Welcome 1 учебник английского языка скачать бесплатно

курс английского языка На этой странице выложены учебники английского языка Welcome. Вместе с учебниками здесь вы найдете и другие учебные материалы курса английского языка. Курс хорошо подходит для самостоятельного обучения. Я думаю, представленные учебные материалы вас не разочаруют.

Учебники «Welcome» вы можете скачать бесплатно и без регистрации по прямой ссылке в формате pdf. Аудио уроки к учебникам доступны в формате mp3. Скачивание по прямой ссылке значительно удобнее скачивания через торрент. Скоро будет добавлена возможность слушать аудио уроки в режиме онлайн. Все учебные пособия находятся в zip архивах. Все файлы перед загрузкой на сайт были проверены. Успешной и легкой учебы.

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Welcome Starter A

Учебник (Student’s book): скачать.

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Welcome Starter B

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Книга для учителя (Teacher’s Book): скачать.

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Welcome 1

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Welcome 2

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Welcome 3

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Welcome 1 Workbook

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Page 1: Welcome 1 Teacher

TEACHES BOOK

Express Publishing

Page 2: Welcome 1 Teacher

Welcome I

lntroduction to the Teocher

Descriptlon — Syllobus — Components’Jr..-tJ

r ‘ffelcome is a two-level course at primary level for:: dren learning English for the first time. lts syllabuss Dased on graded structures and vocabulary’Nr’come enables pupils to use English effectivelytr-,1 gFlsUres that they have fun while learning.it?come develops all four skills (reading, writing,sening and speaking) through a variety of::n»municative tasks and everyday dialogues. lt-=;y’cles vocabulary and grammar regularly.

. telcome 1 consists of fourteen units. Each unit:::ntains material for three lessons of about 50-rnL.rt€S e€lCh.

C.omponenls ot eoch level’JrJtU

—e Pupil’s Book presents new words, grammarsilJctures and functions in a clear way. The languages sresented in context through lively dialogues or+- oyable texts. A variety of functional exercises,

-ngs and games help pupils practise the new

eF€uage in an enjoyable way. Dialogues, texts,..crrgs, rhymes and other listening activities are on:e CD or cassette.

—e Workbook consists of 14 units of four pages:aci-r. Each unit is divided into five sections:i3,cabulary, Grammar, Communication, Listening:»d Reading & Writing. The Workbook aims to::rsol idate the language points and grammar:TJctures that appear in the Pupil’s Book with various:rercises. lt can be used either in class or for-‘cmework.

-re Teacher’s Book gives step-by-step lesson plansard the answers to the exercises for both the Pupil’s3ook and the Workbook. lt also contains extra ideas:n how to present new words and grammars:ructures, as well as four photocopiable assessment::sts in two versions and tapescripts of the listeningactivities.

-re Picture Flashcards include all the pictures

-ecessary to present and revise new structures and

«ocabulary.

The Class CDs or Cassettes include all therecordings for the listening activities in the Pupil’sBook and the Workbook. They also include arecording of the play so that the pupils are given amodel of the oronunciition and intonation of thelanguage used.

The Pupil’s CD or Cassette includes all vocabulary,dialogues, texts, pronunciation twisters and the play,all of which are necessary for home study. Pupilshave the chance to listen to these recordings asmany times as they want to improve theirpronunciation and intonation.

The Multimedia CD Rom includes exercises forpupils to reinforce their language skills.

The Alphabet Booklet accompaniesWelcome 1 andintroduces beginners to the new letters and sounds.

The course presents the adventures of six children;Wendy, an 11-year-old computer whizz; Tom, her cleverS-year-old brother; Eddy, who is 11 years old and likes rapand basketball; Lin, a well-behaved 1O-year-old who likesballet; Cindy, a graceful 12-year-old, and Oscar, anintelligent 10-year-old. These six children, with Masid, acheerful but mischievous genie, and Eric, the naughtyparrot, are the main characters in the series.

Various other characters appear in the units such as, MissParker the teacher, the children’s parents, Pinky the rabbitand the monsters on the planet Ziccom.

: :. …..:.’ «3.

— How to- use the Pupil’s Book

L » rr lirr

There are 14 units divided into three lessons of two pageseach. Each unit provides work for a minimum of three 50-minute lessons.

Page 3: Welcome 1 Teacher

Welcome I

a

o

a

a

Each lesson starts with the presentation of new words forthe unit. Each word is presented through a picture so thatpupils understand the meaning.

Presentation with books closed.

Pin up relevant flashcards one at a time.Point to each and model the word/phrase.Pupils listen, then repeat chorally and individually.Point to flashcards in random order and elicit newvocabulary from pupils.Pupils’ books open. Play the cassette. Pupils listenand repeat.

Note: Avoid using pupils’ mother tongue to translate newwords. Use miming, classroom objects or pictureflashcards instead, whenever this is possible.

Presentation with books open.. Play the cassette,o Pause between each word.o Pupils repeat chorally and individually.o Show pupils flashcards in random order. Pupils say

the new word/phrase.A

ffo^rocuE PRESENTATT.N: Exs. 2 & 3

Each dialogue is preceded by a listening activity. Ex.2 is usually a lead-in question or a listening task withtwo possible answers which pupils have to completebefore reading the dialogue. This way pupilsfamiliarise themselves with the dialogue (Ex. 3),practising their listening comprehension at the sametime.

o Read and explain the instructions.o Read the question and possible answers.o Ask pupils to look at the pictures in Ex. 3 and

guess what the dialogue is about.. Play the cassette once or twice, while pupils

complete the task.o Check pupils’ answers.

pupils’ l istening and reading skills.. Play the cassette with pauses between each

exchange.o Pupils listen and follow the lines and repeat

chorally and individually.o Check pupils’ pronunciation and intonation.o Pupils act out the dialogue in pairs.

All dialogues cover areas of interest ‘—:rL:- rL- JL-

knowredse of chirdren and focus «»

#JJ’:#; )(cor’rmthrcArloN

Note: After Unit 4 you can ask pupils concept questionsabout the dialogue after pupils have acted out thedialogue in pairs.

A

iKao»r*ot»ED pRActcE oF sTRUCTURES: EX.4

Each dialogue is followed by a structural exercise whichrecycles vocabulary and grammar structures presented inthe dialogue.

Presentation with pupils’ books closed.o Pin up relevant flashcards one at a time.o Present the structure orally.. Write it on the board.o Pupils repeat chorally and individually.. Repeat with the rest of the flashcards.o Wipe the example off the board.o Point to the flashcards in random order.o Elicit correct answers from pupils.o Pupils’ books open.o Read the example.o Pupils practise the structure of the example with all

pictures.

Presentation with pupils’ books open.o Read the example.o Pupils repeat chorally and individually.o Individual pupils practise grammar structures with

the rest of the pictures.o Pupils’ books closed.o Show pupils relevant flashcards in random order.o Pupils practise the grammar structures.

A\i-7

l GRAMMAR

Useful grammar tables present structures from thedialogue. Always present grammar structures on theboard, as explained in each lesson plan in the Teacher’sBook. Pupils practise grammar structures in the exercisesthat follow the table first orally, then in writing in class. Inall writing exercises encourage accuracy in punctuation.

All useful communacdfue @erns presented in thedialogue are further ryUeO so thd ptpils may havemore practice and be eb b uce trcrn appropriately.These pattems are reccded so ffi grpib acquire thecorrect pronuncidim ad nrtafin Rlpils memorisethese patterns.

. Play thecMqeqhedh pauses betweeneach excfnrge-

Page 4: Welcome 1 Teacher

Welcome I

*

Pupils listen, follow the lines and repeat chorally andindividually.

Pupils read and act out the dialogue in pairs.

TRANSFER

Each lesson ends with a free-practice exercise. Pupils usethe structures presented before to act out dialogues, ormake sentences orally about themselves. After pupilshave done the exercise orally, they do it in writing in class.

This lesson revises the vocabulary and the grammarstructures that have been presented in the first twolessons of each unit. lt is laid out differently to the previouslessons. The lesson starts with a text-based exercisefollowed by various tasks such as comprehensionquestions, listening or matching activities.The project work in lesson 3 provides essential writingpractice for the students. Here, they get the chance to usethe structures and the vocabulary they have learned fromthe whole unit. The lesson ends on a fun note by playinggames and singing lively songs adapted to the needs andthe knowledge of the pupils.

— Text-based exercisePupils listen to and read a text adapted to matchpupils’ needs and ability. The text is also recorded sothat pupils can practise listening as well as reading.

— Exercises

The Teacher’s Book provides clear instructions on howeach exercise in Lesson 3 should be taught.

— Proiect

The text itself serves as a modelfor pupils to producea short piece of writing, as described in the Projectexercise. Pupils do the exercise orally, then areassigned it as written homework. All projects work withthe Photo File section at the end of the Pupil’s Book.Pupils write their text in the space provided in thePhoto File section, attach or draw pictures, then cutout the page and hand it in to be corrected. Pinning uppupils’ project work in the class will make them feelproud of what they have achieved so far.

— Twister

fhis is a regular exercise on sounds in English. Playthe cassette focusing pupils’ attention on the soundpresented each time, then pupils practise chorally andindividually.

Games

In this section pupils practise structures presented inlessons 1 and 2 in lively and competitive activities. Thegames, for individuals or pairs, are shown clearly withexamples so that pupils will have no difficulty inunderstanding how to play. Clear instructions for eachgame are given in the lesson plans in the Teacher’sBook. Always explain the game to pupils beforeplaying.

Songs

Each unit ends with a song aiming to practise patternsand vocabulary taught within the unit.o Play the cassette.o Pupils listen and follow the words.. Read the song and explain any unknown words.o Pupils repeat chorally and individually.. Play the cassette again.o Pupils listen and sing along with the recording,

following the words.

Units ond Tests

There are four revision sections in the Pupil’s Book set outin the following way:

Revision 1: Units 1, 2 and 3Revision 2: Units 4, 5 and 6Revision 3: Units 7,8,9 and 10Revision 4: Units ‘11,12,13 and 14

The revision sections serve as preparation in class for thecorresponding tests in the Teacher’s Book. Pupilsfamiliarise themselves with the layout and content of thetests which are divided into four sections: Vocabulary,Grammar, Communication, Reading & Writing.There are four photocopiable assessment tests, in twoversions each, at the back of the Teacher’s Book followedby marking schemes.

There is an extra unit at the end of the book containingChristmas activities. This unit is to be covered as a lead-up to Christmas.

Page 5: Welcome 1 Teacher

Welcome I

Also included at the end of the Pupil’s Book is a short play.This provides pupils with the opportunity to bring to life thecharacters in Welcome 7, by taking on roles and actingout a short story which also recycles language and songsalready taught. In the Teacher’s Book there are stagedirections for those teachers who wish to put on an end-of-year performance. The dialogue is also on CD orcassette, giving the pupils a model to emulate. Handpuppets at the back of the Workbook can be cut out andused while pupils practise the play in class.

After completing Lessons 1,2 and 3 of each unit, pupilsturn to the Workbook for Lesson 4. The Workbookcontains extension activities relating to the units in thePupil’s Book. Each unit in the Workbook is divided intoVocabulary, Grammar, Communication, Listening,Reading & Writing. Some of the exercises can be coveredin class and others may be assigned as writtenhomework. The Workbook contains colourful illustrations,hand puppets and stickers, providing the pupils withadditional tools to complete the elftra activities.

qssign ond check pupils’homework

At the end of each lesson plan there is a suggestedhomework assignment. Always write the assignedhomework on the board so that pupils can copy it in theirnotebooks. Ask pupils to use the Pupil’s CD or Cassette topractise further and improve their pronunciation andintonation.

Homework is always checked before the presentation of anew lesson.

— How to check new words/structures:

Pin up relevant flashcards. Point to each and elicitanswers from pupils.

— How to check copying:

Collect pupils’ notebooks and correct their copying,puting emphasis on the importance of clearhandwriting.

— How to check dictation:o Dictate various words/phrases. Pupils write them in

their notebooks.o Show pupils relevant flashcards. Pupils write down

the relevant word.

Correct pupils’ dictation. lf pupils have made spellingmistakes write down these words and ask pupils towrite them again two or three times. Encourage pupilsby praising their efforts and/or putting stickers on theirdictation papers. Stickers are provided in theWorkbook.

— How to check role play:

Pupils act out the relevant exchanges in pairs. lt isadvisable to use flashcards wherever possible. Checkpupils’ intonation and pronunciation.

Page 6: Welcome 1 Teacher

Welcome I

A.

Contents

c.

D.

B.

Page 7: Welcome 1 Teacher

My Alphobet Book

1 apple2 ball

4 lemon, hat, glass, ice cream, jam, kite

1b 2c 3g 4m

1 B, D, E, H, J, K, M, O, Q, T, U, W,Y,Z

2 c,e, f , i , j , l , n, o, q, t , u, w, y

e, i ,o,u

b, c, d, f , s, g, m, l , k, h, n, r , e, t , v, x,w,z,y

ship, cheese, phone, shell, thumb

1 man 4 glass 7 cheeseI phone2 table 5 zebra

3 box 6 lemon

man, hat, lemon, kite, jam, ice cream

1 vase 4 umbrella 7 table2 woman 5 frog 8 orange3 yellow 6 kite

BALL, GI.ASS, VASE, YELLOW, WOMAN, MAN,SHELL, FROG, TABLE, ZEBRA

A

B

cD

E

F

1 man2 orange

3 queen4 pen

4 box5 woman6 star

G

I

4 1 zebra2 vase3 yellow

7 umbrella8 table

1 umbrella2 lemon3 ring4 yellow

5 apple6 frog7 star8 orange

I egg10 jam11 glass

Page 8: Welcome 1 Teacher

Unir l -Hel lo! (pp.4 9)

Read names 1 — 4 and explain the instructions to pupib.Play the cassette. Pupib tick the names they hear.

Names to be ticked:

2 Eddy 3 Lin 4 Oscar

3. Now, listen ogain and read.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogues in pairs.

A

)KrrasxcARDs z — roPupils’ books closed. Show pupils flashcard No. 7. Say»Good morning». Pupils repeat chorally and individually.Pin up the flashcard on the board. Show pupils flashcardNo. 8. Pupils say «Good afternoon» chorally andindividually. Do the same for flashcards 9 and 10. Pupils’books open. Pupils look at Ei. 4. Read out the example.Pupils do the exercise.

Vocabulary: Good morning, Goodbye, Goodafternoon, Good evening, Hello, Good night, HiLanguage focus: How are you? — I’m fine,thanks — What’s your name? — Hello! — Oh, hi!-Goodbye (Bye)Grammar: I am (l’m) — What is (What’s) — Myname is (My name’s)

TION

1. Listen and repeat.A

ffir^srcARDs r — 6Pupils’ books closed. Pin up flashcards 1 — 6. Point toeach one and say the appropriate word/phrase. Pupilsrepeat chorally and individually. Explain how eachgreeting is used:Good morning is said from moming to noon (12.00 pm)Good afternoon is said from 12.00 till 5.00 pm.Good evening is said from 5.00 till midnight.Good night is said when you are leaving or going tobed.Diaw pupib’ attention to the clock faces in the flashcards.Pupils open their books. Play the cassette for Ex. 1.Pupils listen and repeat chorally and/or individually.

trtr

tr2 Good afternoon!3 Good evening!

4 Good night!

GRAMMAR

Ask pupils to take a rectangular piece of paper, fold itlongways down the centre, write their name on it and putit in front of them.

Write on the board and read aloud:What is your name? — My name is Oscar.Pupils repeat chorally and individually.Write on the board and read aloud:What’s your name? — My name’s Oscar.Pupils repeat chorally and individually.Write on the board and read aloud:lam Eddy. — l’m Eddy.Pupils repeat chorally and individually.

What’s your name?, My name is, I’m, How areyou?, I’m fine thanks, How do you spell that?Who’s that?

Good morning, Hello, Goodbye, Good afternoon,Good evening, Good night, school, friend,teacher, parrot, Who’s that?

introducing oneself and others, greetings,identifying people, spelling one’s name

introducing yourself , friend/peVteacher

Look and sag.

Page 9: Welcome 1 Teacher

Teach the long and short forms of I am — I’m. Show onthe board how the apostrophe replaces letters in shortforms:

lam —

lhm-l ‘mWhat is

— Whatts — What’s

My name is t My name’*s — MY name’s

Explain that in questions we use a question mark (?).Say to a pupil: Hello, l’m What’s your name?Pupif answers: My name’s Repeat with somemore pupils. Choose a pupil to take the part of the»teacher» asking another pupil «What’s your name?»

5. Reod and wrlte.Ask pupils to look at the dialogue between Eddy andOscar and fill in the missing words orally, then in writing.Pupils read the dialogue aloud in pairs.

Eddy: Hello, I’m Eddy. What’s your name?Oscar: My name’s Oscar. How are You?Eddy: I’m fine, thanks.

Extension: Pupils act out similar dialogues in pairs.

6. Look, read, and, choose.Explain to pupils that they must choose the correctsentence in items 1-3. Pupils do the exercise orally, thenin writing. Ask pupils to justify their answers.

la 2b 3a

7. Llsten and repeat.Play the cassette. Pupils listen and follow the lines. Playthe cassette again. Pupils repeat chorally and individually.Pupils act out the dialogue in pairs. Check pupils’pronunciation/intonation.

8. Tatk with Uour triend, then write.Pupils, in pairs, act out dialogues using the dialogue inEx. 7 as a model. Pupils do the exercise orally, then inwriting in class.

@ Suggested Homework

1 Copy: 2 exchanges from Ex. 32 Reading aloud: Ex.33 Dictation: Ex. 14 Act out: Ex.4, Ex. 8

Vocabulary: friend, school, teacher, parrot,Who’s that?, welcome, spell, everyonelanguage focus: Who’s thaP That’s … — Hello,everyone — This is …… — How do you spell it?

Check pupils’ HW.

1. Llsten and. repeat.

F]ASHCARDS II — 15

Pupils’ books closed. Pin up flashcards 11 — 15. Point toeach one and say one appropriate word/phrase. Pupilsrepeat chorally and individually. Pupils’ books open. Playthe cassette. Pupils listen and repeat chorally andindividually.

@tc & READTNG

2. Listen cnd choose.Read out the incomplete sentence and the two possibleanswers. Play the cassette. Pupils listen and circle thecorrect answer.

The correct answer is : b

3. Now, listen agaln and read..Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

trtr

Page 10: Welcome 1 Teacher

4. Look cnd scA._JI_)f(rresxcrRDs 16 — rePupils’ books closed. Show pupils flashcard No. 16.Say: «Hello everyone! Ihrb ,s Oscar!» Pupils repeatchorally and individually. Pin up the flashcard on theboard and write the sentences on the board. Pupils readout the sentences chorally. Show pupils flashcard No.17. Say: «Hello, everyone!Ihis,s Wendy!» Pupils repeatchorally and individually. Pin up the flashcard on theboard. Show pupils flashcard No. 18. Ask a pupilto usethe pattern on the board and introduce Lin. Pin up theflashcard on the board. Do the same for flashcard 19.Wipe the example off the board. Point to variousflashcards in random order. Individual pupils introduceeach person. Pupils’ books open. Pupils look at Ex. 4.Read out the example. Pupils do the exercise.

2 Hello, everyone! This is Wendy!3 Hello, everyone! This is Linl4 Hello, everyone! This is Miss Parker!

Extension: Individual pupils introduce their classmates tothe class.

GRAMMARA

B{\ FTASHCARDS 16 — le

Pin up flashcard No. 16. Ask pupils: «Who is that?» Writeit on the board. Answer: «That is Oscar.» Write it on theboard. Pupils repeat chorally and individually. Explainhow the contracted types are formed. Show pupilsflashcard No. 17. Ask «Who’s that?» Elicil the answer,Show pupils flashcards 18 and 19. Pupils ask andanswer in pairs. Wipe the example off the board. Showpupils flashcards 16 — 19. Pupils ask and answer usingthe patterns taught.

5. Look, sag and write.Read the example. Then, pupils in pairs, do Ex. 5 orallythen in writing in class.

1 A: Who’s that?B: That’s my friend, Wendy!

2 A: Who’s that?B: That’s my friend, Lin!

3 A: Who’s that?, B: That’s my friend, Bob!

4 A: Who’s that?B: That’s my friend, Patrick!

5 A: Who’s that?

6. Look, reodand motch.Read sentences 1 — 5. Pupils match each sentence orallyto the correct picture. Individual pupils read out thesentences.

2d 3e 4a 5c

7. Llsten and repeat.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally and individually. Pupils act out the dialogue inparrs.

8. Talk with gour Jriend, then write.Pupils act out dialogues in pairs using the dialogue inEx. 7 as a model. Pupils do the exercise orally first, thenin writing in class.

(Pupils’own answers)

@ Suggested Homework1 Copy: 2 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 4. Ex. 8

h Check pupils’ HW.

G & READING

1 . Listen, read, ond, write the word.Play the cassette. Pupils listen and fill in the correct word.Play the cassette again with pauses for pupils to repeatchorally and individually. Individual pupils read out fromthe text.

1 friend 2 teacher 3 dog

2. Look ond read. Put o tick b/) or across (x).

Read out the sentences. Pupils put a tick for a correctanswer or a cross for a wrong answer.

2/ 3x 4/

B: That’s my teacher, Miss Parker!

Page 11: Welcome 1 Teacher

6. Let’s singlPlay the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

3. Project.

Ask pupils to use the text in Ex.1 as a model, then asksome pupils to do the exercise orally. Refer pupils to thePhoto File Section and assign the exercise as written HW.

(Pupils’own answers)

4. TWfSTER Listen and repeot.Play the cassette. Focus pupils’ attention on how a ispronounced.

a can be pronounced: lelas in that/e/ as in and/er/ as in name

Pupils listen and repeat chorally or individually. Checkpupils’ intonation and pronunciation.

5. Let’s plag!Pupils look at the table. Read out each instruction andmime them. Pupils repeat chorally and individually. Nowplay the game. Give instructions in random order. Pupilscarry out the instructions.Alternatively, divide the class into two teams. Giveinstructions in random order. Teams, in turn, carry out theinstructions. Each correct answer gets one point. Theteam with the most points is the winner.

@123456

Suggested HomeworkCopy: part oftext Ex. 1Reading aloud: Ex. 1Dictation: two sentences from Ex. 1Act out: Ex. 4Project: Ex. 3Workbook: do some exercises in class,assign the rest as written HW.

Page 12: Welcome 1 Teacher

Unit 2 Fomily ond friends! (pp. lO 15)

introducing/identifying family members,introducing Masid the genie, commenting onpossessions, numbers 1 — 10, talking aboutownership, asking sb’s phone number

possessive adjectives, possessive case

father, mother, brother, sister, grandmother,grandfather, lamp, genie, family, numbers 1 — 10,phone book, W, computer, radio, parrot, bike

identifying people, identifying & commenting onpossessions

writing about your family

Vocabulary: father, mother, grandfather,grandmother, sister, brother, genie, lampLanguage focus: This is my …, His name’s …,Who’s that? , That’s ……Grammar: Possessive adjectives (my, your,his … etc)

TION

1. Llsten and repeat.

G & READINGww-2. Listen and write ges or no.Read sentences 1 and 2. Play the cassette. pupils writeyes next to the correct sentence and no next to theincorrect one.

lyes2no

3. Now, listen again and, read,.Play the cassette. Pupils listen and follow the lines. playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogues in pairs.

4. Look and sog.A

ftr^rr.ARD 3Pupils’ books closed. Pin up flashcard 3 on the board.Point to 1 (Bill) and say: «Ihrs is my grandfather. Hisname’s Bill.» Write the example on the board andunderline hls. Pupils repeat choraily and individually.Point to 2 (Doris) and say: «Ih,s is my grandmother. Hername is Doris.» Write the example on the board andunderline her. Pupils repeat chorally and individually.Explain that we use hls for men or boys and her forwomen or girls. Point to the rest of the pictures. pupilsrepeat the pattern for items 3 — 6. Wipe the examples offthe board. Point to pictures (1 — 6) in random order.Pupils present the characters. Pupils’ books open. Readthe example, then pupils do the exercise.

2 This is my grandmother. Her name’s Doris.3 This is my father. His name’s Bob.4 This is my mother. Her name’s Ann.5 This is my sister. Her name’s Wendy.6 This is my sister. Her name’s Lucy.

GRAMMAR

Show pupils your pen and say. «That’s my pen»emphasising my. Pupils repeat chorally. Write my on theboard. Approach a pupil, point to his/her pen and say:»That’s your pen». Pupils repeat chorally. Write your onthe board. Do the same to present all possessiveadjectives. Pupils look at the board and read out thetable.

f,

f,

f

A

!ffrnrrcoRDs r — 2Pupils’ books closed. Pin up flashcard 1 (Wendy,sfamily). Point to each person and say who they are (e.g.father, sister etc.). Pupils repeat chorally andindividually. Explain the relationship between them. pinup flashcard 2 and say the words. Pupils repeat chorallyand individually. Pupils’ books open. play the cassette.Pupils listen and repeat chorally and/or individually.

Page 13: Welcome 1 Teacher

5. Sog ond write: mg, his, her, our, their.Read the example in Ex. 5, then pupils do Ex. 5 orally inclass. Check pupi ls ‘ answers, then pupi ls do theexercise in writing in class.

t his 2 her 3 their 4 our

Listen and repeot.

FTASHCARD 4

Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeat’Pupils read out the dialogue in pairs.

Extension: Pupils’ books closed. Pin up flashcard No. 4.Pupils look at the flashcard and act out the dialogue inpairs.

7. Tatk with Vour Jriend, then write.

FTASHCARDS 5 — 7

Do item 1 with pupils. Then, in pairs, pupils, do items 2and 3 orally in class. Pupils’ books closed. Pin upflashcards 4 — 7. Pupils act out dialogues for eachflashcard in pairs. Pupils’ books open. Pupils do theexercise in writing in class. Check pupils’ answers.

1 Wendy, her2 that, That’s, her mother3 Who’s, That’s, his grandfather

@ Suggested Homework

1 Copy: two exchanges from Ex. 32 Reading aloud: Ex.33 Dictation: Ex. 14 Act out: Ex.4.7

Vocabulary: numbers 1-10, phone book, TV,computer, radio, secret, friend, phone number,bikeLanguage focus: What’s your phone number?,What’s this?, lt ‘s …Grammar: Possessive case

Check pupils’ HW.

TION

1. Listen ond repeat.A

)f;frasxcARDs I — 22Pupils’ books closed. Pin up flashcards I — 17 (numbers1-10). Point to each number and count out loud. Countout again. Pupils repeat after you each time chorally andindividually.Then, pupils look at the board and count chorally. Askindividual pupils to say the numbers as you point to eachfigure in random order.Pin up flashcards 18 — 22. Point to each one and saythe appropriate word. Pupils repeat chorally andindividually. Pupils’ books open. Play the cassette.Pupils listen and repeat chorally and/or individually.

& READING

2. Listen ond write.Read the question, then play the cassette. Pupils listenand fil l in the missing number.

The missing number is: . . . 2

3. Now, listen ogain and reod.

Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally. Check pupils’ pronunciation and intonation.Pupils read out the Qialogue in pairs.

4. Look and soy.A-A-r*rr.ARDs

23 — 2ePupils’ books closed. Pin up flashcard No. 23. Say: «Ihlsis Masid’s house.» Pupils repeat chorally andindividually. Write the example on the board. Pin upflashcard No. 24. Pupils identify the characters. Say:»Ihrs ls Eddy’s parrot.» Pupils repeat chorally andindividually. Show pupils flashcards 25 — n. Pupils makesentences, as in the example. Wipe the example off the

tr

trtr

Page 14: Welcome 1 Teacher

board. Point to flashcards in random order. Pupils makesentences, as in the example. Pupils’ books open. Readthe example, then pupils do the exercise.

1 This is Eddy’s parrot.2 This is Eddy’s TV.3 This is Wendy’s brother.4 This is Lin’s mother.5 This is Cindy’s radio.6 This is Wendy’s computer.

GRAMMAR

Explain the use of the possessive case. Write:»This is Masid’s house» on the board and underline’s.Explain that this shows that sth belongs to sb. [Point outtfnt this is different from ‘s (short form of is).1

5. Reod and choose.Pupils read the questions and choose the correctanswer.

1a 2b

6. Reod ond sag.Read the example, then pupils act out similar dialogues incarrs.

What’s Eddy’s phone number?3691842.

What’s Lin’s phone number?9654371.

What’s Wendy’s phone number?5796384.

Fupils fil l in their phone number.

7. Listen ond repeat.Play the cassette. Pupils listen and follow the lines. Playfie cassette again with pauses for pupils to repeatchorally and individually. Pupils read out the dialogue inparrs.

