soul destroying of pursuits. Sometimes we can have very bad days, but it’s the good days that give us an exhilarating sense of achievement, a sense of being part of a child’s future development.

Plutarch reminds us that ‘The mind is not a vessel to be fi lled, but a fi re to be ignited’ and this concept of learning underpins Kid’s Box. Pupils learn when they are interested and involved: when they want to fi nd something out, when they are playing a game, when they are listening to a story, when they are doing craft activities. Learning is an active process in every way and Kid’s Box makes sure that pupils are physically and mentally active and that they are encouraged to make sense of the language themselves. ‘The art of teaching is the art of assisting discovery’, Mark Van Doren.

The language syllabus has been carefully selected and graded to suit the age and level of the pupils. Language is introduced in context and in manageable chunks, giving pupils plenty of opportunities to practise and become familiar with the meanings and the sounds. Language is recycled throughout the units and pupils can practise the language in different contexts. They can also personalise it. Recycling is particularly important for young learners, who tend to forget quite quickly and who do not have the study skills of older learners. For this reason, there is constant revision and recycling throughout the units and course.

The units are based around the Star family and their friends. Characters give pupils a way of contextualising the language and help them to make it meaningful and purposeful. The characters develop throughout the books so as to sustain the pupils’ interest and motivation.

Cambridge ESOL Young Learner English (YLE) TestsIn Kid’s Box we have followed the syllabus for the YLE tests so that each cycle of two levels corresponds to one of the tests. Thus the material covered in the fi rst cycle coincides with that which is required for the Starters test, cycle 2 with the Movers test, and cycle 3 with Flyers. Kid’s Box covers all the relevant language structures, presents and practises the vocabulary, and includes examples of the task-types from the tests. Where certain topics include a vocabulary list which is too comprehensive to include all of the lexical items in the Pupil’s Book, additional activities have been offered in the Teacher’s Resource Pack.

Each YLE test consists of three papers: Listening, Reading and Writing, and Speaking. These tests are child-friendly and motivating and have been specially written for primary learners. They are taken by pupils all over the world, have international recognition

In roduc ionand are backed by the reputation and research of Cambridge ESOL. They provide a gentle introduction to public exams and research shows that children fi nd the tests highly motivating. The tests can act as a stepping stone to other Cambridge ESOL exams, as the highest level test, Flyers, is roughly equivalent in language level to KET (Key English Test). The YLE tests are an incentive; however, they should at no stage be seen as obligatory.

For further information on the component papers for each test, visit: www.cambridgeesol.org/yle

Common European Framework of Reference for Languages – Learning, Teaching, Assessment Kid’s Box has been written taking into account the proposals included in the Common European Framework (CEF). The CEF is a reference framework designed for language teachers and material developers so as to be able to defi ne different levels of competences and performance. These objectives coincide with those of the Cambridge ESOL Young Learner English Tests:

Flyers (at around Level A2 of the CEF)Movers (at Level A1)Starters (below Level A1)

The framework places emphasis on values such as pupil autonomy, proposing a task-based methodology with functional evaluation criteria. Although large parts of the CEF are more relevant to older learners and have not been designed specifi cally for the primary classroom, it includes two particularly useful parts which are the Common Reference Levels and the English Language Portfolio.

The Common Reference Levels offer a description of what a language learner ‘can do’ at different stages of the learning process. These levels can be consulted separately, but they have been mirrored here in the Self-evaluation sections.

The English Language Portfolio (ELP) is designed as a compendium of skills acquired and work done which incorporates the ‘can do’ checklists for self-assessment. This is important for pupil motivation and can also be shown to parents to inform them of the syllabus and objectives set for their children.

Course componentsEach of the six levels of Kid’s Box consists of a Pupil’s Book, an Activity Book, Pupil’s Book and Activity Book Audio CDs, a Teacher’s Book, a Teacher’s Resource Pack and CD, and a Language Portfolio.

Pupil’s BookThis 96-page full-colour book consists of eight units, plus an Introductory unit. Each unit is eight pages in length, with each page providing suffi cient material for one lesson. After each second unit there is a Review Unit which reviews the language from the two previous units. Lessons include a variety of interesting and motivating activities, for example pair work, role plays, craft activities, guessing games, songs, chants and a story. The series’ strong cast of characters appears throughout the book. A Movers practice test appears at the end of the book.

Activity BookThis 80-page book is designed to give pupils further practice with the new language and to help them consolidate their understanding. The pupils will have fun doing the activities and you will fi nd that they stimulate their creativity too. At the early levels


there is colouring and matching. As the pupils gain more confi dence in reading and writing, more activities to practise these skills are included. The Activity Book materials are designed to be integrated into the lessons and there is guidance in the Teacher’s Book as to how this works.

Pupil’s Book and Activity Book Audio CDsThe Audio CDs contain all of the listening material you will need for the Pupil’s Book and Activity Book, including all of the songs and stories. The songs are available in both sung and karaoke versions which pupils can follow on the Audio CD.

Teacher’s Resource Pack and CDThe Teacher’s Resource Pack contains a wealth of activities to help with mixed ability classes. There are two reinforcement and two extension worksheets for every unit, as well as song and story worksheets to further exploit the songs and stories. The Resource Pack also includes extra YLE-type tests with listening content on the bonus Audio CD. It also features word cards to reinforce the target vocabulary.

Language Portfolio In accordance with CEF guidelines, there is a language portfolio of individual competences to lead the pupil to self-evaluation and to record the learning experience of each pupil throughout the primary school years.

Interactive DVDAs you navigate your way through the Star family house on our interactive DVD, you will fi nd animated versions of the stories in Suzy’s room, the songs with animation and video in Mr Star’s room, video documentaries in the living room, interactive games in Simon’s room and a quiz in Stella’s room.

Teacher’s BookThis 120-page book provides teaching notes for each lesson, which include recording scripts for all listening activities and answer keys for all activities, an overview of the syllabus for each level, extra activities, photocopiable pages and extra project ideas.

Teaching notes The teaching notes provide step-by-step guidelines for each page/lesson. Lesson objectives are clearly described and the materials needed for each lesson are specifi ed. Each lesson starts with a Warmer and fi nishes with an Ending the lesson activity. Activities from the Activity Book are integrated with the Pupil’s Book activities to provide a balanced range of appropriate activities. There are two Extra activities provided for each lesson for times when you need more material. These Extra activities only appear in the Teacher’s Book and there are suggestions in the teaching notes as to when each activity should be used in the lesson. They are not designed only for the end of the lesson. Activities which are similar to the task-types in YLE have the icon YLE.

