2

2 Ou r a m a z in g f a m il ie s
S
am

es
K e y le a r n in g o u t c o m in Unit 2, the pupils will:
pl
e
M

Learn vocabulary to describe special people

Wo
nd er
at
er

Recognise familiar words in phrases and sentences

Im
agine
ia
l©

Exchange information on familiar topics

Build
P
ea

Learn phrases to show politeness

rs

Grow
o n

Make and present a family of paper dolls

S hine
20
23

58 For Review Purposes Only

 Unit overview
2
Target vocabulary Target structures
S

Special people: boy, brother, dad, family, friend, girl, My (mum).

grandad, granny, mum, sister This is my (mum).
am

Functional language Phonics

Being polite: please, thank you g (granny)
pl

Recycling and building Values

e

listen, look, point, say Love your family and friends; be polite.
Numbers: 1–6
What’s this? A red pencil. Competency focus
M

Understanding intercultural and socioeconomic

Language stretch dimensions of society.
at

Who’s this?
Hands up. / Hands down.
er

This is my (red pencil).

ia

Key progress indicator chart

l©

GSE range for Starter Level: 10–17

Development indicator:
(stretch 19)
Speaking Talking about myself and my world
P
ea

Working towards: taking part in a short dialogue of 1–2 exchanges or giving a short monologue of 2–3 sentences.

Learners can name a few everyday people. (10) Use a few words to name, talk about or describe
familiar situations.
rs

Learners can introduce their family using a basic phrase Use simple words and phrases in basic, brief social and
(This is my…). (11) interpersonal exchanges.
o

Learners can repeat single words if spoken slowly Pronounce letters and individual sounds correctly.
n

and clearly. (10)

Learners can use a few basic words and phrases to show Use simple words and phrases in basic, brief social
20

politeness. (19) and interpersonal exchanges.

23

59
2 Lesson 1 – Vocabulary Pupil’s Book page 20

Objectives Wonder: sparking curiosity Wo n d e r

• Lesson aim: to learn words for special people • Encourage pupils to create their
• Target language: (a) boy, brother, dad, girl, mum, sister own questions by looking at characters
S

• Recycled language: bag, book, door, teacher; blue, brown, they know in the picture and thinking about
red, yellow who they are in relation to characters they
am

• Receptive language: What’s this?; Who’s this?; What can you have not met yet.
see?; stand up, sit down; hands up, hands down • Point to the Wonder stepping stone and tell
pupils the lesson objective: We’re learning
GSE words for special people.
• Productive: Speaking: Can repeat words for special people if
pl

spoken slowly and clearly. Materials

• Receptive: Listening: Can recognise a few words for people, if • Flashcards (classroom objects); pencils and
spoken slowly and clearly. colouring pencils; family photos brought in by
e

pupils OR stock photos of diverse families OR

storybooks which represent diverse families.
M

● Display a large photo of a diverse family. In L1,

discuss the different types of people that might
at

s
Our amazing familie
2
be found in a family.
Big Picture: What can you see? D
iagn ose
er

● Look at the main picture. Ask: What can you see?

Lesson 1 Who’s this? Pupils look at the picture and tell a
partner who or what they see using vocabulary
What can you see?
ia

from Welcome and Unit 1 (character names,

2
colours, bag, book, door, teacher).
SUPPORT Point to an object or person. Say the
l©

name slowly for the pupil to repeat.

STRETCH Challenge pupils to use a short
1 phrase (e.g. a yellow bag).
1 2.01 Listen and explore.
3
P

● In Draw pupils’ attention to the characters

e

troduc

around Mina and Hugo. See if pupils know any

ea

words in English for Mina’s and Hugo’s family

members. Point and say their names slowly for
pupils to repeat.
● Ask pupils to look at the picture again. Play the
rs

audio and tell pupils to point to each character

as they hear the word that describes them.
Tell me!
SUPPORT Before listening, point to each
o

numbered person again and say their name slowly.

STRETCH After playing the track, ask follow-up
n

1 2.01
Listen and explore.
questions, e.g. Who’s this? Mum or sister?
2 2.02
Listen, point and say.
20

3 Find and say. RECEPTIVE SKILLS TIP

Before listening in Activity 2, ask pupils to look
20 at the picture and think about the words they
Vocabulary Family
found the most difficult in Activity 1. They
23

should listen to these words very carefully.

Starting the lesson: Warm up and song
0.02
● Play the Rise and Shine song. Encourage pupils to join in and
practise with the karaoke.

t t t t t t t
60 Starting
the lesson
Song
For Review Purposes Only
Learning
path
Big picture
pic Presentation:
Presentation:
Activity
Activit
tivity 1
Flashcards Presentation:
Activity 2
 2
2 2.02
Listen, point and say. Ending the lesson
● Play the audio and ask pupils to point to each item they ● Circle game. Go around the circle and give every pupil

Wonder
hear on the page. a word – mum, dad, sister, brother, girl or boy. Then
S

● Play the audio again, pausing after each item for pupils use stand up, sit down, hands up and hands down to
to repeat the word. give instructions, e.g. Stand up, Dad! Pupils follow the
am

● Lead pupils in a simple clapping game to practise the instructions only for their special person.
vocabulary. Use the following pattern: One. (clap) sister
(clap, clap) Two. (clap) mum (clap, clap). Activity Book page 12
● Consolidate learning using flashcards. Hold up each
Colour and say. Pupils colour and name each item.
flashcard and say the word for pupils to repeat. Re
v i e w!
pl

Then hold up each flashcard for them to say without

ANSWER KEY: window, table
prompting.
e

1 Stick and match. Help pupils find the stickers in the

ANSWER KEY: 1 sister, 2 mum, 3 girl, 4 boy, 5 dad, back of their books. Ask pupils to stick them on the
6 brother page and draw lines to match them to the people in
M

the picture. Point to each one, say Who’s this? and

3 Find and say. elicit the words for them.
● Ask pupils to point to the special people in the main
at

picture. Model adding a to form a mum. Pupils work with ANSWER KEY: 1 brother, 2 dad, 3 sister, 4 mum, 5 boy,
a partner to use this structure with each person. Then 6 girl
check answers as a class. SUPPORT Model the phrase
er

a (mum) for all 6 people first. Pupils repeat. Then work in Wonder Helper: Tell me! Pupils look at the family and use
pairs. STRETCH Point to different people in any order. target vocabulary to describe them.
Ask Who’s this? Pupils answer using a (mum).
ia

ANSWER KEY: a mum, a dad, a brother, a sister, a boy,

FUTURE SKILLS: enquiry and imagination a girl
In L1, ask pupils to guess which other special people
l©

they might learn about later in the unit. Extra time? Pupils get into groups of between 3 and 6.
They choose family roles. They describe themselves using
target vocabulary. There can be more or fewer than one of
WONDER HELPER Assess each role.
P

Say Mina’s question: Who’s this? In pairs, pupils tell their

partner who is in their own family photo. Alternatively, Activity 1 Pupil’s Book Audioscript
ea

they work together to say who is in a stock photo Luca Who’s this, Mina?
or book illustration. One pupil points and the other Mina My mum! My sister! Hello!
answers. Then swap roles. SUPPORT Use familiar Mina’s mum Hello, Mina!
flashcards instead of new photos or books. Luca Goodbye, Mina!
rs

STRETCH The pupil says Who’s this? as they point. Mina Goodbye, Luca!
Luca Who’s this, Hugo?
Hugo My dad… my brother… and my sister!
o

TEACHER TIME TO SHINE: personalisation Hugo’s dad Hi, Hugo!