8. Tolk with gour Jriend, then write.

-A-\-/Z\ FTASHCARDS 30.33

Pupils’ books closed. Pin up flashcard No. 30 on theboard. Read out item 1. Elicit the correct answers frompupils. Pin up flashcards 31 — 33 on the board. Pupilscomplete the exercise orally.Pupils’ books open. Pupils complete the exercise inwriting in class.

Lin’s, nicethis, lt ‘s Cindy’s, veryWhat’s this, lt ‘s Eddy’s, lt ‘sWhat’s this, lt ‘s Wendy’s computer, lt ‘s very nice

Gt Check pupils’ HW.

& READING

Pre-teach the words: dad (short for father), mum (shortfor mother), meet

1. Listen and repeat.Explain that the people in the picture are Masid’s family.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally and individually. Individual pupils read out fromthe text. Ask pupils to write the names of Masid’s familyunder their pictures.

2. Read ond motch.Read out the example, then pupils read the text in Ex. 1and match the names to the people.

2 Laila 3 Bibi 4 Halim

3. Match and write.Pupils look at the pictures and identify the drawings (dog,ball, umbrella, ring, hat), then follow the lines to match thechildren to what they have. Pupils do the exercise orally,then in writing in class.

2 … Oscar’s umbrella3 . . . Lin ‘s hat

4 … Eddy’s dog5 . . . Cindy’s r ing

1234

A:B:

A:B:

A:B:

@ Suggested HomeworkCopy: two exchanges from dialogue Ex. 3Reading aloud: Ex.3Dictation: Ex. 1Act out: Ex. 4. Ex. 8

1234

I l ,

Page 15: Welcome 1 Teacher

4. Project.

Pupils use the ten in Ex. 1 as a modeland talk about theirfamilies. Refer pupils to the Photo File Section and assignthe exercise as written HW.

(Pupils’own answers)

5. TWfSTER Listen and repeat.Play the cassette. Focus pupils’ attention on how s ispronounced.

s can be pronounced: /s/ as in this/z/ as in is

Pupils listen and repeat the sentence chorally orindividually. Check pupils’ intonation and pronunciation.

6. Let’s plcgl

FTASHCARDS 23 — 33

Using flashcards 23 — 33, show pupils one flashcard at atime. Ask them to make sentences using the possessivecase.

e.g. T: (showing flashcard 25)Whose is this?

Pl: lt’s Eddy’s.

T: (showing flashcard 31)Whose is this?

P2: lt’s Cindy’s. etc.The game can be made into a competition. Divide theclass into two teams. Show teams flashcards 23 — 33 inturn. Each correct answer gets one point. The team withthe most points is the winner.

7. Let’s sing!Play the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@1234

.56

Suggested HomeworkCopy: three sentences from Ex. 1Act out: Ex. 5Reading aloud: Ex. 1Dictatron: three sentences from Ex. 1Project: Ex. 4Workbook: do some exercises in class,assign the rest as written HW

Page 16: Welcome 1 Teacher

Unit 3 A doll ‘s house! (pp. 16 2l)

rTfod uci ngiidentifyi n g parts of house/f u rn itu re,:olours, identifying position of objects, there is

‘e is. she is, it is (long/short form),rrepositions of place (in/on/under), a — an

red. bedroom, bath, bathroom, kitchen, chair,lvrng room, bookcase, garden, swing, dolls’rouse, doll, colours, pink, red, yellow, green,ilue, black, white, brown, sofa, armchair,atpboard, cap, vase, frog, rabbit, tree, in, on,-mder

asking about colours/parts of house

Lesson I lpp. 16 — l7l

Vocabulary: doll’s house, doll, bathroom, bath,krtchen, chair, bedroom, bed, swing, garden, livingroom, bookcase, black, white, green, blue, pink,yellow, red, brownlanguage focus: Where’s …?, He’s/She’s in …,What colour is …?, lt ‘s …, There’s a(n) …

GAME (optionol)

Divide the class into two teams. Point to different colours.Teams, in turn, say the name of the colour you arepointing to. Each correct answer gets 1 point. The teamwith the most points is the winner.

» IISTEISNG & READING-j*t#

2. Listen ond onswer.Read questions 1 and 2. Play the cassette. Pupils write thecorrect answer.

1 Cindy 2 Masid

3. Now, listen again and read.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation &intonation. Pupils read out the dialogue in pairs.

4. Look ond sag.A

F\FTASHCARDS I — 12

Pupils’ books closed. Show pupils flashcard No. 8. Say:»There’s a pink bed in the bedrooml» Pupils repeat chorallyand individually. Pin up the flashcard and write thesentence on the board. Show pupils flashcard No. 9. Say:»There’s a blue bath in the bathrooml» Pupils repeatchorally and individually. Pin up the flashcard on theboard. Show pupils flashcard No. 10. Ask a pupil to usethe pattern to talk about what there is in the kitchen. Do thesame for flashcards 11 and 12. Wipe the example off theboard. Point to flashcards in random order. lndividualpupils make sentences about each picture. Pupils’ booksopen. Read out the example. Pupils do the exercise orallyin class.

2 There’s a blue bath in the bathroom!3 There’s a yellow chair in the kitchen!4 There’s a brown bookcase in the living room!5 There’s a red swing in the garden!

J

J

‘ Listen and repeat._l l_

F.nasncaRDs r — zr-E s’ books closed. Pin up flashcard No. 1 (dol/’s:r’cuse/ and explain what this is. Pin up flashcards 2 — 6x-c’rrring parts of the doll’s house. Point to each one and;er the appropriate word. Pupils repeat chorally andr’-r:»ndually. Pin up flashcard No. 7. Point to each colourt-rJ S€tt the appropriate word. Pupils repeat chorally andr’:»vrdually. Pupils’ books open. Play the cassette.=-:rls listen, then repeat chorally andior individually.

Page 17: Welcome 1 Teacher

GRAMMAR

Present the third person singular. Point to a male pupil.Say, then write on the board: «He is a boy.» Point to afemale pupil. Say, then write on the board: ‘She is agirl.» Point to a classroom object e.g. a pen. Say, thenwrite on the board: «lt is a pen.»Underline the third person singular. Explain that theseare long forms. Write next to each sentence the shortforms. Read the sentences out. Pupils repeat after you.Now point to pupils and objects in class and ask pupilsto make sentences using he’s, she’s or it’s.e.g. T: (pointing to a female pupil)

P7: She’s Sfe//a.T: (pointing to male pupil)P2: He’s Tony.T: (pointing to a pen)P3; /t’s a pen. etc.

5. Sag ond write.Read the examples. Pupils do the exercise orally, then inwriting in class.

2 She is, She’s3 lt is, lt ‘s4 He is, He’s

Listen ond colour.

FTASHCARDS 13 — 16

5 lt is, lt ‘s6 She is, She’s

2 A: … colour is the swing?B: . . . red.

3 A: … colour is the bookcase?B: . . . brown.

4 A: … colour is the table?B: . . . blue.

8. Listen and repeat.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally and individually. Pupils act out the dialogue inpairs.

9. Totk with Vour Jriend, then write.Ask pupils to look at the pictures in Ex. 6. Read item 1.Pupils complete the sentence. Pupils, in pairs, act outsimilar dialogues for items 2 — 4. Finally, they completethe exercise in writing in class.

1 B: … in the bedroom.2 A: Where’s . . .

B: She’s in the kitchen.3 A: Where’s. . .

B: He’s in the living room.4 A: Where’s. . .

B: She’s in the garden.

@ Suggested Homework

1 Copy: 4 exchanges from Ex.32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex.4. Ex.9

U Vocabulary: sofa, cupboard, armchair, frog, rabbit,

_ tree, cap, vase, in, on, underU Language focus: What’s in …?, Where’s …?, What

colour . . .?E Grammar: a/an, there ts

Check pupils’ HW.

Ask pupils to take the yellow, red, brown and blue crayonsout of their pencil cases. Pupils look at the pictures. Playthe cassette. Pupils listen and colour in the picturescorrectly.

bed: yellow swing: redbookcase: brown table: blue

Extension: Show pupils flashcards 13 — 16. Ask questionsabout colours.e.g. T: What colour is the bed?

Pl: lt’s yellow. etc.Pupils, in pairs, act out similar dialogues for eachflashcard.

7. Ask, cnswer ond write.Read the example, then ask two pupils to read theexample again. Pupils do items 2 — 4, orally in pairs.Practise the structures round the class, then pupilscomplete the sentences in writing in class.

Page 18: Welcome 1 Teacher

n Listen and repeat.,t

f nrsncaRDs 1T — 27mu@ls books closed. Pin up flashcards 17 — 27. Point to@G’rii trte and say the appropriate word. Pupils repeat*—*nrwlidfry and individually. Pupils’ books open. play thelEnmfite. Pupils listen and repeat chorally andnndtumfi.nlty.

& READING

f,- listen and choose.M qrestions 1 and 2 and the three possible answers.qtu tre cassette. Pupils listen and choose the correctfnmF

1c 2a

3. Now, listen ogain and read.qmu ffie cassette. Pupils listen and follow the lines. Playfl,fim =ssette again with pauses for pupils to repeat:tlm@rrafty and individually. Check pupils’ pronunciationIlrllrc ntonation. Pupils read out the dialogue in pairs.

4 Look ond scg.

F- *tt*RDs 28 — 32elrpb’ books closed. Show pupils flashcard No. 28. Say:.Wts ‘e’s Masid?» Pupils repeat chorally and individually..uilirxso,er: «He’s in the cupboard!»sin ;p the flashcard and write the question and answerrnl» ]]e board. Pupils read out the example. Pin upfltm;-card No. 29. Ask: «Where’s Masid?» Elicit answermr pupils. Do the same for flashcards 30 — 32. Wipe theuan*ple off the board. Show pupils the flashcards inrffoom order. Pupils follow the pattern to ask andffsryer the questions. Pupils’ books open. Two pupilseec out the example, then pupils do the exercise orallyr 3arrs.

2 Where’s Masid?He’s in the bath!

3 Where’s Masid?He’s on the sofa!

4 Where’s Masid?He’s under the table!

5 Where’s Masid?He’s in the armchair!

GRAMMAR_a_)(rrasncrRDs 17 — 24Show pupils flashcard No. 17. Say: «a sofa». pupils repeatafter you. Show pupils flashcard No. 19 and say: «anarmchair.» Pupils repeat after you. Pin these flashcards onthe board and write the words next to them. Explain that weuse a before words which start with a consonant soundwhereas we use an before words which start with a vowelsound. Show pupils flashcards 1T — 24 one at a time. pupilsadd a or an.

5. Say cnd write: c or on.Pupils do the exercise orally, then in writing in class.

6. Look, say ond write.Pupils look at the picture. Then ask questions about eachobject/animal.e.g. T: Where’s the cat?

Pl: ln the armchair.T: Where’s the cap?P2: On the bed.T: Where’s the umbrella?P3: Underthe bed. etc

Read the example. Then, pupils do items 2 — 8 orally, thenin writing in class.

GAME (optionol)

Divide the class into two teams. Ask pupils to look at thepicture of Ex. 6 for a minute, then close their books. Askquestions about each objecVanimal. Each correct answergets one point. The team with the most points is thewinner.e.g. T: Where’s the cat2

Team A Pl: lt’s in the armchair.T: Correct! Team A gets 1 point. Now, where’s the

vase?Team B Pl: lt’s on the table. etc.

7. Listen ond repeat.Play the cassette. Pupils listen and follow the lines. playthe cassette again with pauses for pupils to repeatchorally and individually. Pupils, then act out the dialoguein pairs.

la 3an 5a 7a2an 4a 6an 8an

Page 19: Welcome 1 Teacher

8. Now, tolk with your Jriend.

FTASHCARDS 33 — 36

Pupils’ books closed. Pin up flashcard No. 33. Ask:»What’s in the kitchen?» Elicit answer: «A chair.» Askagain: «What colour is it?» Elicit answer: «Yellow.» Wrilethe sentences on the board. Show flashcards 34 — 36.Pupils act out similar dialogues in pairs. Pupils’ booksopen. Pupils look at the pictures and do the exercise inpairs.

A: What’s in the kitchen?B: A chair.A: What colour is it?B: Yellow.A: What’s in the bathroom?B: A bath.A: What colour is it?B: Blue.A: What’s in the bedroom?B: A bed.A: What colour is it?B: Pink.A: What’s in the garden?B: A swing.A: What colour is it?B: Red.

Note: You can ask pupils to write these short dialoguesin their notebooks.

@ Suggested Homework

1 Copy: 3 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex.4. Ex. 8

Gr Cneck pupils’ HW.

& READING

1. Reod and write the word.Pupils look at the picture. Ask questions and elicitanswers.e.g. T: What is in Tom’s bedroom?

Pl: A table.T: What colour is the table?P2: Black. etc

Individual pupils read from the text and fil l in the missingwords.

5 red 7 yellow6 lamp 8 rabbit

2. Listen, read agaan and onswer.Read the questions. Play the cassette again. Pupils listenand write the answers. Check pupils’ answers. Pupilswrite their favourite colour.

1 blue 2 black 3 red 4 on the bed

(Suggested answer) blue j

Extension: Pupils ask and answer questions about Tom’s ‘

bedroom in oairs.

3. Llsten and draw a [ine.

Ask pupils to look at the picture. Play the cassette. Pupilslisten and draw lines to show where each object/animal is.

— cat in the armchair- dog under the table- ball on the chair

Extension: Practise the following structures with pupils.T: Where’s the glass?Pl: On the table.P2 Where’s the dog?P3: Under the table. etc

Then, pupils ask and answer questions in pairs.

4. Project.Pupils use the text in Ex. 1 as a model and talk about theirbedroom. Refer pupils to the Photo File Section andassign this exercise as written HW.

(Pupils’own answers)

5. TWfSTER Listen and repeot.Play the cassette. Focus pupils’ attention on how wh ispronounced.

wh can be pronounced: lwlas in what/h/ as in who

Pupils listen, then repeat. Check pupils’ pronunciation andintonation.

1 bed 3 table2 blue 4 chair

Page 20: Welcome 1 Teacher

E^ lefs plcAftr’Julilm mk at the pictures and identify the rooms. Readlllirttr rritrdd dialogue. Pupils follow the lines. Choose aunLLil,ri:riri. {st him/her to choose one of the four pictures andllinnnrili :f a place to hide the rabbit somewhere in thisntmomn n+fb ask questions until they find where thei@mmr s Ctroose another pupil and continue the game.

— l-efs sing!*rttsu tre cassette. Pupils listen and follow the lines. Read,rrnrurot t’tre wg. Pupils listen and repeat. play the cassettermmr. ft+tb listen and try to sing along with thermim@nmrE-

@ Suggested Homework1 Copy: 3 sentences from Ex. 12 Reading aloud: Ex.13 Dictation: colours [Lesson 1 (Ex. 1)]4 Act out: Ex. 5 or short description of own

bedroom5 Project6 Workbook: do some exercises in class,

assign the rest as written HW

Revision I Units I — 3 (pp. 22 23)

r/tumryil,i iltrese exerclses as written HW after you haverurimmlrach exercise. Check pupils, answers in theillmffii m*scrl Pupils are then prepared for the test.)

Dzl a22a

E go their

Fgson

G st what’s38 name’s

H +z bed43 table

| +a yes 49 yes 50 no

23an25an27a29a24a 26 an 28 a

344r — ts 3A 58 78TA 4B 6B 8A

31 my 32 his

in 35 in 36 under

39 How 41 Goodbye40 fineS s ilTee 12 nine

‘1iX ro]rt 13 four*’I ro 14 six

I -m [s Un’s computer.1S t’s Eddy’s cap.M ts Cindy’s house.

15 ten16 seven17 five M chair

45 vase46 parrot47 lamp

Page 21: Welcome 1 Teacher

Unit 4 Hoppy Birthdoy! (pp. 24 29)

talking about birthdays, gifts, presents, toys,age; numbers 11 — 20; identifying presents

there is — there are; plurals; the verb ‘to be’

CD, watch, present, bat, cake, guitar, basketball,camera, blow out, candles, eleven — twenty,robot, car, twins, bus, aeroplane, clock,helicopter

asking about age; giving and receivingpresents; talking about quantity; How manypresents …?, What is it …?; identifying objects;clarifying information

making a birthday card

tr Vocabulary: CD, watch, present, bat, cake,guitar, basketball, camera, blow out, candles,numbers 11 — 20, happy birthday, birthday cake,make a wish, how many

tr Language focus: this is for you, how manytr Grammar: there is/are; plurals

1. Listen and, repeat._a_)(rrasxcARDs r — roPupils’ books closed. Pin up flashcards Nos 1 — 9. Pointto each one and say the appropriate word. Pupils repeatchorally and individually. Pin up flashcard No. 10.Explain that this is a cake with candles on it. Now presentntimbers 11 — 20. Point to each number and say theappropriate word. Pupils repeat after you each time

chorally and individually. Pupils then count out loud. Askindividual pupils to say the numbers as you point at eachfigure in random order. Pupils’ books open. Play thecassette. Pupils listen and repeat chorally and/orindividually.

& READING

2. Listen ond write ges or no.Read the two sentences. Play the cassette. Pupils listenand write yes next to the correct sentence and no nelft tothe incorrect one. Check pupils’answers.

lno2yes

3. Now, listen again and reod.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repedchorally or individually. Check pupils’ pronunciation.Pupils read out the dialogue in pairs.

4. Look and say.l,-firrasnclRDs ll — 16

Pupils’ books closed. Pin up flashcard No. 11 on theboard. Say: «Ihls is for you. lt’s a CD!» Write the sentenceon the board. Pupils repeat chorally and individually. Pinupffashcard No. 12. Say: «Ihis isforyou. /f’sa….»Pupilssay «watch». Say the whole sentence. ‘lt’s a watch!» Pinup flashcard No. 13. Ask a pupilto use the pattern on theboard and talk about this flashcard. Do the same with therest of the flashcards. Wipe the example off the board.Point to flashcards in random order. Individual pupils talkabout each picture. Pupils’ books open. Read out theexample. Pupils do the exercise orally in class.

2 This is for you. lt’s a watch!3 This is for you. lt’s a basketball!4 This is for you. lt’s a present!5 This is for you. lt’s a bat!6 This is for you. lt ‘s a guitar!

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GNAMA4AR

eesent there is/are. Put a book on your table. Say:-.Ene ,S a book on the table.» Pupils repeat after you.rlllllLr]ns the structure on the board. Now, put one morerrtcon your table. Say: «There are two books on themte ‘Pupils repeat after you. Write the structure on therca:, Repeat the same using your pencil, then anotherlmtcr. Explain the formation of plurals. Drill pupils. WriterrtLr.s In the singular on the board. Pupils form the plural.r,,aBested words: guitar, ball, bat, watch, present, ball,ffi etc.

5 Count, sag and write.ercris look at the pictures and do the exercise orally,liltef- r»1r writing in class.

2 There are three boxes.3 There are five bats.{ There are four glasses.5 There are seven candles.6 There are eight stars.

lrerson: Pupils, in pairs, ask and answer questions aboutw- Ficture after you have practised the followingffir.l]fn-re on the board:- lfu many cars are there?

!F .Erc are two cars.

r Reod ond motch.&:uurrs read 1 — 4 and a — d. Then, pupils match theru,ltlntr€rs to the letters to make complete sentences.mm,nrrcLsj pupils read the completed sentences.

2d 3a 4c

— Look, osk and onswer.,n

E arsrrcaRDs t7 — 22E’umE books closed. Pin up flashcard No. 17. Say: «Howmu s lorn?» Pupils repeat chorally and individually. Elicitll1lnp *rrer from pupils: «He’s five.» Write the example on thermmrld Prn upflashcard No. 18. Practisethe modeldialogueryrfir fE pupils for this flashcard. Do the same withllllM Nos 19 — 22.Wipe the example off the board.umn»t to flashcards in random order. Pupils ask andilnrffier questions about each person’s age. Pupils’ booksuom. Read out the example. Pupils do the exercise.

o A: How old is Wendy? oB: She’s eleven.

r A: How old is Teresa? oB: She’s fifteen.

r A: How old is Cindy?B: She’s twelve.

How old is Lin?She’s ten.How old is Ken?He’s eighteen.

8. Listen and repeot.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally and individually. Pupils act out the dialogue inpairs.

9. Now, tolk with gour Jriend.Pupi ls, in pairs, act out s imi lar dialogues aboutthemselves using the dialogue in Ex. 8 as a model.

(Suggested dialogue)

Happy birthday, Tony! Here’s your present.Oh, thank you!How old are you today?I ‘m ten.

E Vocabulary: robot, car, twins, bus, aeroplane, clock,helicopter

fl tanguage focus: What is it? Open it and see!,You’re welcome!

fl Grammar: the verb ‘to be’ (affirmative, interrogative,negative) (long/short forms)

Check pupils’ HW.

TION

1. Listen and repeat.

*r^rr.ARDs 23 — 2ePupifs’ books closed. Pin up flashcards 23 — 29. Point toeach one and say the appropriate word. Pupils repeatchorally and individually. Pupils’ books open. Play thecassette. Pupils listen and repeat chorally andindividually.

A:B:A:B:

A:B:A:B:

@ Suggested Homework

Copy: 4 exchanges from Ex. 3Reading aloud: Ex.3Dictation: Ex. 1Act out: Ex. 6, Ex. 9

1234

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& READING

2. Listen ond choose.Read the question and the possible answers. Play thecassette. Pupils listen and choose the correct answer.

C) A robot

3. Now, listen again and reod.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

‘to be’. Pupils’ books open. Individual pupils read out thegrammar table.Extension: Pupils make sentences about themselves, theirclassmates and classroom objects using various forms ofthe verb ‘to be’.e.g. Pl: He’s a boy.

P2: l’m Tom.P3: Are you Linda? etc

5. Motch and write.Pupils read 1 — 6 and a — f and match the items to make asentence. Check pupils’ answers. Then, pupils make fullsentences using the long and short forms of the verb ‘to be’first orally, then in writing in class.

2e 3a 4f 5c 6b

4. Look ond sog.Jt-)d(rnsxcARDs 30 — 34Pupils’ books closed. Pin up flashcard No. 30. Askpupils: «ls it aTV?» Pupils answer: ‘No». Say: «No, it isn’t.It’s a robot.» Write the example on the board. Pin upflashcard No. 31. Ask pupils: «ls it a doll?» Elicil answerfrom pupils. Do the same with flashcards Nos 32 — 34.Wipe the example off the board. Point to flashcards inrandom order. Pupils ask and answer questions in pairs,as in the example. Pupils’ books open. Read theexample, then pupils ask and answer questions using theprompts in pairs.

2 A: ls it a doll?B: No, it isn’t. lt ‘s a teddy bear.

3 A: ls it a bus?B: No, it isn’t. lt ‘s a car.

4 A: ls it a helicopter?B: No, it isn’t. lt ‘s an aeroplane.

5 A: ls it a watch?B: No, it isn’t. lt ‘s a clock.

GRAMMAR

Present the affirmative, negative and interrogative forms ofthe verb ‘to be’. Point to yourself. Say: «l’m Mrs … .» WriteI am on the board. Point to a pupil and say: ‘You’re John.»Write you are on the board. Do the same for all persons,singular and plural. Pupils look at the board and read outthe affirmative form of the verb «to be». Show pupils howthb short forms are made. Follow the same instructions topresent the negative and interrogative forms of the verb

2 She is Miss Parker./She’s Miss Parker.3 They are my friends./They’re my friends.4 He is my brother./He’s my brother.5 lt is a helicopter,/lt’s a helicopter.6 We are twins.Me’re twins.

6. Listen and put o tick k/) or o cross(X).Pupils look at the pictures. Explain that the two girls areTarra and Tikko and they are twins. They are Lin’s sisters.Elicit from pupils how old they are. Read out sentences1 — 4, then play the cassette. Pupils listen and put ticks orcrosses accordingly. Check pupils’ answers. Ask twopupils to read the short dialogue. Pupils, in pairs, ask andanswer questions based on items 1 — 4.

2, / 3x 4, /

Now, osk cnd cnswer.Are they twins?Yes, they are.

Are they twelve?No, they aren’t.

Are they happy?Yes, they are.

7. Listen and repeot.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally and individually. Pupils act out the dialogue inparrs.

oA:

B:

oA:

B:

oA:

B:

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E» Now, tolk wlth gour Jriend.

fi 6.,15xceno 3s@n up flashcard 35. Pupils name the objects shown.-\e;'» in pairs, pupils act out similar dialogues to the onerrrr =r- 7 using the objects.

(Suggested answers)

A What is it?B: Open it and see!A Wow! lt’s a guitar! Thank You!B: You’re welcome!

B Suggested HomeworkCopy: 4 exchanges from Ex’ 3Reading aloud: Ex.3Dictation: Ex. 1Act out: Ex. 4, Ex. 8, the verb ‘to be’

Check pupils’ HW.

& READING

‘]il- Listen and reod.Effiittal these are birthday cards that Cindy received onil6r Utday. Play the cassette. Pupils listen and follow theilrmu, @ the cassette again with pauses for pupils to

@ chorally and individually. lndividual pupils read theEf,Eb.

2- Reod ond onswer.M fE questions. Pupils answer orally, then in writingp111 r**s-

I Three.2 Twelve.3 Wendy, Lin and Oscar.

A Llsten and write o nome or o number.Fiq fte cassette. Pupils listen and fill in a name or a

‘mrumber.

1231

4. Project.Ask pupils to use Ex.1 as a model, then ask some pupilsto do the exercise orally in class. Refer pupils to the PhotoFile Section and assign the exercise as written HW.

(Pupils’own answers)

5. TWfSTER Listen and rePeat.Play the cassette. Focus pupils’ attention on how rr and rare pronounced. Pupils listen and repeat’ Check pupils’intonation and pronunciation.

6. Let’s plag!Pupils look at the pictures. Pupils ask and answerquestions in pairs, practising the following pattern.

A: «How old is Tom?»B: «He’s five.»

Choose a pupil. Ask him/her to choose one of thecharacters in the pictures. Pupils ask questions as in themodel dialogue until they find who the person is. Thepupil who finds the person chooses another characterand the game continues.

7. Let’s slng!Play the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested HomeworkCopy: one of the three cards in Ex. 1Reading aloud: Ex.1Dictation: the verb ‘to be’Act out: Ex. 5. Ex. 7ProjectWorkbook: do some exercises in class,assign the rest as written HW.

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1 Ben 2 thirteen

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Unit 5 She’s o clown! (pp. 30 35)

E Vocabulary: clown, chef, policeman, ballerina,doctor, clothes, trousers, shoes, coat, skirt, jacket,

_ gloves, bootsU Language focus: Whose … is this?, Are these …?LJ Grammar: this — that/these — those

1. Listen and repeqt.A

Xr^sxcARDs r — 2Pupils’ books closed. Pin up flashcard No. 1. point toeach character and say the appropriate word. pupilsrepeat chorally and individually. Now pin up flashcardNo. 2. Explain that this flashcard shows clothes. point toeach piece of clothing and say the appropriate word.Pupils repeat chorally and individualty. pupits’ booksopgn. Play the cassette. Pupils listen and repeat chorallyand/or individually.Extension: Point to pupils’ clothes. Individual pupilsidentify them.

& READING

2. Listen ond cnswer.Read the questions. Play the cassette. pupils write -thecorrect answers.

1 Wendy 2 Oscar

3. Now, listen again and reod.Play the cassette. Pupils listen and follow the lines. playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

4. Look and sag.A

f(rnsrcARDs 3 — zPupils’ books closed. Point to your shirt, then to yourshoes and say: «This is my shirt and these are my shoes.,Pin up flashcard No. 3. Say, then write on the board:»Ihis is my skirt and these are my shoes.’, pupils repeatchorally and individually. Pin up flashcard No. 4. Say:»Ihis ls my jacket and these are my boots.’, pupils repeatchorally and individually. Pin up flashcards Nos 5 — 7 oneat a time. Pupils make sentences, as in the example.Wipe the example off the board. point to flashcards inrandom order. Pupils make sentences. pupils’ booksopen. Read the example, then pupils do the exercise.

2 This is my jacket and these are my boots.3 This is my hat and these are my trousers.4 This is my hat and these are my gloves.5 This is my coat and these are my shoes.

Extension: Individual pupils point to their clothes and talkabout them.