Photocopiable pagesThere is a photocopiable page for most units in the back of the Teacher’s Book. These pages provide you with a range of activities and worksheets to use with pupils: for example, there are crosswords, information gap activities and a jigsaw activity. There are full instructions in the teaching notes on how to prepare the materials and when and how to use them in class. Extra project ideasYou will fi nd an Extra project idea at the back of the Teacher’s Book for every unit project. These project ideas are on the same topic as the original project and give pupils the opportunity to either

develop the original project further, or work on a new aspect of the topic. Each extra project idea has clear steps for you and the pupils to follow. Pupils will fi nd all the Extra projects practical, interesting and motivating.

What does Kid’s Box offer? ‘To awaken interest and kindle enthusiasm is the sure way to teach easily and successfully’, Tyron Edwards.Once pupils are interested, and ready and eager to learn, then the job of teaching them becomes so much easier. The materials in Kid’s Box have been designed to do just that. Here’s how and why it works:● Humour through the characters and the stories

‘The important thing is not so much that every child should be taught, as that every child should be given the wish to learn’, John Lubbock.One of the tenets central to the writing of Kid’s Box has been to make the course as motivating as possible for young learners. For the younger pupils, motivation is vital if the language acquisition process is to be successful. We have tried to include an element of humour in the presentations and, more particularly, in the story which rounds off each of the units. This story is designed to revise what pupils have been studying and galvanise them to study more because they want to follow the adventures of the characters. It also serves as an incentive and a reward at the end of each unit.

● Creativity and learning through action and activity‘It is the supreme art of the teacher to awaken joy in creative expression and knowledge’, Albert Einstein.Drawing, colouring, ‘make and do’, songs, games and chants are all activities which might initially appear to have suspiciously little teaching value with regards to language acquisition. However, these activity types form an integral part of the learning process by enabling pupils to be creative and to help them anchor knowledge more effectively.

● Connecting to the world outside the classroom‘A child educated only at school is an uneducated child’, George Santayana.The fi nal section in each main unit brings the outside world into the classroom so that pupils learn about the world around them as they learn English. This helps them understand that English is more than a classroom subject and lets them realise ways in which English can be used as a tool for knowledge. ‘I like a teacher who gives you something to take home to think about besides homework’, Lilly Tomlin (Edith Ann).

● Discovery and the development of learner autonomy‘Knowledge is of two kinds. We know a subject ourselves, or we know where we can fi nd information upon it’, Samuel Johnson.For pupils to be able to learn effectively and to continue to learn, they need to be encouraged and enabled to fi nd things out for themselves. Kid’s Box includes self-correction activities, vocabulary self-check lists and other activities to develop learner autonomy. The series promotes this approach so that later pupils will be able to carry out independent research outside the classroom. ‘The object of teaching a child is to enable him to get along without his teacher’, Elbert Hubbard.

Introduction 7

● Promoting tolerance and respect‘The highest result of Education is tolerance’, Helen Keller.The material and activities in the book help pupils to appreciate cultural diversity, respect differences and develop human values. Respect for and protection of the natural environment goes hand in hand with the respecting of other human beings. This theme runs throughout the whole of Kid’s Box. ‘Teaching a child not to step on a caterpillar is as valuable to the child as it is to the caterpillar’, Bradley Miller.

● Teacher as guide and facilitator‘Teachers should guide without dictating, and participate without dominating’, C.B. Neblette.Communicative activities, such as pair work, group work and role play, give pupils the opportunity to work independently of the teacher. In these types of activities, the teacher’s role is as a guide and facilitator. We should stand back a little from the activity and monitor and assist when necessary.

● Meaningful practice through songs, games, chants, pair work, etc.‘I hear and I forget. I see and I remember. I do and I understand’, Chinese proverb.Young learners need a lot of meaningful, contextualised practice if they are to become successful language learners. In Kid’s Box there is plenty of ‘hands on’ practice. It’s only through repeated practice that skills, awareness and understanding can be developed. Nobody ever learnt to swim out of the water!

Learning styles / Multiple intelligences‘If a child can’t learn the way we teach, maybe we should teach the way they learn’, Ignacio Estrada.We now understand that people learn in different ways. We don’t talk about ‘intelligence’ any more. We talk about ‘intelligences’. In the classroom, we need to take account of the different intelligences when we are teaching. The activities in Kid’s Box are designed to stimulate different intelligences. This means there will always be something to appeal to every learner.Current thinking identifi es seven main intelligences:● Linguistic intelligence: sensitivity to the written and spoken

word and the ability to learn languages. It is therefore a core element of any language course, and in Kid’s Box this is exploited in combination with the other intelligences.

● Interpersonal intelligence: effective communication with others.Communication activities have been incorporated throughout the course. It is a vital aspect of language learning and is essential in making younger learners aware that a language is a tool for communication and not just another school subject. Communication activities help interpersonal skills, encouraging children to work together and develop important communication strategies.

● Intrapersonal intelligence: expression of inner thoughts and feelings.There are various refl ective activities in the course, for example the ‘Do you remember?’ and ‘Can do’ sections help pupils become more aware of themselves and discover their own world.

● Musical intelligence: appreciation of rhythm and music.This intelligence runs almost parallel to linguistic intelligence, as Howard Gardner points out. Each unit of Kid’s Box includes at least one song as well as occasional raps, rhymes and chants.

● Bodily-kinaesthetic intelligence: coordination and connection with the whole body.This is extremely important for the developing minds and bodies of younger learners, as there is a signifi cant relation between mental and physical activity. In Kid’s Box there are plenty of action songs and rhymes, which can help develop bodily-kinaesthetic intelligence at the same time as offering a change of rhythm and activity to the ever restless young learner.

● Logical-mathematical intelligence: problem solving and logical thought.There is a range of different activity types for this intelligence in Kid’s Box. These activities help develop logical reasoning, problem solving and the detection of patterns. Although they are not always fully exploited in the English language classroom, we feel they are vital, and extremely motivating if pitched correctly.

● Visual-spatial intelligence: expression and understanding through the visual world.This intelligence is one of the key ways that children learn. They are very aware of the world around them and often think in pictures and images. This makes them creative and stimulates their imagination. In Kid’s Box there are a range of ways in which pupils’ visual-spatial intelligence is supported and developed, for example the full colour illustrations in the Pupil’s Books, the colouring activities and all the content from the interactive DVD.

Content-based lessonsIn each unit of the Pupil’s Book, except for the Introductory Unit, the fi nal two pages are always a content-based lesson. These lessons are designed to teach aspects of subject topics which the pupils would be learning in their other school classes, such as Science, Maths, Road safety, Health, Geography and Music, using English as the medium of instruction. The focus during these lessons is on learning the content matter of the subject. Pupils often fi nd it very motivating to learn new things related to other subjects they study at school through English. The lessons are carefully graded to the language level of the pupils, with activities designed to structure and support the pupils’ spoken and written output, without oversimplifying the subject matter itself. The role of language in these lessons is to function as a tool to learn about other things.