Pupils engage with topics more if they relate them Luca Goodbye, Hugo!
n

to their own life. Ask pupils to bring in photos of their Hugo Goodbye, Luca!
family. Throughout the unit, give pupils the opportunity Hugo’s dad Hello, Hugo. Who’s this?
to use new language to talk about their photos. Hugo Hello! Look, a girl! Mina!
20

Mina’s mum Hello, Mina. Who’s this?

Mina Hi, Mum! Look, a boy! Hugo!
Extension activities Everyone Hello!
● Ask pupils to draw a special person for Luca. They
23

describe them using a (mum). Activity 2

● Lay out flashcards. Name a special person. Pupils 1 sister 2 mum 3 girl 4 boy 5 dad 6 brother
repeat the name, then point to the right flashcard.

t t t t t t
Extra
activity
Practice:
Activity 3 For Review Purposes Only
Wonder
Helper
Activity Book:
Practice
Learning
path
Ending
the lesson
61
2 Lesson 2 – Song and structures Pupil’s Book page 21

Objectives Wonder: sparking curiosity Wo n d e r

• Lesson aim: to answer the question Who’s this? using target • Encourage pupils to think and ask
language questions. Engage them with the Big
S

• Target language: my (mum) Picture by asking what they think the

• Recycled language: boy, brother, dad, girl, mum, sister; characters are doing. Ask in L1: What is our
am

hello, goodbye; look, say; pencil, teacher school routine at the end of the day?
• Receptive language: Who’s this?; hands up, hands down; boys • Point to the Wonder stepping stone and
and girls tell pupils the lesson objective: We’re
learning to talk about our special people.
GSE
pl

• Productive: Speaking: Can reproduce words for special people. Materials

• Receptive: Listening: Can understand short simple questions • Flashcards (Lesson 1 vocabulary); pencils
addressed slowly and clearly. and colouring pencils
e
M

W Im Starting the lesson

on d er agine Build G ro w Shine
2 ● D Hold up a flashcard and say the word
at

iagn ose

slowly. Pupils say the word after you. Repeat for

all flashcards. Then shuffle the cards. Hold up
a flashcard. Say and model Hands up. Choose
er

a pupil to say the word on the card. Say and

model Hands down. Repeat until all the cards
5 have been named.
ia

2.03
1 Sing and act.
● Play the song and let pupils listen. Ask them
l©

if they heard any words they know. Point to

each person in the picture and slowly say my
Lesson 2
(mum). See if pupils can hear the word my each
4
1 2.03
Sing and act.
SO n g time. Point to yourself when you say my and
emphasise the word.
2 2.05
Listen, find and say.
Play the song again and have pupils listen for
P

●
6
the structure my (mum).
Demonstrate actions for Look (point to eyes);
ea

Who’s this? (look puzzled and point to person);

my dad (point to self); Say hello (wave). Play the
track again for pupils to sing and act.
rs

RECEPTIVE SKILLS TIP

Before listening in Activity 2, tell pupils they
o

will hear the audio twice. Listening several

times to the same information helps to build
n

I can shine! confidence and understanding. The first time,

they can focus on listening for information.
3 Play. The second time, pupils listen and say.
20

Song and structures My (mum). 21

2 2.05 Listen, find and say.
● Point to the pictures on the page and say, I’m
23

Hugo or I’m Mina. Who’s this?

t t t t t
62 Starting the
lesson For Review Purposes Only
Learning
path
Presentation:
Pr
Activity 1
Presen
Presentation:
Grammar
Practice:
Activity 2
 2
● Play the audio and ask pupils to point to the correct Activity Book page 13
artwork. Play the audio again and this time ask pupils
2.06

Wonder
to point and repeat the phrase. SUPPORT Slowly 1 Listen and match. Pupils listen to the audio
and draw a line to match each speaker to their family
S

repeat the model phrase my (dad). STRETCH Ask pupils

to independently describe Hugo’s family (my dad, my photo.
brother, my sister).
am

ANSWER KEY: 1 boy – ★; 2 girl – ★

ANSWER KEY: 1 my dad, 2 my mum, 3 my brother,
4 my sister 2.07
2 Listen and draw. Pupils listen and draw the
family member being described.
pl

3 Play.
● Repeat the Wonder Helper activity from Lesson 1. Ask: ANSWER KEY: my dad
Who’s this? In pairs, pupils tell their partner who is in their
e

own family photo or work together to say who is in the 3 Draw. Then say. Pupils choose their own special
stock photo or book illustrations. This time, prompt pupils person to draw and describe using my (mum).
to add my to produce my (mum). SUPPORT Review Encourage them to wave and say Hello, (Mum)!
M

vocabulary using flashcards. Pupils then use flashcards Pupils stick in the Wonder checkpoint sticker.
for support during the activity. STRETCH Pupils say the
at

question Who’s this?

Extra time? Pupils find and point to a girl and a boy in the
book.
Extra activity
er

Divide pupils into groups of 4. Give each pupil 1

flashcard (mum, dad, brother, sister). One pupil points
Activity 1 Pupil’s Book Audioscript
Boy Look, who’s this? My dad, my dad!
to each card in turn and describes it using my (mum).
All Hello, Dad!
Repeat for each pupil. Ask confident children to stand
ia

Girl Look, who’s this? My mum, my mum!

up, exchange cards and sit down between each turn.
All Hello, Mum!
Boy Look, who’s this? My brother, my brother!
l©

All Hello, brother!

I can shine! Assess Girl Look, who’s this? My sister, my sister!
All Hello, sister!
ACHIEVE The pupil uses the short phrase my Dad Girls and boys, girls and boys, say... goodbye!
(mum) to describe at least 1 person. All Goodbye!
P

Activity 2
ea

ADJUST The pupil uses a single word mum. Hugo Look! My dad.
➔ Support learners by slowly modelling the phrase Mina Look! My mum.
my (mum). Hugo Look! My brother.
Mina Look! My sister.
rs

EXCEED The pupil uses the short phrase

confidently to describe at least 3 people. Use
o

flashcards if needed.
➔ Expand the vocabulary set using recycled
n

language: my (pencil, teacher).