GRAMMAR

Pupils’ books closed. Approach a pupil, point to him andsay: «This is John.» Write the sentence on the board. pointto another pupil further away from you and say: ,,That isSusan.» Write the sentence on the board. Explain that weuse this for sth or sb near us and that for sth or sb far awayfrom us. Explairrihat the plural forms of this — that are these- those and write examples on the board. pupils, booksopen. Individual pupib read otrt the examples in thegrammar table.

talking about possession, clothes; clarifyingpossession of clothes

this — that/these — those; possessive pronouns(mine, yours, his .. .)

bal lerina, clown, chef, pol iceman, doctor,clothes, trousers, shoes, coat, skirt, jacket,boots, gloves, big, small, shorts, dress, shirt,glasses, mirror, bin, shelf, door, long, short,behind

talking about clothes and possessions; Whoseis this? … , This .. . is not mine. l t ‘s too …

describing a person’s clothes

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1 -ook, sag ond write: this, that, these,SDOS€.

*mrff fid the hand indicates if the item is near or far.*rrc d ilems 1 — 5. Pupils do the exercise orally, then» rtrE n class.

5 Those

r tcqd ond write: Whose or Who’s.{@ rrE examples for whose — who’s. Explain that we]ln Gc to ask about possesslon whereas we use

-r = wtro is) to ask about a person. Pupils do the

rror-qr s-alty, then in writing in class.

‘ rliose 2 Who’s 3 Whose 4 Who’s

— -.*n ond repeat.

flinu fic —sette. Pupils listen and follow the lines. Play thelEE qpr for pupils to repeat chorally and individually.3lc uq.tthe dialogue in pairs.

E» iolt with gour |riend, then write.

#*^»*o*os r, 8fl’uork toks closed. Pin up flashcards No. 1 and No. 8.s.liurilh dentify the characters in flashcard No. 1 and ther:lr»,rE J dotrring in flashcard No. 8. Point to the chef’smr fsr ard answer: «Whose hat is this?» /t’s Oscar’s.ti itr :ref.’Write the example on the board. PupilsG r.t fre example in pairs. Point to the boots. Pupilsm h » a similar dialogue to the one on the board inrmrs. lo the same with the skirt and the gloves. Wipefiirr a’r’de off the board. Point to various items ofrmuffimg Pr.rpils act out the dialogues in pairs. Pupils’)@ open. Read the prompts, then do item 1 with;uruuro. Pt.qib do items 2 — 4 orally in pairs, then complete’fitiru lalgu€s in writing in class.

‘l Oscar’s, chef2 ae these, Wendy’s, clown! srdrt is this, Lin’s, She’s a ballerina!I gb\,€s are these, They’re Eddy’s, He’s a

rclceman!

Suggested Homework

Copy: 4 exchanges from Ex. 3Reading aloud: Ex.3Dictation: Ex. 1Act out: Ex.4. Ex. 8

‘ ?G 3 These2 —Td 4 That

E Vocabulary: (shorVlong) dress, (big/small) shirt,shorts, glasses, mirror, bin, shelf, door, too, behind,help, right

fl tanguage focus: Whose is …?, This … is not mine.,It’s too …, This isnt right!

E Grammar: possessive adjectives, possessivepronouns

Check pupils’ HW.

+-:,1.!ii’€

1. Listen and, repeat.A-fi*asncARDs

e — 17Pupils’ books closed. Pin up flashcards Nos 9 — 17. Pointto each one and say the appropriate word or phrase.Pupils repeat chorally and individually. Pupils’ booksopen. Play the cassette. Pupils listen and repeat chorallyand individually.

& READING

2. Listen cnd write ges or no.Read the sentences. Play the cassette. Pupils listen andwrite yes for a correct answer and no for an incorrect one.Check pupils’answers.

lno2yes

3. Now, listen again and read.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

I234

,B’

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4. Look and scA.

FTASHCARDS 18 .22

Pupils’ books closed. Pin up flashcard No. 18. Say, thenwrite on the board: «These g/asses are too brgl» Pupilsrepeat chorally and individually. Explain that too meansvery much, a lot. Pin up flashcard No. 19. Point to Oscar’strousers. Pupils say: «These frousers are too short!» Dothe same with flashcards Nos 20 — 22. Wipe the exampleoff the board. Point to flashcards in random order. Pupilsmake sentences practising the structure. Pupils’ booksopen. Read the example. Pupils repeat chorally, then dothe exercise orally in class.

1 These trousers are too short!2 This skirt is too long!3 This dress is too shortl4 These shoes are too small!

GRAMMAR

Ask pupils to tell you the possessive adjectives. Write themon the board. Say and write: «Ihrs is my book.» Pupilsrepeat chorally. Now say and write: ? r.s mine.» Pupilsrepeat chorally. Underline my and mine. Do the same topresent the other possessive pronouns. Point out thatpossessive adjectives take a noun after them whereaspossessive pronouns do not take anything after them.Individual pupils make sentences talking about theirpossessions and their classmates’ possessions.

5. Recd and motch.Read the example. Pupils read items 2 — 6 and a — f andmatch them. Check pupils’ answers.

2d 3a 4b 5f 6c

Look, ask and onswer.

FTASHCARDS 23 — 24

Pupifs’ books closed. Pin up flashcards Nos 23 and 24.Introduce Lucy and Patrick. Pupils identify their clothes.Ask and answer questions about Lucy’s clothes: «Whoseis the red shirt?» «lt’s hers». Write the example on theboard. Pupils repeat chorally and individually. Ask andanswer questions about Patrick’s clothes: «Whose are the

brown trousers?» «They’re hrs. » Write this example on theboard. Point to the other clothes. Pupils ask and answerquestions in pairs. Wipe the examples off the board. Pointto various items of clothing. Pupils ask and answerquestions in pairs. Pupils’ books open. Read out theexample. Pupils do the exercise in pairs.

7. Listen and repeat.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally and individually. Pupils, then act out the dialoguein pairs. Check pupils’ pronunciation and intonation.

8. Talk with gour firiend, then write.Explain that pupils should use the dialogue in Ex. 7 as amodel. Choose two pupils to act out item 1, then pupilsin pairs, act out similar dialogues for items 2 and 3. Afterpupils have done the exercise orally, fhey do it in writingin class.

1A:B:

2A:

B:

3A:B:

This dress is not mine. lt ‘s too long!No, it ‘s mine! Yours is behind the mirror.

These trousers are not mine. They are tooshort!No, they’re mine! Yours are under the chair.

These shoes are not mine. They’re too big!No, they’re mine! Yours are on the shelf.

Suggested Homework

1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 4. Ex. 8

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h Cneck pupits’ HW.

& READING

[-lsten and reod.*a* :,upils to look at the pictures. Explain that the firstIilrmlrre shows a nurse and the second shows aDlircewoman. Ask pupils about each character’silrTrr€. Play the cassette. Pupils listen and follow thenm Play the cassette again with pauses for pupils tomea chorally and individually. Individual pupils read:lui,r r:,rn the texts.

: Read and motch.rlmis read the two columns and match the items totrimil,€ a sentence. Check pupils’ answers, then pupilsqffitr fe completed sentences.

‘i Pat is a nurse.2 Rita is a policewoman.3 Pat’s hat is white and pink.4 Rita’s shoes are black.

I lLlsten ond tick (r’) the box.utm rrpils to look at the pictures. Explain that pupilsnnmJc tick the person described. Play the cassette.!’wms *sten and tick the correct box.

2/

4r oroject.

&’mrmt art that pupils should use the texts in Ex. 1 as a-ttrrorer Refer pupils to the Photo File Section. Individualnumre rook at the pictures and describe each character.’$ilftw :upils have done the exercise orally in class, assignr m rntten HW.

{9rggested answers)r This is Wendy’s father. He’s a policeman. Look

at his clothes! This is his hat. lt ‘s blue. This is hispcket and these are his trousers. They are blue.These are his shoes. They are black!

o This is Oscar’s mother. She’s a nurse. Look ather clothes! This is her coat. lt’s white. These areher shoes. They are white!

5. TWISTER Listen and repeat.Play the cassette. Focus pupils’ ailention on how c, s, share pronounced.

c and s are pronounced: /s/ as in Cindy, smallsh is pronounced: /l/ as in shoe

Pupils listen and repeat.

6. Let’s plog!Divide the class into two teams. Ask pupils to look at thepicture for one minute, then close their books. Askquestions about the position of objects in the room.Teams, in turn, answer your questions. Each correctanswer gets 1 point. The team with the most points is thewinner.e.g. T: Where are the boots?

Team A Pl: They’re under the table.T: Good. Team A gets a point. Where’s the shirt?Team B Pl: lt’s on the bed.T: Wrong! Team B gefs no point. etc.

7. Let’s sing!

Play the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@123456

Suggested HomeworkCopy: one of the two texts in Ex. 1Reading aloud: Ex. 1Dictation: the verb ‘to be’Act out: Ex.5. Ex. 7Project: Ex. 4Workbook: do some exercises in class,assign the rest as written HW.

Page 29: Welcome 1 Teacher

Unit 6 | con’t drow! (pp. 36 4l)

talking about abilities; making suggestions

The verb ‘can’, Let’s go to …

jump, draw, sing, hear, see, fly, read, dance, run,cook, drive a car, ride a bike, play the piano/thedrum/tennis/soccer, swim, fish, carpet, beach,cinema, park, zoo

What can you do? Write about You

Play theverbs.

. ; . i :* ‘*+. . .- .

, [s'[G}flNG & READING;JuNw2. Listen, reod ondJitt in.

2 Lin can dance.3 Cindy can run.

GRAMMAR

A: Can it jump?B: No, it can’t.A: Can he run?B: No. he can’t.

cassette. Pupils listen and fill in the missing

see, fly

3. Now, listen ogain ond, read.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repedchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in groups.

4. Look and sog._a_)(rrasxcARDs lt — ls

Pupils’ books closed. Pin up flashcard No. 11. Say, thenwrite «Tom can iump!» Pupils repeat chorally andindividually. Pin up flashcards Nos 12 — 15 one at a time.Pupils identify the characters and make sentences, as inthe example. Wipe the example off the board’ Point toflashcards in random order. Pupils make sentences.Pupils’ books open. Ask pupils to look at pictures 1 — 5.Read out the example. Pupils do the exercise orally inclass.

4 Masid can cook.5 Tom can read.

Pupils’ books closed. Write on board: I can dance. Lincan dance. Elicit from pupils that can is the same in allpersons. Do the same to present the negative (long-short forms) and the interrogative. Pupils makesentences using various forms of can. Pupils’ booksopen. Read out the table, then pupils make sentencesabout themselves using can/can’t.

5. Look, soy ond write.Read the example. Pupils ask and answer questions inpairs, as in the example. Pupils then do the exercise inwriting. Point out that negative short answers for can areformed with No, + personal subiect pronoun + can’t.

trtrtr

Vocabulary: jump, draw, sing, hear, see, fly, read,dance, run, cook, stop, help, do my homeworkLanguage focus: I can …, I can’t …, Can you ‘..?Grammar: the verb ‘can’

FIASHCARDS I — IO

Pupils’ books closed. Pin up flashcards Nos 1 — 10. Pointto each one and say the appropriate word. Pupils repeatchorally and individually. Pupils’ books open. Play thecassette. Pupils listen and repeat chorally or individually.

GAME (optionol)

Divide the class into two teams. Teams, in turn, mime one. of the verbs presented before. The other team must guess

which verb this is. Each correct guess gets 1 point. Theteam with the most points is the winner’

4 A: Can he cook?B: No, he can’t.

5 A: Can she see?B: No. she can’t.

Listen and repeot.

Page 30: Welcome 1 Teacher

6. Tick bt) what qou ccn do ond cross (X)what gou con’t-do.

:ead the list of verbs. Pupils tick what they can do and:ross what they can’t do. Pupils make sentences about:-emselves orally, then in writing in class.

tPupils’own answers)

7. Listen and put o tick (r’) or a cross(r).=rtplain that pupils must listen to what the characters can/=r,r’r’t do. Play the cassette. Pupils put ticks or crosses in the=nrect box for each character.

dance srng draw

Oscar xCindy xEddy x x

=-cension: Pupils look at the completed table and talkrrEut what Oscar, Cindy and Eddy can or can’t do.

3″ Listen ond repeat.=ay the cassette. Pupils listen and follow the lines. Playte cassette again with pauses for pupils to repeatrorally or individually. Check pupils’ pronunciation andF@nation. Pupils act out the dialogue in pairs.

3. Now, tolk with tJour Jriend.a-orls act out dialogues similar to the one in Ex. 8 inians. using the answers from Exs. 6 and 7.

(Suggested answer)A: Can Cindy sing?B: No, she can’t.A: Can you sing?B: Yes. I can. etc.

tr

trtr

Vocabulary: drive a car, ride a bike, play soccer,play tennis, play the piano, play the drum, swim,fish, carpet, park, zoo, beach, cinemaLanguage focus: Let’s go to …Grammar: the verb ‘can’

TION

1. Listen and repeat.A

TKrrasxcARDs 16 — 28Pupils’ books closed. Pin up flashcards Nos 16 — 28. Pointto each one and say the appropriate word/phrase. Pupilsrepeat chorally and individually. Pupils’ books open. Playthe cassette. Pupils listen and repeat chorally andindividually.

& READING

2. Listen ond choose.Read the incomplete sentence and the three possibleanswers. Play the cassette. Pupils listen and choose thecorrect answer.

The correct answer is : C

3. Now, tisten agoin ond read.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

D Suggested Homework

Copy: 4 exchanges from Ex. 2Reading aloud: Ex. 2Dictation: Ex. 1Act out: Ex.4, Ex.9

4. Look cnd soy._a_)d(rresncARDs 2e — 32

Pupils’ books closed. Pin up flashcard No. 29. Say, thenwrite on the board: «Let’s go to the park!» Pupils repeatchorally and individually. Pin up flashcards Nos 30 — 32one at a time. Pupils make sentences, as in the example.Wipe the example ofi the board. Point to flashcards inrandom order. Pupils make sentences. Pupils’ booksopen. Ask pupils to look at pictures 1 — 4. Read out the

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Page 31: Welcome 1 Teacher

example. Pupils do the exercise orally, then in writing inclass.

2 Let’s go to the cinema.3 Let’s go to the zoo.4 Let’s go to the beach.

5. Look, sog ond write.

FTASHCARDS 33 — 36

Pupils’ books closed. Pin up flashcard No. 33. Ask pupils toidentify what Tom can do (read & write). Say, then write onthe board: «Tom can read and he can write, tool» Pupilsrepeat chorally and individually. Pin up flashcards Nos 34 -36 one at a time. Pupils identify what each character can do,then make sentences, as in the example. \Mpe the exampleoff the board. Point to the flashcards in random order. Pupilsmake sentences. Pupils’ books open. Read out theexample, then pupils do the exercise.

2 Eddy can play soccer and he can play tennis,too!

3. Lin can sing and she can dance, too!4 Oscar can play the piano and he can play the

guitar, too!

6. Whot con we do in the park? Listen andput o tick (r’) .

Explain that pupils are going to listen to various sounds.Pupils look at the pictures and the prompts. Play thecassette. Pupils tick the correct boxes.

Boxes to be ticked: 4, 5

7. Te[[ the class, then write.Pupils use Ex. 6 to talk about what they can/can’t do inthe park. Pupils do the exercise orally, then in writing inclass.

(Suggested answers)

1 run 3 Play the Piano2 ride a bike 4 drive a car

8. Listen and repeot.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils act out the dialogue in pairs.

9. Read and put a tick V) or c cross (r) inthe box. Then, tolk with gour Jraend’.

Read questions 1 — 5 and ask pupils to put a tick or across in the first column (You). Then, pupils in pairs asktheir partner questions 1 — 5 and fil l in the second column

(Your friend). Pupils act out similar dialoguesusing their notes.

(Suggested answer)

A: Can you ride a bike?B: Yes, I can and I can dance, too.

Can you dance?A: No, lcan’t but I can sing. etc.

@ Suggested Homework1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex.4. Ex.9

h Check pupils’ HW.

. IISTE]SNG & READING-r;rfutv

1. Listen, read andJitt in.Play the cassette. Pupils listen and follow the lines. Playthe cassette again. Pupils listen and fill in ‘ban» or «can’t’.Check pupils’ answers, then individual pupils read outfrom the text.

1 can’t 2 can’t 3 can 4 can

2. Reod ogoin ond write ges or no.

Pupils read the text of Ex. 1, then read sentences 1 — 8 andwrite yes next to a correct sentence and no next to anincorrect one. Check pupils’ answers.

3. Look at the picture. Reod the questions.Write one-word onswers.

Pupils look at the picture and read questions 1 — 4. Pupilsanswer the questions first orally, then in writing in class.

1 beach 2 guitar 3 swim 4 Two

in pairs

5no Tyes6no Syes

1no3no2 yes 4 yes

Page 32: Welcome 1 Teacher

.r/n project.

mrmrldual pupils talk about what they can/can’t do usingl1fi@ M in Ex. 1 as a model. Refer pupils to the Photo Filermmrqr and assign Ex. 4 as written HW after pupils have;rll. sd it orally in class.

(Rrpils’own answers)

-i TWfSTER Listen ond rePeot.:qM$ fie cassette. Focus pupils’ attention on how y isrm:rurnced.

y can be pronounced: lil as in You/arl as in flY

e’ruoils listen and repeat. Check pupils’ intonation and:mrn-r.rrciation.

r, Let’s plog!;lhrul€e a pupil. He/She mimes one of the verbs/phrasesilffiented in Unit 6. Pupils try to guess what he/she can:m. lhe pupil whose guess is correct mimes another**ruolrrl phrase and the game continues.

Extension: Give flashcards 1 — 23 to pupils. Choose apupil. Pupil looks at flashcard without showing class. Therest of the pupils ask questions until they find what theflashcard shows. Choose another pupil and continue thegame.e.g. Pl: (holding flashcard of iump)

P2: Can you iump?Pl: Yes, I can.

7. Let’s sing!Play the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested Homework1 Copy: 4 sentences from Ex. 12 Reading aloud: Ex.13 Dictation: Ex. 1 Lesson 24 Act out: Ex.4, Ex.55 Project6 Workbook: do some exercises in class,

assign the rest as written HW.

Revision 2 Units 4 6 (pp. 42 43)

,Mryt these exerclses as wriften HW after you haveinwred each exercise. Check pupils’ answers in the’mffi Jesson. Pupils are then prepared for the test.)

‘fl r …it isn’tft’s a clock.

2 …it isn’t.tt’s a guitar.

3 …they aren’t.They’re boots.

t 7 twelveI fourteen

I rr Those’12 This

i l rs e 16a

4 …they aren’t.They’re gloves.

5 . . . i t isn’ t .It’s a watch.

6 …they aren’t.They’re trousers.

9 eighteen10 twenty

13 These14 That

17′ t 18b 19 c

20x 22/2’t / 23 ,/

29 watches 3230 buses 3331 bins 34

37 birthday 3938 present 40

26/ 28X27X

35 glasses36 clocks

45 can’t

49 Yes. I can.50 Yes. I can.

24X25 )(

G

dressesdoorsmirrors

thankyou

can’tcan

H +t can42 can

| (Suggested answers)

46 | am twelve.47 No, I can’t.48 No, lcan’ t .

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Unit 7 You’ve got o hoppy foce! (pp. 44 49)

talking about parts of the body

have got; irregular plurals

blonde hair, grey eyes, nose, ears, mouth, teeth,happy face, sad face, planet, monster, ugly,beautiful, body, head, arms, hands, fingerc, legs,toes. feet

talking about parts of the body and describingthe appearance of friends and family

writing about your monster

Vocabulary: blonde hair, grey, eyes, nose, ears,teeth, mouth, happy face, sad face, planet,monster, magic book, everything, anyLanguage focus: What’s Lin like? Where are we?Grammar: the verb ‘have got’

1. Listen and repeat.A

ffiruasncARDs r — sPupils’ books closed. Point to your face and say: «face».Pupils repeat chorally and individually. Present eyes,teeth, mouth, ears, nose, hair the same way. Pin upflashcard No. 1. Point to parts of the face. Pupils saytheir names chorally. Pin up flashcards Nos 2 — 5. Pointto each one and say the appropriate word. Pupils repeatghorally and individually, Pupils’ books open. Play thecassette. Pupils listen and repeat chorally or individually.

.*r,.. i.:tail-..;, )»L

. F- ,*l:i.:afii.i,

,* H$ffihING & READING

2. Listen, reod ond Jitt in.Ask pupils to look at the pictures. Play the cassetEPupils listen and fil l in the missing words. Check pupitsanswers.

missing words: ears, hair

3. Now, listen ogoin and read.Play the cassette. Pupils listen and follow the lines. Pl4the cassette again with pauses for pupils to repedchorally or individually. Check pupils’ pronunciation arrintonation. Pupils act out the dialogue in pairs.

4. Look ond sog.

FTASHCARDS 6 — 9

Pupils’ books closed. Pin up flashcard No. 6. Point to rand say: «He hasn’t got any hair.» Write the sentence cthe board. Pupils repeat chorally and individually, Pin ugflashcard No. 7. Say: «eyes». Elicit answer from pupihPupils, then repeat chorally and individually. Do the sanewith flashcards Nos 8 and 9. Wipe the example off theboard. Point to various flashcards and elicit answers fronpupils. Pupils’ books open. Read the example, therpupils do the exercise orally in class.

2 He hasn’t got any eyes.3 He hasn’t got any ears.4 He hasn’t got any teeth.

GRAMMAR

Pupils’ books closed. Point to your eyes. Say, then writeon the board: «l have got (green) eyes». Underline I havegot. Explain its meaning. Write under the first sentence»l’ve got (green) eyes». Underline the short form ancexplain how this is formed. Point to a pupil, say, thrwrite on the board: «You have got (blue) eyes». Do thesame with other pupils to get all persons, singular ancplural, of the verb ‘have got’.Write on the board «l have not got blue eyes». Read thesentence. Pupils repeat chorally and individually. Writeunder this sentence «l havenT got blue eyes». Read thesentence. Pupils repeat chorally and individually. Explair

tr

trtr

Page 34: Welcome 1 Teacher

:at these are the long and short forms of the verb ‘have

;€t’ in the negative . Present all other persons. Write on-‘-: board: «Have I got (green) eyes?». Read the-=€ntence. Pupi ls repeat choral ly and individual ly.

—Cerline ‘Have I got’. Explain how the interrogative isr:,’ned. Present all other persons of the verb ‘have got’- le interrogative . Ask pupils to make sentences aboutr-emselves and their schoolmates practising the forms.:’-oils’ books open. Read out the table.

5 Look, sog ond write.l)-‘oose two pupils to read the example. Pupils, in pairs,t: fie exercise orally, then in writing in class.

2 A: Has she got. . .B: … she hasn’t. She’s got blonde hair.

3 A: Has she got. . .B: … she hasn’t. She’s got green eyes.

4 A: Has he got …B: … he hasn’t. He’s got white hair.

: Listen ond tick ftA the box.5e1 the cassette. Pupils listen to the description andlrr f,re correct box.

Correct box: C

— Listen and repeat.Dtsrr tp cassette. Pupils listen and follow the lines. Play thermsete again with pauses for pupils to repeat chorally andmcrrdmlly. Check pupils’ pronunciation and intonation.elob read out the dialogue in pairs.

$- Talk with Vour Jriend, then write.

ffnqsHcARDs ro — 13t’r’ ..rp flashcard No. 10. Ask pupils: «What’s Lin like?»!iia( answer from pupils. ‘She’s got brown eyes andwx fnir». Write the example on the board. Ask twoJuails to read out the short dialogue. Pin up flashcards’riluue 11 — 13, one at a time. Pupils act out similardlfrogues in pairs. Wipe the example off the board.&lcris. in pairs, do the exercise using the dialogue in Ex.- G a model. Pupils do the exercise orally, then in&r’tmr..g in class.

Suggested Homework

Copy: 4 exchanges from Ex. 2Reading aloud: Ex. 2Dictation: Ex. 1Act out: Ex.4. Ex. 8

trtrtr

Vocabulary: ugly, beautiful, body, arms, head,hands, fingers, legs, feet, toesLanguage focus: How many arms …?, Whatcolour is/are …?Grammar: irregular plurals

Ga Check pupils’ HW.

TION

1. Listen and repeot.A

)Kr*rr.ARDs 14 — 16Pupils’ books closed. Pin up flashcard No. 14. Point toeach part of the body and say the appropriate word.Pupils repeat chorally and individually. Point to variousparts of your body. Pupils say the words. Pin upflashcards Nos 15 and 16 and present the words. Pupils’books open. Play the cassette. Pupils listen and repeatchorally or individually.

USTE]UNG & READING-JD.-*t

2. Listen ond choose.Read the incomplete sentence and the three possibleanswers. Play the cassette. Pupils listen and choose thecorrect answer.

Correct answer: b

3. Now, listen again ond reod.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

1234

@

Page 35: Welcome 1 Teacher

4. Look ond sog.A

ffirasncARDs 17 — 22Pupils’ books closed. Pin up flashcard No. 17. Point tothe monster’s arms. Say, then write on the board: ‘He’sgot hair on his arms». Pupils repeat chorally andindividually. Pin up flashcards Nos 18 — 22, one at a time.Point to various parts of the monster’s body, say theirnames and elicit answers from pupils. Wipe the exampleoff the board. Point to flashcards in random order. Pupilsmake sentences. Pupils’ booKs open. Pupils look atpictures 1 — 6. Read the example, then pupils do theexercise orally in class.

2 He’s got hair on his legs.3 He’s got hair on his hands.4 He’s got hair on his toes.5 He’s got hair on his feet.6 He’s got hair on his body.

GRAMMAR

Pupils’ books open. Read the table and explain that thewords in yellow are the plural forms of the words inwhite. Read each set out. Pupils repeat chorally andindividually. As an extension say the words in thesingular. Pupils say their pluralforms.

5. Fi[[ in: hove got or has got.Explain that has got is only used in the third personsingular. Read item 1 and complete it with pupils. Pupilsdo the exercise orally, then in writing in class.

has got 3 has gothave got 4 have got

5 have got6 has got

6. Listen and colour.Ask pupils to take their green, yellow, brown, pink andblue crayons out of their pencil case. Pupils look at thepicture carefully. Play the cassette. Pupils listen. Play thecassette again, then pupils colour the monster.

7. Look, osk and cnswerChoose two pupils to read the example. Then pupils, irpairs, look at the picture in Ex. 6 and act out similardialogues.

(Suggested answers)

A: What colour is the monster’s body?B: lt ‘s yellow.A: What colour are the monster’s legs?B: They’re blue. etc.

8. Listen and repeat.Play the cassette. Pupils listen and follow the lines. Pla;the cassette again with pauses for pupils to repeachorally or individually. Check pupils’ pronunciation ancintonation. Pupils read out the dialogue in pairs.

9. Now, tolk with gour Jriend.Pupils look at the pictures. Then, in pairs, ask and answer’questions using the dialogue in Ex. 8 as a model.

o A: How many faces has the monster got?B: lt’s got two faces.

o A: How many toes has the monster got?B: lt’s got six toes.

o A: How many legs has the monster got?B: lt ‘s got three legs.

o A: How many fingers has the monster got?B: lt’s got twelve fingers.

@ suggested Homework

1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Grammar table (irregular plurals),

Ex. 9

12

head: greenbody: yellow

arms: brownhands & feet: pink

legs: blue

Page 36: Welcome 1 Teacher

G & READING

leod and write the word.,uru rgib to look at Tom’s monster. Read the text. Pupilsiiuu t-ien write the missing words. Individual pupils readN.lrr r:r the text.

o Look at my picture! lt’s Zilla, the monster. She’sgot a very big head and three big blue eyes. She’sgot a green mouth. She hasn’t got any teeth.She’s got three arms and twelve fingers. She’sgot four legs and four big feet. She’s got beautifulyellow hair.

5. TWfSTER Listen and repeat.Play the cassette. Focus pupils’ attention on how z and sare oronounced.

z is pronounced: lzlasinZogs can be pronounced: /s/ as in mouths

lzl as tn nosesPupils listen and repeat chorally or individually. Checkpupils’ pronunciation and intonation.

6. Let’s ptay!Choose a pupil. He/She chooses one of the fourmonsters. The class asks him/her questions until they findwho the monster is. The pupil who guesses correctlychooses another monster and the game continues.

7. Let’s sing!

Play the cassette. Pupils listen and follow the lines. Readthe song out. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

1 tace2 eyes

3 mouth 5 fingers4 teeth 6 feet

: -isten, read again ond onswer.,rflw, r.rgb to read the questions 1 — 4. Play the cassette.n.,ilmre igen and fill in the answers. Check pupils’answers.

‘ Three 2 Red 3 Four 4 Pink

1 -ook, reod and circle.;r,»wrt the characters in each picture, then read outirmnnn — Nndividual pupils read out sentences 2 — 4 and dollnttte»sercbe by circling the correct answer.