Each content-based lesson includes a Do you know that … ? box, which introduces a fun fact for pupils to take away from class.


Tips for teachers Preparation● The most important thing with any kind of task is to make

sure that pupils have been well prepared beforehand, that they know all the words they will need and that they understand the purpose of the activity. Equipping pupils properly with the linguistic tools to enable them to carry out the task or activity successfully will ensure that it is challenging and enjoyable for everyone. Without the necessary preparation, pupils may have a negative learning experience which will cause them to lose confi dence and become frustrated with an activity that, quite simply, they have not got the capacity to do.

● Before starting an activity, demonstrate it. For pairwork activities, choose an individual pupil to help you. Do the fi rst question of the pairwork task with the pupil for the class to get an idea. You can follow this up with an open pair demonstration, choosing two pupils from the class to do another question and answer for the whole class.

● When you divide the class into pairs or groups, point to each pupil and say, for example, A–B, A–B, A–B and so on, so they are in no doubt what their role is. You can follow this up with As, put up your hands. Bs, put up your hands as a further check. Try to give simple, clear instructions in English. Say, for example, As ask the question and Bs answer the question: A–B, A–B, A–B. Then Bs ask the question and As answer the question: B–A, B–A, B–A.

● Always bring a few extra copies of the photocopiable worksheets to avoid tears if any pupils do it wrong and want to start again.

Classroom dynamics● Try to move around the classroom while explaining or doing

the activities, circulating among the pupils. In this way you project an air of confi dence, of being in command and of being accessible to pupils. Moving around the classroom also enables you more effectively to supervise and monitor pupils who may need more attention at times. Movement in the classroom tends to hold pupils’ attention better and makes the class more lively and dynamic.‘A good teacher, like a good entertainer, fi rst must hold his audience’s attention, then he can teach his lesson’, John Henrik Clarke.

● In the same way that it is a good idea for teachers to move around, it is also advisable to move the pupils around occasionally. By periodically changing seating arrangements, you can help group dynamics and break up potentially disruptive pupils. For example, weaker pupils could be put next to stronger ones, and more hard-working pupils next to disruptive ones. Pupils might benefi t from working with learners they may not usually associate with.

● When forming pairs or groups, we suggest that, whenever possible, pupils just move their chairs. For group work, they can bring chairs around one or two tables, allowing them an easy environment for discussion and written work. For pair work, they can position their two chairs to face each other. This allows a more realistic eye-to-eye communication situation. This change of seating prepares them for the oral work they are about to begin.

Noise● Some activities, especially those that involve pupils speaking

and moving around in the classroom, will generate a lot of excitement. When pupils are excited, they can become noisy

and may even use their fi rst language to talk about or discuss some aspect of the activity. Although it can be diffi cult to get used to it at fi rst, noise in the classroom is tolerable if it is related directly to the activity and is an expression of interest or enthusiasm for the task in hand. Regardless of which language they use, if pupils are suffi ciently stimulated by an activity to want to talk about it, then this can only be interpreted as a positive response. You should ensure, however, that only English is used for the completion of tasks and when you are checking answers with pupils at the end of an activity.

Teaching and learning● Encourage pupils to use their own resources to try to solve a

task. Try to guide pupils towards fi nding the right answers, rather than supplying them yourself, even if this means allowing them to make mistakes.‘I cannot teach anybody anything, I can only make them think’, Socrates.

● Making mistakes is a vital part of the learning process, so when pupils are asked to invent their own sentences, stories, chants, etc. we should not expect these to be perfect. Sometimes accuracy should be forfeited for the sake of creativity and enthusiastic participation – and learning.‘Mistakes are the portals of discovery’, James Joyce.

● Activities that pupils traditionally fi nd engaging include: moving about, singing, playing games, doing puzzles and colouring in. Wherever possible, use these as effective teaching tools. In this way, young learners can use language to practise English, and work very hard, without being conscious of it. They might think We’ve played all lesson. We know they have – and that they have learnt English too.

● When teaching language to pupils, it is important that they learn it within a context which makes sense to them. By setting them in meaningful contexts, the diverse disciplines of language learning such as grammar, reading, pronunciation and communication can be taught with a dynamic and child-friendly approach – and you will fi nd that pupils will not have problems learning them. This approach makes the language more memorable for pupils and feeds children’s own passions and interests.

● The Extra activities for each lesson can be used when you feel that pupils need more practice with some of the language, or when you think you will fi nish the lesson material before the end of the lesson.

● Try to avoid the immediate repetition of an activity simply because it has worked well in class and your pupils have enjoyed it. If you do this, the novelty will quickly wear off and pupils will become bored. Save it for a later occasion and they will come back to it with fresh enthusiasm.

● When pupils are doing listening activities, it is usual for them to listen to the material twice. After the fi rst listening, it is a good idea for pupils to check their answers with each other. This makes them feel more confi dent if they have the same answers, and is less intimidating if they don’t. This approach also gives them a purpose for listening the second time: to confi rm or to check again. When checking answers with the whole class, try to include as many pupils as you can and encourage them to say longer phrases rather than single words.

● Pupils are sometimes shy to speak out. They say the answer quietly to the teacher and then the teacher repeats it for the class. This is effective – but it does not help the pupils develop their speaking or listening skills. Whenever possible, you should

Introduction 9

encourage pupils to speak loudly and clearly and, if the rest of the class didn’t hear what the pupil said, you should ask the pupil to repeat, rather than repeat it yourself.

● ‘A teacher is a person who never says anything once’, Howard Nemerov. Recycling is an important part of the learning process. Don’t expect pupils to remember everything from a lesson in the next one. They will only absorb what attracts or interests them, and what they are ready to learn. Kid’s Box builds in regular recycling and, as the pupils get older, they will come to realise that they can investigate something further by themselves if it really interests them.

● Be fl exible within teaching. It is important to take time to listen to pupils and to connect with them. You should try to familiarise yourself with their likes and dislikes and identify both their learning and their emotional needs. If you can do this, then you will be better able to support them in their learning. ‘Creative activity could be described as a type of learning process where teacher and pupil are located in the same individual’, Arthur Koestler.

Assessment and evaluation● With pupils of this age, it is best to use continuous assessment.

This means we monitor their progress in the classroom and use this information to help us with our teaching. For example, we may fi nd that we need to review language previously taught, or that we can add more challenging activities because pupils are ready for these.

● Children do not develop at the same rate and they do not learn in the same way. So we need to assess each pupil as an individual and not compare them with the other pupils in the class. We should look for progress and development in every pupil.

● With young children, we should assess and monitor their social and emotional development, as well as their learning of English. This means we should praise effort, and encourage them to share and to work in pairs and groups, as well as giving them feedback on their English.