20

Ending the lesson

2.03
● Play the song again. Pupils listen, then sing and act.
23

● Ask 4 pupils to come to the front with family photos

which show one of dad, mum, brother, sister. Pupils point
to the relevant photo as you play each verse.

t t t t
I can shine:
Activity 3 For Review Purposes Only
Activity
y Book:
Practice
tice
Ending the
lesson
Learning
path
63
2 Lesson 3 – Story Pupil’s Book pages 22–23

Objectives Imagine: fostering imagination Im agine

• Lesson aim: to identify characters in a simple • Encourage pupils to be imaginative and creative
story in the classroom with the unit story. Invite pupils to open
S

• Target language: my (mum); a (girl) their book to the story pages and look at the pictures, then
• Recycled language: hello, my (mum); yes, no; close their book and tell a partner what game they think
am

numbers 1–6 Hugo and Mina are playing (in L1).

• Receptive language: Who’s this? This is my sister. • Point to the Imagine stepping stone and tell pupils the
lesson objective: We’re learning to identify characters in a
GSE story.
• Receptive: Listening: Can recognise a few words
pl

for people, if spoken slowly and clearly. Materials

• Story cards; a soft ball; pencils and colouring pencils
e

W Im
onder
agine Build G ro w Shine
2
M

Lesson 3
1 2 3
RECEPTIVE SKILLS TIP
1 Look and find.
Before listening in Activity 2, ask pupils to
think about who the main characters are
at

2 2.08
Listen or watch. (Mina and Hugo). This will prepare them for
School
hearing these characters’ voices on the audio
track.
er

I can shine!
2 2.08 Listen or watch.
Let’s imagine! 3 Look and say for Hugo.
● Either play the video or play the audio and ask
ia

1 2

pupils to follow the story in their books. Play

the audio again, pausing after each character
3
speaks so the class can repeat the short phrase
l©

my (sister) or the whole line.

4 Act out. ● Explain the meaning of the phrase Let’s play!
22 Story value A story about having fun with families Story language This is my (sister). 23 SUPPORT Review numbers and vocabulary.
STRETCH Listen for the phrase This is my
brother.
P

Starting the lesson

2.03
ea

● Review target language using flashcards. Then play the song IMAGINE HELPER Assess
from Lesson 2 for pupils to sing and act. Tell pupils that the story
Tell pupils: Imagine you are Mina. Look at
includes some of Hugo’s and Mina’s special people. See if pupils
Frame 6. Ask: Who’s this? (hiding behind the
can remember who they met in Lesson 1.
tree). Tell pupils to share ideas with a partner,
rs

1 Look and find. then use hands up to invite answers. The

● Ask pupils to point and find the people in the story. Ask answer will be given in the Lesson 4 story
A s ss
se
extension. SUPPORT Use the Wonder spread
o

pupils which of the characters isn’t in the story. Have pupils say
whether each person is a boy or a girl. to find a character who matches the detail in
n

Frame 6.
ANSWER KEY: Mina ✓ Hugo ✓ (Mina’s) sister ✗
ANSWER KEY: Mina’s mum
20

FUTURE SKILLS: enquiry and imagination

Pupils can identify with the story characters more easily by 3 Look and say for Hugo.
connecting the characters’ actions to their own experience. In ● Ask pupils to pretend to be Hugo. They point to
23

this story, they can imagine what it would be like to play hide each person in turn and say my (brother). They
and seek with Hugo and Mina. In L1, ask what imaginative then decide whether this character is in the story
games pupils enjoy playing with their own friends. (yes or no). Less confident pupils can work in pairs.

t t t t t
64 Starting
the lesson For Review Purposes Only
Learning
path
Pre-r
Pre-reading:
e-reading:
Activity 1
Stor
Story:
Activity 2
Activit
Story
animation
 2
ANSWER KEY: 1 my brother, yes, 2 my dad, no, Activity Book page 14
3 my sister, yes
1 Circle and say. Pupils imagine they are Hugo and circle

Imagine
the character who is hiding in each artwork. They say
S

my sister, my brother.
I can shine! Assess
am

ANSWER KEY: 1 my sister, 2 my brother

ACHIEVE The pupil can use a short phrase and
answer using yes or no.
2 Look and trace. Pupils join the dots to complete the
outline of Mina counting in hide and seek.
pl

ADJUST The pupil is not confident in saying the

ANSWER KEY: Join the dots.
phrase and / or uses gestures instead of yes or no.
➔ Help pupils by slowly saying the phrase and yes or
Imagine Helper: Let’s imagine! Ask pupils to imagine they
e

no for pupils to repeat.

are counting too. Pupils count to 6.
3 Choose and draw. Pupils choose a special person to
M

EXCEED The pupil completes the activity with no hide behind the climbing frame. They complete the
mistakes. picture and say my (brother)!
➔ Extend the short phrase to Look, my brother! and
at

Pupils stick in the Imagine checkpoint sticker.

point to the story artwork.

Extra time? Think and colour. Pupils colour 1 to 3 stars to

er

4 Act out. rate the story.

● Act out. Freeze frames. Ask pupils to pretend they are
playing hide and seek like the characters in the story. Activity 2 Pupil’s Book Audioscript
ia

SUPPORT Give pupils a story card for Frame 1 or 1 Mina 1… 2… 3… 4… 5… 6! Let’s play!
Frame 2. Encourage them to copy Mina’s or Hugo’s body Hugo Yes, Mina, let’s play!
language. 2 Mina Ooh… Who’s this? My sister?
l©

3 Hugo No! Look, Mina, this is my brother!

4 Mina Hello… Who’s this? Now this is my sister!
Story extension activity 5 Hugo No, Mina! This is my sister!
Extend Activity 4 by playing ‘counting statues’. Count 6 Mina And who’s this… ?
slowly from 1 to 6. Pupils walk around the room. On 6, Hugo Hmm...
P

pupils freeze and pretend to hide. If they move, they

are out of the game. Repeat.
ea

TEACHER TIME TO SHINE: using stories in the

rs

classroom
Engaging pupils with the story through acting out and
freeze frames helps them to build interpersonal skills.
o

Pupils learn to recognise how people express their

feelings using facial expressions, gestures and body
n

language, as well as through their words.

