Cambridge University Press

978-1-316-62786-0 — Kid's Box Level 2 Teacher's Book Exam Update British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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1 Hello g in!
1 2

CD1
Listen and point.

What’s your name?

How old are you? Stella

Grandma Star

Simon
Grandpa Star
Mr Star
Suzy

Mrs Star

2 3

CD1
Listen and repeat.
4

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978-1-316-62786-0 — Kid's Box Level 2 Teacher's Book Exam Update British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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OBJECTIVES: By the end of the lesson, pupils will PB4. ACTIVITY 2. Listen and repeat.
have reviewed greetings and introductions. ● Say Look at the picture. Listen and repeat. Play the CD. Pause
after each name for pupils to repeat. Play the CD again.
● TARGET LANGUAGE Pupils chorus in time with the recording.
Key language: Hello, I’m … , We’re … , My name’s … ,
Goodbye. What’s your/his/her name? How old are you? to be CD 1, 03
Additional language: look, listen, open/close your books/the Stella, Simon, Suzy, Mr Star, Mrs Star, Grandma Star, Grandpa
door, one, star, pencil Star
Revision: numbers 1–10, character names from Kid’s Box 1
Practice
● MATERIALS REQUIRED ● Invite four pupils (boys and girls) to the front. Ask each one
Flashcards: (characters) 1–7 What’s your name? How old are you? Point to each of the pupils
Extra activity 1: ten large pieces of card, with a number in in turn and ask the class What’s his/her name? How old is he/
words between one and ten written on each one, e.g. five she? Pupils respond, e.g. She’s (name). She’s (age). Repeat with
Optional: Kid’s Box 2 Language Portfolio pages 1, 2 and 7 another four pupils.
● Weave the questions and answers around the classroom in
the same way, gesturing to individual pupils to ask as well as
answer.
Warmer
● Introduce yourself. Say Hello. My name’s (your name). Walk AB4. ACTIVITY 1. Write.
up to a pupil and repeat. Add What’s your name? The pupil ● Say Open your Activity Books at page 4, please. Look at Activity 1.
responds, e.g. Hello. My name’s (pupil’s name). / I’m (pupil’s Who can you see? Elicit the characters from the class. Hold up
name). Repeat with four or five more pupils. your book and point to the example. Point to each person in
● Pupils stand up. Clap your hands. They turn to the pupil on turn. Elicit from pupils what they write, e.g. point to I’m Suzy.
their left and take turns to introduce themselves. Clap your Pupils respond She’s Suzy.
hands. They turn to the pupil on their right and introduce ● Pupils work individually and complete the activity.
themselves. Repeat for the pupils behind and in front. ● Correct the activity orally with the whole class.

Key: He’s Simon. She’s Suzy. He’s Mr Star. She’s Mrs Star.
Presentation He’s Grandpa.
● Display the flashcards of the seven characters. If pupils AB4. ACTIVITY 2. Draw and write.
studied Kid’s Box 1, elicit the names. If they didn’t, hold up
● Say Look at Activity 2, please. Point to the frame and say
each flashcard in turn, say the name and pupils repeat.
Whose picture goes here? The class responds with their own
● Place the flashcards around the room. Say, e.g. Point to Suzy.
name. Point to each of the questions and elicit the response
Pupils point. Repeat with the other characters, saying the
for a few pupils as an example.
instructions quickly one after another.
● Pupils draw a picture of themselves and write the answers.
PB4. ACTIVITY 1. Listen and point. Remind them to use I’m … and to write their age in words.
● Say Open your Pupil’s Books at page 4, please. Hold up your
book and point to the page. Draw a star on the board. Elicit Extra activities: see page T114 (if time)
what it is. Say Find the star in the picture. Pupils check in pairs.
Check with the class (on Mr Star’s belt). Pupils say Here it is. Language Portfolio
● Elicit what pupils can see in the picture (the Star family, their ● Pupils complete pages 1, 2 and 7 of Kid’s Box 2 Language
house, garden, dog, cat, etc.). Portfolio (About me, My language skills, English and me). These
● Say Listen and point. Play the CD. Pupils listen and point to the materials fit well at the beginning of the lesson. Help with
characters. Set the pre-listening questions: How old is Stella? new language as necessary.
How old is Simon? How old is Suzy? Say Listen again and answer.
Pupils check in pairs. Check answers (eight, seven, four). Ending the lesson
CD 1, 02 ● Display the character flashcards on the board. Wave and say,
e.g. Goodbye, Suzy. Invite a pupil to come and take the flashcard
STELLA: Hello again! We’re the Star family. I’m Stella Star and
of Suzy off the board. Repeat with the other characters.
I’m eight. This is my brother, Simon. He’s seven, and this is
Turn to the class, wave and say Goodbye, class. Pupils respond
my sister, Suzy. She’s four.
Goodbye, (your name).
SIMON : This is my grandmother. She’s Grandma Star.
GRANDMA: Hello.
SIMON : This is my grandfather. He’s Grandpa Star.
SIMON : Grandpa, say hello.
GRANDPA: Oh! Hello, everybody.
MRS STAR: And we’re Mr and Mrs Star.
SIMON : What’s your name? How old are you?