Discipline● By channelling pupils’ innate energy to the good, we can often

avoid unruliness and indiscipline. A lot of discipline problems arise when pupils are underchallenged and bored, or when activities are too repetitive. The Kid’s Box series has been written by experienced teachers who at all times have borne in mind the needs and requirements of pupils and have included a variety of activities for pupils to enjoy.

● However, it is important that you establish a context of discipline in your class. Make sure pupils know what is acceptable and what is not and make sure you treat all pupils in the same way. Pupils are very aware when we are not ‘fair’. Clear and fair discipline parameters create a ‘safe’ classroom environment in which pupils can work confi dently and freely. This makes for an ordered, busy classroom, rather than an anarchic one.

● One of the most challenging aspects of teaching young learners is holding their interest in the classroom. Pupils have limitless energy, combined with an extremely limited attention span. We have to juggle these factors to try to avoid boredom, restlessness and demotivation, all of which lead to problems with discipline.

‘No horse gets anywhere until he is harnessed. No stream or gas drives anything until it is confi ned. No Niagara is ever turned into light and power until it is tunnelled. No life ever grows great until it is focused, dedicated, disciplined’, Harry Emerson Fosdick.

Songs, rhymes and chants● For the activities based around songs, rhymes and chants, it

is not always necessary for pupils to understand every word outside the key words being practised. In these activities, we are more interested in pupils understanding the gist, and we are using the rhyme as a means with which to practise language, rhythm and pronunciation. The visuals that accompany the rhymes, songs and chants, and the actions included in some, should provide pupils with suffi cient information to be able to understand the overall concept. It is important then, at this stage, not to spend precious class time on lengthy and complicated explanations of specifi c words.

● Get pupils to stand up when performing the songs, rhymes or chants. It can make a tremendous difference to their performance and enjoyment.

● It can be extremely motivating for children to watch their own performances on video.Note: If you video or photograph the children, make sure you ask permission from parents fi rst.

● Songs, rhymes and chants can be presented in different ways to make them more interesting and challenging. These techniques are especially useful if you want to go back to previously used material for revision or further exploitation and want to avoid your pupils’ reaction of We’ve already done this!– Whisper the rhyme or phrase while clicking your fi ngers.

Repeat the rhyme, getting gradually louder each time and then reverse the process.

– Say a rhyme or chant whilst clapping hands and tapping your foot in time to the rhythm.

– Divide the class into groups and ask them to repeat the rhyme or chant in rounds. To do this, the fi rst group starts to say the rhyme and then, at a suitable point, usually one or two lines into it, the second group starts to say the rhyme from the beginning.

– Ask your class if anybody wants to do a solo or a duet. The very fact that they are giving a public performance induces most pupils to surpass themselves. It also adds a bit of spice to the proceedings, as it gets their adrenalin fl owing. If pupils are reluctant to participate in this, however, they should not be forced to do so.

– With your class audio or video recorder, record the class saying the rhyme collectively and/or individually. Let your pupils listen to themselves. If they feel that they could improve on a second attempt, record them again. When pupils have sung or said the rhyme or chant into the recorder, be sure to give them a round of applause and encourage the rest of the class to do the same.

Competition● An element of competition can make many pupils try harder.

However, while a competition can be a good incentive for an otherwise lazy pupil, it can sometimes be demotivating for a less able but ordinarily hard-working one. Before playing a competitive game, it may be useful to explain to pupils that this is only a means of learning. Although they may not win the game, all pupils are ‘winners’ if they know more English at the end than they knew at the beginning. Help pupils to understand that when they play a game they can practise and learn more English, so they each win a prize and that prize is knowledge. Nonetheless, it is always a good idea to balance competitive games with cooperative ones and to include other activities so that you can reward and praise individuals according to their own needs and performance.


● Competitions can also lead to a lot of noise and over-enthusiasm in the classroom. Any discipline problems can, however, be managed by keeping a running total of points on the board and deducting points for shouting out the answer or rowdiness.

Display● Pupils fi nd it extremely motivating to have their work displayed

and will generally work hard to produce work to the best of their ability if they know it is going to be seen by others. So try to arrange to display pupils’ work around the classroom or school whenever possible. Don’t forget to include work by all the pupils (not in every display, but over a period of time) and to change the displays regularly.

Projects: storage of material● It is useful to keep supplies for projects, for example scissors,

glue, wool, crayons, in a large box in the classroom. Then when it is time for projects, you can put the box on a table and pupils can come and collect what they need.

● Make sure pupils always clear up at the end of projects, that they put the scissors, etc. back in the box and that they put rubbish in the rubbish bin.

● You will need to supply each pupil with an envelope for photocopiable activities, such as jigsaw pieces. At the end of the activity, pupils write their name on their envelope and put their cards inside.

Introduction 11


CD 1, 11

1 Be careful with those glasses, Sally! I am being careful.2 What was the fi lm like? It was really boring.3 What’s 397 and 79? Oh, I don’t know. That’s diffi cult.4 What was the football match like? It was really exciting!5 Come on, Mary. Don’t be so slow. I’m not slow!6 What’s 2 and 2? That’s easy. It’s 4.7 Can I talk to you? No, sorry. I’m busy.8 The bus is coming. Be quick!9 The weather’s terrible! Oh, no! Look at our food.

Extra activity 1 (if time)AB8. activity 1. Find the words.● Tell pupils to open their Activity Books at page 8. Elicit what

this is (a wordsearch) and ask a pupil to read the instruction aloud. Check pupils know what to do. Pupils do the task individually, checking in pairs when they need to or when they have fi nished. Check with the class.

Key:

AB8. activity 2. Look at the pictures. Complete the sentences.● Focus pupils on Activity 2 and on the activity instructions.

Check understanding, using the example. Pupils complete the sentences and then check in pairs. Check with the class.

Key: 2 boring, 3 diffi cult, 4 careful, 5 terrible, 6 slow, 7 quick, 8 exciting, 9 easy

Extra activity 2 (if time)

Ending the lesson● Review the adjectives using defi nitions. Say, e.g. I have a lot

to do. I’m very … Pupils guess the word. Repeat for the other adjectives, using prompts from activities in the lesson.

objectives: By the end of the lesson, pupils will have used adjectives to talk about school and people’s feelings and reactions.

● TARGET LANGUAGEKey language: boring, quick, exciting, busy, careful, diffi cult, easy, slow, terrible, pottery, bowlRevision: school, school subjects

Warmer● Ask pupils what subjects they have on their timetable today.

Ask which their favourites are. Ask pupils if they have started any new subjects this year. Build a mind map on the board of the school subjects.

PB8. activity 1. Look, think and answer.● Tell pupils to open their Pupil’s Books at page 8. Elicit who they

can see (Simon, Stella). Introduce Alex, Lenny and Meera to the class. Ask pupils to read the activity instruction aloud and each of the four questions. Pupils discuss their answers/predictions in pairs. Don’t give the new vocabulary at this stage.