Ending the lesson

20

● Circle game. Use a soft ball. Ask pupils to throw the ball
to another pupil and call out a word or phrase to describe
a person (e.g. my mum, a boy). Repeat until all pupils
23

have had a turn.

t t t t t
Imagine
Helper ActivityFor Review Purposes Only
I can shine:
y 3 and 4
Activit
Activity
tivity Book:
Practice
Pr
Ending the
lesson
Learning
path
65
2 Lesson 4 – Vocabulary and structures Pupil’s Book page 24

Objectives Build: building confidence Build

• Lesson aim: to learn more words for special people • Build confidence in English through
• Target language: family, friend, grandad, granny; repetition of target language until it becomes
S

This is my (family) second nature. In L1 talk to pupils about other skills

• Recycled language: boy, brother, dad, girl, mum, they have had to practise in order to master them,
am

sister; a (family), my (family); I’m (name); hello, hi such as learning to walk or learning to ride a bicycle.
• Receptive language: Who’s this? Explain that learning a language is a very similar
process. It feels difficult to start with but becomes
GSE easier the more you practise.
• Productive: Speaking: Can repeat words for special • Point to the Build stepping stone and tell pupils the
pl

people if spoken slowly and clearly. lesson objective: We’re learning to talk about more
• Receptive: Listening: Can recognise a few words for special people.
people, if spoken slowly and clearly.
e

Materials
• Flashcards; pencils
M

Starting the lesson

at

2.03
Lesson 4 ● Play the song from Lesson 2. Pupils sing
and do the actions.
1 2.09
Listen and look. 2 2.10
Listen, point and say.
er

● D
iagn ose
Review the flashcards from Lesson 1 or
draw a simple family tree on the board. Point
3 and say Who’s this? Pupils tell a partner. Then
1
ia

check answers as a class.

4
RECEPTIVE SKILLS TIP
l©

2
Before listening, tell pupils that some of the
words they hear will be familiar, but some will
3 2.11
Listen and say. be unfamiliar. In this activity, they will hear my
before the new words for special people, just
C h a nt like they did for my (mum), etc.
P

1 2.09 Listen and look.

ea

● Ask pupils to look at the story extension picture.

Ask Who’s this? Draw their attention to the new
characters. Point to each one with your finger
and slowly say granny, grandad, family (Mina’s
rs

mum and sister), friend (Bruno).

4 Follow and find. Then say.
● Play the audio. Pupils listen and point to the new
characters as they are mentioned.
o

● See if pupils can match the new characters to

n

the Rise and Shine children. We see Dexter’s

granny, Zoe’s grandad, Mina’s family and Mina’s
friend Bruno.
20

● Introduce the grammar for this lesson. Point

to the picture and say I’m (Dexter). This is my
(granny).
24 Vocabulary and structures Family; This is my (granny).
2 2.10 Listen, point and say.
23

● Play the audio and ask pupils to point to the new

characters as they listen.
● Play the audio again and lead pupils in a simple
clapping game. Use the following pattern: One.

t t t t t t t
66 Starting
the lesson
Learning
path For Review Purposes Only
Presentation:
Presen
esentation:
Activity 1
Practice:
Activity 2
Extra
ac
activity
Practice:
Activity 3
Presentation:
Grammar
 2
(clap) granny (clap, clap) Two. (clap) grandad (clap, clap). Ending the lesson
SUPPORT Draw a family tree on the board to connect
new words to those from Lesson 1. STRETCH Draw a
● Circle game. Choose pupils to be Dexter, Zoe, Mina and
Hugo. Ask these pupils to stand up and walk around the

Build
blank family tree using circles and lines. See how many
S

people pupils can identify. circle. They tap another pupil (Mina taps 2) lightly on the
shoulder. Those pupils stand up too. The pupils playing
am

ANSWER KEY: 1 family, 2 friend, 3 granny, 4 grandad the Rise and Shine children introduce the other pupils to
the circle using This is my… . Ask the pupil playing Hugo
to use This is my friend. Pupils then sit down. Choose
Extra activity another 4 pupils to play.
Ask pupils to point to a partner and say This is my friend!
pl

Activity Book page 15

FUTURE SKILLS: critical and reflective thinking 1 Follow and say. Pupils follow the path through the
e

maze and say each word in order.

RE
V IEW
Break down the target grammar into 2 steps.
Check pupils understand we say my to show possession
ANSWER KEY: 1 granny, 2 grandad, 3 friend, 4 family
M

of a person or thing. Then check understanding of the

use of This is to demonstrate which person or thing we
2 Look and match. Pupils draw lines to match the
are talking about. children to their special people.
at

Illustrate this with classroom objects. Show pupils a

pencil. Ask 3 pupils to give you their pencils. Point to
ANSWER KEY: 1 Mina – family, 2 Dexter – granny
your pencil again, say This is my pencil and point to
(Belinda), 3 Zoe – grandad
er

yourself. Then ask the 3 pupils to repeat the sentence,

pointing at their pencil and then at themselves. Build Helper: Let’s build! Pupils describe the special people
using This is my… .
ia

3 2.11 Listen and say.

● Play the chant. Ask pupils to listen and point to the ANSWER KEY: 1 This is my family, 2 This is my granny,
pictures in their book. Play the chant again and ask pupils 3 This is my grandad.
l©

to join in with the children.

Extra time? Pupils describe the people in Activity 1 using
This is my… .
BUILD HELPER
P

Tell pupils that Zoe is encouraging them to use what Activity 1 Pupil’s Book Audioscript
they know. Pupils already know the structure my Dexter This is my granny! Hello, Granny Belinda!
ea

(granny). They only need to add This is to the front. Play Zoe Oh, look! Grandad? Yes, this is my grandad!
the chant. Say This is each time and have pupils reply Hi, Grandad!
my (granny). Then play the chant again. This time pupils Mina This is my family! My mum and my sister. Yes,
say the whole chant. my family.
rs

Oh! And this is my friend, Bruno! Hi, Bruno!

4 Follow and find. Then say. All Hello!
o

● In pairs, pupils follow each path and describe the boy’s Activity 2
special person using This is my (granny). 1 family 2 friend 3 granny 4 grandad
n

SUPPORT Build from a single word to the full phrase.