T4

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978-1-316-62786-0 — Kid's Box Level 2 Teacher's Book Exam Update British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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OBJECTIVES: By the end of the lesson, pupils will PB5. ACTIVITY 4. Ask and answer.
have practised greetings and asked and answered ● Say Look at number three. Who’s she? The class responds Stella.
questions using Who’s … ? Repeat three or four more times with other questions and
answers in open pairs, e.g. Pupil A asks; Pupil B responds;
● TARGET LANGUAGE Pupil C asks; Pupil D responds.
Key language: Hello. I’m … Goodbye. Who’s he/she? character ● Say Look at Activity 4. Now you ask and answer in pairs. Take
and toy names (Monty, Maskman, Marie, Trevor) turns. Put pupils into pairs. Pupils do the activity in pairs.
Additional language: stand up, sit down, point to, pick up, Monitor the pairs as they are working and help where
open, close needed.
Revision: blue, grey, pink, red, white, purple, yellow, black,
brown, orange, green, numbers Team game
● Divide the class into two teams. Hand out the number cards
● MATERIALS REQUIRED to each team. Ten pupils in each team take and hold up a
Flashcards: (characters) 1–11 card. Team members take it in turns to ask and answer, e.g.
Two sets of number cards Team A (about Team B): Look at number seven. Who’s he/she?
Extra activity 1: 11 large pieces of paper, each with one of the Team B: He’s/She’s (name). Award points for correct questions
colours written on or colour word cards from Kid’s Box 2 and answers. The team with the most points is the winner.
Teacher’s Resource Book (page 87) AB5. ACTIVITY 3. Colour the stars.
Extra activity 2: 16 simple sums using numbers 1–10. ● Say Open your Activity Books at page 5, please. Look at Activity 3.
Hold up your book and point to the example. Elicit the
sentence from the class (Colour two stars). Say What colour?
Warmer Pupils suggest a colour. Repeat for number 2.
● Review the Star family, using the flashcards. Flash a card and ● Pupils work individually and colour the correct number of
elicit who it is. Display it on the board. Include Trevor, Marie, stars in the colours they choose. They can work together.
Monty and Maskman. If the pupils did not study Kid’s Box 1, Pupils check in pairs. Check with the class.
make sure they repeat the new names several times. AB5. ACTIVITY 4. Match and join.
● Point to the flashcards in turn. The class says the name. Turn ● Do a few simple sums quickly around the class, e.g. say One
the first one to face the board. Point to each card (including and one is … Wait for the class to respond two. Repeat with
the one facing the board). The class says the names. Repeat, other simple sums.
turning one more card to face the board each time. When all ● Say Look at Activity 4, please. Hold up your book. Read the
flashcards are facing the board, continue the game, turning a example sum (six and one is … ) and elicit the response. With
flashcard face up each time until all are visible again. your finger, follow the line in the example to 7 and then seven.
PB5. ACTIVITY 3. Listen and answer. Say Now draw the lines for the other sums.
● Pupils work individually and then check in pairs. Check with
● Say Open your Pupil’s Books at page 5, please. Look at Activity 3.
Say Who’s number nine? Who’s number five? Where’s Monty? Say the class.
Listen and answer. Play the first part of the CD as an example. Key: 1. (5); 2. (3); 4. (9); 5. (6); 6. (8); 7. (10)
Check pupils know what to say. Play the rest of the CD.
Pupils whisper the response to their partner each time. Play Extra activities: see page T114 (if time)
the CD again, pausing after each question. This time invite
different pairs to respond each time. Ending the lesson
Key: 4 Mr Star, 1 Suzy, 8 Monty, 3 Stella, 6 Grandma Star, ● Play the Please game. Pupils stand up. Demonstrate the game
2 Simon, 9 Marie, 10 Maskman, 5 Mrs Star, 7 Grandpa Star first. Say, e.g. Point to your chair. Pupils don’t point. Say, e.g.
Open your Pupil’s Books, please. Pupils open their Pupil’s Books.
CD 1, 04 Play the game using the following instructions: sit down, stand
TREVOR: Hello. I’m Trevor. up, close, open, point to / touch a book/pencil/table/chair/pen.
Look at number four. Who’s he? Pupils who respond incorrectly (e.g. do it when you don’t
Look at number one. Who’s she? say please) are out and sit down. Stop when you have a small
Look at number eight. Who’s he? group of winners.
Look at number three. Who’s she?
Look at number six. Who’s she?
Look at number two. Who’s he?
Look at number nine. Who’s she?
Look at number ten. Who’s he?
Look at number five. Who’s she?
Look at number seven. Who’s he?