2 tuppy 3 big 4 black

u!. ?rojeCt.

«nllri*llm :,lpils to the Photo File Section. Pupils describe a’lrrmrqm3r using the text in Ex. 1 as a model. After pupilslluu{E Jone this orally in class assign the exercise aswn:er l-{W.

riSuggested answers)o Look at my picture! lt’s Zakki, the monster. He’s

got a very big head and two big black eyes. He’sgot a small black mouth. He’s got two arms andeight fingers. He’s got two legs and two big feet.Zakki hasn’t got any hair.

. Look at my picture! lt’s Zop, the monster. He’sgot a very big head and four small eyes. He’s gottwo ears and a big mouth. He hasn’t got anyteeth. He’s got two arms and eight fingers. He’sgot two legs and big toes. He’s got hair on hisIOES.

@ Suggested Homework1 Copy: irregular plurals (Grammar table in

Lesson 2 p.47\2 Reading aloud: Ex. 13 Dictation: the verb ‘have got’, irregular

pluralsAct out: Ex.5ProjectWorkbook: do some exercises in class,assign the rest as written HW

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Page 37: Welcome 1 Teacher

Unit 8 ls there ony food? (pp. 50 55)

& READING

2. Listen ond write ges or no.Read out sentences 1 — 3. Play the cassette. Pupils listrand write yes ne)d to a correct sentence and no next tcan incorrect one.

lyes2no 3 yes

3. Now, listen again and reqd.Play the cassette. Pupils listen and follow the lines. Plarthe cassette again with pauses for pupils to repeachorally or individually. Check pupils’ pronunciation an:intonation. Pupils act out the dialogue in pairs.

4. Look ond sag._J\_)(rr.esxcARDs rs — 20

Pupils’ books closed. Pin up flashcard No. 15. Ask: «Arcthere any eggs?» Elicit answer from pupils. «No.» Add trpupils’ answer: «No, there aren’t any eggs but there ssome bread.» Write the example on the board. Puprtsread out the example in pairs. Pin up flashcards Nos 1620 one at a time. Pupils identify the food/drink in eacpicture then, in pairs, act out similar dialogues, as in th*example. Wipe the example off the board. Point trflashcards in random order. Pupils act out dialogues rpairs. Pupils’books open. Read the example, then pupremake sentences.

A: Are there any oranges?B: No, there aren’t, but there’s some milk.A: Are there any bananas?B: No, there aren’t, but there’s some rice.A: Are there any sausages?B: No, there aren’t, but there’s some chicken.A: Are there any apples?B: No, there aren’t, but there’s some cake.A: Are there any burgers?B: No, there aren’t, but there’s some pizza.

GRAMMAR

Pupils’ books closed. Pin up flashcard No. 15. Say, the’write on the board: «There ls sorne bread. There arer’any eggs». Pupils repeat chorally and individuall.Explain that we use some in the affirmative, whereas n’:

tr

trtr

Vocabulary: thirsty, hungry, rice, banana, burger,milk, pizza, fridge, orange juice, bread, ice cream,sausage, chicken, hot dog, sorry, food, Let’s see,Hey, Let’s goLanguage focus: ls there any …?,There’s some …Grammar: some, any

TION

1. Listen and repeot.A

ftr,asrcARDs r — 14Pupils’ books closed. Pin up flashcards Nos 1 — 14 oneat a time. Point to each and say the appropriate word.Pupils repeat chorally and individually. Ask pupils to lookat the flashcards and say what we can eat and what wecan drink. Pupils’ books open. Play the cassette. Pupilslisten and repeat chorally or individually.

introducing items of food; asking about andcommenting on food; some/any; a/an; talkingabout mealt imes

some/any; there is some/there are some; lsthere any …?lAre there any…?

thirsty, hungry, rice, banana, burger, milk, pizza,fridge, orange juice, bread, ice cream, sausage,chicken, hot dog, water, fish, French fries,carrot, lemonade, tomato, beans, potato, salad

talking about food preferences; ordering food;mealt imes

writing a memo to your mum

Page 38: Welcome 1 Teacher

‘uul,tiimril mm ile negative. Ask pupils: «ls there any millQ»lllltltilifiltttmr ff1finm mntence on the board. Explain that any isiLtntfrrmlllr riln»ilm interrogative, too. Show pupils flashcards 16-llml mrrydffi nn*e sentences with some and any in theililfffifintttttttMtum» negative and interrogative. Pupils’ booksumuml Mtretable aloud.

‘iiiiil r rnmroh rcod. andJitl in: some or ang.’nrttmmrurululd ffitb read out from the dialogue and fill inflMmm lnlt rly. Pupils do the exercise orally, then inlrirlliflil|ll|Illrl$ii Rupns read out the completed dialogue in pairs.

7 some

Irllilr, llll,,trffin and, repeat.

rrlntff’1ll’tlm ilq€tte. Pupils listen and follow the lines. Play’rflilnr limclilrF again with pauses for pupils to repeatillllllfir|nnll|altlilll]|$ m rn<fuidually. check pupils’ pronunciation and,IlilMrilrlMlii@r|IrlL fup|b read out the dialogue in pairs.

1’t’ lillilt@ir, talk with gour Jriend.

ffi,ry,*ss —

r’,’rDilntr r,n4p lffiMrcard No. 21. Pupils identify the food/drink inrliflilr ;ilfl{dfiu]es, Using the dialogue in Ex. 6 as a model,lzunlliitu, mttr pdrs, act out dialogues using the pictures asffilllfl|)I]lmMm»

irfficsted answers),{tn,, fmrnrrfirsty! Let’s get some apple juice!r& fttrnrrl I love apple juice.

tnitn trrngry! Let’s get some burgers!ffi, mmrn, llove burgers.

‘hebulary: water, fish, French fries, carrot,rmtrl!f,nade, tomato, beans, potato, salad, waiterU,,rEUagE focus: What can I get you?, Watchmurut. i like, I love, Can I have …, Are you ready tosn’lffi&anmar: a, an, some

-l Mmlf 3 any 5 any0 mmte 4 SOme 6 SOme

TION

1. Listen and repeat.A

)rK FnsHcARDs 22 — nPupils’ books closed. Pin up flashcards Nos 22 — 30, oneat a time and say the appropriate words/phrases. Pupilsrepeat chorally and individually. Pupils’ books open. Playthe cassette. Pupils listen and repeat chorally orindividually.

. .—1,,.{ -‘J,’?ffifiUNG & READING

*ilffiry2. Listen ond tick (r’) the chitdren’s Jood.Pupils read the words. Play the cassette. Pupils listen andtick the food they hear.

items to be ticked: burgers, hot dogs, salad,French fries

3. Now, listen oigoin ond read.

Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for’ pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

4. Look ond sag.A

ffr*rrcARD 3rPupils’ books closed. Pin up flashcard No. 31. Pupilsidentify the food/drink shown. Say, then write on theboard: «Have they got any French fries? I like Frenchfries/» Pupils repeat chorally and individually. Pupilsmake sentences for all food/drink shown. Wipe theexample off the board. Point to various food/drink. Pupilsmake sentences similar to the example. Pupils’ booksopen. Read out the example. Pupils do the exerciseorally.

2 Have they got any ice cream? | like ice cream.3 Have they got any burgers? | like burgers.4 Have they got any salad? | like salad.5 Have they got any hot dogs? | like hot dogs.6 Have they got any lemonade? | like lemonade.

Jl,

.llllr

iilimi’ Suggested Homeworkr C,opy: 4 exchanges from Ex. 3X Read aloud: Ex.3tr flctation: Ex. 1{ A.tout: Ex. 4.Ex.7

,,& 61pcY pupils’ HW.

Page 39: Welcome 1 Teacher

GRAMMAR

Pupils’ books closed. Write on the board: «There is abanana. There is an apple. There is some bread.» Readout the sentences and underline a, an or some. Explainthat we use a with countable nouns (nouns which can becounted) starting with a consonant sound, an withuncountable nouns starting with a vowel sound andsome with uncountable nouns (nouns which cannot becounted). Pupils’ books open. Read out the sentences.Individual pupils make sentences using a, an or some.Extension: Say various nouns. Pupils, in two teams, adda, an or some. Each correct answer gets 1 point. Theteam with the most points is the winner.(Suggested list of nouns: water, banana, egg, apple,lemonade, hot dog, burger, orange, milk, etc.)

T: waterTeam A Pl:T: bananaTeam B Pl:T: eggTeam A P2:

5. Write: a,Complete items 1 and 2 with pupils, then individual pupilsdo the exercise orally in class.

8. Tolk with gour Jrtend, then write.A

)Kr^rrcARD 32Pin up flashcard No. 32. Pupils, in pairs, act out simila’dialogues to the one in Ex. 7 using the food/drink on th:menu. After pupils have done the exercise orally, they o:it in writing in class.

@ Suggested HomeworkCopy: 4 exchanges from Ex. 3Reading aloud: Ex. 3Dictation: Ex. 1Act out: Ex.4. Ex. 8

1234

6. Look and wrlte the words. Then, listenand tick (r’) Eddg’s Jood.

Pupils say the names of the food/drink in the pictureschorally, then they write them. Play the cassette. Pupilslisten and tick Eddy’s food.

Gt Cnec* pupits’ HW.

& READING

1. Listen ond read.Explain what a ‘memo’ is. Play the cassette. Pupils listenand follow the lines. Then, individual pupils read from tfmtext.Note: Explain that some can be used in questions if it na request.

2. Read again and write ges or no.Pupils read the text in Ex. 1 again, then read the sentencffil1 — 4. Pupils write yes nelt to a correct sentence and nrnen to an incorrect one.

lyes2no3no4no

3. Look and read. Put o tick k/) or o cross(r) in the box.

Pupils look at the pictures and read the sentences. Theniipupils put a tick for a correct sentence and a cross for arnincorrect one.

some water

a banana

an egg etc.

cn or some.

4 some5 some6a

7 some8an9an

10a11 some12 some

1a2 some3a

2 hot dog3 French fries4 rice

5 fish 8 potato6 lemonade7 water

Eddy’s food: burger, French fries, water

7. Llsten ond repeat.Pupils read the menu. Play the cassette. Pupils listenand follow the lines. Play the cassette again with pausesfor pupils to repeat chorally or individually. Check pupils’pronunciat ion and intonat ion. Pupi ls read out thedialogue in pairs.

2,/ 3x 4, / 5x 6, /

Page 40: Welcome 1 Teacher

4l{,, Project.

Wiumib use the text in Ex. 1 as a model, and do thetrercise orally in class. Refer pupils to the Photo File$iMiron, then assign the exercise as written HW.

5,» TWISTER Listen and rePeat.

4iry the cassette. Focus pupils’ attention on how ch is,urrmounced.

cfr can be pronounced: lkl as in Chris/tl/ as in lunch

Ft[ryib listen and repeat chorally or individually. Checkmupb’ pronunciation and intonation.

fi. Let’s ptog! (Memorg Gome)mu$nfts look at the picture and identify the food/drink. Letrroruupib look at the picture for one minute, then ask themiM, drce their books. Pupils, in teams, try to remembermdmmf’ood/drink was in the picture. Each correct sentence

@6 one point. The team with the most points is thermffiTlrrer.

nmduDrinks in the picture: water, ice cream, orangeruuume., chicken, cake, rice, milk, potatoes, French fries,qps, bread, tomatoes, apples, bananas, oranges,Mrs, femonade, sausages, pizza,tish, carrots, burger

7- Let’s sing!mMy the cassette. Pupils listen and follow the lines. Read1tfnm song out. Pupils listen and repeat. Play the cassette*Umin. Pupils listen and try to sing along with thermding.

rF Suggested Homework1 Copy: Ex. 12 Reading aloud: Ex. 13 Dictation: Ex. 1 from Lessons 1 & 24 Act out: Ex.55 Project6 Workbook: do some exercises in class,

assign the rest as written HW.

Page 41: Welcome 1 Teacher

Unit I Everyone’s hoving fun! (pp. 56 6l)

introducing present continuous; talking aboutpresent activities while on holidays; talkingabout the weather

present continuous (formation and spelling)

drink chocolate, eat chocolate, watch TV, makea snowman, school trip, listen to music, lt’sraining, lt’s snowing, lt’s windy, lt’s cold, lt’s hot,It’s sunny, lake, boat, wash the dishes, sleep,come, go

talking about present activities; talking about theweather — What’s the weather like?

writing a postcard to your mum and dad from aholiday resoft

Vocabulary: drink chocolate, eat chocolate, watchTV, make a snowman, school trip, listen to music,it ‘s raining, it ‘s snowing, it ‘s windy, it ‘s cold, it ‘shot, it ‘s sunny, at homeLanguage focus: What’s the weather like?, Whatare you doing?Grammar: present continuous

TION

1. Listen o,nd repeat.A

X-t^r».ARDs I — 13Pupils’ books closed. Pin up flashcards Nos 1 — 6. pointto each one and say the appropriate word/phrase. pupilsrepeat chorally and individually. Pin up flashcard No. 7.Ask: «What’s the weather like?» Pin up flashcard No. g.Say: «/f’s raining.» Pupils repeat chorally and individually.Do the same with flashcards Nos 9 — 13. Pupils repeatchorally and individually. Pupils’ books open. play thecassette. Pupils repeat chorally and/or individually.

» , . — t ‘ . ,»‘..^’.’.’. tfu …

I’ffiNtNG & READINGWfr#**ffi

2. Listen ond write yes or no.Read the sentences, then play the cassette. pupils listenand write yes next to the correct sentence and no next tothe incorrect one.

lno2yes

3. Now, listen agoin and reod.Play the cassette. Pupils listen and follow the lines. playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

4. Look ond sog._a_)d(rnsxcARDs 14 — rePupils’ books closed. Pin up flashcard No 14. Ask: ,,Whafb

the weather like?» Write it on the board. pupils repedchorally and individually. Elicit answers from pupils:»Raining.» Complete pupils’ answer: ‘yeg ff’s raining.,,Wrrteon the board: «lt’s raining.» Pupils repeat chorally andindividually. Ask different pupils to act out the dialogue. pinup flashcards Nos 15 — 19 one at a time. Ask about theweather and elicit appropriate answers from pupils. Wipethe example off the board. Point to flashcards in randomorder. Pupils act out dialogues in pairs about each picture.Pupils’ books open. Read out the example, then pupils inpairs, act out dialogues using the prompts.

tr

trtr

3

4

5

6

A: What’s the weather like?B: lt ‘s windy.A: What’s the weather like?B: lt ‘s snowing.A: What’s the weather like?B: lt ‘s hot.A: What’s the weather like?B: lt ‘s cold.A: What’s the weather like?B: lt ‘s sunny.

Page 42: Welcome 1 Teacher

GIAMMAR

-dli-EnnsnclRDsr-6

e!,ods’ books closed. Say then write on the board: «/ arnndry a book.» Underline «l am reading» and explainlllM this tense is the present continuous, then say how itle forrned. Point out that this tense is used to talk aboutm,ons happening now at the moment of speaking.rtfre under the first sentence: «l’m reading a book.»

«nr6erfine «l’m reading» and explain that this is the shortnmrnn of the tense. Present all the other persons of theailfinmative, negative and interrogative in the singular intme same way. Ask pupils to make sentences aboutfiisnselves and their schoolmates practising presentlcrfiinuous forms. Now present ‘shorf answers» Point to,a pupif and ask the class: «ls John sleeping?» Elicit&nr$fier: «No.» Complete pupils’ answer: «No, he isn’t.»dlilinb the sentences on the board. Point to another pupililTd ask the class: «ls (Stella) reading?» Elicit answer:’r»6- she is.» Write these sentences on the board, too.Snor pupils flashcards Nos 1 — 6. Ask questions about@r flashcard eliciting yes/no answers.n$ fj $howing ftashcard No. 3) /s he eating chocolate?

Pl: No, he isn’t.T: ls he making a snowman?F2: No, he isn’t.T: ls he watching TV?F3; Yes, he is. etc.

D»Fib’ books open. Read out the grammar table’ Drillm,r pupils.ng, I: I am dancing. You …

P|: You are dancing.T: He …P: He is dancing. etc.

5- Look, ask and onswer. Then write.4idk pupils to look at the picture in Ex. 5 and say whatdt person is doing. (Lin is drawing’ Wendy is makingt slrxhrrtnan. Masid is sleeping. Eddy is reading a book.

«}r’dy ts eating a hot dog. Oscar is drinking hotni,lmcotate.) Say item 1 with pupils then, pupils in pairs,,rq f1s prompts and the information from the pictureild do the exercise orally, then in writing in class’

2 ls Wendy singing?No, she isn’t. She’s making a snowman.

3 ls Oscar eating?No, he isn’t. He’s drinking hot chocolate’

4 ls Masid cooking?No, he isn’t. He’s sleePing.

5 ls Cindy jumping?No, she isn’t. She’s eating a hot dog

6 ls Eddy sleeping?No, he isn’t. He’s reading (a book).

6. Listen and repeat.Play the cassette. Pupils listen and follow the lines’ Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

7. Now, talk with gour Jrtend.Read the list of prompts, then pupils in pairs use theprompts to act out similar dialogues to the one in Ex. 6.

(Suggested answers)P1: What are you doing?P2: l’m making a cake. What are you doing?P1: I’m eating a burger. etc.

@ Suggested Homework1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex, 14 Act out: Ex.4,Ex.7

Vocabulary: lake, boat, sail, wash the dishes, sleep’come, goLanguage focus: Where are they?, What are theydoing?Grammar: present continuous — spelling

Check pupils’ HW.

TION

1. Llsten and releot.A—A-r^trcARDs

N — 24Pupils’ books closed. Pin up the flashcards Nos 20 — 24’Point to each one and say the appropriate word/phrase’Pupils repeat chorally and individually. Pupils’ booksopen. Play the cassette. Pupils repeat chorally and/orindividually.

tl

trtr

Page 43: Welcome 1 Teacher

& READING

2. Listen cnd onswer.Read the question, then play the cassette. Pupils listenand write the answer.

It’s sunny.

3. Now, listen agotn and reod.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

4. Look and sag.

ffirrasncARDs 2s — 2ePupils’ books closed. Pin up flashcard No. 25. Askpupils: «What’s the weather like?» Pupils answer: ‘/f’ssunny». Ask again: «Where are Oscar and Eddy going?».Elicit answer: «They’re going to the lake». Pupils repeatchorally and individually. Pin up flashcard No. 26. Ask:»What’s the weather like?» EliciI answer: ?’s cold». Askagain: «What are Oscar and Eddy doing?» Elicit answer:»They’re drinking hot chocolafe». Ask pupils to makesentences about flashcard No. 26, as in the example onthe board. Do the same with flashcards Nos 27 — 29.Wipe the example off the board. Point to flashcards inrandom order. Pupils make sentences about each,practising the pattern presented before. Pupils’ booksopen. Read the example, then pupils make sentencesforpictures2-5.

2 lt ‘s cold! We’re drinking hot chocolate!3 lt ‘s hot! We’re swimming!4 lt’s raining! We’re watching TV!

GRAMMAR

Present the plural forms of the present continuous thesame way as you presented the singular forms (SeeLesson 1 Grammar). Present all other persons of theaffirmative, negative and interrogative in the plural in thesame way. Ask pupils to make sentences practisingplural forms. Then, write the examples on the board andexplain the spelling for the -ing ending. Drill pupils. Write

verbs on the board and invite pupils to add the -ing fonmn :rr(suggested verbs: rain, snow, make, sleep, play, sirydance, ride, swim, have, eat, listen).

5. Listen ond choose.Pupils read items 1 — 4. Explain to pupils that they willlisten to various sounds. Play the cassette. Pupils listemand choose the correct answer, then read out tfm,completed sentences.

1b2a3a4a

6. Reod ond write.Read item 1 with pupils. Explain that they must put tfmword in brackets into the present continuous. Then, puprlhread items 2 — 6 and say the correct answer. Check pupibspelling on the board, then pupils write down the answersin their books.

2 riding3 running

4 swimming 6 making5 having

7. Listen ond repeot, then tolk with gourJriend.

FTASHCARDS 30 — 33

Pin up flashcard No. 30. Play the cassette. Pupils listerand follow the lines. Play the cassette again with pausesfor pupils to repeat chorally or individually. Check pupitspronunciat ion and intonat ion. Pupi ls read out thedialogue in pairs. Then, pin up flashcards Nos 31 — 33Pupils look at the pictures and identify the charactersPupils in pairs, act out dialogues for each picture.

2 A: Where are Tom and Wendy?B: They’re in the kitchen.A: What are they doing?B: They’re washing the dishes.

3 A: Where are Lin and Cindy?B: They’re in the garden.A: What are they doing?B: They’re cooking.

4 A: Where are Masid and Eric?B: They’re in the bedroom.A: What are they doing?B: They’re sleeping.

@ Suggested Homework1 Copy: 4 exchanges from Ex. 32 Read aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 4.Ex.7

Page 44: Welcome 1 Teacher

h Check pupits’ HW.

& READING

-ook, reod and match.;ii ,,rrlrrlrs €ok at the pictures, then read the two postcards,rrrt ri0rum and match the postcards to the pictures by puttingllur* :rrect letter in the box.

18 2A

— -rsten, read agoin ond onswer.iillilmnm ‘ead questions 1 — 6. Play the cassette for pupils tonmm- fupils, then read the postcards and answer theitrLtiffilEns orally, then in writing in class.

: ‘f s hot and sunny.2 She’s sitting on the beach.3 She’s swimming.I tt’s cold and windy.5 She’s wearing her jacket and her red hat.6 They’re making a funny snowman.

:rli -,rsten and drow o [ine.ilm|iiirs iook at the picture and read the names underneath.

I liiiulir :t:e cassette. Pupils listen and draw lines to matchlililH ‘rffiTes to the characters.

tse- — swimming in the lake*Fca — sitting under the tree wearing a red jacketdfirsri — riding his bike-:a.y — reading a book and eating an ice cream

;lllumuu’ ;unib to the Photo File Section. Pupils use the texts’r 1, ‘ is a model and do the exercise orally. Help pupilsNilrilllllr» n3Efls and vocabulary needed to do the task. AfterLLlulmilffi -EMe done the exercise orally in class, assign it as

,vlnrltiltlfimr ..{\nV,

huggested answers)r 3ear Mum and Dad,

We’re having fun here in the Bahamas. lt’s hotand sunny today.

l’m sitting on the beach. Sally is swimming.

o Dear Mum and Dad,I’m having fun here in Sweden. lt’s cold and

windy here.I’m drinking chocolate.

snowman.Bob is making a

Love and kisses,Ed

5. TW|STER Listen and repeot.Play the cassette. Focus pupils’ attention on how g ispronounced.

g can be pronounced: /g/ as in girl/t/ as in drinking/d5/ as in genie

Pupils listen and repeat. Check pupils’ pronunciation andintonation.

6. Let’s plog!Choose a pupil. Ask him/her to choose one of theactivities listed and write it on a piece of paper. Pupils tryto guess what the activity is. The pupil who guessescorrectly chooses another activity and the gamecontinues.

L: (watch TV)What am I doing?

P1: Are you reading a book?L: No.l’m not.P2: Are you listening to music?L: No. l’m noLP3: Are you drawing?L: No, I’m not.P4: Are you watching TV?L: Yes, lam. etc.

7. Let’s singfPlay the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested Homework1 Copy: one of the postcards in Ex.12 Reading aloud: Ex.13 Dictation: present continuous (grammar

tables in lessons 1 & 2)Act out: Ex. 5ProjectWorkbook: do some exercises in class,assign the rest as written HW

456

Love and kisses,Molly and Sally

Page 45: Welcome 1 Teacher

Unit lO We ploy bqsketboll every Soturdoy! (pp. 62 67)

introducing the present simple; talking abouttimes and daily routines

present simple; prepositions of time (at — on — in)

wake up, get up, tidy, visit, days of the week,Monday — Sunday, pool, showet, gvffi, theatre,work, coffee, spaghetti, breakfast, lunch, dinner,o’clock

asking and answering about routines/ timetables,What time is it?

writing about sb’s daily routine

\ : .. .’-.:. e

q .P:WffiFffiNG & READING

2. Listen and choose.Read the question and the three possible answers. Play tlmcassette. Pupils listen and choose the correct answer.

correct answer: c) Saturday

3. Now, [isten again ond reod.Play the cassette. Pupils listen and follow the lines. Ptauthe cassette again with pauses for pupils to repem:chorally or individually. Check pupils’ pronunciation ar,mintonation. Pupils read out the dialogue in pairs.

4. Look ond sag.

trtrtr

Vocabulary: wake up, get up, tidy, visit, days ofthe week (Monday — Sunday), bus, HoorayLanguage focus: What does he do on …?Grammar: present simple

FTASHCARDS 6 — IO

Pupils’ books closed. Pin up flashcard No. 6. Ask puflh»What day is rf?» Elicit answer: «Saturday» Say, then wrmon the board: «He plays basketball every Saturday^Pupils repeat chorally and individually. Pin up flashcarcbNos 7 — 10, one at a time. Pupils make sentences, €ts rnthe example. Wipe the example off the board. Point M,various pictures. Pupils make sentences practising ttmpattern presented. Pupils’ books open. Read ttrr*example, then pupils do the exercise.

2 He goes to the cinema every Sunday.3 He visits his grandfather every Monday.4 He tidies his room every Tuesday.5 He washes the car every Wednesday.

GRAMMAR

Pupils’ books closed. Say, then write on the board: «/p@fennis every Saturday». Pupils repeat chorally an,lindividually. Underline «l play». Explain that this tense sthe present simple. Explain that is used to talk abouflthings we do every day (routine). Write the second anCthe third person singular on the board. Underline s in tfmthird person. Explain that the third person singular susually formed by adding -s to the verb. Point out 1h …………there are exceptions to the rule. Write these verbs on theboard: wash, watch, tidy, go, and show pupils how thethird person singular is formed. Present the interrogatiwand negative in the same way as the affirmative. Point or.rthat we need do to form the first and second oersor

1. Listen and repeat.

lK{rnsucrRDs I — sPupils’ books closed. Pin up flashcards Nos 1 — 5. Pointto each one and say the appropriate words. Pupilsrepeat chorally and individually. Pupils’ books open. Playthe cassette. Pupils repeat chorally and/or individually.Extension: Say the first day of the week, pupils, one afterthe other, say the other days.

Page 46: Welcome 1 Teacher

rillmqlJrla]r and does to form the third person singular. AskilMmrs to make sentences about themselves and theirll iMEi»r]ates practising the present tense forms

,unmented. Write on the board:

Do you play soccer?<Y:»‘ .l !o’ ..-» \No, I don’t.8ryp1s1n how the short answers are formed, then do therlumme for the third person singular. Pupils ask andillllllff,irMrrriEr questions in pairs about themselves practisinglll|lllnmm answers.Fnftsrsilon: Show flashcards Nos 6 — 10 to pupils. Askllurwrorls about Eddy and elicit yes/no answers.,iirr!fr» i— (Flashcard No. 10) Does he play tennis every

Saturday?t1 : No. he doesn’t. etc.

simn- 1rc table. Drill your pupils. Write some verbs onitfirm roard and ask pupils to write the third personlilnmn$urErr. Check their spelling. [Suggested verbs: play,gn lltwe, tidy, get, want, eat, work, drink,swim, fish,m

Ei Look, osk and onswer.srurilplls iook at item 1. Choose a pupil to read out whatir;omq says, then read the example. Pupils practise withlnlarnnrm 2 and 3 orally, then do the exercise in writing in,,sllffi.

2 … he doesn’t. He washes his dog on Fridays.S … she doesn’t. She goes to the cinema on

Saturdays.

‘r» tr-lsten and match.rllillfinils read the list of activities and the days of the week.urllffiinr tle cassette twice. Pupils listen and match theIrmrruirmres to the days. Check pupils’ answers.

-*sday: wash my dogrl*ednesday: tidy my roomTrursday: have a guitar lesson=rday: visit my grandfatherSaturday: play basketballSu nday: go to Burger-World

— ll-isten and repeot, then tolk with gourfniend.

ulmil li’re cassette. Pupils listen and follow the lines. PlaylhrM :zssette again with pauses for pupib to repeatl:lmmaliy or individually. Check pupils’ pronunciation andmllmffi@n. Pupils, in pairs, act out similar dialogues usingltlfnlffi rlrorrnation in Ex. 6.

4; \{hat does Oscar do on Tuesdays?3r He washes his dog.

A: What does Oscar do on Wednesdays?B: He tidies his room.A: What does Oscar do on Thursdays?B: He has a guitar lesson.A: What does Oscar do on Fridays?B: He visits his grandfather.A: What does Oscar do on Saturdays?B: He plays basketball.A: What does Oscar do on Sundays?B: He goes to Burger-World.