Activity 3
STRETCH Extend answers using greetings. (This is my
Singer This is my granny!
grandad. Hi, Grandad!)
20

This is my grandad!
This is my family!
ANSWER KEY: ★ This is my grandad. ★ This is my
This is my friend!
granny. ★ This is my friend. ★ This is my family.
Children This is my granny!
23

This is my grandad!
This is my family!
This is my friend!

t t t t t t
Build
Helper
Practice:
Activity 4 For Review Purposes Only
Extra
activity
Activity Book:
Practice
Ending the
lesson
Learning
path
67
2 Lesson 5 – Communication Pupil’s Book 25

Objectives Build: building confidence Build

• Lesson aim: to introduce family and friends; to practise the • Build self-belief in pupils’ English skills
sound g through noticing patterns in the target
S

• Speaking function: to talk about family and friends language, building on a bank of known
• New language: This is my (family) words and experimenting with placing new
am

• Recycled language: boy, brother, dad, family, friend, girl, vocabulary into a familiar phrase.
grandad, granny, mum, sister; goodbye • Point to the Build stepping stone and tell
pupils the lesson objective: We’re learning to
GSE talk about our family and friends.
• Productive: speaking: Can reproduce one- and two-syllable
pl

words correctly. When reproducing words, can approximate Materials

the pronunciation of a few high-frequency initial consonant • Flashcards (Lessons 1 and 4 vocabulary);
sounds. paper, pencils and colouring pencils; family
e

• Productive: Listening: Can recognise a few, familiar people if photos brought in by pupils OR stock photos
spoken slowly and clearly. Can hear the initial sound g in simple of diverse families OR storybooks which
M

words. represent diverse families

at

W
onder
Im
agine Build G ro w Shine Starting the lesson
2 ● In Put flashcards on the walls around the
er

e
troduc
Lesson 5 room. In pairs, pupils find the flashcards, point
1 2.12
Listen and choose. and say This is my (mum). After a few minutes,
collect the cards and stick them to the board.
ia

Point to each card and say This is my… . Pupils

repeat the phrase.
l©

RECEPTIVE SKILLS TIP

To help pupils with the listening task in Activity
1, ask them to look at the photos and think
about what the relationships between the
different children could be.
P

2 Look and play.

I can shine!
2.12
3 2.13
1 Listen and choose.
ea

Listen and say.

4 2.14
Listen. Then choose
My sounds and say. ● D Play the audio. Ask pupils to point to the
iagn ose

photo which matches the audio description. Use

coloured stars to check answers.
rs

ANSWER KEY: 1 ★, 2 ★
o

2 As
sess
Look and play.
In pairs, pupils pretend to be the children
n

in one of the photos from Activity 1. One

pupil describes it using It’s a (boy). The other
20

pupil adds This is my (brother). Swap roles.

SUPPORT Play the audio from Activity 1
again. Pause and repeat the target language.
STRETCH One pupil describes a photo without
23

Communication This is my (family).; Sound g 25 pointing. Their partner must point to the correct
photo.

t t t t t t
68 Starting
the lesson pathFor Review Purposes Only
Learning Practice:
Activity 1
Speaking
support
Practice:
Activity 2
Practice:
Activity 3
 2
3 2.13 My sounds Listen and say. FUTURE SKILLS: collaboration and communication
● Point to the granny and repeat Who’s this? Answer, g – In pairs, ask pupils to imagine they can each invite
g – g – granny. Then point to the grandad and say Who’s someone special to come to school for the day. Pupils
this? Answer, g – g – g – grandad. Wave and say Goodbye, fold a piece of paper in half, then open it again. One

Build
S

Granny! Goodbye, Grandad! pupil draws their special person on the left half, and
● Play the audio. Ask pupils to say g – g – g – granny and their partner draws their special person on the right.
am

g – g – g – grandad. Then play the audio again and have Then they introduce their special people to each other.
them say the words along with the audio.
● Use the phrase Goodbye, Granny! Goodbye, Grandad! to
Ending the lesson
encourage pupils to practise.
● Check pupils can approximate all the initial sounds learnt ● In a circle or in pairs, share family photos, stock photos
pl

so far – p – pencil, t – teacher and g – granny. or storybooks again. Encourage pupils to use all the
SUPPORT Drill the sound as a class and draw a language they know.
mouth on the board showing the position of the tongue ● Point out all the steps they have taken since Lesson 1.
e

blocking air from the throat when the sound is produced. Say slowly mum… my mum… This is my mum!
STRETCH See if pupils know any other words or names
Activity Book page 16
M

that have an initial g sound (girl).

2.15
4 2.14Listen. Then choose and say. 1 Listen and tick. Play the audio. Pupils listen and
Invite pupils to choose one of the families and describe it tick the artwork of the person they hear on the audio
at

to their partner or to you. Play the audio of the speaking that matches the silhouette.
model to guide pupils before they begin.
ANSWER KEY: 1 ★ brother, 2 ★ grandad, 3 ★ mum
er

I can shine! Assess 2.16

2 Listen and say. Then colour. Play the audio.
Pupils listen to and say the focus sound g and the
ia

ACHIEVE The pupil uses This is my… to describe 3 or

more people. words granny and grandad. They then colour the
granny and grandad.
l©

ADJUST The pupil uses a single word or short ANSWER KEY: Pupils colour the granny and grandad.
phrase (my mum) to describe several people or uses
This is my… to describe 1 person. 3 Draw and colour. Then say. Pupils draw their choice of
➔ Support learners with additional practice to family and friends. They then colour in the picture and
describe it to a partner. STRETCH Encourage pupils
P

produce phrases using flashcards and modelling.

to add an object (This is my book).
ea

Pupils stick in the Build checkpoint sticker.

EXCEED The pupil can produce descriptions clearly
and independently for both pictures.
➔ Practise rapid recall. Set a timer. Point and ask Activity 1 Pupil’s Book Audioscript
rs

Who’s this? for each person in one of the pictures. 1 Who’s this? It’s a boy. This is my brother. Yes, this is
Repeat for the whole family. Stop the timer. Then my brother.
challenge pupils to improve their time. 2 Who’s this? It’s a girl. This is my friend. Yes, this is
o

my friend.
n

Activity 3
g – g – g – granny
g – g – g – grandad
20

Goodbye, Granny!
Goodbye, Grandad!

Activity 4
23

This is my family. This is my mum. This is my sister.

t t t t t
Phonics
practice For Review Purposes Only
I can shine:
Activity
tivity 4
Activity Book:
Activity
Practice
Prac
actice
Ending the
lesson
Learning
path
69
2 Lesson 6 – Global citizenship Pupil’s Book page 26

Objectives Grow: nurturing growth in society Grow

• Lesson aim: to learn phrases to show politeness • Promote good global citizenship by
• Cross curricular / Culture connection: Family encouraging pupils’ awareness of their role
S

communication in society. Ask pupils to think about why it’s

• Global citizenship theme: Valuing our family and friends important to show gratitude to their families and
am

• Target language: please, thank you friends.

• Recycled language: my red book; bag, crayon, pencil; • Point to the Grow stepping stone and tell pupils
blue, brown, red, yellow the lesson objective: We’re learning to be polite.

GSE Materials
pl

• Productive: Speaking: Can use a few basic words to show • Flashcards (classroom objects, colours); pencils,
politeness. crayons, books and bags in known colours
• Receptive: Listening: Can understand some basic words
e

and phrases to show politeness.