T5

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978-1-316-62786-0 — Kid's Box Level 2 Teacher's Book Exam Update British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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1
3 4

CD1
Listen and answer.
Hello, I’m Trevor. Look at
number four. Who’s he?

4
1

2 3

5 7
6

8
9 10

4 Ask and answer.

Look at number three. Who’s she? Stella.

Vocabulary Grammar
Suzy Simon Stella Mr Star What’s your name? How old are you?
Mrs Star Grandpa Star Grandma Star Who’s he / she?
5

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978-1-316-62786-0 — Kid's Box Level 2 Teacher's Book Exam Update British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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5 5

CD1
Listen, point and repeat.

a b c d
e f g
h i k
l m n o p
q r s
t u v
w x y z
6 6

CD1
Say the chant.
6

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978-1-316-62786-0 — Kid's Box Level 2 Teacher's Book Exam Update British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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OBJECTIVES: By the end of the lesson, pupils will have Practice

learned to say and recognise the letters of the alphabet. ● Ask an able pupil: What’s your name? When the pupil says it,
ask Can you spell your name, please? Help the pupil. The class
● TARGET LANGUAGE spell the name. Write the name on the board. Repeat. Tell
Key language: the alphabet, How old are you? Can you spell pupils to write their names in their books. They work in pairs.
your name, please? Pupil A asks Can you spell your name, please? Pupil B spells it
Additional language: his/her, painting and Pupil A writes it. They swap roles.
Revision: What’s your name?
Photocopiable 1: see pages T98 and T100
● MATERIALS REQUIRED AB6. ACTIVITY 5. Listen and colour. 
Photocopiable activity 1 (see page T100), copied onto thin card,
● Say Open your Activity Books at page 6, please. Look at Activity 5.
one copy for each pupil, scissors, an envelope for each pupil
Tell pupils to take out their crayons. Say Ready? Listen and colour.
Flashcards: (colours) 12, 13, 15, 18, 20–22; crayons
Remind pupils to make a dot in the colour the first time they
Optional: Kid’s Box Teacher’s Resource Book 2 Unit 1 song listen. Play the CD. Pupils listen and place a coloured dot on
worksheet (page 13) the letter. Play the CD again for pupils to check. Ask, e.g. What
colour is ‘p’? What letter is purple? Pupils colour the letters.
Note: These are not the same colours as were used to
Warmer help with pronunciation. All theses letters have the same
● Pupils take out their crayons. Give pupils instructions to pronunciation pattern (/i:/). This phonetic grouping is aimed
follow, e.g. Hold up the blue crayon. Put it under your Pupil’s Book. at pupils who do not use the Roman alphabet in their first
Put the yellow crayon next to the book. Take the green crayon and language.
put it under your chair. Key: g = black, b = orange, v = purple, p = pink, c = yellow,
t = brown, e = green, d = blue
Presentation
CD 1, 07
PB6. ACTIVITY 5. Listen, point and repeat. Colour g black. Colour b orange. Colour v purple. Colour p pink.
● Say Open your Pupil’s Books at page 6, please. Look at Activity 5. Colour c yellow. Colour t brown. Colour e green. Colour d blue.
It’s an alphabet painting!
● Hold up your book and point to the letters. Gesture from left AB6. ACTIVITY 6. Listen and point. Write the words.
to right along the first row of letters and say the letters aloud.
Pupils repeat. Do the same with the rest of the rows. Make ● Say Look at Activity 6. Write the two example anagrams on the
sure pupils are reading from left to right, if they do not do this
board: lealSt, igteh. Elicit what they are. Tell pupils the first is
in their first language.
a name and the second a number. Write them correctly on
● Display the colour flashcards in a horizontal line on the board.
the board. Don’t write the capital letters at the beginning of
Help pupils to notice the colours of the letters in their books.
the name. Encourage pupils to use their letter cards for the
The letters are coloured to help with pronunciation: grey = /
other anagrams. They place the cards on their desk and move
eɪ/ = a, h, j, k; green = /i:/ = b, c, d, e, g, p, t, v; red = /e/ = f, l,
them around to make the correct spelling. This helps the
m, n, s, x, z; white = /aɪ/ = i, y; yellow = /əʊ/ = o; blue = /u:/ =
kinaesthetic learners. Pupils check in pairs. Play the CD for
q, u, w; dark brown = /ɑ:/ = r
pupils to listen and check.
● Say Listen, point and repeat. Play the CD. Pupils listen and point
the first time. Play the CD again for pupils to point and repeat Key: 2 Simon, seven; 3 Suzy, four
the colours and letter names.
CD 1, 08
CD 1, 05 1. This is Stella. She’s eight. 2. This is Simon. He’s seven.
Grey: a, h, j, k, 3. This is Suzy. She’s four.
Green: b, c, d, e, g, p, t, v
Red: f, l, m, n, s, x, z Extra activity: see page T114 (if time)
White: i, y
Yellow: o Optional activity
Blue: q, u, w ● Hand out copies of the Unit 1 song worksheet from Teacher’s
Brown: r Resource Book 2 and do the rhyming activity (see pages 8 and
PB6. ACTIVITY 6. Say the chant.  13 of the Teacher’s Resource Book).
● Say Listen to the chant and point to the letters. Play the CD.
Pupils point to the letters. Make sure they are moving from Ending the lesson
left to right along the rows. ● Pupils stand up. Do the alphabet chant again together with the
● Play the chant again in sections for the pupils to repeat. CD. Repeat.