PB8. activity 2. Listen and check.● Play the CD for pupils to listen and check. Elicit complete

sentences for each of the questions.● Play the fi rst part of the CD (the Art class). Elicit what Simon

says (‘My bowl’s terrible’) and what the narrator says about Alex (‘Alex is careful and slow’). Check understanding of the adjectives. Repeat for the other two sections.

● Focus pupils on the adjectives in the box. Elicit words they link to in the listening, e.g. What’s boring? (basketball). Check understanding of the adjectives as you do the activity.

Key: 1 The children are at school. 2 Alex and Simon are in the Art class. 3 Stella likes Maths. 4 Meera’s playing basketball.

CD 1, 10narrator: Simon and Alex are in their Art class. They’re making

bowls and they can’t stop. They’re busy. simon: Oooh. My bowl’s terrible!narrator: Alex is careful and slow. His bowl’s good.narrator: Stella and Lenny are in their Maths lesson. Stella’s

very happy because she loves Maths and thinks it’s easy. Lenny doesn’t think Maths is easy. He thinks it’s diffi cult.

lenny: I can’t do this Maths problem. It’s diffi cult.stella: Come on, Lenny. You can do it. It’s easy.narrator: … It’s 73–72. What an exciting game! Meera’s got the

ball and she’s running with it. Meera’s quick. The boy’s slow.girl: This is really boring. I don’t like basketball.

PB8. activity 3. Listen and match.● Focus pupils on Activity 3. Pupils work in pairs and try to

match the pictures with the dialogues. Play the CD for them to listen and match. Check with the class.

Key: 2 – a, 3 – f, 4 – c, 5 – h, 6 – g, 7 – d, 8 – b, 9 – i

1 Back to schoolPage 8

d z e a s y x c i l a

i p h c u f b m e v r

f w w a r j i m x c e

f z a r p j n f c r k

i n l e r e s p i n p

c q h f i k l q t p e

u u b u s y o h i g u

l i j l e i w l n f h

t c g b o r i n g d k

u k r t e r r i b l e

objectives: By the end of the lesson, pupils will have written a text about a teacher and completed a questionnaire with a friend.

● TARGET LANGUAGEKey language: adjectives, present simple, descriptionsRevision: comparative adjectives, colours, school subjects, like, have got, very

Warmer● Write some school subjects as anagrams on the board. Pupils

race to unscramble the words and write them correctly. Take a vote for the pupils’ favourite subject.

PB9. activity 4. Read and correct the text.● Tell pupils to open their Pupil’s Books at page 9. Focus them on

Activity 4 and elicit what they can see (a child’s piece of writing about a teacher). Elicit the name of the teacher (Mr Newton) and the subject he teaches (Maths). Ask a pupil to read the activity instruction aloud and check understanding. Pupils work individually and unscramble the words. Set three reading questions: Where is the school? Are his lessons boring? Why do the children like his lessons? Pupils read to fi nd the answers. Check with the class (in a big city; no, they’re exciting; because they’re not diffi cult). Pupils write the corrected text in their notebooks.

Key: busy, slow, boring, exciting, diffi cult, easy, careful

PB9. activity 5. Write about one of your teachers.● Using the list of subjects from the warmer, help pupils choose

a teacher to write about. Make sure it’s a teacher they like. Remind them to use the model in Activity 4 to help them and to use the adjectives to talk about the lessons and their work. Monitor pupils as they write their drafts. When you have checked their work, they can write a fi nal version on paper.

Extra activity 1 (if time)PB9. activity 6. Read and say their names.● Focus pupils on Activity 6. Ask a pupil to read the activity

instruction and do the fi rst one as an example. In pairs, pupils take turns to read the descriptions aloud and to say the names of the children. Check with the class using open pairs.

Key: 2 Paul, 3 Mary, 4 Daisy, 5 Fred

PB9. activity 7. Make sentences for your friend. Say and answer ‘true’ or ‘false’.● Pupils use the example to write four sentences about the

children in Activity 6. They include some false information. They take turns to read their sentences and to say True or False.

AB9. activity 3. Complete the questionnaire.● Tell pupils to open their Activity Books at page 9. Elicit what

this is (a questionnaire). Pupils complete it about themselves by ticking the best adjective. They can only tick one in each line.

AB9. activity 4. Ask your friend. Write the answers.● Make new pairs. Pupils take turns to ask and answer and to

note the information about their partner.


Ending the lesson● Write the adjectives on the board. Pupils quickly group them

according to syllables. Key: 1 = quick, slow, 2 = easy, boring, careful, 3 = interesting,

exciting, terrible, diffi cult

Page 9

Unit 1 Back at school 19


objectives: By the end of the lesson, pupils will have used relative clauses with who.

● TARGET LANGUAGEKey language: relative clauses with who, What does x mean?, must, can Revision: adjectives, school subjects, prepositions, school show, He’s/she’s called … , over there, He’s/she’s the one …

● MATERIALS REQUIREDWarmer: Four pictures of people (two men, two women) showing clothes/appearance for descriptionExtra activity 1: The following sentences written on a large piece of paper:pupil who’s she’s wearing orange an skirt thepupil got hair who’s brown the he’s pupil writing board the on who’s he’s the pupil easy thinks Maths the who is she’s pupil laughs lot who he’s a thepupil always the she’s her does who homework

Warmer● Put the four pictures on the board. Write a number under

each one. Review descriptions by playing a guessing game, e.g. Who’s got long, dark hair? Who’s wearing a black jacket? Who’s carrying a newspaper?

PB10. activity 8. Look, think and answer.● Tell pupils to open their Pupil’s Books at page 10. Elicit who

they can see in the picture and where they are. Ask a pupil to read the activity instruction aloud and others to take turns to read the four questions. Pupils compare their answers/predictions in pairs, looking for clues in the picture.

PB10. activity 9. Listen and check.● Play the CD for pupils to listen and check. Elicit complete

sentences for the answers. Write the teachers’ names on the board. Elicit the subject each one teaches and what they’re doing. Play the CD again if necessary. Focus on the target structure, e.g. Mr Burke is the man who’s singing. He’s the sports teacher. Elicit other sentences from pupils. They copy them into their notebooks.

Key: 1 They are at the school show. 2 She’s talking to Mr Newton, the Maths teacher. 3 Mr Turner is the Art teacher. 4 Miss Flower is the Music teacher.

CD 1, 12simon: Hey! The school show’s really exciting, Dad. mr star: Yes, it is … and it’s good to see your teachers. Who are

they all?simon: Well, the man who’s talking to Mum is my Maths teacher.