M

Starting the lesson

at

● In Use flashcards to review vocabulary for

e
troduc

classroom objects and colours. First practise

Lesson 6 individual words. Then hold up one colour and
er

one object. Pupils put them together to produce

1 2.17
Listen and choose. 2 2.18
Listen and say.
a (red book).
1 2.17 Listen and choose.
ia

● Present the new vocabulary (please, thank you)

using a pencil or other object. Use clear gestures
and facial expressions. Say the word slowly for
l©

pupils to repeat. Then use only gestures. Pupils

say the word independently.
● Play the audio. Ask pupils to point to the correct
picture for each audio item. Note passive
language Here you are.
P

3 Find and say.

● D
iagn ose
Point to each picture in turn. See if pupils
ea

can say please and thank you.

Think and share!
ANSWER KEY: 1 ★ 2 ★
2
rs

3
1 2 2.18 Listen and say.
● Model please and thank you again using
appropriate gestures. Ask pupils to repeat.
o

● Play the audio. Ask pupils to listen and look

again at the pictures in Activity 1. Draw their
n

attention to the pauses. Have pupils listen again

and repeat please and thank you in the correct
places.
20

ANSWER KEY: 1 please, please, 2 thank you,

26 Global Citizenship Being polite.
thank you
23

t t t t t
70 Starting
the lesson For Review Purposes Only
Learning
path
Presen
Presentation:
esentation:
Ac
Activity 1
Practice:
Activity
Activit 2
Extra
activity
 2
In L1, ask pupils to think of something they can thank
RECEPTIVE SKILLS TIP
a special person for.
After doing Activity 2, ask pupils to work in pairs to
put what they have heard into practice. Pupils swap

Grow
Ending the lesson
S

books. One pupil points to their own book and says

please or my (red) book, please. Their partner passes it ● Circle game. Put a range of classroom objects in the
am

to them. The first pupil says thank you. Repeat for the middle of the circle. Invite a pupil to bring you one object
other pupil. (A red book, please). When they give it to you, say thank
you. Repeat. Once pupils are familiar with the activity,
they can take turns to ask for an object.
FUTURE SKILLS: critical and reflective thinking
pl

In L1, ask pupils to tell a partner about a time they Background information (Culture and CLIL)
were polite to their family or friends. Share examples Different cultures have different expectations when it
(such as receiving a present or asking for help).
e

comes to saying please and thank you. Some cultures

expect these words to be used frequently, while in
3 As
sess
Find and say. others they are reserved for special occasions. Some
M

● In pairs, pupils find 3 children in the picture and decide countries use gestures like bowing, or value gift-giving.
whether each child should say please or thank you. Model Before the lesson, research different cultural traditions.
Say ‘please’ and Say ‘thank you’. Ask pupils to point and Give pupils examples of how people show respect and
at

use these phrases to give the characters instructions. thanks in other countries. How is this different to the
culture in your own country?
ANSWER KEY: 1 Say ‘thank you’, 2 Say ‘please’,
er

3 Say ‘please’ Activity Book page 17

1 2.19 Listen and trace. Pupils trace the path of the
ia

Extra activity conversation as they listen. Note passive language –

One pupil roleplays Granny. Give them a stack of need, here you are.
pencils. The rest of the class line up in front of Granny.
l©

Each pupil says please to receive a pencil, and thank Activity 1 and 2 Pupil’s Book Audioscript
you afterwards. If they forget, Granny can prompt 1 Girl My book, please. Yes, my blue book, please.
them using Say ‘please’ or Say ‘thank you’. Man Here you are.
2 Girl Thank you! My blue book. Thank you.
P

GROW HELPER
ea

Tell pupils Luca is asking Who can you say thank you
to? Pupils answer in English (my sister, my friend,
my teacher). They tell a partner. Then share answers
as a class.
rs
o n
20
23

t t t t t
Practice:
Activity 3 For Review Purposes Only
Grow
ow
Helper
Activity Book:
Activity
Prac
actice
Practice
Ending the
lesson
Learning
path
71
2 Lesson 7 – My Everyday English Pupil’s Book page 27

Objectives Grow: nurturing growth in society Grow

• Lesson aim: to make a thank you picture for a special • Encourage a further sense of pupils’ social
person responsibility by promoting activities that
S

• Functional language: please, thank you encourage children to think positively about their
• Text type: a thank you picture family, their class and school community. Praise
am

• Recycled language: brother, dad, family, friend, pupils for positive behaviour and respectful
grandad, granny, mum, sister practices in the classroom.

GSE
• Point to the Grow stepping stone and tell pupils the
lesson objective: We’re learning to make a thank you
• Productive: Speaking: Can use a few basic words to show
pl

picture.
politeness.
• Receptive: Listening: Can understand some basic words Materials
and phrases to show politeness. • Flashcards; paper, coloured pencils and crayons
e
M

W
onder
Im
agine Build
G ro w Shine Starting the lesson
2 ●
2.03
Play the song from Lesson 2. Pupils sing
at

and act.
Lesson 7 ● Divide the class in half. Ask one half to think
1 2.20
Listen and match. Say. of times when they say please. The other
er

1
half thinks of times when they say thank you.
Pupils tell a partner in L1. Then share answers as
a class.
ia

1 D
iagn ose
2.20 Listen and match. Say.
2 ● Have pupils look at the artwork. Explain that
l©

the text type is a thank you picture. Ask pupils

if they have ever drawn a picture to say ‘please’
or to say ‘thank you’. Pupils tell a partner who
they might draw a picture for. Ask pupils who
2 Look and say. they think the people in the photos are (1 Mum,
P

2 Dad). Then play the audio. Pupils listen and

1 I can shine! say who the thank you picture is for. Then play
ea

3 Play and say. the audio again. Pupils repeat what they hear.
SUPPORT Before the activity, use flashcards to
review family members.
rs

ANSWER KEY: The card is for 1 (Mum).

2
o

RECEPTIVE SKILLS TIP

For audio items which present key functional
n

phrases, play them several times, pausing for

pupils to repeat.
20

My Everyday English My family; please, thank you 27

23

t t t t
72 Starting
the lesson Review Purposes Only
Learning
path
Prac
Practice:
actice:
Activity
Activit
tivity 1
Practice:
Activity 2
 2
2 As
sess
Look and say. Ending the lesson
● Pupils point to each photo in turn. They pretend to be the ● Circle game. Give children known actions to follow using
child and say thank you to the person using the model in this model: Sit down, please! (pause) Thank you. Pupils

Grow
S

Activity 1. SUPPORT Say the words thank you slowly for only do the action if you say please. Otherwise, they don’t
pupils to repeat. STRETCH Ask pupils to replace thank move.
am

you with please. When would they use this word? ● Confident pupils can take turns to play ‘teacher’ using
the actions look, listen, point and say.
ANSWER KEY: 1 Thank you, Mum, 2 Thank you, Dad
Activity Book page 17
pl

FUTURE SKILLS: enquiry and imagination Grow Helper: Think and share! Tell pupils the girls in
Before Activity 3, ask pupils to look at the picture in Activity 1 are drawing thank you pictures. Draw their
their book. Then show them pencils, crayons and paper attention to Activity 2. Ask pupils who they want to draw a
e

set out in 3 piles in front of you. In L1, ask pupils to thank you picture for.
predict what the activity might be. 2
Draw. Then act. Pupils complete the thank you
picture. They then act out giving their picture to
M

3 Play and say. someone (Thank you, Grandad). Encourage them to

● Ask pupils to recall the person they wanted to thank in choose someone different to their Pupil Book picture.
at

Lesson 6. Invite them to make a thank you picture. Ask Pupils stick in the Grow checkpoint sticker.
pupils to collect pencils, crayons and paper using please
and thank you. They then draw their pictures. In pairs, Extra time? Pupils act out receiving a present, e.g. A red
er

pupils roleplay giving their picture to their special person. pencil! Thank you, Dad!