CD 1, 06
abcdefg
hijklmnop
qrstuv
wxyz

T6

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Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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OBJECTIVES: By the end of the lesson, pupils will have AB7. ACTIVITY 7. Read the question. Listen and write a name or
had more practice with the letters of the alphabet. a number. There are two examples. 
● Say Open your Activity Books at page 7, please. Look at Activity 7.
● TARGET LANGUAGE ● Point to the picture of the boy and girl and elicit what the
Key language: the alphabet, colours, Can you spell … , please? children are doing (reading) and what pupils can see (e.g. books,
Additional language: in alphabetical order, painting a library, bags).
● Say Listen and write a name or a number. Let’s look at and listen
● MATERIALS REQUIRED to the examples. Point to the example questions and read
Photocopiable 1 alphabet cards from the previous lesson (page them with the class. Play the examples on the CD and pause
T100), one set for each pupil plus one set of your own. to indicate the example answers. Ask Name or number? Pupils
Optional: Teacher’s Resource Book 2 Unit 1 Reinforcement respond (Name. Number.). Before playing the rest of the CD,
worksheets 1 and 2 (pages 9 and 10). encourage pupils to read the rest of the questions and think
about whether each answer will be a name or a number.
● Play the CD. Pupils write their answers in pencil. Play the CD
again for pupils to check. They can compare answers in pairs.
Warmer Check as a class or in open pairs.
● Pupils place their alphabet cards on their desks in the same Key: 1 Grace, 2 10/ten, 3 Sun, 4 6/six, 5 Mouse
order as on page 6 of the Pupil’s Book (alphabetical order).
Pupils stand up. Say the alphabet chant with them. They point CD 1, 09
to the letters on their desks as they say them. Repeat. Listen and write a name or a number.
PB7. ACTIVITY 7. Ask and answer. Hello, Lucy. Is this a picture of your friends?
● Say Open your Pupil’s Books at page 7, please. It’s a colours Yes. The boy’s name is Dan.
painting! Say Point to purple. Pupils point. Repeat with the Is that D-A-N?
other colours. Draw pupils’ attention to the speech bubbles Yes.
on the photograph and elicit the question and answer. Repeat How old is Dan?
the question with two more colours. Invite a pupil to ask He’s nine.
the question about another colour. The class spells it out. Nine?
Continue until all the colours have been spelt out. Yes, that’s right.
● Pupils work in pairs. They take turns to ask the question and Can you see the answers? Now you listen and write a
to spell the colours. name or a number.
1. Who is the girl? 4. What number is Dan’s house?
Practice That’s Grace. It’s number six.
● Hand out all the alphabet cards from your set to different Is that G-R-A-C-E? Number six?
pupils (26 pupils). If you have fewer pupils, give some pupils Yes, it is. Yes.
more than one. Ask pupils to come to the board and to put 2. How old is Grace? 5. What is the name of Grace’s
the letters in order from left to right on the board. Make two She’s ten. book?
lines if you can’t get 26 letters in one line. Point to each letter Ten? It’s Mouse House.
and pupils repeat. Yes, she is. Is that M-O-U-S-E?
● Ask five pupils, whose names each start with a different letter 3. Where does Dan live? Yes!