Extension: Ask pupib to write a table with their own dailyroutine, similar to the table in Ex. 6. Pupils, ask andanswer, in pairs, using the notes in their tables.e.g. Pl: What do you do on Mondays?

P2: lwash my dog. etc.

@ Suggested Homework1 Copy: 4 exchanges from Ex.32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 4,Ex.7

Vocabulary: pool, shower, gym, theatre, work,coffee, spaghetti, breakfast, lunch, dinner, o’clock,want, get, pointsLanguage focus: What time is it?, Well done!Grammar: present simple

Check pupils’ HW.

TION

1. Listen and repeot.JA-)X(ruqsxcARDs lt -2tPupils’ books closed. Pin up flashcards Nos 11 — 20, oneat a time. Point to each one and say the appropriateword/phrase. Pupils repeat chorally and individually. Pinup flashcard No. 21 . Ask: «What time is it?» and answer:»lt ‘s one o’clock.» Write numbers on the board (e.9. 6, 8,1 1, etc). Point to the first number and ask a pupil: «Whattime is lt?» He/She answers: «lt’s six o’clock.» Continuewith the rest of the numbers. Pupils’ books open. Play thecassette. Pupils repeat chorally and/or individually.

tr

trtr

Page 47: Welcome 1 Teacher

G & READTNG

2. Listen ond write ges or no.Read sentences 1 and 2. Play the cassette. pupils listenand write yes next to the correct sentence and no next tothe incorrect one.

lyes2no

3. Now, listen ogain ond reqd.Play the cassette. Pupils listen and follow the lines. playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

4. Look and sag.

-.At-lA\ FLASHCARDS 22 — 26

Pupils’ books closed. Pin up flashcard No. 22. Ask pupils:»Whattime is ft?» Pupils answer: «lt’s one oblock » Say, thenwrite on the board: «lt’s one o’ctock, it’s time for tunch!’,Pupils repeat chorally and individually. Do the same withflashcards Nos 23 — 26. Wipe the example off the board.Point to flashcards in random order. pupils makesentences, as in the example. Pupils’ books open. Askpupils to look at the clock faces. Read the example, thenpupils do the exercise orally in class.

2 lt’s seven o’clock, it’s time for breaHast.3 lt ‘s eight o’clock, it ‘s time for school.4 lt ‘s six o’clock, it ‘s time for dinner.5 lt ‘s ten o’clock, it ‘s time for bed.

GRAMMAR

Present the plural forms and the short answers of thepresent simple the same way as you presented thesingular forms (see Lesson 1 Grammar).

5. Reod ond correct.Read item 1 with pupits. Individual pupits read thesentences and correct them orally. Check pupils’answers. Then, pupils do the exercise in writing in class.

2 Masid drinks coffee in the morning.3 They play basketbatt.4 What time do you get up?

5 Lin and Cindy don’t work.6 We like ice cream.

6. Write: in, ct, or on.Explain the use of prepositions of time [on + days, at +hours/noon/night, in + parts of the dayl. pupils do tfreexercise orally, then in writing in class.

2in 3in 4on 5at 6at

GAME (optionol)

Divide the class into two teams. Say time phrases. Tearmin turn, add at, in or on. Each correct answer gets Ipoint. The team with the most points is the wlnner.e.g. T: the morning

Team A Pl: ln the morningT: SundayTeam B Pl: On Sunday etc.

7. Listen and Jilt in.Pupils read the incomplete table. play the cassette.Pupils listen and fil l in the missing information. Checkpupils’ answers. Then, pupils ask and answer questionsin pairs about Jack, as in the example.

pool, 8 o’clock, gym, plays

A: What does Jack do at 7 o’clock?B: He swims in the pool.A: What does Jack do at 8 o’clock?B: He has breakfast.A: What does Jack do in the morning?B: He goes to the gym or he visits friends.A: What does Jack do in the eveningB: He plays basketbalt.

8. Ask gour Jriend andJilt in.Pupils, in pairs, ask their partners the questions listedand fil l in the answers.

(Suggested answers)o 7o’c lock. . 1o’c lock.o 8o’clock. o 5o’clock.o 9o’c lock. o 9o’c lock.

9. Listen and repeat, then tolk with gourfriend.

Play the cassette. Pupils listen and follow the lines. playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs. Then,pupils use the information in Ex. 8 and act out dialogues,as in the example.

(Pupils’own answers)

Page 48: Welcome 1 Teacher

D suggested Homework

1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex.4. Ex. 9

Check pupils’ HW.

& READING

l. Listen, reod ond draw the times.fupils look at the clock faces and the sentences next toilhern. Play the cassette twice. Pupils listen and draw theirmaur hand on the clock to show the times. Pupils thenfiM the text to check their answers. Individual pupilsnmd aloud from the text.

Helen gets up. — eight o’clockHelen has breakfast. — nine o’clockHelen goes to bed. — twelve o’clock

2- Read again and put o tick (r’) or o cross(r).

Fupils read the sentences, then read the text in Ex. 1mEdn. Pupils put a tick next to a correct sentence and amnrc next to an incorrect one.

1x 2/ 3/ 4X

3- Sag ond write the sentences.hd the example and explain that pupils must use thepornpts to make a complete sentence. Point out thatp4rils should also add the correct prepositions (at, on,mn! to the sentences. Individual pupils do the exercisemmaily, then in writing in class.

Lin has breakfast at 8 o’clock in the morningMasid eats lunch at one o’clock.Wendy goes to the cinema on Sundays.

4. Project.

Refer pupils to the Photo File Section. Pupils look at thepictures and talk about Masid using the text in Ex. 1 as amodel. After pupils have done the exercise orally in class,assign it as written HW.

(Suggested answer)

Masid is Wendy’s secret friend! He gets up at seveno’clock in the morning. He has breakfast at eighto’clock. He plays basketball with his friends at fiveo’clock in the afternoon. He watches W at teno’clock. He goes to bed at twelve o’clock. Masid isgreat!

5. TWfSTER Listen and repeot.Play the cassette. Focus pupils’ attention on how oo ispronounced.

oo can be pronounced: lcJ as in dooriol as in book

Pupils listen and repeat. Check pupils’ pronunciation andintonation.

6. Let’s plog!

Pupils read Masid’s diary. Ask pupils questions aboutMasid’s daily routine. Then, pupils close their books.Divide the class into two teams. Ask questions aboutMasid’s daily routine. The teams, in turn, try to rememberwhat Masid does. Each correct answer gets 1 point. Theteam with the most points is the winner.

7. Let’s singf

Play the cassette. Pupils listen and follow the lines. Readthe song out. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested Homework

1 Copy: Ex. 12 Reading aloud: Ex. 13 Dictation: Ex. 1 from Lessons 1 & 24 Act out: Ex. 5, pupils’ own daily routine5 Workbook: do some exercises in class.

assign the rest as written HW

234

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Revision 3 Units 7 l0 (pp. 68 70)

(Assrgn these exercises as written HW after you haveexplained each exercise. Check pupils’ answers in thenexf /esson. Pupils are then prepared for the test.)

Alhair4earsTleg2 eyes 5 mouth I finger3 nose 6 arm 9 toes

Btono11 no

12 yes13 yes

EzI B288

F g+ play35 doesn’t

G+o at

H +s thirsty

I cs some

Jqax

36 does37 washes

41 on

44 pizza

46 any

49 ./

42 in

47 any

50x

31833A32A

38 like39 visits

29830A

C t0 teeth 1817 woman 19

D zg have got24 has got

14 no15 yes

20 fish 22 sheep21 feet

25 has got26 have got

childmouse

Unit I I I l ike spring! (pp. 70 75)

introducing seasons and months; the imperative;talking about likes and dislikes

the imperative; like doing — don’t like doing

seasons, winter, spring, summer, autumn,months, December — November, plant, hole,seed, grow, cover, water, flower, catch,gardening, skiing, horse riding, wet

talking about seasons; inquiring aboutbirthdays; talking about likes and dislikes

letter to a pen-friend

fl Vocabulary: seasons, winter, spring, summerautumn, months (December — November), plannhole, seed, grow, cover, water, flower.

E tanguage focus: What’s your favourite seasonqWhat do you do in the …?

E Grammar: the imperative

1. Listen and repeat.A-A-r^r»*RDs

r — rlPupils’books closed. Pin upflashcards Nos 1 — 11. Poiqto each one and say the appropriate word. Pupils repedchorally and individually. Pupils’ books open. Play ttmcassette. Pupils repeat chorally and/or individually.Extension: Say the seasons. Pupils say the appropriatemonths.

Page 50: Welcome 1 Teacher

4.

R

.riig-. :,… ..UstrFfiNG & READING

«Jrdw2»- Listen ond choose.mead the sentence and the three possible answers. Play thernesette. Pupils listen and choose the correct answer.

The small seeds grow into big flowers in thesummer (c).

:. Now, listen ogoin and read.PEry the cassette. Pupils listen and follow the lines. Playilrlre cassette again with pauses for pupils to repeatmmnally and individually. Check pupils’ pronunciationmrd intonation. Pupils read out the dialogue in pairs.

Look and sog.

FTASHCARDS 12 — 15

eurils’ books closed. Pin up flashcard No. 12. Say, thenlur»jte on the board: «Make a small hole!» Pupils repeat*trorally and individually. Pin up flashcards Nos 13 — 15un-e at a time and present the structures as withlilMstrcard No. 12. Wipe the example off the board. Pointt@ fiashcards in random order. Pupils make sentences’m rn the example. Pupils’ books open. Pupils look at the

Wmrs. Read the examples, then pupils do the exercise.

2 Put the seeds (in the hole).3 Cover the hole.4 Water the seeds.

GNAMMAR

furpils’ books closed. Ask pupils to do certain things forilfir..r. e.g. «Stand up! Sit down!»il[il»Tte the sentences on the board. Explain that this is thefimqerative. Explain that we form the negative imperativeLlusng don’t. Pupils’ books open. Read the grammarffitile.

5. Reod, sog and wrlte. Ylake rules Jor yourclossroom!

tr+ils look at the prompts and the examples and makeruuFs for the classroom. Pupils do the exercise orally,fien in writing in class.

3 Don’t eat in class!4 Listen to the teacherl

6. Fitt in the months.Pupils fil lthe gaps with the missing months. Pupils do theexercise orally, then in writing in class.

Spring: March, April, MaySummer: June, July, AugustAutumn: September, October, NovemberWinter: December, JanuarY, February

7. Li,sten ond put o tick k/). Then writeobout Wendg.

Pupils look at the table and read the prompts. Play thecassette twice. Pupils listen and tick what Wendy does indifferent seasons. Pupils make sentences orally, then inwriting in class.

spnng autumn summerwinter

plant flowers

fly my kite

play in the snow

swim in the pool

2 In autumn Wendy flies her kite.3 In summer Wendy swims in the Pool.4 ln winter Wendy plays in the snow.

8. Listen and repeot.Play the cassette. Pupils listen and follow the lines. Play thecassette again with pauses for pupils to repeat chorallyand individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

9. Now, totk with Vour Jriend.Pupils use the prompts to act out similar dialogues to theone in Ex. 8 in pairs.

(Pupils’own answers)

@ Suggested Homework

1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex.33 Dictation: Ex. 1 and rest of Ex. 1 Lesson 14 Act out: Ex. 4. Ex. I

5 Don’t shout!

Page 51: Welcome 1 Teacher

E Vocabulary: catch, gardening, skiing, horse riding,wet

E Language focus: Do you like …?u Grammar: like — don’t like

Gt Check pupits’ HW.

TION

1. Listen ond repeat.

-rA’-)d(nasncARDs 16 — 20Pupils’ books closed. Pin up flashcards Nos 16 — 20.Point to each one and say the appropriate word. Pupilsrepeat chorally and individually. Pupils’ books open.Play the cassette. Pupils repeat chorally and/orindividually.

& READING

2. Listen and write Ues or no.Read the sentences. Play the cassette twice. Pupilslisten and write yes next to the correct sentence and noneld to the incorrect one.

lyes2no

3. Now, listen again ond reod.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally and individually. Check pupils’ pronunciationand intonation. Pupils read out the dialogue in pairs.

4. Look ond sag.A-fr-rrasncARDs

2r — 24Pupils’ books closed. Pin up flashcard No. 21. Say, then

‘write on the board: ^t tike spring because t tikegardening.» Pupils repeat chorally and individually. Pinup flashcards Nos 22 — 24, one at a time. Elicit sentences

from pupils. Wipe the example off the board. Point to theflashcards in random order. Pupils make sentences, as lnthe example. Pupils’ books open. Pupils look at thepictures and the prompts. Read the example, then pupibdo the exercise orally in class.

2 | like summer because I like swimming.3 | like autumn because I like playing soccer.4 | like winter because I like skiing.

GRAMMAR

Pupils’ books closed. Say, then write on the board: «l lfrskiing. I don’t like gardening.» Underline «l like, I doniIike» and explain their meaning to the pupils. Point ounthat like is followed by the -ing form of the verb. As*rpupils to make sentences about themselves using thesestructures. Say, then write on the board:

Does he like horse ridino? Yes, he does’- No, he doesn’t.

Underline «does he» and the short answers. Then, explainhow questions and short answers are formed. Puoibbooks open. Read out the grammar table.

5. Look, sag and write.Pupils look at the table. Ask questions to elicit shotranswers.T: Does Wendy like gardening?PI: Yes, she does. etc.Read item 1 with pupils. Pupils do the exercise orally,then in writing in class.

1 . . . sai l ing.2 … l ikes swimming and sailing. He doesn’t like

gardening.3 … l ikes gardening and sailing. He doesn’t like

swimming.4 . . . l ikes swimming and sai l ing. She doesn’t l ike

gardening.

6. Look, osk cnd cnswer cbout EddU.

l \ FTASHCARDS 25 — 30

Pupils’ books closed. Pin up flashcard No. 25. Ask pupils:»Does Eddy like sailing?» Elicit answer’. «Yes, he does.’Write the question and answer on the board. Pupils readout the example chorally. Pin up flashcard No. 26. Askpupils: «Does he like playing soccer?» Elicit answer: «No.he doesn’t.» Write this question and answer on the board.Pupils read out the example chorally. Now, pin upflashcards Nos 27 — 30, one at a time. Pupils, in pairs, askand answer questions, as in the examples. Wipe theexamples off the board. Point to flashcards in randomorder. Pupils act out dialogues in pairs. Pupils’ books

Page 52: Welcome 1 Teacher

-:en. Pupils look at the pictures. Choose a pair to read: -: the dialogue. Then, pupils, in pairs, act out similar: aiogues using the prompts.

3 A: Does he like horse riding?B: No, he doesn’t.

4 A: Does he like gardening?B: No, he doesn’t.

5 A: Does he like swimming?B: Yes, he does.

6 A: Does he like skiing?B: Yes. he does.

— Listen and repeot.:’ay the cassette. Pupils listen and follow the lines. Play:-e cassette again with pauses for pupils to repeat:-orally and individually. Check pupils’ pronunciationrd intonation. Pupils read out the dialogue in pairs.

i. Put o tick k4 or o cross (X). Then, totkwith gour Jriend.

f,-pils read the list of activities and put a tick next to what’rey like or a cross next to what they don’t like. In pairs,:r-pils use the completed table to act out dialogues;nilar to the one in Ex. 7.

lPupils’own answers)

D Suggested Homework

Copy: 4 exchanges from Ex. 3Reading aloud: Ex. 3Dictation: Ex. 1 and rest of Ex. 1 lesson ‘l

Act out: Ex.4. Ex. 8

Lesson 3 74 .751

4t Cneck pupils’ HW.

& READING

1 . Listen ond read.

:plain that the letter is from Cindy to her pen-friend. Make=:re pupils understand what a pen-friend is. Ask pupils

r look at the pictures and say what Cindy likes doing.r,ay the cassette. Pupils listen and follow the lines. Play:e cassette again with pauses for pupils to repeat

chorally and individually. Check pupils’ intonation andpronunciation. Individual pupils read out from the text.

2. Recd ogoin ond onswer.

Pupils read the questions, then read the text in Ex’ 1 againand answer the questions orally, then in writing in class.

1 She likes listening to music, dancing and horseriding.

2 She likes eating pizza and ice cream.

3. Look ot the pictures ond reod thequestlons. Write one-word onswers.

Ask pupils to look at the first picture. Read the exampleand ask question 2. Pupils answer, then write their answerin their books. Ask questions 3 — 6 one at a time. Pupilsanswer orally, then in writing in class.

2 icecream.3 bus.4 cap.

WRITING

5 Swimming.6 pool.

1234

4. Project.

Refer pupils to the Photo File Section. Pupils choose fromthe pictures and talk about themselves. Pupils use the textin Ex. 1 as a model and do the exercise orally’ After pupils

have done the exercise orally in class, assign it as writtenHW,

(Pupils’own answers)

5. TWISTER Listen ond reqeat.Play the cassette. Focus pupils’ attention on how ee, ea,e are pronounced.

ee, ea, e are pronounced: /i:/ as in three, tea, mePupils listen and repeat chorally and individually’ Checkpupils’ pronunciation and intonation.

6. Let’s play!Puoils read the list of activities. Choose a pupil . HeiShechooses one of the activities in the table and writes it on apiece of paper. Pupils ask him/her questions to find whathe/she likes. The pupil who guesses correctly, choosesanother activity from the list and the game continues.

Page 53: Welcome 1 Teacher

7. Let’s sing!

Play the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested Homework

1 Copy: 4 sentences from Ex. 12 Reading aloud: Ex. 13 Dictation: names of seasons and months4 Act out: Ex. 55 Project6 Workbook: do some exercises in class.

assign the rest as written H W

Unit 12 My robbit qnd other qnimqls! (pp. 76 — I I )

talking about animals/pets/wild animals

clean, spider, insects, snake, vegetables, clever,lizard, horse, tail, cheese, meat, tall, giraffe, fast,lion, fat, hippo, Africa, climb, monkey, elephant,tiger, baby

exchanging information about pets; asking andanswering questions about wild animals

writing about your peVfavourite animal

Vocabulary: animal, clean, clever, cheese, med,spider, insects, snake, vegetables, lizard, horse-tail, know, it ‘s timeLanguage focus: short/long/small/big, Have yougot …?, What’s its name?, What does she eaP»How old is she?Grammar: adjectives

1. Listen ond repeat.A

Y*f FnsHcARDs r — roPupils’ books closed. Pin up flashcards Nos 1 — 10, oneat a time. Point to each one and say the appropriateword. Pupils repeat chorally and individually. Pupils’books open. Play the cassette. Pupils repeat chorallyand/or individually.

tr

tr

tr

Page 54: Welcome 1 Teacher

& READING

2. Listen ond cnswer.Bmd questions 1 and 2. Play the cassette. Pupils listennnd write the correct answers.

1 white 2 vegetables

3. Now, listen again and read,.Bay the cassette. Pupils listen and follow the lines. Playxt’le cassette again with pauses for pupils to repeat:norally or individually. Check pupils’ pronunciation andrntonation. Pupils read out the dialogue in pairs.

4. Look and scy.

-/».a\ FTASHCARD r r

fupils’ books open. Pupils identify the animals and readtre prompts. Make sure pupils understand the meaning oftrre adjectives (short, long, big, small). Read the example,trerr pupils do the exercise. Pupils’ books closed. Pin up,fiasfrcard No 11. Point to various animals. Pupils makesiefltences practising the structure.

2 My horse’s got a big body.3 My snake’s got a long bodY.4 My mouse’s got a small nose.5 My spider’s got long legs.6 My lizard’s got short legs.

GRAMMAR

fupifs’ books closed. Say, then wrile: «Pinl<y’s got a shortail.» «Pinl<y’s got long ears/» Write the two examples ont’re board. Underline the adjectives. Ask pupils: «Wheres,each adjective? Before or after the noun?» Elicit theanswer: «Before the noun.» Explain that adjectives gosefore nouns and are the same in the singular andclural. Pupils’ books open. Read the examples.

5. Choose ond Jitt in.Read the adjectives, then read out the texts sentence bysentence. Pupils say what the missing word is, then filln the words. Individual pupils read out from the te)ds.

lizard Ihorse 1

6. Look, sag and write.

Read the table with pupils, then ask questions.T: Can a rabbit walk?Pl: Yes, it can.T: Can a rabbit run?P2: Yes, it can.T: Can a rabbit fly?P3: No, it can’t.T: Can a rabbit swim?P4: No, it can’t. etc.

Read the example. Pupils repeat chorally and individually’Ask questions about the spider and the parrot. Elicitanswers. After pupils have done the exercise orally, theydo it in writing in class.

2 A spider can walk and run but it can’t fly or swim.3 A parrot can walk and fly but it can’t run or swim.

7. Motch and write.

Pupils identify the animals and foods in the picture. Readthe example. Pupils do the the exercise orally, then inwriting in class.

2 … cheese 4 Lizards eat insects.3 … eat fish.

8. Llsten and repeat.

Explain to pupils that we use he/she to refer to animalsonly when we know their sex (usually from their name).Play the cassette. Pupils listen and follow the lines. Play thecassette again with pauses for pupils to repeat chorallyand individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

9. Choose apet. Totk with gourJriend, thenwrlte.

Pupils identify the pets. Then, in pairs, act out dialoguesabout each pet using the dialogue in Ex. 8 as a model.Pupils do the exercise orally, then in writing in class.

(Suggested answer)

A: Have you got a pet?’B: Yes, l’ve got a dog.A: What’s its name?B: Rex.A: How old is he?B: Two.A: What does he eat?B: Meat.

long 2smal l 3shortbig 2smal l 3 long

Page 55: Welcome 1 Teacher

@ Suggested Homework

1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex.4, Ex.9

4. Look cnd sag.

d,-F\FTASHCARDS 2I . 25

Pupils’ books closed. Pin up flashcard No. 21. Say, thenwrite on the board: «Elephants are very clean animals.-Pupils repeat chorally and individually. Pin up flashcardNo. 22. Elicit sentence from pupils: «Lions are very fastanimals.» Do the same with flashcards Nos 23 — 25. Pupilsmake sentences, as in the example. Wipe the example offthe board. Point to the flashcards in random order-Pupils make sentences as in the example. Pupils’ booksopen. Read the example, then pupils do the exercise.

2 Lions are very fast animals!3 Giraffes are very tall animals!4 Hippos are very fat animals!5 Monkeys are very clever animals!

GRAMMAR

Pupils’ books closed. Remind pupils of the formation ofshort answers. Point out that in short answers we use theauxiliary verb, not the full tense form. Pupils’ books open.Read the grammar box with pupils.

5. Read the text. Write one-word onswers.Individual pupils read from the text and find the missingwords. After pupils have done the exercise orally, they doit in writing in class.

1 Africa2 ears3 clever

4 bananas 7 monkey5 meat6 zoo

6. Ask ond answer, then write.Pupils read the example questions. Then pupils use thetext in Ex. 5 to answer questions orally, then in writing inctass.

tr

trtr

Vocabulary: tall giraffe, fast lion, fat hippo, Africa,climb, monkey, elephant, tiger, baby, wild animal,come from, clean, live.Language focus: Where do … come from?,Welcome to …Grammar: short answers

TION

1. Listen and repeot./I

)KrrasxcARDs 12 — 20

Pupils’ books closed. Pin up flashcards Nos 12 — 20, oneat a time. Point to each one and say the appropriateword/phrase. Pupils repeat chorally and individually.Pupils’ books open. Play the cassette. Pupils repeatchorally and/or individually.

& READING

2. Listen ond write.Read questions 1 and 2. Play the cassette. Pupils listenand fil l in the missing words.

1 Africa 2 clean

3. Now, listen ogoin and reod.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

2 No, they haven’t.3 Yes, they are.

4 No, they don’t.5 Yes, they can.

7. Listen ond tick (r’) the onimals gou hear.Pupils identify the animals in the pictures. Explain thatpupils will hear sounds made by some of these animals.Play the cassette twice. Pupils listen and tick theappropriate box when they hear each animat.

animals to be ticked: tiger, snake, elephant, monkey

Page 56: Welcome 1 Teacher

8. Listen and repeat.play the cassette. Pupils listen and follow the lines. Playrte cassette again with pauses for pupils to repeat:horally and individually. Check pupils’ pronunciationand intonation. Pupils read out the dialogue in pairs.

9. Now, tolk with gour Jriend.Bead the prompts. Then pupils, in pairs, use theserompts to act out dialogues for each of the two animals,.ising the dialogue in Ex. 8 as a model.

(Suggested answers)1 A: Where do hippos come from?

B: They come from Africa.A: Can they climb trees?B: No, they can’t, but they can swim.A: Have they got big ears?B: No, they haven’t, but they’ve got a big body!

2 A: Where do giraffes come from?B: They come from Africa.A: Can they fly?B: No, they can’t, but they can run!A: Have they got long tails?B: No, they haven’t, but they’ve got long legs.

— 8r l

Gt Cneck pupits’ HW.

& READING

l. Listen, read and motch.Fre-teach the names of the three animals in the oictures.Fupils repeat chorally and individually. Now, play thecassette. Pupils listen, read and match the texts to theanimals.

A crocodile B zebra C dolphin

Play the cassette again with pauses for pupils to repeatchorally and individually. Individual pupils read from the

2. Reod ogoin and write ges or no.Pupils read sentences 1 — 6, then read the texts in Ex. 1again and write yes next to a correct sentence and no nextto an incorrect one.

3. Recd cnd circl,e the correct word.Individual pupils read the sentences. Then, pupils circlethe correct word.

3yes5no4no 6yes

lno2 yes

2 tall3 meat

o run fast. flyo climb. swtmo walk

4 clever 6 horses5 fish

4. Project.

Refer pupils to the Photo File Section. Pupils identify theanimals/pets in the pictures, then use the texts in Ex. 1 asa model to talk about their petifavourite animal. Afterpupils have done the exercise orally in class, assign it aswritten HW.

(Pupils’own answers)

5. TWfSTER Listen and repeot.Play the cassette. Focus pupils’ attention on how ph andf are pronounced.

ph, f are pronounced’. lfl as in phone, fishPupils listen and repeat. Check pupils’ pronunciation andintonation.

6. Let’s ployfPupils identify the animals in the pictures. Write thefollowing prompts on the board for pupils to use whileplaying the game:

. twolfour legso longlshort tailo biglsmallbody. eat fishlcheese etc.

Choose a pupil. He/She chooses an animal from thepicture and writes it on a piece of paper. Pupils askquestions to find what the animal is. The pupil who

iD’ Suggested HomeworkI 1 Copy: 4 exchanges from Ex. 3

«. z Reading aloud: Ex. 3

, 3 Dictation: Ex. 1! e Act out: Ex.4, Ex.9

IENS,

Page 57: Welcome 1 Teacher

guesses correctly chooses another animal and the gamecontinues.

(Suggested answer)Animal chosen: elephantP1: Can i t run?L: Yes, it can.P2: Has it got four legs?L: Yes, it has.P3: Has it got big ears?L: Yes, it has.P4: Has it got a long tail?L: No, it hasn’t.P5: Has it got a big body?L: Yes, it has.P6: ls it an elephant?L: Yes. it is.

7. Let’s sing!Play the cassette. Pupils listen and follow the lines. Readout the song. Pupils listen and repeat. Play the cassefteagain. Pupils listen and try to sing along with therecording.

@123456

Suggested HomeworkCopy: 1 text from Ex. 1Reading aloud: Ex. 1Dictation: 1 text from Ex. 1Act out: Ex. 5ProjectWorkbook: do some exercises in class,assign the rest as written HW

Unit 13 The picnic! (pp. 82 — 87)

countiable and uncountable nouns: how much/howmany; question words

how much; how many; question words

picnic, fruit, omelette, sugar, butter, sandwich,biscuits, onion, salt, cheese, flour, pirate, ship,violin, sword, plate, London, basket, window

going shopping for food; asking about personalinformation using question words

recipe — how to make my favourite sandwich

tr

tr

Vocabulary: picnic, fruit, omelette, sugar, butter,sandwich, biscuits, onion, salt, cheese, flour, a kilo,shopping listLanguage focus: How many …?, How much …?,Not many!, Not much!, Here you are, A lot, Don’tforget

U Grammar: How many /How much, Not many/Notmuch/ A lot

TION

1. Listen ond reDeat.A

B{FTASHCARDSr- i lPupils’ books closed. Pin up flashcards Nos 1 — 11. Pointto each one and say the appropriate word. Pupils repeatchorally and individually. Pupils’ books open. Play thecassette. Pupils repeat chorally and/or individually.