I can shine! Assess Activity 1 Pupil’s Book Audioscript

ia

Thank you, Mum! Thank you!

ACHIEVE The pupil offers their picture and says
thank you.
l©

ADJUST The pupil offers their picture but says

please or does not speak.
➔ Review the meaning of please and thank you.
P

Model the words slowly for pupils to repeat.

ea

EXCEED The pupil names the person they are

thanking (Thank you, Mum).
➔ Ask pupils to say 2 other people they could thank.
rs
o

TEACHER TIME TO SHINE: facilitating speaking in

class
n

Arts and craft activities provide an opportunity to

practise target language in a more relaxed way before
20

pupils present their final project. Encourage children

to say please and thank you to each other as they
share resources. Point to their picture and ask What’s
this? to review colours, people and objects. Allow
23

plenty of time for discussion in L1 to support general

conversation skills.

t t t t
I can shine:
Activity 3 For Review Purposes Only
Activity Book:
Practice
tice
Ending
the lesson
Learning
path
73
2 Lesson 8 – Review Pupil’s Book page 28

Objectives • Point to the Shine stepping stone S hine

• Lesson aim: to review the language from Unit 2 and tell pupils the lesson objective:
• Revised language: boy, brother, dad, family, friend, girl, We’re reviewing what we’ve learnt in
S

grandad, granny, mum, sister; please, thank you; This is my the unit.
(mum).
am

Materials
Shine: Time to shine! • Flashcards; pencils
• Enable pupils of all abilities to showcase achievements
through differentiated steps. In classes of mixed abilities,
this can be achieved by building the complexity of language
pl

expected throughout a sequence of activities, so that every

pupil is able to achieve at least one core lesson objective.
e

Starting the lesson

M

● In L1, ask pupils to look back through the unit,

My family decide which was their favourite lesson and say
at

why (in L1 if necessary).

Step 1 Review ● D
iagn ose
Display flashcards of revised language
items on the board. Divide the class into 2
er

2.21
1 Look and say. 2 Listen and find. teams. Ask 1 pupil to say the name of a card to
earn it for their team. Then ask a pupil from the
other team. Pupils can ask for help from their
ia

team members. Repeat until all the cards have

been earned.
l©

Step 1: Review
● The Review consolidates the target language of
the unit from the I can shine! checkpoints and
helps prepare pupils for the unit projects.
P

1 Look and say.

3 Look and say. ● In pairs, ask pupils to look at the artwork and
ea

say each family member using a single word.

1 2
SUPPORT Before doing the activity, remind
pupils that we can use more than one word to
describe people. STRETCH Pupils use a short
rs

phrase instead of the single word.

ANSWER KEY: friend, brother, sister, dad,

o

mum, grandad, granny

n

2.22
4 Listen and sing. Then choose.
20

28 Unit review Unit objectives review

23

t t t t t
74 Starting
the lesson For Review Purposes Only
Learning
path
Review:
Activity 1
Review:
Activity 2
Activit
Extra
activity
 2
FUTURE SKILLS: critical and reflective thinking
Ending the lesson
Ask pupils to look at the picture. Is it representative ● Divide the class into 3 or 4 teams. Choose a page in the
of all families? Invite pupils to discuss their different unit. Tell teams they have to say the names of all the

Shine
S

family structures, in L1 where necessary. people they can see. Set a time limit. When the time is
up, have groups say their answers. Award one point for
am

2 2.21 Listen and find. each correct answer. Repeat with a different page.
As
sess
● Tell pupils they will hear a child introducing their family. Activity Book page 18
Play the audio for pupils to listen. Then play the audio
again. Pupils listen and point to each family member in 1 Say. Then find and circle. Pupils describe Mina (a
pl

the picture. girl). They then describe the people for Mina using my
(mum). They find the odd one out.
ANSWER KEY: family, dad, granny, friend, sister, mum,
e

grandad ANSWER KEY: (a) girl, (my) sister, (my) mum, (my)
granny. Granny Belinda is the odd one out because she
is not in Mina’s family.
M

Extra activity
Use the picture in Activity 1 and 2 for extra speaking
practice in pairs using This is my… . SUPPORT Prompt
2 2.23
Listen and tick. Then look and say.
at

● The speaker has taken a family photo on a day out. Play

pupils using This is my… and ask them to choose a
the audio. Pupils listen and tick the matching portrait.
person. They then repeat the whole phrase.
STRETCH Pupils ask a partner Who’s this?
ANSWER KEY: ✓ 2
er

3 Look and say.

In L1, discuss what the boy and his dad are doing Extra time? Show pupils flashcards of bag, book, boy, girl,
ia

(washing the dishes). What is Dad saying in each picture? granny, grandad. Pupils sort them into groups by initial
Ask pupils to point to each picture and say please or sound b or g.
l©

thank you. SUPPORT Review the meaning of each word

before the activity. STRETCH Ask pupils to give Dad Activity 2 Pupil’s Book Audioscript
advice about what he should say (Say ‘please’, Dad!). Look, this is my family. This is my dad. This is my granny.
This is my friend. This is my sister. This is my mum and
ANSWER KEY: please, thank you this is my grandad.
P

Activity 4
4 2.22 Listen and sing. Then choose. Boy Look, who’s this? My dad, my dad!
ea

● Play the song from Lesson 2. Listen and sing. Then use All Hello, Dad!
the karaoke version (T2.04) to adapt the basic verse: Girl Look, who’s this? My mum, my mum!
Look, who’s this? My dad, my dad! by changing the word in All Hello, Mum!
bold to any other special person. Pause after each verse Boy Look, who’s this? My brother, my brother!
rs

and invite pupils to choose what to sing next. All Hello, brother!
● As a variation, ask one pupil to stand up and choose. Girl Look, who’s this? My sister, my sister!
All Hello, sister!
o