of the alphabet, to come to the front. Tell them to stand He lives in Sun Street.
in the order of the alphabet. Help them by pointing to the S-U-N?
alphabet on the board. Check with the class if the pupils are in That’s right.
the correct order. Repeat.
PB7. ACTIVITY 8. Order the colours. Extra activities: see page T114 (if time)
● Write the following colours on the board: Blue, black, brown.
Ask pupils to put them in order. Show them how it’s done:
Optional activity
point to the first letters and say B, b, b. They’re the same. Point ● Unit 1 Reinforcement worksheets 1 and 2 from Teacher’s
to the second letters and say L, l, r. They’re different. R comes Resource Book 2 (see pages 8–10 of the Teacher’s Resource Book).
after l so brown is last. Point to the third letter and say U, a.
They’re different. A comes before u. Can anyone tell me which word Ending the lesson
is first? Write them on the board in order: Black, blue, brown. ● Teach and do the following chant with the pupils.
Repeat for green and grey, and pink and purple. Teacher: Pupils respond:
● Say Look at Activity 8. Now put all the colours in alphabetical Give me an o o
order. Pupils work in pairs and write the colours in order in Give me an r r
their notebooks. Tell them to write them as a list. Monitor Give me an a a
pupils as they are working and remind them what is written Give me an n n
on the board. Elicit the correct order from the class. Give me a g g
Key: black, blue, brown, green, grey, orange, pink, purple, red, Give me an e e
white, yellow What does that spell? orange
What does that spell? orange

T7

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978-1-316-62786-0 — Kid's Box Level 2 Teacher's Book Exam Update British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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1
7 Ask and answer.

Can you spell ‘purple’?

P-u-r-p-l-e.

Order the colours.

8
Black, blue, brown …

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978-1-316-62786-0 — Kid's Box Level 2 Teacher's Book Exam Update British English
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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9 10

CD1
Mon ’s phonics

snake

play

game Four snakes are playing games!

10 Say and answer.

The pencil is under the chair. That’s h.

a h k
8

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Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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OBJECTIVES: By the end of the lesson, pupils will have AB8. ACTIVITY 8. Listen and complete.
learned to identify and say the long ay /eɪ/ vowel sound ● Say Open your Activity Books at page 8, please. Look at Activity
and to contrast it with the short a /æ/ vowel sound 8. Stick the flashcard black on the board (or colour a small
black blob). Write the word below the picture, with the
● TARGET LANGUAGE letter ‘a’ replaced by a line (as on Activity Book page 8). Say
Key language: the phoneme /eɪ/ as in snake, play, game the word and elicit the missing letter. Write it on the line.
● Say Open your Activity Books at page 8, please. Play the
Revision: comparison with the short phoneme /æ/ as in black.
prepositions, spelling example and number 2, if necessary.
● Play the CD. Pupils complete the words with the missing

● MATERIALS REQUIRED letters. They check answers in pairs.