He’s called Mr Newton.mr star: Right. Is the man who’s singing your Music teacher?simon: No, he’s Mr Burke, our sports teacher. Miss Flower’s our

Music teacher. She’s the woman who’s wearing the long green skirt. They do the ‘After school club’.

mr star: The ‘After school club’? What’s that?

simon: It’s a new club where we can do lots of exciting things on Thursday afternoons. … And can you guess who my Art teacher is?

mr star: Ooh, Simon, that’s diffi cult. Is it the woman who’s playing the guitar?

simon: Very funny, Dad. No, that’s Mrs Robinson, our English teacher. Our Art teacher’s over there. He’s the one who’s carrying the lorry.

mr star: Is his name Mr Strong? Ha ha ha.simon: No, Dad. His name’s Mr Turner.

PB10. activity 10. Play a memory game.● Clean the board. Focus pupils on Activity 10 and on the Look

box. They play the game in pairs. A looks at the picture, and B closes his/her book. A makes statements to test B’s memory, as in the example. After one or two minutes, pupils swap roles.

Extra activity 1 (if time)AB10. activity 5. Listen and draw lines. Colour. [YLE]● Tell pupils to open their Activity Books at page 10. Tell pupils

to put their coloured pencils on their desks and, the fi rst time they listen, to put the colours they need in front of them. Play the CD again. Stop after each one to give pupils time to draw the lines. They check in pairs. Play the CD a third time. Stop after each one to give pupils time to place coloured dots in the right place. Pupils check in pairs (name/colours). Play the CD a fi nal time. Stop after each one to check names and spelling/clothes by eliciting, e.g. Paul’s the one who’s reading a book. He’s wearing a red T-shirt and blue trousers.

CD 1, 131 Who’s Mr Edison? He’s the man who’s writing on the board. What’s he wearing? He’s wearing a green sweater, grey trousers and blue shoes.2 Who’s Paul? He’s the boy who’s reading a book. He’s wearing a red T-shirt

and blue trousers.3 Who’s Mary? She’s the girl who’s got long blonde curly hair. She’s wearing a

pink dress. She’s talking to Peter.4 Who’s Jane? She’s the girl who’s drawing a beautiful picture. She’s wearing

an orange skirt and a purple jacket.5 Who’s Jim? He’s the boy who’s sharpening his pencil. He’s wearing a brown

shirt and grey trousers.

AB10. activity 6. Read and circle the correct answer. [YLE]● Focus pupils on Activity 6. Pupils work individually and choose

the correct word according to the picture. They check in pairs. Check with the class.

Key: 2 are, 3 is, 4 who, 5 on, 6 his, 7 to, 8 must


Ending the lesson● See how much pupils remember about the pictures from the

warmer. They use sentences like Number 1’s the woman who’s carrying a handbag. She’s wearing red shoes.

Page 10

CD 1, 14As in Pupil’s Book

CD 1, 15Now sing the song again. (Karaoke version)

Extra activity 1 (if time)AB11. activity 7. Look at the pictures. Read and correct.● Tell pupils to open their Activity Books at page 11. Ask a pupil

to read the instructions aloud and another to read the fi rst statement to check they know what to correct.

● Pupils work individually and correct each sentence. They check in pairs. Check with the class. Pupils write the correct sentences in their notebooks.

Key: 2 The man who’s throwing a ball has got a small black dog. 3 The woman who teaches Music lives in a fl at. 4 The man who’s got a moustache rides his bike to school. 5 The woman who likes books gets up at 7 o’clock.

AB11. activity 8. Read and complete the table.● Focus pupils on Activity 8 and ask a pupil to read the

instruction aloud. Check pupils know what to do. They work in pairs to read and complete the table. Check with the class by drawing the table on the board.

Key:

Name Description Age Subject Hobby

Mr Brown black beard 42 English playing tennis

Miss Stone long fair hair 30 Maths horse riding

Mr Kelly brown moustache 28 Sport playing the guitar

Mrs Bird grey curly hair 57 Music reading


Ending the lesson● Pupils sing the song again from earlier in the lesson.

objectives: By the end of the lesson, pupils will have had further practice with relative clauses using who and sung a song.

● TARGET LANGUAGEKey language: relative who, present continuous question forms, playground Revision: relative clauses with who, present continuous, actions and activities, clothes, adjectives, school subjects, food and drink

● MATERIALS REQUIREDExtra activity 2: 12 small pieces of paper/card for each group of four

Warmer● Write the names of about six pupils on the board and elicit /

write up a piece of information about each one, e.g. She’s got long, dark hair. He’s wearing jeans. Say Tell me about (name) to elicit, e.g. (Name)’s the boy who’s wearing jeans. Repeat for the other names on the board.

PB11. activity 11. Read and fi nd.● Tell pupils to open their Pupil’s Books at page 11. Elicit what

they can see (playground) and what some of the children are doing. Ask a pupil to read the activity instruction aloud. Check understanding. They work in pairs, taking turns to read the statements and fi nd the child in the picture. Check with the class, using open pairs: one pupil reads a statement aloud, and another says the letter. Focus on the use of They’re … who are … by eliciting examples in the classroom, e.g. Tell me something about (name) and (name). Pupils: They’re the boys who are sitting at the front. Make other similar statements for practice. Pupils then make statements for the class to answer.

Key: 2 d, 3 a, 4 c, 5 e, 6 b

PB11. activity 12. Choose a child. Ask and answer.● Turn the activity into a guessing game. Say I’m looking at a

boy in the picture. Can you guess? Pupils ask questions as in the speech bubble. Repeat for girl. Practise two or three more times to make sure pupils use the question correctly. Pupils do the activity in pairs, taking turns to guess.

PB11. activity 13. Read and say the letter.● Focus pupils on Activity 13. Ask a pupil to read the instruction

aloud. Check understanding. Pupils read the text and match who’s speaking with one of the pictures. They check in pairs. Check with the class.

Key: 2 d, 3 c, 4 b

PB11. activity 14. Listen and sing.● Play the CD. Stop after each teacher’s section and elicit the

name. Play the CD again for pupils to join in the song. They sing as a whole class fi rst and then as the teachers (make four groups). They mime appropriately (the subject) as they sing.

Page 11



objectives: By the end of the lesson, pupils will have practised the phoneme /f/ and completed a communication activity.

● TARGET LANGUAGEKey language: the phoneme /f/, four fat elephants are laughing at funny photos, fi fteen dolphins are phoning their favourite friendsRevision: school subjects, adjectives, question forms, defi nitions

Warmer● Write the number 4 on the board. Elicit the word (four).

Emphasise the /f/ sound. Ask pupils to give you other words with that sound. They think of the sound, not the spelling.