Page 58: Welcome 1 Teacher

4. Look ond sog.-fi-r^r»cARDs

12 — 13

& READING

2. Listen cnd choose.Pupils read out questions 1 and 2 and the possibleanswers. Play the cassette. Pupils listen and choose the@rrect answer.

1A 2C

3. Now, listen again and read.Play the cassette. Pupils listen and follow the lines. playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

pupils. Say various foods. Pupils add how much or howmany.e.g. T: fruit

Pl: How much fruit?T: applesP2: How many apples?T: sugarP3: HowmuchsugaP etc.

Explain that we answer these questions with not many/much or a lot.

5. Look ot the pictures. Ask cnd cnswer,then write.

Pupils look at the pictures and identify the foods shown.Read the examples, then pupils, in pairs, do the exerciseorally, then in writing in class.

3 A: How much butter have you got?B: Not much!A: How many eggs have you got?B: Not many!A: How many biscuits have you got?B: Not many!

6 A: How much cheese have you got?B: A lot!

6. Listen ond tick (t) how to make a cheeseomelette.

Pupils identify the foods in the pictures. Play the cassettetwice. Pupilb listen and tick the ones used to make anomelette.

i tems to be t icked: 1,2,3, s

7. Listen ond repeat, then tolk with yourJriend.

Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally and individually. Check pupils’ pronunciationand intonation. Pupils read out the dialogue in pairs.Explain what a shopping list is. Read out the prompts, thenpupils, in pairs, act out dialogues using the prompts.

(Suggested answer)o P1: Good morningl Can I have some oranges,

please?P2: How many?P1: Two kilos, please!P2: Here you are!P1: Thank you’

R.rpils’ books closed. Pin up flashcard No. 12. Pupitsilentify the foods. Point to the sandwiches. Say, then writeon the board: «How many sandwiches have you gop»Rrpils repeat chorally and individually. Point to variousfoods. Pupils make sentences, as in the example. Pin upflashcard No. 13. Say, then write on the board: «How muchmeat have you goP» Pupils repeat chorally and individually.Repeat the structure as for flashcard No. 12. Wipe theexamples off the board. Point to foods in random order.Pupils make sentences using how much — how many.fupils’ books open. Read out the example then pupils, dothe exercise using the prompts.

— How many carrots have you got?- How many apples have you got?- How many eggs have you got?- How many bananas have you got?- How many biscuits have you got?

— How much flour have you got?- How much sugar have you got?- How much salt have you got?- How much cheese have you got?- How much butter have you got?

GRAMMAR

Pupils’books closed. Write the examples on the board.Explain that how many goes before countable nounswhereas how much goes before uncountable nouns. Drill

Page 59: Welcome 1 Teacher

P1: Good morning! Can I have some flour,please?

P2: How much?P1: A kilo, please!P2: Here you are!P1: Thank you!

P1: Good morning! Can I have some meat,olease?

P2: How much?P1: A kilo, please!P2: Here you are!P1: Thankyou!

P1: Good morningl Can I have some potatoes,please?

P2: How many?P1: Five kilos, please!P2: Here you are!P1: Thank you!

@ Suggested Homework1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 4.Ex.7

Vocabulary: pirate, sword, plate, ship, v iol in,London, basket, windowlanguage focus: asking questionsGrammar: who, whose, where, what, how, when(question words)

Ga Cneck pupits’ HW.

& READING

2. Listen ond onswer.Pupifs read questions 1 and 2. Play the cassette. Pupilslisten and fill in the correct answer.

1 apirate 2 tood

3. Now, listen again and read.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

4. Look and say.

)l(rnsncARDS 22 — 26Pupils’ books closed. Pin up flashcard No. 22. Say, thenwrite on the board: «Whose basket is this?» Pupils repeatchorally and individually. Pin up flashcards Nos 23 — 26,one at a time. Pupils make sentences, as in the example.Wipe the example off the board. Point to flashcards inrandom order. Pupils make sentences using whose.Pupils’ books open. Read the example, then pupils dothe exercise orally.

2 Whose ship is this?3 Whose sword is this?4 Whose violin is this?5 Whose clock is this?

GRAMMAR

Write the examples on the board. Underline the questionwords and explain what each one means and when weuse them. Pupils read the table. As an extension askpupils to make their own questions using the questionwords.

5. Read ond match.Pupils, read items 1 — 6 and A — F. Then, pupils match thequestions to the answers orally, then in writing.

2E 3B 4 A 5C 6D

trtrtr

1. Listen ond iepeot.

F\ FTASHCARDS 14 — 2l

Pupils’ books closed. Pin up flashcards Nos 14 — 21.Point to each one and say the appropriate word. Pupilsrepeat chorally and individually. Pupils’ books open.Pfay the cassette. Pupils repeat chorally andlorindividually.

Page 60: Welcome 1 Teacher

7. Look, ask ond onswer. Then, wrlte.eupils look at the picture. Explain that this room is Paul’scedroom. Read the example, then pupils fil l in thequestion words. Pupils ask and answer the questions in9arrs.

6. Fi[[ in: Who, Whot, Where, Whose,When or How.

Fupils read the questions and fill in the correct questionword orally, then in writing in class.

Check pupils’ HW.

& READING

1. Listen and reod.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally and individually. Check pupils’ pronunciationand intonation. Individual pupils read aloud from the text.Extension: Ask pupils questions about the te)d. e.g. Who’sthat in the picture? What’s his favourite sandwich? etc.

2. Recd ogoin ond put a tick V) or o cross(x).

Pupils read itemsl — 6, then read the telit in Ex. 1 againand tick the items used to make the sandwich and crossthe items not used.

1 X 2/ 3 X 4, / 5/ 6 X

3. Put the food in the correct bosket.Pupils read the prompts, then write the words in thebaskets under the correct headings.

Fruit orange, banana, appleVegetabls: canot, potato, onionMeat chicken, burger, sausage

4. Project.

Refer pupils to the Photo File Section. Pupils use thepictures and the text in Ex. 1 as a model to talk about theirfavourite sandwich. After pupils have done Ex. 4 orally inclass, assign it as written HW.

5. TWfSTER Listen and repeat.Play the cassette. Focus pupils’ attention on how ee andi are pronounced.

ee is pronounced:/i:/ as in sheePi is pronounced: // as in chiPs

Pupils listen and repeat chorally and individually. Checkpupils’ intonation and pronunciation.

2 Whose3 How

2 What does3 Who is4 When is

4 When 6 Where5 What

5 Where does …6 How.. .

8. Listen ond repeqt.Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatCrorally and individually. Check pupils’ pronunciationand intonation. Pupils read out the dialogue in pairs.

9. Tatk with Aour Jriend, then write.trupils, in pairs, act out dialogues about themselves

-sing the dialogue in Ex. 8 as a model. After pupils haveCone the exercise orally, they do it in writing in class.

(Suggested answers)

A: Where do you live?B: In England.A: How old are you?B: I ‘m ten.A: When’s your birthday?B: In May.A: Who’s your favourite singer?B: St ing.

@ Suggested Homework

1 Copy: 4 exchanges from Ex.32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 4, Ex. 9

Page 61: Welcome 1 Teacher

6. Let’s plog!Divide the class into two teams. Teams look at the picturefor a minute, then Team B close their books. Team A withbooks open, ask questions (How much … — How many…). Team B answer using not much/not many. Eachcorrect answer gets one point. After Team A have askedquestions about allthe foods/drinks shown in the picture,the teams swap roles. Team B, with books open, askquestions and Team A, with books closed, answer them.The team with the most points is the winner.

7. Let’s sing!Play the cassette. Pupils listen and follow the lines. Readthe song out. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested Homework

1 Copy: Ex. 12 Reading aloud: Ex. 13 Dictation: Grammar table Unit 13 Lesson 24 Act out: Ex.55 Project6 Workbook: do some exercises in class,

assign the rest as written H W

Unit 14 Mogic moments! (pp. 88 93)

describing people and activities in photos,introducing sports and sport timetables

personal object pronouns (me, you, him, etc.);present simple vs. present continuous

travel, train, China, ski-|ift, motorboat, water-ski,juggle, wave, photo album, race, match,hockey, gold medal, table tennis, volleyball, win

describing and talking about photos; arrangingsporting activities

making a small photo album and describing thephotos

tr

trtr

Vocabulary: travel, train, ski-|ift, motorboat, juggle,wave, water-ski, photo album, China, Spain, Africa,Italy, France, TurkeyLanguage focus: This is me … .lGrammar: personal object pronouns

1. Listen and, repeot.A

)fr(rrasncARDs r — ePupils’ books closed. Pin up flashcards Nos 1 — 9. Pointto each one and say the appropriate word. Pupils repeatchorally and individually. Pupils’ books open. Play thecassette, Pupils repeat chorally and/or individually.

Page 62: Welcome 1 Teacher

& READING

2. Llsten ond choose.Read the two incomplete sentences and the possible;tnswers. Play the cassette twice. Pupils listen and chooselhe correct answer.

1a 2b

3. Now, listen again and read.Play the cassette. Pupils listen and follow the lines. Playtrc cassette again with pauses for pupils to repeat$orally or individually. Check pupils’ pronunciation andntonation. Pupils read out the dialogue in pairs.

4. Look cnd sog.

-.4-(rrasncaRDs ro — 14Rrpils’ books closed. Pin up flashcards Nos 10 — 14 on thecoard and ask pupils to say which country each shows.Fldp pupils where necessary, then write the names underach picture. Point to flashcard No. 10. Say, then write ontp board: «Ihr,s r.s me on holiday in China.» Pupils repeatJhorally and individually. Point to flashcards Nos11 — 14,cne at a time. Pupils make sentences similar to theexample. Wipe the example off the board. Point to the{ashcards in random order. Pupils make sentences, as infie example. Pupils’ books open. Read the example, thenarpils do the exercise orally in class.

2 This is me on holiday in Spain.3 This is me on holiday in ttaty.4 This is me on holiday in Africa.5 This is me on holiday in Turkey.

GRAMMAR

Present personal pronouns. Say, then write on the board:»I am a teacher. Look at mel» Underline the personalsubject pronoun, then the personalobject pronoun. Explainfnt the personal subject pronouns are used before verbsryhereas personal object pronouns are used after verbs.ftesent the rest of the personal subject pronouns.e.g. T: (Pointing to a pupil) He is (Tom). Look at him. She

is (Mag. Look at her. etc.rtVrite the pronouns on the board. Pupils read them out.

5. Look, ask ond onswer.Read out the example. Pupils repeat chorally or individually.Then, pupils, in pairs, do the exercise orally in class.

1 A: Do you know them?B: Yes, they’re Tarra and Tikko.

2 A: Doyou knowher?B: Yes, she’s Cindy’s mother.

3 A: Do you know him?B: Yes, he’s Jamal.

4 A: Do you know them?B: Yes, they’re Ziggy and Ziggor.

6. Reod and Jilt in.Read out the example. Explain that pupils must fill in thepersonal pronouns. Pupils, do the exercise orally, then inwriting in class.

2him 3them 4us 5you Fi t

7. Listen ond tick (r’) the box.Pupils look at the pictures. Explain that they have toidentify which of the three pictures is described. play thecassette. Pupils listen and tick the correct box.

The correct picture is No 2. (Cindy & Oscar playingtennis).

8. Llsten and repeat.Play the cassette. Pupils listen and follow the lines. play thecassette again with pauses for pupils to repeat chorallyand individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

9. Tatk with gour Jriend, then write.Pupils identify the characters in the pictures, then in pairs,act out dialogues similar to the one in Ex. 8. After pupilshave done the exercise orally, they do it in writing in class.

Who’s in the picture?Eddy and his mother.Where are they?They’re in ltaly.What are they doing?They’re eating pizza.

Who’s in the picture?Masid and Wendy.Where are they?They’re in France.What are they doing?They are riding a bike.

A:B:A:B:A:B:

A:B:A:B:A:B:

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trtr

@ Suggested Homework

1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex. 4. Ex. 9

Vocabulary: race, match, hockey, gold medal,table tennis, volleyball, winLanguage focus: arranging a meeting

Ga Check pupils’ HW.

TION

1. Listen and repeot._JI_fi(rrasrcARDs rs — 2rPupils’ books closed. Pin up flashcards Nos 15 — 21.Point to each one and say the appropriate word. Pupilsrepeat chorally and individually. Pupils’ books open.Play the cassette. Pupils repeat chorally and/orindividually.

& READING

2. Listen ond choose.Read out questions 1 and 2 and the possible answers.Play the cassette. Pupils listen and choose the correctanswer.

la 2c

3. Now, listen o;gain ond reod.

Play the cassette. Pupils listen and follow the lines. Playthe cassette again with pauses for pupils to repeatchorally or individually. Check pupils’ pronunciation andintonation. Pupils read out the dialogue in pairs.

4. Look ond soy.:-A—)KrrasHcARDI 22 — 26

Pupils’ books closed. Pin up flashcard No. 22. Ask pupilsto identify the time on the clockface. Say, then write onthe board: «My volleyball match is at tvvo o’clock!» Pupilsrepeat chorally and individually. Pin up flashcards Nos23 — 26 and elicit sentences from pupils. Wipe theexamole off the board. Point to flashcards in randomorder. Pupils make sentences, as in the example. Pupils’books open. Read out the example, then pupils do theexercise.

My hockey match is at seven o’clock!My tennis match is at three o’clock!My basketball match is at five o’clock!My soccer match is at ten o’clock!

5. Look, sog ond write.Pupils look at the pictures and say what each person isdoing. Read out the example, then pupils do the exerciseorally, then in writing in class.

2 Tom is playing table tennis. He plays table tennisevery Wednesday.

3 Lin is playing hockey. She plays hockey everyFriday.

4 Wendy is playing volleyball. She plays volleyballevery Monday.

6. Recd, sog ond wrlte.Complete item 1 with pupils. Pupils, then read thesentences one by one and do the exercise orally, then inwritino in class.

3 tidies 5 plants4 is cooking 6 is singing

7. Listen ond colour.Ask pupils to take their red, blue, green and browncrayons out of their pencil cases. Pupils look at thepicture. Play the cassette twice. Pupils listen, then drawand colour in.

. ball under the table (red)o ball in the basket (blue)o ballon boy’s head (green). draw ball in the box behind the teacher (brown)

2345

1 is playing2 eats

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8. Listen ond repeat.Flay the cassette. Pupils listen and follow the lines. Playfie cassette again with pauses for pupils to repeat;horally and individually. Check pupils’ pronunciationand intonation. Pupils read out the dialogue in pairs.

9. Tolk with gour Jriend, then write.Fupils, in pairs, use the prompts to act out dialoguessmilar to the one in Ex. 8. Pupils do the exercise orally,nen in writing in class.

(Suggested answers)o A: Do you play basketball?

B: Yes, I do. Why?A: There’s a match at two o’clock.

Do you want to play?B: Yes, great!

2. Reod ogoin ond onswer.Read the questions, then pupils read the texts in Ex. 1again. Pupils answer the questions orally, then in writingin class.

1 He’s drinking coffee.2 He’s eating ice cream.

3 He’s f ishing.

3. Look ot the pictures ond read theguestions. Write one-word onswers.

Pupils look at the pictures, then read the questions. pupilsanswer with one word orally, then in writing in class.

3 ltaly 4 Pizza

oA:

B:A:

Do you play volleyball?Yes, ldo. Why?There’s a match at five o’clock.Do you want to play?Yes, greatl

4. Project.Pupils use the pictures they brought with them and thetexts in Ex. 1 as a model to talk about their holiday photos.Refer pupils to the Photo File Section. After pupils havedone Ex. 4 in class, assign it as written HW.

5. TWISTER Listen and repeat.Play the cassetle. Pupils listen and repeat. Focus pupils’attention on how h is pronounced.

h is pronounced: lhlas in holidayPupils listen and repeat chorally and individually. Checkpupils’ pronunciation and intonation.

6. Let’s plog!

Pupils look at the pictures for one minute, then spot thedifferences as in the example.As an alternative, the game can be played as a competition.The class in teams look at the pictures for a minute, thenteams in turn spot the differences. Each correct sentencegets one point. The team with the most points is thewinner.

(Suggested answers)o In picture A the woman is wearing a hat. In picture

B the woman isn’t wearing a hat. She’s wearingsunglasses.

o In picture A the boy is eating an ice cream. Inpicture B the boy isn’t eating an ice cream. He’seating a sandwich.

o In picture A the man is reading. In picture B theman isn’t reading. He’s listening to music.

o In picture A there are two dolphins. In picture Bthere aren’t two dolphins. There is one dolphin.

B:

h Chec* pupits’ HW.

& READING

1. Listen, read ond motch.Pupils look at the pictures and say what Masid is doingn each one. Play the cassette. Pupils listen and matchshat Masid says to each picture. Play the cassette again’vith pauses for pupils to repeat chorally and individually.Then individual pupils read out from the text.

D Suggested Homework1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex.4, Ex. 9Note: Ask pupils to bring some holiday photos

of their own to the next lesson.

1C 2A 3B

Page 65: Welcome 1 Teacher

ln picture A there is an aeroplane. In picture Bthere isn’t an aeroplane. There is a helicopter.ln picture A a cat is sleeping. In picture B a catisn’t sleeping. A dog is sleeping.In picture A there is a blue boat. In picture B thereisn’t a blue boat. There is a red boat.In picture A the boy has got black hair. In pictureB the boy hasn’t got black hair. He’s got blondhair.

@ Suggested Homework1 Copy: 2 texts from Ex. 12 Reading aloud: Ex. 13 Dictation: one text from Ex. 14 Act out: Ex. 55 Project6 Workbook: do some exercises in class,

assign the rest as written HW

7. Let’s sing!Play the cassette. Pupils listen and follow the lines. Readthe song out. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

Revision 4 Units I I 14 (pp. 94 95)

(Asstgn these exercises as wriften HW after you haveexplained each exercise. Check pupils’ answers in thenext lesson. Pupils are then prepared for the test.)

A 1 January2 spring

B 7 fast8 clever

3 May4 July

5 September6 November

9 fat10 tal l

141516

22232425

D

11 reading12 playing soccer13 ski ing

17 . . . lam.18 … they don’t.19 . . . i t can’ t .20 … they have.21 . . . he doesn’t .

horse ridingcl imbingsai l ing

… they aren’t.

… they haven’t.

. . . shd does.

. . . i t isn’ t .

Page 66: Welcome 1 Teacher

Merry Christmos! (pp. 96 97)

This unit is optional. lt is designed to be taught justbefore Christmas.

1. Listen and repeat.Pupils’ books open. Play the cassette. Pupils repeatchorally and/or individually.

& READING

2. Listen ond answer.Rrpils read the question. Play the cassette. Pupils listenand answer the question.

It is Masid’s.

3. Now, listen ogain and read.Play the cassette. Pupils listen and follow the lines. Playthe cassette again for pupils to repeat chorally orindividually. Check pupils’ pronunciation and intonation.Pupils read out the dialogue in pairs.

4. Motch, soy and write.Pupils look at the pictures and identify the objects. Pupilsbllow the arrows to match each person to an object andthen say who has which object. Read the example, thenpupils do the exercise orally, then in writing.

2 …’s got a watch.3 …’s got a guitar.4 … ‘s got a camera.5 …’s got a car.6 . . . ‘s got a bal l .

5. Look ot the pictures ond write the words.Then, reqd.

Pupils look at the letter and write the words for the picturesin the gaps. Then, individual pupils read out the completedletter.

Dear Santa Glaus,My name’s Tom. I’m five years old. My house is at

22 Red Lane.Can I have a car for Christmas, please? Say hello

to Rudolph, the reindeer.Merry Christmas

Love,Tom

6. Project.

Refer pupils to the Photo File Section. Pupils use the textin Ex. 5 as a model to write a letter to Santa Claus. Afterpupils have done the exercise in class, assign it as writtenHW.

7. Look at the pictures and write the words.Find the secret word.

Pupils look at the pictures and write the words in the grid.Explain that the letters in the coloured pair of the grid willspell out the secret word. Pupils do the exercise. Checkpupils’answers.

reindeerstockingChristmas tree

7 milk8 Santa Claus9 bells

1 cake 42 sleigh 53 star 6

The secret word is CHRISTMAS.

8. Let’s sing!

Play the cassette. Pupils listen and follow the lines. Readthe song out. Pupils listen and repeat. Play the cassetteagain. Pupils listen and try to sing along with therecording.

@ Suggested Homework1 Copy: 4 exchanges from Ex. 32 Reading aloud: Ex. 33 Dictation: Ex. 14 Act out: Ex.85 Project

Page 67: Welcome 1 Teacher

Ploy The Lost Lo.p

NS ON HOW TO APPROACH

PRODUCTION OF THE PIAY.

Give pupils some time to become acquainted withEnglish before doing any work on the play. [After Unit 4would be a good time to begin.l

There are some cut-out characters in the workbook thatcan be used to practise the roles. Assign roles to pupils.It is a good idea to build up gradually, by rehearsing afew lines at a time. Pupils can listen to the accompanyingcassette in order to practise pronunciation andintonation of the lines. This can be done by listening,pausing and repeating and should be first demonstratedby the teacher in class. [This could be assigned as HW.]In the following lesson, pupils must use the cut-outcharacters and act out their lines.Make sure you pre.teach any new vocabulary beforereheaising the lines of the play. e.g. puppet, teapot,recycle, etc.lf there are more pupils than parts, any ‘extra’ pupils canact as a choir for the songs. On cassette, at the end ofthe play, there is an instrumental version of the songs.This can be used as a musical accompaniment for theproduction.

Suggested props:o genie’s lampo old clock (+ any other antique objects for recycle

shop). teacups. tea bagso birthday cake

Suggested scenery (see pictures in the Pupil’s Book)

Act I

A kitchen: A table and some chairs.

Act ll

Antique shop: some old objectsA table

Puppet castle: A table and some chairs.

Suggested costumes

There are pictures of the characters at the beginning ofthg play, which will give the teacher a goodindication of the costumes that should be worn.

Welcome Song

(Curtains open — All members of the cast and choir areon stage and sing the Welcome song. Curtains close.When the curtains reopen, the Lost Lamp play begins.)

The Lost Lamp

(Curtains open — Masid is eating breakfast at the table- lamp is in the middle of the table — Wendy runs onstage in a hurry)

Wendy:

Masid:

Tom:

Masid:

Wendy:

Tom:

Masid:

(Wendy’s mum enters)

Mum:

(Tom and Wendy enter)

Tom:

Wendy:

Oscar:

Cindy:

Lin:

Eddy:

Ail:

Masid! What time is it?

It’s eight o’clock.

(enters in a huny)Masid! What time is it?

(Masid stands up — sings)This is the time you go to school,Go to school, go to school,This is the time you go to school,I t ‘s 8 o’c lock in the morning!

This is the time we go to school.

Bye, Masid.

Bye, Tom. Bye, Wendy. (looks at hiswatch) Time to get into my lamp!(disappears)

Oh? What’s this? (picks it up, looksat it, takes it off stage)

We’re home!

My friends are having tea with me.Where’s Masid? Where’s the lamp?

ls it in the cupboard? (looks)

ls it under the table? (looks)

ls it on the chair? (looks)

ls it behind the door? (looks)

(Sing)Where, oh where is the magic lamp?ls it in the living room?ls it in the pink bathroom?

Page 68: Welcome 1 Teacher

Mum:

Ail:

Mum:

Ail:

llum:

Ail:

Where, oh where is the magic lamp?In the kitchen on the chair?In my favourite blue armchair?Where are you, oh magic lamp?Where are you, where are you, whereare you?

What are you doing?

We’re looking for a lamp!

Oh — that! lt ‘s not here!

Where is it?

It’s in the recycle shop!

oH NO!! !

(Sing)like coffee,like tea,like swimming

In the sea!

I like ice cream,I like cake,I l ike sai l ingOn the lake!

I like Elvis,I like Sting,I like gardeningIn the spr ing!

I l ike Engl ish,I like school,I l ike sittingBy the pool!

Lady Puppet: Very good, children! Marionetta!(enter Marionetta. She looks like Woody _ both arepuppets with straw-like hair etc)

Cindy: You took like Woody!

Marionetta: He’s my brother.

End of Act | (curtains close)

At the recycle shop)

Shopkeeper: Can I help you?

Eddie: Yes, please. Have you got an oldlamo?

You’ve got the same head!

And shoulders!

And knees and toes!

(Sings)Head, shoulders, knees and toes,Knees and toes,Head, shoulders, knees and toes.Knees and toes!And eyes and ears and mouth andnose,Head, shoulders, knees and toesKnees and toes!

Lady Puppet: Now, let’s have tea.

Oscar: Lady Puppet, your teapot is verynice!

at the lamp — the children look at one

Yes, it is. I l ike my new teapot.

Lady Puppet! There’s someone atthe door.

Lady Puppet: Please excuse me, children.(she exits)

(Oscar follows her — he winks at the others)Eddy: Ok. Let’s get Masid!

(He rubs the tamp)

(Masid pops out — covered in tea bags)

Shopkeeper:

I{endy:

Shopkeeper:

Cindy:

Shopkeeper:

Ail:

Woody:

Oscar:

Woody:

l-in:

Ail:

No, but I’ve got an old clock.

Where’s the old lamp?

Lady Puppet’s got it.

Where does she live?

At Puppet Castle.

Thank you. Bye! (they teave)

Tom:

Eddy:

Wendy:

(they all lookanother)

Lady Puppet:

Marionetta:

(curtains close)knocking-on door of Puppet Casfle. A puppet-type figure

answers the door)

Yes, can I help you?

Hello, my name’s Oscar. These aremy friends Wendy, Eddy, Tom, Cindyand Lin.

Hello, my name’s Woody.

Can we speak to Lady Puppet?

Hello, Lady Puppet.

lLady Puppet: Please come in and have some tea.Do you like tea?

Oh yes!

Page 69: Welcome 1 Teacher

Cindy: Sh — Here’s Lady Puppet.(Masid hides)

(Lady Puppet and Oscar enter. Oscar gestures to theothers as if to say ‘no deal!’)

Lady Puppet: My teapot! Oh dear, dear, dear! Youcan’t have my teapot. I’m sorry.

(everyone looks sad)

End of Act ll (curtains close)

(The children are centre stage. Lady Puppet is off-stage.Marionetta and Woody are clearing away tea cups etc.)

Masid:

Ail:

Wendy:

Oscar:

Marionetta:

Cindy:

Woody:

Marionetta:

Woody:

Oh, thank you! Hello everyone!

Hello, Masid!

Let’s go now.

Woody: Very good, children.

Marionetta: Come. Let’s all sing for Lady Puppet.

Woody: (calls off-stage) Lady Puppet!

(Lady Puppet enters — They all sing — Marionettabrings a big cake)

All: (Sing)Happy birthday to you!Happy birthday to you!Happy birthday, Lady Puppet!Happy birthday to you!

Lady Puppet: Oh, children! Thank you. This is thebest birthday! How can I thank you?

Oscar: ‘ l ‘ We11.. . . . .

Lady Puppet: The teapot?

(she hands over the lamp — everyone laughs)

Eddy: Goodbye, Lady Puppet. Thank you.

Lady Puppet: Goodbye, children!

All: Goodbye! (exit children)

THE END (curtains close)

Ail:

Ail:

Ail:

Oh dear! Now what can we do?

We’ve got an idea! (pointing atWoody and herself)

Oh, please help us!

Well… it ‘s Lady Puppet’s birthdaytoday.

Can you sing?

Can you dance? Can you play thepiano? |

I can play the piano

(Sins)I can play the pianoPiano, piano,I can play the piano,And you can play with me!

I can sing and I can dance,Sing and dance, sing and dance,I can sing and I can dance,And you can dance with me!

I can run and I can jump,Run and jump, run and jump,I can run and I can jump,And you can run with me!

I can fish and I can swim,Fish and swim, fish and swim,I can fish and I can swim,And you can swim with me!

Page 70: Welcome 1 Teacher

Unit I — Hel lo! (pp.4 -7)

7 2 Good afternoon! 5 Good evening!3 Good morning! 6 Goodbye!4 Good night!

2 2school 3parrot 4dog

3 zc 3A 48

2 dad’s 3 mum’s 4 His 5 Her

(Suggested answer)… Ken and her mum’s name is Mandy. This is hersister. Her name is Sarah. This is her brother. Hisname is Simon. Look at her grandfather and hergrandmother. His name is Henry and her name isMegan.

I

9

4 2 A: Who’s that?B: That’s Cindy.

3 A: Who’s that?B: That’s Wendy.

4 A: Who’s that?B: That’s Tom.

5 1 My name’s Rose.