● Play the CD again. Check answers as a class. Elicit the
Flashcards: (words with /eɪ/ and /æ/ sound) 19, 21, 91, 94
words in the activity which have the /eɪ/ sound (game, say,
Extra activity 1: Photocopiable 1 alphabet cards used in the
play, snake, grey). Point out that the sound is not always
previous two lessons
represented with the letter a.
Extra activity 2: Prepare about 20 questions for Noughts and ● Play the CD. Pupils listen and complete. They check in pairs.
crosses, e.g. What’s this colour? G–r–e–e–n. What’s this animal? Check with the class.
T–i–g–e–r.
Key: 2 a, e, 3 a, 4 a, 5 a, 6 a, 7 a, 8 a, e, 9 e, 10, a
Optional: Teacher’s Resource Book 2 Unit 1 Extension
worksheet 1 (page 11) CD 1, 11
1. black, 2. game, 3. say, 4. bag, 5. cat, 6. play, 7. hand, 8. snake,
9. grey, 10. apple
Warmer
AB8. ACTIVITY 9. Listen and write. Match.
● Display the flashcards cake, paint and grey on the board. Elicit
the words and say them for pupils to repeat. Focus on the ● Say Look at Activity 9, please. Point to the example and play
vowel sound /eɪ/ which all three words have in common. Say the first item on the CD. Ask How do you spell ‘pen’? Pupils
Today’s sound is … Pupils respond by saying /eɪ/. Provide more respond by spelling the word letter by letter, as on the CD.
example words with the sound, if necessary (e.g. game, play, Ask How do you spell ‘look’? Wait for a pupil to volunteer the
say, day). answer and see how he/she says the two ‘o’s in the middle
of the word. Explain that we can say double when there are
PB8. ACTIVITY 9. Monty’s phonics two letters together, e.g. l - double o - k to spell look. Say Now
● Say Open your Pupil’s Books at page 8, please. Point to the listen and write. Use a pencil.
picture of Monty and ask Who’s this? Pupils respond (It’s ● Play the rest of the CD, pausing after each item for pupils to
Monty). Elicit the title of the activity. If pupils studied Kid’s Box write. Repeat the CD and let them check the words in pairs.
1 remind them that the Monty’s phonics activities practise Elicit answers (the words only) before pupils match.
different English sounds. Point to the picture of the snake and ● Say Now match the words and the pictures. Write letters. Show
say snake, emphasising the /eɪ/ sound. Say the word again and pupils how the example word pen has been matched to
draw a snake shape with your finger as you speak. Point to the picture b (the example answer in the small box). Pupils work
pictures of the children playing and the game and practise the individually or in pairs to do the matching. Check answers as
words in the same way, using mime when you say the words. a class.
Say Now listen to Monty, point and repeat. Key: 2 eraser c, 3 book e, 4 bag f, 5 pencil g, 6 table a, 7 chair
● Play the CD. Pupils listen and repeat the sounds and the h, 8 door d
words, using the same tone and speed as Monty.
● Say Four snakes are playing games several times, getting faster CD 1, 12
and faster (as a tongue twister). Pupils work in pairs and 1. p-e-n, 2. e-r-a-s-e-r, 3. b-o-o-k, 4. b-a-g, 5. p-e-n-c-i-l,
practise saying the phrase as a tongue twister in the same way. 6. t-a-b-l-e, 7. c-h-a-i-r, 8. d-o-o-r
CD 1, 10
Extra activities: see page T114 (if time)
MONTY: Hi, I’m Monty! Repeat after me!
/eɪ/, /eɪ/, snake
/eɪ/, /eɪ/, play
Optional activity
/eɪ/, /eɪ/, game ● Unit 1 Extension worksheet 1 from Teacher’s Resource Book 2
Four snakes are playing games! (see pages 8 and 11 of the Teacher’s Resource Book).
Four snakes are playing games!
Four snakes are playing games! Ending the lesson
● Review the phoneme /eɪ/ with a True/False game. Pupils
PB8. ACTIVITY 10. Say and answer. stand up. Say different words in turn. When pupils hear
● Pupils work in pairs. Pupil A describes the position of one of the sound /eɪ/ in the word, they show thumbs up; when
the objects in pictures a, h, j or k. Pupil B listens and says the they don’t, they show thumbs down. (Alternatively, if more
correct letter. Pupils swap roles. appropriate, they can nod or shake their heads.) Pupils who
respond incorrectly sit down. Stop when you have a small
group of winners. Use the following words in the game, e.g.
snake, ball, grey, train, apple, play, cat, game, car, day, Grace.

T8

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