PB12. activity 15. Say it with Stella.● Tell pupils to open their Pupil’s Books at page 12 and to look

at the rhymes. Ask if they can see any words they mentioned in the warmer. Play the CD. Pupils follow the rhymes and look at the pictures. Play the CD again. Pupils say the rhymes along with the CD. Elicit one rhyme from half the class and the other from the other half. Elicit how many different spellings of the /f/ sound they can see (f, ph, gh).


PB12. activity 16. Can you hear /f/? Say ‘yes’ or ‘no’.● Ask a pupil to read the activity instructions aloud. Make sure

they say the phoneme /f/ and not the letter f (pronounced /ef/). Play the CD. In their notebooks, pupils write the number and then a tick or a cross for each one. They check in pairs, saying Yes or No. Play the CD again, eliciting the word and if there’s a /f/ or not. Depending on the pupils’ mother tongue(s), show them how the sounds /f/ and /v/ differ. Play the CD again for pupils to listen for /f/ and /v/.

Key: 2 no, 3 no, 4 yes, 5 yes, 6 no, 7 no, 8 yes, 9 no, 10 no, 11 no, 12 yes, 13 no, 14 yes, 15 no, 16 yes

CD 1, 171 laugh, 2 love, 3 weather, 4 scarf, 5 fat, 6 that, 7 bath, 8 fair, 9 there, 10 very, 11 live, 12 leaf, 13 above, 14 father, 15 shop, 16 after

PB12. activity 17. Make questions. Ask and answer.● Tell pupils today’s communication activity is about school

subjects. Focus them on the information on the page and elicit the questions for the second and third examples. Pupils copy the table into their notebooks and complete the second and third questions. More able pupils can add other questions about other subjects / with other adjectives if appropriate. Pupils each ask the three (or more) questions of two other pupils. They move around the classroom. Clap your hands. They make pairs and ask and answer. Repeat. Pupils report back to the class on what they found out. Provide prompts on the board if necessary, e.g. (Paula) thinks Maths is exciting, but she thinks it’s diffi cult. (Juan) thinks Maths is exciting and he thinks it’s easy.

Extra activity 1 (if time)AB12. activity 9. Follow the /f/ words.● Tell pupils to open their Activity Books at page 12. Ask a pupil

to read the activity instruction aloud. Check for the /f/ sound. Elicit what the three spellings were for the /f/ sound (f, gh, ph), but remind pupils that not all gh spellings have the /f/ sound. Check pupils know what to do. They work in pairs, taking turns to say the words and follow the sound. Monitor and help/support. Check with the class.

Key: laugh, after, lift, friend, phone, before, forest, giraffe, photo, leaf, scarf, cough, fruit, dolphin, fl at, fi eld, funny

AB12. activity 10. Read and write the words. [YLE] ● Focus pupils on Activity 10 and on the instruction. Check they

know what to do. They work in pairs and discuss the answers together. Pairs check with pairs. Check with the class. If pupils have different answers, let them explain their reasons. They may be correct.

Key: 2 doctor, 3 never, 4 dentist, 5 trees, 6 easy, 7 hat

AB12. activity 11. Cross out the words from Activity 10.● After pupils have completed Activity 10, tell them that the

words for Activity 10 are in the grid in Activity 11. Focus pupils on the words in the grid. They cross out the words they wrote in Activity 10. They write a sentence with the other words. They work in pairs. Check with the class.

Key: Lenny likes his new teacher.

Joke box● Focus pupils on the Joke box. Ask a pupil to read the joke to

the class. They guess/fi nd the answer. If pupils don’t get the joke the fi rst time, tell it again. Explain the joke if necessary by explaining the different meanings of the word problems.


Ending the lesson● Do the rhymes from the beginning of the lesson with pupils

again.

Page 12

objectives: By the end of the lesson, pupils will have read a story and reviewed language from the unit.

● TARGET LANGUAGEKey language: language in the story Revision: language from the unit

Warmer● Review what pupils remember about Lock and Key by asking,

e.g. Tell me about Lock and Key. Pupils respond, e.g. They’re the detectives who always do silly things. Review who Peter is. Tell pupils that Lock and Key are going to Peter’s school to talk about their job. Elicit what they think happens.

StoryPB13. lock and key. ● Tell pupils to open their Pupil’s Books at page 13. Focus pupils

on the fi rst small frame and elicit who they can see (Peter) and what day it is (Thursday). Play the CD. Pupils listen and read for what happens and to see if anything they predicted in the warmer happens. They check in pairs. Check with the class (Lock scares the children, Key spills some sauce, they play basketball and get told off by the teacher). Play the CD again. Stop after each frame for pupils to repeat. Check general comprehension by asking, e.g. Who are Lock and Key eating lunch with? What does she ask them? Is it Key who sees the basketball? What does the teacher say when she fi nds them? Are they naughty?


Extra activity 1 (if time)AB13. do you remember?● Write Adjectives in the centre of the board. Brainstorm the

adjectives from the unit and write them as a mind map, e.g. easy.

● Tell pupils to open their Activity Books at page 13. Ask a pupil to read the activity instructions aloud and check they know what to do. They study the words on the right in silence, using the pictures to help. Then they fold the page down the middle so that they can only see the pictures and the lines to write the words. Without looking, they write the words in pencil, using the pictures to help. They check in pairs, asking, e.g. What’s this one? How do you spell ‘terrible’? They don’t look at the words on the right. When pupils have fi nished, they can either correct their own work or swap books with their friend and check their partner’s.

AB13. can do.● Focus pupils on the Can do section of the page. Say Let’s read

the sentences together. Read the fi rst sentence. Elicit what this means with examples and elicit / remind them of the activities they did in this unit when they described people. Review what the three faces mean (not very well / OK / very well). Remind pupils they circle the one they think is true for them.

● Repeat for the second sentence, eliciting / reminding them of things they described (e.g. slow car, terrible weather, quick motorbike). Pupils circle the appropriate face. Repeat for the third sentence, reminding pupils of the communication activity. Pupils circle the appropriate face.

● Say Now show and tell your friends. Pupils work in groups of three and take turns to show their work for / talk about each one.


Ending the lesson● Ask pupils which chant/song they’d like to do again from the

unit. Do it together to end the lesson.● Ask pupils to bring empty plastic bottles, empty cartons,

empty cereal boxes, etc. for the next lesson.

Page 13



objectives: By the end of the lesson, pupils will have read about Maths and performed some simple experiments in the classroom.

● TARGET LANGUAGEKey language: quantity, space, tape measure, millimetre, centimetre, metre, millilitre, centilitre, litre, length Additional language: We measure mass/volume/length Revision: numbers, have got, classroom objects, comparatives, glasses, bottles, how long/heavy

● MATERIALS REQUIREDKitchen scales, rulers, tape measures, measuring jugs, empty plastic bottles, plastic cups for pupils to check measurements, volumes, weightExtra activity 1: Empty plastic bottles, empty cartons, empty cereal boxes, cups, etc.