8A2 NAME 3THAT

B (Pupils’own answers)

5 A: Who’s that?B: That’s Lin.

6 A: Who’s thaPB: That’s Eddy.

1an3aSan7a2a 4an 6an 8a

2

3

4

5

6

6

7

2 Rose? How do you spell it?

1 My name’s … 2 I’m fine 3 Bye

1 Linda 2 Peter 3 Jane

4 WHAT

Unit 2 — Fomily ond friends! (pp.8 — l l)

I a seven, three, two, one, eightb six, eight, one, two, four, five, nine

2 g x 4 / s x 6 / 7 / g l

32Her SOur 4l ts 5our 6their

4 2 … Peter’s umbrella. 5 … Pam’s kite.3 … Ann’s radio. 6 … Mike’s bike.4 … Jim’s ball.

5 2 … Roy’s car.3 What’s this? lt’s Judy’s phone book.4 What’s this? lt’s Tom’s ball.5 What’s this? lt’s Kim’s ring.6 What’s this? lt’s Nick’s computer.

6 ball — Paul radio — Katekite — Mary cat — John

7 2rnother 4grandfather3 grandmother 5 brother

4 table5 vase

Unit 4 — Hoppy Birthdoy! (pp. 16 — t9)

2 guitar 3 robot 4 bat

o fourteen o nineteeno si)deen o twenty. eighteen

| 1 camera

2 o fouro eight. twelve

Unit 3 — A doll’s house! (pp. 12 — 15)

2 bathroom 4 kitchen3 bedroom 5 garden

2 cupboard 3 cap 4 rabbit

2 in 3 under 4 on

1 lt’s 2 He’s 3 lt’s

2 What’s in the bedroom?What colour is it?

3 What’s in the living room?What colour is it?

4 What’s in the bathroom?What colour is it?

7 1 The ball is under the swing.2 The girl is on the swing.3 The hat is in the box.4 The umbrella is on the chair.5 The cat is in the tree.6 The dog is under the tree.

8 2 armchair ‘3 bookcase

6 cat

5 under 6 in

4 She’s

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63

4

5

8

9

I

2

3

4234

2 … thirteen

2 they 3 it

3 … twenty

4he

b There is one guitar.c There is one helicopter.d There is one aeroplane.e There are two watches.f There are three oranges.g There are two cars.h There are two boxes.

2is 3 is 4 arc 5 are

3 Yes, they are.4 No, she isn’t. She’s fourteen.5 No. he isn’t. He’s sixteen.6 No, they aren’t, They’re thirteen.

7

3 Whose cake is this?4 Who’s this?5 Who’s this?6 Whose book is this?

2 A: What’s this?B lt’s a robot.A:Whose is i t?B: lt ‘s Eddy’s.

3 A: What’s this?B: lt ‘s a bike.A: Whose is it?B: lt ‘s Oscar’s.

6 They6 are

6

7

hat: red, shirt: green, trousers: yellow, shoes: pink

A2 are3yel low4are 5areB2 her3is 4red 5areC2 Our3 yel low4 green5 our

8 1 what is it2 Wow! lt’s a watch3 You’re welcome

9 thirteen (second picture)

I O Oear Martin,You are twelve today!Happy birthday!Love fromJane

Unit 5

I Az3

325

— She’s o clown! (pp. 20

gloves 4 trousers 6 bootsshorts 5 jacket Tskir t

3 can fish 54 can swim 6

1 A: sing 2B: danceB: danceA: draw

71./ 2, / sx

8 2 Green3 play

can readcan drive

A: swimB: fishB: fishA: play the guitar

4, /

6 cap

5

6

I9

— 23)

shoescoat

B B What is Oscar? He’s a chef.C What is Eddy? He’s a policeman.D What is Lin? She’s a ballerina.E What is Cindy? She’s a doctor.

2 2short 3 long 4 long

4 theirs

6 theirs

4 These

4 ride5 Red

423

hersyours

hersours

mineours

hisyours

36

45

Unit 6 — | con’t drow! (pp. 2a — 27)

2 cinema 3 zoo

2 play 3 ride 4

2 Can it, Yes, it can.3 Can it, No, it can’t.4 Can it, Yes, it can,5 Can it, Yes, it can,6 Can it, No, it can’t.

can cook, can singcan jump, can’t cookcan ride a bike, can play football

4 park

play 5 fly 6 cook

5 2 Those 3 That 5 That

Page 72: Welcome 1 Teacher

Unit 7 — You’ve got o hoppy foce!

(pp. 28

lz beaut i fu l 3sad

2 2 eyes3 mouth

32

3

4

423

4 arm5 hand

— 3 l )

4 happy

6 fingers7 leg

Has i t got . . .?… it hasn’t.It’s got four legs!Has it got …?… it hasn’t.It’s got big ears!Has i t got . . .?… it hasn’t.It’s got a green body!

men 4sheep 6f ishchildren 5 mice

3 There isn’t any lemonade.4 There are some hot dogs.5 There is some salad.6 There aren’t any carrots.7 There are some French fries.8 There isn’t any milk.

3 I’m thirsty. Let’s have some water.4 I’m hungry. Let’s have some fish and some salad.

1 The tomato is under the table.2 The banana is in the fridge.3 The burger is on the table.4 The salad is under the chair.5 The milk is on the fridge.6 The bread is behind the chair.

2yes 3no 4no 5yes

(Pupils’own answers)

Unit 9 — Everyone’s hoving fun!

4

5

6

7

8

5234

… got black hair and blue eyes.

… got brown hair and brown eyes.

… got red hair and green eyes.

6 3 four 4 five 5 Sandra

2 Zap 4 Zilla 6 Z|PPY3 Zap 5 Zokko

He’s got a very big head and one big green eye.He’s got a big black mouth but he hasn’t got anyteeth! He’s got two arms. He’s got four legs andfour smallfeet. Globbo hasn’t got any hair!

27

I

Unit 8 — ls there ony food? (pp. 32 — 35)

table: bread, rice, waterfridge: sausages, bananas, eggs, cake

sausages, beans, eggs, carrots, water (/)chicken, burger, ice cream, tomatoes (rq

An egg.Some milk.Some rice.Some tomatoes.A sausage.An apple.

3

4

2

5

6

334567

(pp. 36 — 3e)

2 flying3 washing

4 watching 6 sailing5 raining

2 She’s dancing.3 He’s cooking.4 They’re making a snowman.5 She’s running.6 lt ‘s jumping.

2 No, they aren’t. They’re making a snowman.3 No, they aren’t. They’re drinking hot chocolate.4 No, he isn’t. He’s playing the drums.5 No, she isn’t. She’s wearing a dress.

Tom isn’t driving a car. Wendy’s mother is driving acar.Wendy’s mother isn’t cooking. Wendy is cooking.Cindy isn’t dancing. Tom is dancing.

2 … bathroom. He’s washing his dog.3 … kitchen. She’s cooking.4 … l iving room. He’s reading.5 … garden. lt ‘s flying.

2 What’s the weather like, sunny3 What’s the weather like, snowing4 What’s the weather like, windy

Page 73: Welcome 1 Teacher

7 1 Mum is in the kitchen cooking.2 Dave and Pete ar.e in the park playing football.3 Gina is playing with a doll in the living room.

I 2 sunny 3 burger 4 lemonade 5 hat

1b’thk

3 2 Don’t drink coffee!3 Eat your breakfast!4 Don’t jump!5 Wake up!6 Don’t go!

(Suggested answers)1 I get up at six o’clock every morning.2 | have breakfast at seven o’clock.3 | go to school at eight o’clock.4 | have lunch at one o’clock.5 | go to bed at nine o’clock.

Cindy goes to the cinema.Masid has a shower.Eddy washes the car.Mary tidies her room.Sally plays tennis.Eddy and Oscar watch TV.

A: Does Steve like playing the piano?B: Yes, he does. He likes playing the piano.A: Does Tom like cooking?B: No, he doesn’t. He doesn’t like cooking.A: Do they like flying?B: Yes, they do. They like flying.A: Does she like tidying her room?B: No, she doesn’t. She doesn’t like tidying her

room.

2 | like dancing./l don’t like dancing.3 | like watching TV./l don’t like watching TV.4 | like listening to music./l don’t like listening to

music.5 | like sailing./l don’t like sailing.6 I like washing the dishes./t don’t like washing the

dishes.7 | like cooking./l don’t like cooking.8 | like fishing./l don’t like fishing.

2 Winter, lski3 Spring, spring, I plant flowers4 Summer. summer lswim

swimming, French fries, autumn (/)skiing, burger, winter (/()

5 A: Does she …B: No, she doesn’t.

6 A: Does he . . .B: No, he doesn’t.

4z

3

4

5

4

5

5

662in 4at 6ln

3at 5at 7ln

881

23

8 at 10On9 at 11on

7234

92345

… goes to the theatre.

… goes to the gym.

… watches TV.

eight o’clock.six o’clock.ten o’clock.

Eddy drinks milk every morning.Wendy goes to the cinema on Sundays.Lin dances every afternoon.Oscar has a guitar lesson every Tuesday.

7

2 brown3 eyes

4 tennis5 music

Unit l0 — We ploy bosketboll everySoturdoy! (pp.@-43)

2 five 3 three 4 twelve

Tuesday, Wednesday, Friday, Saturday

I

2

3 3 A: Does he …B: Yes, he does.

4 A: Do they …B: No, they don’t.

1O.t house 2 ki tchen 3 morning

I am a clock radio.

Unit l l — | l ike spring! (pp.A — 47)

212

January 2May 3July 4October

hole 3 Coverseed 4 water

spnngsummerautumn

5 seed6 grows

7 flower

6 French fries

Page 74: Welcome 1 Teacher

Unit 12 — My rqbbit ond other onimols!

2 insects3 lizard

3×4/

(pp. a8 — s l )

4 monkey 6 tiger5 snake

32short 4big3 big 5 short

4 2 Yes, he is.3 Yes, he is.

7. /8X

6 clean

4 No, he hasn’t.5 No, he hasn’t.

5 2 Yes, they can. 5 Yes, they are.3 Yes, they can. 6 No, it isn’t.4 Yes, they do.

6 2 Yes, I’ve got a dog. Rex, One, Meat3 Yes, I’ve got a monkey. Ben, Three, Bananas4 Yes, I’ve got a rabbit. Lisa, Four, Carrots

7 elephant, snake, giraffe

8 2 Lizards eat insects and spiders.3 Lions can run very fast.4 Elephants have got big ears.5 Monkeys are very clever animals.

91eat2 I’ve,legs, jump, rabbit3 I’m, can, spider

Unit 13 — The picnic! (pp. 52 — 55)

1 z ship3 sword

2 2 cheese3 onions4 bread5 sausage

4 basket 6 violin5 window

6 sausage 10 eggs7 cheese 11 flour8 tomatoes 12 sugar9 milk 13 butter

32A 3B 4B 5B 6A

4 2 many/Not many 5 much/Not much3 many/A lot 6 many/Not many4 much/A lot

4 Whose5 Where

62How 4Whose3 Who 5 Where

6 When

7 2 A: Can I have some onions, please?B: How many?A: Two kilos, please.

3 A: Can I have some sugar, please?B: How much?A: A kilo, please.

4 A: Can I have some carrots, please?B: How many?A: Three kilos, please.

52who3 What

5X6X

8 3 biscuits ./4 apples X5 sugar ,/

bananas /milk )(bread /

678

92milk 3banana 4tomato

2/ 3, / 4X

4 them5 They

3 zl3 lt’s

unit 14 — fvlogic nromentd (pp. 56 — 59)

2 ski-lift3 motorboat4 juggle

2 table tennis3 volleyball

4 2 … is cooking…. cooks every afternoon.

3 … is listening to music…. listens to music every evening.

4 … are watching W…. watch W every night.

5 3 travels4 is juggling/’s juggling5 are playing/’re playing6 play7 ate fishing/’re fishing8 is wearing/’s wearing

6 2 Where are, What are they3 Where is. He’s in

He’s drinking

5 wave 8 cycling6 match7 photo album

4 soccer 6 tennis5 water-ski

6 her

Page 75: Welcome 1 Teacher

5 yes6no

9 3yes4no

2 A: There’s a match at seven o’clock.Do you want to play?

3 A: hockeyB: . . . I do.A: There’s a match at five o’clock.

Do you want to play?

Bill — ltalyDonna — SpainTerry — Greece

7 yes

1O H-A-v-EA N-t-C-EH-O-L-t-D-A_Y

HAVE A NICE HOLIDAY

Page 76: Welcome 1 Teacher

Unit3 Adol l ‘shouse!

Lesson 1 Ex.6 (p. 17)

Julie; Look at the bed!Oscar.’ Where’s the bed?Julie: The bed is in the bedroom. Colour the bed yellow!Oscar.’Yellow?Julie.’Yes, colour the bed in the bedroom yellow!

Julie; Now find the swing!Oscar.’ Where’s the swing?Julie: The swing is in the garden. Colour the swing red!Oscar.’Red?Julie.’Yes, colour the swing red!Oscar.’OK!

Julie.’Now look in the living room!Oscar.’ The living room?Julie.’Yes, find the bookcase. Colour it brown!Oscar:Brown?Julie-‘Yes, colour the bookcase in the living room brown!

Julie.’ Now look at the table in the kitchen!Oscar.’OK.Julie.’ Colour the table blue!Oscar.’Blue?Julie.’ Yes, colour the table in the kitchen blue!

Lesson3Ex.3(p.20)

David: Look at exercise 3! Now look at the picture. There isone examDle.Julie: Put the glass on the table!Eddy: Put what on the table?Julie; The glass. Put the glass on the table!

David: Can you see the line? Now you listen and draw lines.

Julie.’ Put the cat in the armchair!Eddy: What?Julie.’The cat. Put the cat in the armchair!

Julie: Put the dog under the table!Eddy: Sorry, what?Julie: The dog, put the dog under the table!

Julie.’ Put the ball on the chair!Eddy: Whal’s on the chair?Julie: The ball. Put it on the chair!

Unit 4

Lesson 2 Ex.6 (p.271

Lin: This is Tarra and this is Tikko. They are my sisters!Cindy: Are they twins?Lin; Yes, they are! lt’s their birthday today.Cindy: How old are you today?7&I; We are seven!Cindy: Look at all your presents. Are you happy?I&T; Yes, we are!

Lesson3Ex.3(p.28)

Sherine.’Hello, what’s your name?Ben’. My name is Ben.Sherine; How do you spell it?Ben; B-E-N.Shezne: How old are you Ben?Ben; lt’s my birthday today, I’m thirteen.Sherne.’ Happy birthday Ben!8en.’Thank you.

Unit5 She’saclown!

Lesson3Ex.3(p.34)

Dave; This is Jack Smith. These are his clothes. Histrousers are blue. His shoes are black. His jacket is white.Jack’s hat is white. Jack is a chef!

Unit6 lcan’ tdraw!

Lesson 1 Ex.7 (p. 3Z)

Miss Parker: Oscar, can you dance?Oscar.’ No, I can’t Miss, but Cindy can dance!Miss Parker: Oh, Cindy, can you dance?Cindy: Yes, I can, Miss!Eddy: I can dance too, Miss.Miss Parker: Can you, Eddy? Can you dance?Eddy; Yes, Miss, I can dance, look!Miss Parker: OK Eddy, sit down. Can you sing EddfEddy; No, I can’t sing!Oscar.’ lcan sing, Miss!Cindy: Yes, Oscar can sing, Miss.Miss Parker: Good. Can you sing, Cindy?Cindy: No, I can’t sing!Miss Parker: Who can draw? Can you draw, Oscar?Oscar.’Yes, I can. I can draw but Eddy can’t draw.Eddy; No, Miss, I can’t draw.Miss Parker: Cindy, can you draw?Cindy: Oh yes, Miss Parker, I can. I can draw.

Page 77: Welcome 1 Teacher

Unit 7 You’ve qot a happv face! Unit 8 ls there anv food?

Lesson 1 Ex.6 (p.45)

Cindy: Which one is Zog? Has he got big brown eyes?Sherine.’Yes, he has.Cindy: Has he got green ears?Sherine.’ No, he hasn’t got green ears, he’s got big yellowears.Cindy: Has he got a big yellow nose?Sherine.’ No, he’s got a big red nose.Cindy: And has he got a big pink mouth?Sherine; Yes, he has, he’s got a big pink mouth.

Lesson2Ex.6(p.47)

David: Can you see the monster?Oscar.’Yes.David: Find the monster’s head!Oscar OK.David: Colour the monster’s head green!Oscar.’Green?David: Yes, colour the monster’s head green!

David: Now look at the monster’s body! Colour the bodyyellow!Oscar.’ What colour is the body?David: Yellow, colour the body yellow!Oscar: OK.

David: Now find the monster’s arms and colour thembrown!Oscar.’ Colour what brown?David: The monster’s arms.Oscar.’OK, the arms are brown.

Oscar.’ What colour are the hands?David: Colour the hands and the feet pink!Oscar.’Sorry?David: Colour the hands and the feet pink!Oscar.’ OK, the hands and the feet pink!

David: Now colour the legs blue!Oscar.’ What colour are the legs?David: Colour the legs blue!Oscar OK.

Lesson 2Ex.6 (p.53)

Waiter: Hello, what can I get you?Eddy: Have you got any hot dogs?Waiter: No, but we’ve got burgers.Eddy: Can I have a burger and some French fries please?Waiter: Yes, of course.Eddy: Oh, and can I have some water please?Waiter: OK.

Unit 9 Evervone’s havinq fun!

Lesson 3 Ex.3 (p. 60)

David: Look at exercise 3! Now look at the picture! There isone examole.lan: Can you see Ben?Lin; No, where is he?lan.’He’s swimming in the lake.Lin; Oh yes, he’s swimming in the lake.David: Can you see the line? Now you listen and draw lines!

lan: Can you see Linda? She’s sitting under the tree.Li,n; Linda? ls she wearing a hat?lan.’ No, she’s wearing a red jacket.

Lin; Where is Josh?Ian: He is riding his bike, can you see him?Lin; Yes.

lan; Look, Tracy is eating an ice cream, can you see her?Lin; ls Tracy reading a book?lan.’Yes, she is reading a book and eating an ice cream.

Unit 10 We plav basketball

Lesson 1 Ex.6 (p.63)

lan.’Oscar, what do you do on Mondays?Oscar.’ Mondays? Oh, on Mondays I play tennis.lan.’And Tuesdays? What do you do on Tuesdays?Oscar.’ lwash my dog on Tuesdays.lan.’ What about Wednesdays? What do you do onWednesdays?Oscar.’On Wednesdays ltidy my room.’lan; What do you do on Thursdays, Oscar?Oscar.’Thursdays? | have a guitar lesson on Thursdays.lan.’Fridays?Oscar.’On Fridays lvisit my grandfather.lan.’What do you do on Saturdays and Sundays?Oscar.’. Well, on Saturdays I play basketball! And onSundays I go to burger-world!

Page 78: Welcome 1 Teacher

Lesson 2Ex.7 (p.65)

lnter What time do you get up, Jack?Jack: I get up at six o’clock. Then, at seven o’clock lswimin the pool.lnter: At seven o’clock?Jack’ Yes. at seven.Inter: Do you have breakfast?Jack; Oh yes. I have breakfast at 8 o’clock.lnter: And what do you do in the morning?Jack; Oh, I go to the gym.lnter: To the gym?Jack.’Yes, I go to the gym or visit my friends.Inter.’And in the evening?Jack: ln the evening I play basketball, of course!

Unit 11 I l ike

Lesson 1 Ex.7 (p.71)

Masid: Wendy, what do you usually do in spring?Wendy: Oh, in spring I plant flowers in my garden.Masid: What do you usually do in autumn?Wendy: In autumn lfly my kite.Masid: Ah! What do you do in the summer?Wendy: I swim in the pool in the summer. I love summer.Masid: And in winter? What do you usually do in the winter?Wendy: In winter? Em … in winter I play in the snow.

Unit 13 The picnic!

Lesson 1 Ex. 6 (p. 83)

Un,’ Mum, what do you need for a cheese omelette?Mum; Well, you need cheese of course.l-in; Yes! What else?Mum: You need eggs.fuh.’How many eggs?Mum: Oh, not many, four or five eggs, and you need somemilk!Un: Oh, how much milk?Mum: Oh. not much.l-in: Do you need sugar?Murn; No, but you need some salt.Lin; ls that all?Mum.’Yes — cheese, eggs, milk and salt.Lin; Thanks Mum!

Unit 14 Maqic moments!

Lesson 1 Ex.7 (p.89)

Wendy: Who’s in the photo?Un; lt’s Cindy.Wendy: Who’s she with?Lin: She’s with Oscar!Wendy: ls she playing basketball with him?Un.’ No, she’s playing tennis with him.

Lesson 2Ex.7 (p.91)

David: Can you see the ball under the table?Un.’Where?David: Under the table.Lin.’Yes.David: Colour it red! Colour the ball under the table red!

David: Find the ball in the basket!fuh.’ In the basket?David: Yes. The ball in the basket.Lin; OK.David: Colour it blue! Colour the ball in the basket blue!

David: Can you see the ball on the boy’s head?Lin.’Where’s the ball?David: On the boy’s head!Lln; Yes.David: Colour the ball green!Un.’Green?David: Yes. Colour the ball on the boy’s head green!Un; OK.

David: Can you see the teacher?Un.’The teacher? Yes!David: Can you see the box behind him?Lin: The box behind the teacher? Yes!David: Draw a ball in the box!Un.’ ln the box? Draw a ball?David: Yes, draw a ball in the box and colour it brown!Lrn; OK, a brown ball!

Page 79: Welcome 1 Teacher

Unit 1 Hello!

Ex.7 (p. 6)

1 Woman: Hello, what’s your name?Linda: Linda.Woman: How do you spell it?Linda: L-l-N-D-A.

2 Man: Hello, what’s your name?Peter.’Peter.Man: How do you spell it?Peter: P-E-T-E-R.

3 Woman: Hello, what’s your name?Jane.’Jane.Woman: How do you spell it?Jane; J-A-N-E.

Unit 2 Familv and friends!

Ex. 6 (p. 10)

1 Woman: Whose ball is this?Girl: Ball?Woman: Yes, whose is it?GFf lt’s Paul’s ball!Woman: Paul? lt’s Paul’s ball?Grrl; Yes.

2 Woman: Whose kite is this?GrT[ lt’s Mary’s kiteWoman: Mary’s krte?Ghf Yes, it’s Mary s kite!

Woman: Whose radio is this?Girf Radio? Oh! lt’s Kate’s radio.Woman: lt’s Kate’s radio?Girf Yes, it’s Kate’s radio!

Woman: Whose cat is this?Girf lt’s John’s cat.Woman: John?Grrl: Yes, it’s John’s cat!

Unit3 Adol l ‘shouse!

7 (p. 15)

Woman: Put the ball under the swing!Boy: Sorry? What?Woman: The ball, put the ball under the swing!

Woman: Put the girl on the swing!Bop The girl?Woman: Yes, put the girl on the swing!

Woman: Put the hat in the box!Boy: Pardon?Woman: The hat, put it in the box!Boy: OK. The hat’s in the box.

Woman: Put the umbrella on the chair!Boy.’ Where’s the umbrella?Woman: lt’s on the chair.

Woman: Put the cat in the tree!Boy; What’s in the tree?Woman: The cat, put the cat in the tree!

Woman: Put the dog under the treelBoy: Sorry?Woman: Under the tree, pui the dog under the tree!Boy: OK.

Unit 4

Ex.9 (p. 19)

GfiL’Happy birthday Sam, here’s your present!Sam; Oh! Thank you!Gr?|.’ How old are you today, eleven?Sam; No! I’m thirteen today.

Unit5 She’saclown!

Ex. 8 (p. 23)

Man: Colour the clown’s hat red!Boy: Red?Man,’Yes, colour the hat red!

Man.’ Now colour the shirt green!Boy: A green shirt?Man.’Yes, the shirt is green.

Man: Colour the trousers yellow!Boy; Yellow trousers?Man.’ Yes, yellow trousers.

Man.’ Colour the shoes pink!Boy: Sorry?Man: Pinkl Colour the shoes pink!

Ex.

1

Page 80: Welcome 1 Teacher

UnitG lcan’ tdraw!

Ex.7 (p.27)

Boy: Can you swim Lin?Lrn.’Yes, I can.Boy: Can you ride a bike?Lin; Ride a bike? Oh yes!Boy: Can you drive a car?Lrn: Nol I can’t drive a car!Boy: Can you play the guitar?Lrn; Oh yes! | can play the guitar!

Unit 7 You’ve got a happy face!

Ex. 6 (p. 30)

1 Woman: ls this your monster?Boy.’Yes, it is.Woman: What’s his name?Boy: Dan.Woman: How do you spellthat?Boy; D-A-N.

Woman: How old is Dan?Boy.’ He’s ten.Woman: Ten?Boy; Yes, Dan is ten years oldl

Woman: How many teeth has Dan got?Boy.’ He’s got four teeth.Woman: Four?Boy; Yes, Dan’s got four teeth.

Woman: How many feet has Dan got?Boy; Oh, Dan’s got five feet.Woman: Five feet?Boy.’Yes, five feet.

Woman: ls this Dan’s sister?Boy; Yes, it is!Woman: What’s her name?Boy.’Sandra.Woman: How do you spell that?Boy; S-A-N-D-R-A.

Unit 8 ls there any food?

Ex. 6 (p. 3a)

1 Man: The tomato is under the table.Gtuf Where?Man: Under the table, the tomato is under the table.

Man: The banana is in the fridge.Ghfi Sorry?Man: The banana is in the fridge.

Man: The burger is on the table.Gr?r; The table?Man.’ Yes, the burger is on the table.

Man: The salad is under the chair.Girl.’ Where’s the salad?Man: Under the chair.

Man: fhe milk is on the fridge.Gtuf Where?Man: On the fridge.

Man: The bread is behind the chair.Girl: Pardon?Man.’ Behind the chair, the bread is behind the chair.

Unit 9 Everyone’s havinq fun!

Ex. 7 (p. 39)

1 Girl: Where’s mum?Boy; She’s in the kitchen.Gir[ ls she washing the dishes?Boy; No, she’s cooking.

2 Boy: What are Dave and Pete doing?Gir[ They’re ptaying footbail.Boy: Are they in the garden?Girf No, they’re in the park.

3 Mum: ls Gina playing with her doll?Boy; Yes.Mum: ls she in her bedroom?Boy; No, she’s in the living room.

Unit 10 We plav basketball

Ex. 8 (p.43)

1 Woman: What time do you have breakfast?Boy: Breaktast? | have breakfast at eight o,clock.Woman: Eight o’clock?Boy.’Yes.

2 Woman: What time do you do your homework?Boy; Oh! | do my homework at six o’clock.Woman: You do your homework at six o,clock?Boy; Yes.

Page 81: Welcome 1 Teacher

3 Woman: What time do you go to bed?Boy; I go to bed at ten o’clock.Woman: At ten o’clock?Boy: Yes, that’s right!

Unit 11 | l ike sprinq!

Ex.7 (p.471

Woman: Becky, do you like skiing?Becky: No, I don’t. I l ike swimming.Woman: Swimming?Becky; Yes!Woman: What do you like eating, Becky? Do you likeburgers?Becky: No, I don’t like burgers but I like French fries.Woman: And what’s your favourite season?Becky: Autumn!Woman: Do you like winter?Becky: No, I don’t. I like autumn!

Unit 12 Mv rabbit and other animals!

Ex. ‘7 (p.51)

1 Boy: This animal is grey. lt’s a fat animal. lt’s got ashort tail and it likes the water. lt’s got very big ears.What is it?

2 Girl: This animal has got a long body. lt’s an uglyanimal. lt ‘s got small eyes. This animal can’t walk.What is it?

3 Boy: This animal lives in Africa. lt can run fast. lt’s gotsmall ears. lt’s a very tall animal. What is it?

Unit 13 The picnic!

Ex.8 (p.5s)

Woman: David do we need any cheese?Man: No, we’ve got some cheese but we need someorange juice..We need some biscuits, too.Woman: What about apples?Man.’ No, we don’t need apples, we’ve got lots. But we doneed sugar. We haven’t got any sugar.Woman: Sugar? OK.Man: And we need some bananas.Woman: Do we need any milk?Man.’ No, we don’t need any milk. We haven’t got anybread. We need some bread.Woman: Bread? OK. Let’s go shopping!

Unit 14 Maqic moments!

Ex.8 (p. 58)

Man; Hello Bill!Bill; Hello!Man: Are you going on holiday?B/l; Yes! I’m going to ltaly!Man: ltaly? Great! Have a nice time!

Woman: Are you going on holiday Donna?Donna: Yes! l ‘m going to Spain!Woman: Spain?Donna,’Yes!Woman: OK. Have a nice time Donna!