They invite a second pupil to stand up and pretend to be

their special person. On the line Hello, (Dad)!, the class Dad Girls and boys, girls and boys, say... goodbye!
All Goodbye!
n

sings hello to this pupil. Then the 2 pupils sit down and
another pupil has a turn.
20
23

t t t t t
Review:
Activity 3 For Review Purposes Only
Review:
eview:
Activity
tivity 4
Activity Book:
Activity
Practice
Prac
actice
Ending the
lesson
Learning
path
75
2 Lesson 9 – Project: Let’s make a family of dolls! Pupil’s Book page 29

Objectives Shine: Time to shine! S

• Lesson aim: to make and present a family of paper • Use differentiated steps to allow all pupils to hine
dolls demonstrate what they have learnt. Encourage
S

• Revised language: This is my (family); please, empathy through promoting respectful interactions
thank you using the unit language. Praise pupils for their hard
am

work and progress rather than for achieving a fixed

Materials outcome.
• Paper doll printable page from digital resources; • Point to the Shine stepping stone and say the lesson
pupils’ family photos, stock photos or books showing objective: We’re going to make and present a family of
diverse families; scissors and glue; colouring pencils or
pl

paper dolls.
crayons; flashcards; counters; spinners (from printable
resources)
e

Im
M

WW
o nodnedre r agine Build G ro w Step 2: Create
S hine 2 ● This section revises Global Citizenship skills from
the Build and Grow spreads, like critical thinking
at

and collaboration. Activity 5 focuses on a critical

Step 2 Create
thinking task and Activity 6 looks at creativity
and ‘making’ their project. In Activity 7, pupils
er

5 Think and say. 6 Make.

are invited to collaborate and communicate in
a pair or small group before presenting their
project in front of the class in Time to shine.
ia

● Make sure that pupils understand the steps to

success for the project, to enable them to carry
out the project successfully and to the best of
l©

their ability. For example, instead of just asking

pupils to create a picture, give them clear step-
by-step instructions (in L1 where necessary):
1 Choose or draw the pictures you want to use.
2 Fill the page.
P

3 Use lots of colour.

Time to shine! 4 Talk about the pictures with a partner.
ea

● Show pupils what is required of them. Some

7 2.24
Listen. Then show and say. pupils may need more support to keep in mind
all the key elements of a successful project.
Other pupils may be aware of the key elements
rs

but may require further suggestions to motivate

them to improve. Above all, project work is
a chance for pupils to produce the language
o

they have been learning in class, and will

n

provide useful assessment and remediation

2 opportunities.
5 Think and say.
20

Unit project My family 29 ● Invite pupils to think about their own family.
Remind them that ‘family’ can include lots of
different people who look after you and are
Starting the lesson
23

special to you.
● If pupils have brought in family photos, invite them to share these ● In pairs, pupils tell their partner who they are
again in small groups. Alternatively, use stock photos or books going to colour.
showing diverse families. Ask pupils if they have enjoyed learning
words for families in this unit.

t t t t
76 Starting
the lesson For Review Purposes Only
Learning
path
Project:
Project:
Activity
Activit
tivity 5
Project:
Activity 6
 2
● Ask them How many? so they think about the number of
dolls they need. SUPPORT Use personal or stock photos PROJECT TIP
to prompt pupils in their decision. They may decide to Ask pupils to work collaboratively to help you create
longer chains from their individual family groups, for

Shine
focus on one special person. STRETCH Ask pupils to
S

choose at least 4 different special people. display across a classroom wall or window. Connect
the chains in such a way that they can be unfastened,
am

6 Make. in case pupils wish to add other family members during

● Provide the paper doll printable pages, found in the the year, such as a new baby brother or sister.
digital teacher resources.
● Show pupils how to fold and cut them out.
● Ask pupils to shorten or lengthen their chain using scissors In L1, ask pupils to think of one thing they think is
pl

and glue, so that they have the number of dolls they need. special about their own family. Tell a partner.
● Pupils colour their doll family. Provide coloured pencils
or crayons. Encourage children to share resources Ending the lesson
e

using please and thank you. You may wish to repeat the ● Circle game. Pupils hold their drawings. Say a person
resources-collecting exercise from Lesson 7 Activity 3. (Mum). Pupils who have this person in their drawing say
M

yes!, stand up and show it. Pupils who do not, say no and
Differentiation stay seated. If you say This is my family! everyone must
● Before the lesson, cut out paper doll chains ready for stand up.
at

pupils to colour in. SUPPORT As pupils work, put ● Speed game. Play the circle game more quickly as pupils
flashcards on the board to help them remember the become more confident and use This is my family frequently.
vocabulary they have learnt. STRETCH Ask pupils
er

questions in English as they work – Who’s this? to Activity Book page 19

encourage multitasking. 3 Stick and colour. Pupils stick the 2 stickers on to the
board to give faces to Dad and Granny. They colour in
Time to shine!
ia

these 2 characters. They then colour the blank clothing

on other characters.
7 As
sess
2.24
Listen. Then show and say.
l©

● Tell pupils they are going to share their paper doll family. 4 Play. Pupils play the game by moving counters around
Play the speaking model on the audio. the board, using a spinner. Encourage them to use
● Give pupils time to think about what they want to say please and thank you when choosing colours of playing
about their family. Allow them to practise with a partner pieces and sharing the spinner. When pupils land on a
before presenting to the class. space with a person on it, they must use any relevant
language to describe it (e.g. they can choose whether
P

● Ask pupils if they enjoyed making their paper doll family.

Praise them for their effort and encourage them to a girl is a girl, my sister or my friend). By doing this,
they collect family and friends. Pupils keep moving
ea

praise each other too.

around the board to collect a bigger family, until they
land directly on the start / finish space, which ends the
I can shine! Assess game.
rs

To make collecting family and friends easier, use

ACHIEVE The pupil can use at least 1 phrase (This flashcards (or make copies of flashcards) which pupils
is my…) to describe their picture. can collect and keep when they land on those spaces.
o

Pupils can then tell a partner which people they have

collected using This is my… .
n

ADJUST The pupil uses 1 or more single words

(mum) to describe their picture.
Home–school link: Show and say. Encourage pupils to
➔ Point to a person in their drawing and model This is
share their learning with people at home. They can use
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my… . Encourage them to repeat the correct phrase.

new vocabulary to describe their family and friends, and
practise saying please and thank you in daily life.
EXCEED The pupil confidently and correctly uses
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correct phrases to describe their picture. They may Activity 7 Pupil’s Book Audioscript
use functional language (Look!) or numbers. This is my family. This is my mum. This is my sister.
➔ Challenge pupils to remember all 10 words they
have learnt for special people.

t t t t
Time to shine:
Activity 7 For Review Purposes Only
Activity
y Book:
Practice
Practice
Ending
the lesson
Learning
path
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