Warmer● Ask questions about what pupils are learning in Maths.

Check pupils know different number formats for Maths, e.g. decimal points, fractions, dates. Also check understanding of heavy and thousand.

PB14. do you know that …?● Tell pupils to open their Pupil’s Books at page 14. Focus them

on the top of the page and say Do you know that … ? Ask a pupil to read the fact to the class. Elicit from pupils how amazing this is – the weight of two children! Elicit examples of things which weigh 1 kilogram, e.g. a bag of sugar, to give an idea of how much 150 kg is. Ask pupils how much food they think they eat in a day.

PB14. activity 1. Read and answer.● Introduce the topic of the lesson (Maths) and tell pupils to look

at Activity 1. Tell them they’re going to do some measuring and weighing tasks. Read the introduction. Focus pupils on the section entitled Length and check understanding. Show the ruler and the tape measure. Pupils take turns to read this section aloud around the class and discuss the two questions in groups of four. Elicit some estimates and hand out rulers and tape measures to the groups. They measure and report. Repeat for Mass, using scales for the fi rst two questions, and for Volume, letting pupils measure using water if possible.

● Do the following class quiz: Quiz time

1 Name three school subjects.2 How many grams are there in a quarter of a kilogram?3 Which is bigger, your classroom or the playground?4 How many days are there in a week?5 How many centimetres are there in a metre?6 How much is 379 plus 594?7 Which is heavier, your school bag or your eraser?8 Who is taller, your English teacher or your Maths teacher?9 How much is 200 ml and 330 ml?

10 How many grams are there in a kilogram?


AB14. activity 1. Listen and match.● Tell pupils to open their Activity Books at page 14. Focus them

on the pictures and ask a pupil to read the activity instruction aloud and others to read the sentences at the top. Check correct word stress in Mathe�matics/mathema�tician. Let them rehearse the dates in pairs. Find out if anyone has heard of the mathematicians. Play the CD. Pupils listen, match and check in pairs. Play the CD again. Check with the class.

Key: 2a, 3d, 4b

CD 1, 191 Marie Curie (1867–1934)2 Galileo Galilei (1564–1642) 3 Isaac Newton (1642–1727)4 Albert Einstein (1879–1955)

AB14. activity 2. Listen and number.● Focus pupils on Activity 2. In pairs, they practise saying the

numbers. Give some help if necessary. Get everyone’s attention before playing the CD. Pupils listen and number. Pause after each one to give pupils time to process the number and to check (silently) with their partners. Play the CD again. Pause after each one and invite a pupil to write the number on the board.

Key: 1: 687.22 m, 2: 39.67 m, 3: 824.43 m, 4: 75.12 m, 5: 562.35 m, 6: 93.56 m, 7: 741.58 m, 8: 938.79 m

CD 1, 201 Six hundred and eighty-seven metres twenty-two centimetres.2 Thirty-nine metres sixty-seven centimetres.3 Eight hundred and twenty-four metres forty-three centimetres.4 Seventy-fi ve metres twelve centimetres.5 Five hundred and sixty-two metres thirty-fi ve centimetres.6 Ninety-three metres fi fty-six centimetres.7 Seven hundred and forty-one metres fi fty-eight centimetres.8 Nine hundred and thirty-eight metres seventy-nine

centimetres.

Extra activity 2 (if time)AB14. activity 3. Look and write the number.● Practise some numbers fi rst. Pupils work in pairs, writing

the numbers. Check by asking pupils to come and write the numbers on the board.

Key: 2 twenty metres forty-seven centimetres, 3 thirty-fi ve metres sixty-nine centimetres, 4 forty-one metres fi fty-four centimetres, 5 seventy-eight metres ten centimetres, 6 ninety-two metres fi fteen centimetres, 7 eighty-three metres twelve centimetres, 8 sixty-four metres twenty-seven centimetres

Ending the lesson● Review with pupils what they have done and what they learnt

about in today’s lesson.

Page 14

objectives: By the end of the lesson, pupils will have done more simple classroom experiments and completed a project.

● TARGET LANGUAGEKey language: comparatives, numbers, quarter, shopping bag, relative clauses with which Revision: Maths, numbers, measurements, weights, volume

● MATERIALS REQUIREDKitchen scales, tape measures, measuring jugs, empty plastic bottles, plastic cups for pupils to check measurements, volumes, weight Extra activity 1: Photocopiable activity 1A and B (see pages 90–91.) One copy of A and B for each pair of pupils.

Warmer● Ask pupils to perform some measuring and weighing tasks, e.g.

the width of the board, the height of a desk, the weight of a board cleaner, the volume of a lunch box (fi lling it with water), to review language from the previous lesson.

PB15. activity 2. Measure the things in your classroom.● Tell pupils to open their Pupil’s Books at page 15. Ask a pupil

to read the activity instruction. Pupils copy the chart into their notebooks, perform the tasks and write the answers. Make sure they measure different erasers, pens, etc. so they don’t all have the same answers.

PB15. activity 3. Ask and answer. ● Make new pairs. Pupils take turns to ask and answer about

the information on their lists, guessing what each length represents. Pupils do not look at one another’s lists as they do the activity.

PB15. project. Do a class survey. Draw a graph.● Focus pupils on the questions. Remind them this is the

project. Ask a pupil to read the project title aloud and check they remember how to do a survey. Pupils take turns to read the questions aloud. Check understanding. Brainstorm other questions pupils will need to ask when they are working, e.g. How long are your fi ngers? How long is your hair? Make groups of fi ve. In the groups, pupils measure / weigh each other and record the information. They share the information in their groups. They copy the bar chart from the Pupil’s Book page onto a large piece of paper and fi ll in their information. Display the posters around the class. Groups discuss and compare the results.

Extra activity 1 (if time)AB15. activity 4. Think and write the words.● Tell pupils to open their Activity Books at page 15. Focus them

on the activity instruction and on the code in the box. Check they know what to do (the letters in each line spell a word). They can use letters more than once. Pupils work individually, checking with their partner when necessary. Monitor and check with the class.

Key: 1 metre, 2 gram, 3 litre

AB15. activity 5. Read and answer.● Focus pupils on Activity 5 and ask a pupil to read the

instruction aloud. Tell pupils this is a problem-solving activity. Pupils work individually and then check in pairs. Check with the class by asking pupils to read the problems aloud and, if necessary, doing the sums on the board / drawing the family.

Key: 1: Yes, 2: 1 m 69, 3: Six bottles


Ending the lesson● Review with pupils what they talked about in today’s lesson

and which activities they liked best from this and the previous lesson and why.

Page 15

Unit 1 Back at school 25

Documents

Kids Box Teachers Book Level4 TOC Intro and Unit1