Girl: Terry, where are you going?Terry: On holiday!Girl: Ohl Where?Terry: GreecelGhf Greece! That’s nice! Have a nice holidavlTerry:Ihanks! Bye!

Page 82: Welcome 1 Teacher

Tests

Page 83: Welcome 1 Teacher

Welcome I — Iests

TEST 1 A (Units 1, 2, 3)(Time: 50 minutes)

VocabuLorg

A. Look ond choose.

e.9.@B

ft ‘s o tomp.ft’s a vose.

ft’s c Irog.It’s o rabbit.

It’s on appl,e.It’s an egg.

1AB

4AB

2AB

ft’s o chair.

It’s an ormchoir.

3 A f t ‘scporrot .B lt ‘s a dog.

B. Write the numbers.

5AB

f t’s c swing.ft’s a bookcase.

876

05

e.g. one

Page 84: Welcome 1 Teacher

Welcome I — Iests TEST I A

Grammar

C. Whose is it? Match and write.

e.g. ft ‘s Mlss Parker’s radio.

9f t ‘s

10 l t ‘s

11 l t ‘ ,s

e.g. Miss Porker

radio

Wendy +’-

D. Filt in: c or on.

12 . . . .cap

13 . . . . soJa

14 orange

15 . . . . . . umbret la

E. Look, read and circte.

+Y:

18 l’m Masid ond that’smglgour [amp.

19 That’s Oscar and that’sherlhis grandJather.

20 That’s Wendg andthat’s Lln. That’stheir/our teacher.

That’s Wendu and.^’

thot’s (hqlhls b rother.

80r..

Page 85: Welcome 1 Teacher

TEST 1 A Welcome I — Iests

F. Look, read and clrcLe.

e.g. Where’s Masid?He’s @in the soJo.

21 Where’s the Jrog?It’s under lin the vcse.

Where’s Masid?He’s on/under the tabte.

Communication

G. Read and write.

A: Hetto, f ‘m Bob. 26) .

B: Mg 27) Ann.

A: 28) . … are gou?

B: l ‘m Jine,29) . . . . . . . . . . . . . !

A: Goodbge, Ann!

23 Where’s the ccp?ft’s on/under the bed.

24 Where’s the parrot?f t’s on/under the box.

25 Wh.ere’s Cindg?She’s underlln thearmchair.

gour nome?

8t

Page 86: Welcome 1 Teacher

Welcome I — Iests TEST 1 A

Reading ond Writing

H. Reod and write the word.

Hl, l’m Bob and this is mg bed.room. f t’s verg biglThere is a ffi

tt,

There ls a nlce

the 35) !

l. Reod again and write ges or no.

36 Bob’s bedroom is verg big.

37 There is c soJc in his bedroom.

38 There is a tobte in his bedroom.

39 There ls o [amp on the toble.

40 Max is on the bed.

. on the tabte. lt ‘s geltow! Look ct mg

80

Page 87: Welcome 1 Teacher

TEST 1 B Welcome I — Iesr

Vocobularg

A. Look ond choose.

TESTl B(Units1,2,3)

A lt’s a Jrog.B lt’s a porrot.

A lt’s c vose.B lt ‘s a [cmp.

(Time: 50 minutes)

e.9. @B

It ‘s c swlng.It’s o school.

A lt ‘s a kite.B lt ‘s an umbrella.

3 A ft’s on armchalr.B lt’s c chalr.

B. Write the numbers.

5 Al t ‘soswlng.B lt’s o soto.

876

09

e.9. one

Page 88: Welcome 1 Teacher

Welcome I — Iests TEST 1 B

Grommcr

C. Whose is it? Match ond write.

e.g. f t ‘s

I f t ‘s

10 l t ‘s

11 f t ‘s

Miss Parker’s TV.

l-f,f,f, f,Il,: O, Of An.

, rabbit

. apple

E. Look, read and circLe.

radLo

TV

house

robbit

. . .e99

.. b ike

16

17

14

15

D.

12

13orange

.. . . . cupboard

e.g. Miss Porker

19 Thot ‘sOscar.

Jriend,

That ‘s Wendu and,^’

that’s (rqf his brother.EddV and that’sThat’s theirlherMosid.

18 f ‘m Eddg and thot’sgourlmy Jriend, Oscar.

20 That’s Oscqr and that,sour/his bike.

g0

Page 89: Welcome 1 Teacher

TEST 1 B Welcome I — Iests

F. Look, read ond clrcte.

Where’s Mosid?He’s @in the soJo.

Where’s the porrot?ft’s in/on the box.

22 Where’s Masid?He’s under/on the tabte.

23 Where’s the Jrog?It’s under/in the vcse.

24 Where’s the umbretta?It’s under/on the bed.

Where’s Wendg?She’s in/on theormchair.

Communicotlon

G. Reod ond write.

Hetto, 20 .. Ben. What’s your name?

zt) . ncme’s Patrick.

?How 28)

l’m 29) .., thonks!

30) . . . . . , Potr lck.

Bge, Ben.

gl

Page 90: Welcome 1 Teacher

Welcome I — Iests TEST 1 B

in my bedroom. There is a nice

Reading cnd Writing

H. Read ond write the word.

Hi, f ‘m Ben and this is mg bedroom. f t,s verg big! There is a blue

34) . . . . . . on the table. Look ct mg

35) . . . . . . . . . . . . . . . , Bi l [ ! He’s on the [omp!

l. Reod agaln and write ges or no.

36 There is o red bed in Ben’s bedroom.

37 There is a blue table [n Ben’s bedroom.

38 There is red chalr in Ben’s bedroom.

39 There is a lamp on the toble.

4O There is a Jrog on the [amp.

g2

Page 91: Welcome 1 Teacher

Welcome I — Iests

TEST 1 A

A 1B 2 B 3A 48 5A F 21 in 23 on 25in22 under 24 on

B 6 Jive 7 etght 8 nine G 26 what,s 2g How 30 Bge

C 9 … Lin’s dog. 27 name’s 29 thanks10 .. . Oscor’s cop.11 .. . Wendg’,s computer. H 31 tobte 33 vase 35 bed

32 chair 34 dogD 12a 14on 16an

134 15an 17o | 36ges 38 ges 4Ono37 no 39 no

E 18 mg 19 his 2O their

TEST 1 B

A 1A 28 3A 4A 5B F21 on 23 in 25in22 under 24 under

B 6 Jour 7 three 8 two G 26 r’m 2g are gou 30 Goodbye

c 9 … Cindg’s robbit 27 Mg 29 Jine10 . . . Eddg’s house11 .. . Oscir ‘s rodio H 31 bed 33 chair 35 porrot

32 tobl,e 34 LampD 12a 14an 16on

13on15a17a|36no389eS4ono37 no 39 Ues

E 18 mg 19 thetr 20 his

Marking Scheme Jor Tests 1AI18

A: 5 i temsx5 Polntseach = 25B: 3 i temsx5Pointseoch = 15C: 3 i temsx5Polntseach = 15D: 6i temsx5Pointseoch = 30E: 3 i temsx5Pointseoch = 15F: 5 i temsx5 Poi .ntseoch = 25G: 5i temsx5Pointseoch = 25H: 5 i temsx5 Polntseoch = 25l : 5 i temsx5Polntseach = 25

Total = 2O,O

g3

Page 92: Welcome 1 Teacher

Welcome I — Iests

TEST 2 A (Units 4, 5, 6)

Vocabularg

A. Look and write.

(Time: 50 minutes)

Are tlrcg candtes?No, theg aren’t.Theg’re gtosses.

ls lt a car?No, . . .

Are they boots?No, .

e.g. fs i t a TV?No, i t [sn’ t .

— ft ‘s o robot.

fs it c watch?No, .

Are theg shoes?No, . .

B. Fitl in the numbers.

eleven slxteen

seventeen5

thirteen

Jourteen

7

86nlneteen

g4

Page 93: Welcome 1 Teacher

TEST 2 A Welcome I — Iests

Grcmmar

C. Look, read and circ\e.

..n. @thot is mg skirt.

I These/Those cre Oscor’s boots. fg

10 These/Those are Lin’s gloves. ng

1 1 This/Thot is her dress. rg

12 ThislThot is Miss Parker’, *o166. J9

D. Match and wrlte.

e.g. ft ‘s mg coct.

13 l t ‘s our ccr.

14 l t ‘s her dress.

15 l t ‘s their ba[[ .

16 l t ‘s gour shirt .

rg

a

b

c

d

e

ft’s hers.

It ‘s gours.

ft’s mine.

ft ‘s ours.

It ‘s theirs.

95

13 14 t5 16

Page 94: Welcome 1 Teacher

Welcome I — Iests TEST 2 A

E. Look ond put a tick V) or o cross (X).

e.g. He can plag theplano.

A 17 He can drive a cor. tl 18 Theg conJl,g.

27 bus

28 mirror

29 wotch

19 She can ptag tennis. I_l 20 She can slng. E 21 He can swlm.

22 She can drow. E 23 He con donce. t] 24 He can read.

F.

e.9.

25

26

g0

present

dress

bin

Write the plurals.

Tg -/»

presents

Page 95: Welcome 1 Teacher

TEST 2 A Welcome I — Tests

Communlcctlon

Reading and Writing

H. Look, reqd and Jilt in: con or ccn,t.

read

Ann con read and she 33) … write, too.35) …. . sing. She can ptcA the piano but she 36)

39 Con gou JLg?

plog the guitar

She 34) …. dance but she……. plag the gu\tar.

sing plag the piano

write dance

f. Reod ond answer.

37 What’s gour name?

0t

38 How otd ore qou? 40 Can gou swim?

Page 96: Welcome 1 Teacher

Welcome I — Tests TEST 2 B

TEST 2 B (Units 4, 5, 6)

Vocabularg

A. Look and wrtte.

fs i t a bus?No, .

Are th.eg shorts?No, . . .

(Time: 50 minutes)

Are theg condtes?No, theg aren’t.Theg’re glasses.

fs [t o clock?No,

Are they glosses?No, .

e.g. fs i t o TV?No, it isn’t.f t ‘s c robot.

B. Filt in the numbers.

5

twelve

thirteen

7

8

eighteen

6

JiJteen twentg

0$

Page 97: Welcome 1 Teacher

TEST 2 B Welcome I — Iests

Grommar

C. Look, read, and circle.

..9. @hat

is mg shirt.

I These/Those cre his trousers.

r9

rg

| 0 This/That is mg dress.

11 These/Those areWendg’s shoes. J€

12 ThtslThat is his jocket. rg

D. Motch cnd write.

e.g.

13

14

15

16

e-9. . . .c. . . .

ft’s mg coot. a lt ‘s gours.

b lt ‘s hers.

c ft’s mine.

d, ft’s theirs.

e ft ‘s ours.

ft’s their camero.

It’s your present.

ft’s our mirror.

ft ‘s her skirt.

gg

t3 14 15 16

Page 98: Welcome 1 Teacher

Welcome / — Iesb TEST 2 B

E. Look ond put a tick (l) or o cross (/Y).

e.g. He can plog thepiano.

17 She con run. 18 He ccn swim.

19 He can ride a bike. I 20 He can pl.ag soccer. tl 21 He can Jish.

22 He can ptag thedrum.

23 Th.eg can jump. E 24 He con wrlte.

F. Wrlte the

e.g. present

25 gl,ass

26 cl,ock

pturals.

. . . . . . .presents 27 door

28 watch

29 dress

100

Page 99: Welcome 1 Teacher

TEST 2 B Welcome I — Iests

Communicatlon

G. Read and Jitt in.

Reading and Writing

H. Look, read ond ftl in: ccn or con,t.

swim

Bitt 33) ….. write and he can draw, too. He cansoccer. He 35) . . . . . swim but he 36) . . . . .J,rh.

l. Read ond answer.37 What’s gour name?

run but h,e 34) . . . . . . ptog

39 Can gou pl,ag the drum?

t01

write plca soccer draw

J,sh

38 How ol.d are qou? 4O Can gou ride o bike?

Page 100: Welcome 1 Teacher

Welcome I — Iests

TEST 2 A

A 1 … it lsn’t. 3 … it isn’t. F 25 dresses 27 buses 29 watchesIt’s o ctock. lt’s o guitar. 26 bins 28 mirrors

2.. . theg aren’t . 4 . . . theg aren’t . G 30 Hcppg 31 birthday 32 thankTheg’re trousers. Theg’re gtoves.

H 33 can 34 con 35 con’t 36 can’tB 5twetve Teighteen

6 JiJteen 8 twenty | (Suggested answer)37 (Mg name’s) Dovid

C 9 Those 10 These 11 That 12 This 38 f ,m-twetve39 No, I ccn’t

D 13 d 14 a 15 e 16 b 40 yes, I conlNo, I con,t

E 17x 19,/ 21 X 23X18,/ 20x 22,/ 24. /

TEST 2 B

A 1 … lt isn’t. 3 … [t isn’t. F 25 gtasses 28 watchesft’s c Auitar. lt’s a watch. 26 cLocks 29 dresses

27 doors2 … theg aren’t. 4 … theg oren’t.

Theg’re boots. Theg’re trousers. G 30 Here 31 Uour 32 thank

B 5 eteven 7 seventeen H 33 con 34 can’t 35 can 36 can’t6 Jourteen 8 nineteen

| (Suggested answer)C 9 Those 10 This 11 These 12 That 37 Mg ncme,s) Jenng

38 f ‘m nineD 13 d 14 o 15 e 16 b 39 No, I can,t /yes, I can

4O Yes, I can/No, I can’tE 17,/ 19x 21 X 23X

18X 20/ 22,/ 24/

Mcrking Scheme Jor Tests 2Al2B

A: 4 i temsx5pointseach = 20B: 4l temsx5pointseoch = 20C: 4i temsx5pointseoch = 20D: 4i temsx5polntseach = 20E: 8l temsx5polntseach = 40F: 5i temsx5polntseach = 25G: 3l temsx5pointseoch = 15H: 4 i temsx5pointseach = 20f: 4 i temsx5pointsecch = 20

Total = 20,0

102

Page 101: Welcome 1 Teacher

Welcome I — Iests

VocabuLarg

A. Look , reod ond [abe[.

B. Reod ond write ges or no.

TEST 3 A (Untts 7,8,9, 10)

e.g. There is some ice crecm.

5 There ore some beans.

6 There ore some eggs.

7 There ls some chicken.

8 There is some cake.

9 Th.ere ore some scusoges.

10 There [s some mitk.

(Time: 50 minutes)

eues

nose

eors

hair

mouth

103

Page 102: Welcome 1 Teacher

Welcome I — Tests TEST 3 A

Grammar

C. Read cnd mctch.

e.g. mon

11 mouse

12 chll»d

13 tooth

14 womon

c 11

Fi[[ in: have got or has got.

We …have got… a big car.

You … . a happg Jace.

E. Look, read ond choose.

. . . . . . . on uglg dog.

.. a mag\c booL

a

b

c

d,

e

mice

teeth

men

women

chitdren

13?.9.

D.

e.9.

15

12

16 She

17 He

e.g. @ She’s woshing thedishes.

B She’s swimming.

18 A Theg’re soiting.B Theg’re cooking.

He’s wotching TV.He’s steeping.

Theg’re cooking.Theg’re making osnowman.

21 AB

19AB

22AB

20 A He’s Jishing.B He’s running.

r04

He’s eating chocolote.He’s drinking hotchocotate.

Page 103: Welcome 1 Teacher

TEST 3 A Welcome I — Iests

F. Read and circl,e.

e.g. Tom don’t/@o to school.

23 Theg plagslplaq tennis.

24 We like/likes ice cream.

25 What time doldoes she get up?

26 He d,on’tldoesn’t play soccer.

27 Ann wotch/watches TV in the oJternoon.

G. Fitt ln: in, on or ct.

e.g.

28

. . .ct . . . n ight 29

30

one o’clock

the morning

Communicotlon

H. Read cnd wrlte.

some milk some Lce creom

f ‘m thirstg!

f ‘m hungrgl

105

Page 104: Welcome 1 Teacher

Welcome / — Iesrs TEST 3 A

Reading and Writing

f . Read ond circle.

MemoMum,

we’ve got@ | ang oranges ond 33) some I ang opples but we haven,t got34) some lang bancnos. There are35) some langcarrots butthere isn,t36) some Iong milk. Can gou get some?

Linda

J. Recd again ond put a tick (l) or a cross (/0.

e.g. There ore some oranges. n37 There ore some apptes. n

38 There ore some bananas. t]

39 There are some ccrrots. E40 There is some mitk. f]

Page 105: Welcome 1 Teacher

TEST 3 B Welcome I — Tests

Vocabutarg

A. Look , read and labet.

B. Read and write ges or no.

TEST 3 B (Units 7, 8, 9, 10)

e.g. There is some ice cream.

5 There is some fsh.

6 There are some burgers.

7 There are some corrots.

8 There [s some bread.

9 There ore some hot dogs.

1O There is some water.

(T[me: 50 minutes)

legs

toes

Jingers

r0t

Page 106: Welcome 1 Teacher

Welcome I — Iests TEST 3 B

Grommar

C. Read and motch.

e.9. man

11 womon

12 Joot13 chitd

la ftsh

eg c 11

D. Fitt in: have got or has got.

e.g. We…hcve got.. . abig car.

15 He blue eges.

E. Look, read ond choose.

18 AB

children

J,thmen

Jeetwomen

16 She .. . . . . . o haPPV Jace.

17 Theg .. . . . . an uglg dog.

19 A He’s listening to music.B He’s wctching TV.

e.g. @ She’s washing thedishes.

B She’s swlmming.

Theg’re sleeping.Theg’re singing.

d

bcde

141312

20AB

21 AB

He’s ectlng.He’s drlnking.

Theg’re swimming.Theg’re cooking.

22 A She’s woshing the car.B Sheb tidging her room.

100

Page 107: Welcome 1 Teacher

TEST 3 B Welcome I — Iests

F. Reod and circle.

e.g. Tom don’t@o to school.

23 What tlme does ldo gou go to schoot?

24 She doesn’t/don’t like ice cream.

25 We plogs/plag tennls everg Sundag.

26 Oscor visit/visits his grondJother ever7 Mondag.

27 He wcshes/wash the cor on Fridags.

G. Fitt in: ln, on or at.

e.g. . . .ct . . . n ight

28 . . . . . . three o ‘ctock

Communicotion

H. Reod and write.

29

30

thirsty hungrg

the evening

Wednesdag

t

Let’s get someorange juice!

Let ‘s get some

109

Page 108: Welcome 1 Teacher

Welcome I — Iests TEST 3 B

Recding and Writing

f. Read ond clrcle.

MemoMum,

we hoven’t got some /@bananas. we’ve got 33) some I any potatoes cnd34) some I ang carrots but we haven’t got 35) some I ang sausages. There is somemilk but there isn’t 36) some I ang orangejuice. can gou get some?

Phitip

J. Read again ond put c tick U) or a cross (r0.

e.g. There are some bancnos.

37 There cre some potatoes.

38 There cre some ccrrots.

39 There ore some sausages.

40 There is some orangejuice.

EnEntl

il0

Page 109: Welcome 1 Teacher

Welcome I — Iests

TEST 3 A

A 1 nose 3 mouth F 23 pl.ag 2s does 27 watches2 ears 4 eges 24 like 26 doesn,t

B 5no Tges 9ges G 28in 29ot 30on6 yes 8no 10no

H 31 some mitk 32 some ice creamC 11o 12e 13b 14d

| 33 some 34 ong 35 some 36 angD 15 have got 16 has got 17 has got

J 37,/ 3gx 39,/ 40xE 18A 198 20A 21A 228

TEST 3 B

A 1 arms 3 Legs F 23 do 25 pIaV 27 wcshes2 Jingers 4 toes 24 doesn’t 26 visits

B 5Ues 7no I Ues G28at 29in 30on6no 8no l0ges

H 31 hungrg 32 thirstgC 11e 12d 13a 14b

| 33 some 34 some 35 ang 36 angD 15 has got 16 has got 17 have got

J37,/ 39, / 39x 40xE 18B 19A 20A 21 B 228

Marking Scheme Jor Tests 34/38

A: 4i temsx5pointseach = 20B: 6l temsx5pointseach = 30C: 4i temsx5pointseoch = 20D: 3 i temsx5pointseach = 15E: 5i temsx5pointsecch = 25F: 5 l temsx5pointseach = 25G: 3 l temsx5pointseoch = 15H: 2i temsx5pointseach = 10l : 4 i temsx5polntseoch = 20J: 4l temsx5polntseach = 20

Total = 2O,O

l l t

Page 110: Welcome 1 Teacher

Welcome I — Iests TEST 4 A

TEST 4 A (Uni ts 11, 12, 13, 14)

Vocabulorg

A. Read, choose and motch.

November

summer Februarg

2)Mag

JuneJulg

4 . . .

e.g. A clean rabbit.

e.9. l*int.r IDecemberJanuarg1) . . . . .

B. Look, read and Jitt[n: cteon, cLever, tal[, Jost, Iat.

A . . . . . . . . . . . . . . . . . . monkeg.

(Time: 50 minutes)

September

October6)

3)

112

10 A . . . . . . . . . . . . . . . . . . . . gvaJJe.

Page 111: Welcome 1 Teacher

TEST 4 A Welcome I — Iests

C. Look, read andGfAA

e.s. th: tirc’ 6’a*ilDlswlmming.

13 ft likes climbtnglJishing.

11 He likes dancing/skiing. 14 He Likes drawingljuggling.

12 She likes horse ridinglsailing.

Grcmmar

D. Read and write short cnswers.

e.g. Do monkegs live in AJrica?Yes, they do.

15 Does Bob like water skiing?

16 Can a rabbtt flg?No, . . .

E. Read and motch.

e.g. Who ore gou?

20 Whose ship is this?

21 Where is she?

22 What Ls it?

23 When [s your birthdcg?

24 llow o\d ore gou?

e.g. . . .d. . . . 20 . .

Do mice eat cheese?Yes, . . . .

Have giraJJes got a long tait?No, . . .

19 Are gou havlng a both?Yes, . . .

She’s ln London.

l ‘m nine.

In June.

l ‘m Bob.

ft’s Blackbeard’s.

It ‘s o sword.

17

18

21

q

b

c

d

e

I22

il3

23 24

Page 112: Welcome 1 Teacher

Welcome / — fests TEST 4 A

F. Look ond choose.

e.g.@B

Not mang.

Not much.

. -ZT

Not much.Not mang.

25 A Not mang.

B A [ot .

28AB

A tot.Not mong.

26A

B

29AB

27 A Not much.B A tot.

Communlcation

G. Reod, choose and write.

Not much.

Not many.

A: 30) . . . . . in the photo?B: Ltn and Wendg.

A: 31) . . . . are theg?B: Th.eg’re tn Greece.

A: 32) . . . . ere theg doing?B: Th.eg’reJishing.

Page 113: Welcome 1 Teacher

TEST 4 A Welcome I — Iests

Reading and Writing

H. Reod ondciFefa

Tigers ore @Jat animols!Theg’ve got a btack and gell,ow bodg and along 33) footltail. Theg look tike big 34)cats/dogs . Theg can 35) ski/run Jast and thegcan ctimbf Theg eat 36) meatlcheese.

f . Reod ond onswer.

37 Are tigers Jost animols?

38 Have theg got a black and red bodg?

39 Can theg ctimb?

40 Do theg eat cheese?

1t5

Page 114: Welcome 1 Teacher

Welcome I — Tests TEST 4 B

TEST 4 B (Uni ts 11, 12, 13, 14)

Vocobulcry

A. Recd, choose and match.

October

e.g.

JanuargFebruarg

B. Look, read and JILL

e.g. A clecn rabbit.

December

MarchAprit3) . . . . . August

ln: cleon, Jat, Jost, tall, cl»ever.

(Tlme: 50 minutes)

spring

September6)November

7 A . . . . . . . . . . . . . . . . . . . . gvaJJe. 8 A . . . . . . . . . . . . . . . . . . monkeg.

110

2) 5)

10 A . . . . . . . . . . . . . . . . . . . . . . . . [ ion.

Page 115: Welcome 1 Teacher

TEST 4 B Welcome I — Iests

C. Look, read and (itAA

swimming.

She likes horse ridinglplaglng basketball.

12 He likes water-skiing/skiing.

Grommor

D. Read ond write short cnswers.

e.g. Do monkegs live Ln AJrica?Yes, theg do.

15 Are lions ugtg animals?No, .

16 Con o spider wolk?Yes, ..

E. Reod cnd motch.

e.g. Who are gou?

20 Whot is it?

21 Whose hat is this?

22 When [s gour blrthdag?

23 How oLd ore gou?

24 Where is John?

e.g. She tikes @13 He tikes ploging soccerl

plaging tennis.

14 Theg like jugglingl

sciling.

17 Have horses got a Long bodg?Yes, .

18 Do cats eat corrots?No, . . .

19 Does Ann like plzza?No, .

d fn McA.

b lt ‘s Mosld’s.

c f ‘m ten.

d l ‘m Bob.

e He’s in AJrica.

I ft ‘s c violin.

eg d 20 21 24

llr

Page 116: Welcome 1 Teacher

Welcome / — fests TEST 4 B

F. Look and choose.

e.9.@B

Not mang.

Not much.

25 A A [ot.B Not mang.

28 A A tot.B Not manu.

26AB

29AB

Not much.

A [ot .

Not mang.

Not much.

27 A Not much.B Not mang.

Communlcotion

G. Reod, choose and write.

Who’s in the photo?

Mosid and 30)

Where are th.eg?

Th,eg’re 31)

What are th.eg doing?

Theg’re 32) . . . . obike.

Page 117: Welcome 1 Teacher

TEST 4 B Welcome I — Iests

Reading and Writing

H. Read ond Gima

Monkegs are verg@fot animols ! Theg’ve

got big ecrs ond a 33) tong/short toit. Theg

can 34) eotlclimb trees and theg can 35)

jump/sall! Theg eat 36) bonanos/carrots but

theg don’t eat meat.

f . Reod ond onswer.

37 Are monkegs cl.ever animats?

38 Have theg got big eors?

39 Can they soi[?

4O Do theg eat meat?

tlg

Page 118: Welcome 1 Teacher

Welcome I — Iests KEY

TEST 4 A

A lFebruarg 3summer 5September2 April, 4 August 6 November

B 7 Jat 8 cltever 9 Jost 10 totl

C 11 ski ing 13 cl imblng12 horse riding 14 iuggLing

D 15 he doesn’t. 18 theg hoven’t.16 i t can’t . 19 | am.17 theg do.

E 2Oe 21a 22J

F 258 26A 278

G 30 Who’s 31 Where

H 33 tail 34 cats 35

| 37 Yes, theg are. 3938 No, theg hoven’t. 4O

23c 24b

28A 294

32 Whot

run 36 meat

Yes, they can.No, theg don’t.

TEST 4 B

F

G

HB

c

1 December 3 Mag2 spring 4 JuLg

7 tall 8 ctever

11 horse riding12 skiing

15 they aren’t.16 i t can.17 they have.

20J 21b 22o

5 autumn6 October

9 fat 10 Jast

13 ptaging soccer14 sait ing

18 they don’t .19 she doesn’t .

25

30

3334

3738

A 268 27A 288 29A

Wendg 31 in Fronce 32 riding

long 35 jump :ctimb 36 bananos

Yes, theg ore. 39 No, theg conYes, theg hove. 40 No, theg don

23c 24e

Marking Scheme for Tests 4Al4B

A: 6 items x 5 points each =B: 4 items x 5 points eoch =C: 4 items x 5 polnts eoch =D: 5 ttems x 5 points each =E: 5 items x 5 points ecch =F: 5 items x 5 points eoch =G: 3 items x 5 polnts ecch =H: 4 ltems x 5 points each =f: 4 items x 5 points each =

30202025252515’2020

Total = 20,0

t20

Page 119: Welcome 1 Teacher

rsBN 1-3D3aeg-De-1,

iilltilxruiltililililtl


Pirate Books

  1. Welcome 1: Pupil’s Pack with Alphabet Book

    [​IMG]

    Издательство: Express Publishing
    Жанр: Express Publishing

    Качество: Хорошее
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    CEF Level: A1. Welcome — трехуровневый курс английского языка для детей, изучающих английский язык на начальном этапе. На протяжении всего курса волшебный джин путешествует с детьми и помогает им в освоении иностранного языка. Грамматическая конструкция учебной программы УМК, позволяет ребенку использовать английский язык эффективно, развивая равномерно основные языковые навыки: чтение, устную речь, письменную речь и аудирование. Курс рассчитан от 80 до 100 часов аудиторной работы.

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