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TEACHERS BOOK STARTER

Linnette Erocak Tessa Lochowski


Series advisor: David Nunan

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TEACHERS BOOK STARTER
C o n t ents
Scope and sequence 4
Introduction 6
Cross-curricular teaching 7
Literacy 8
What is Assessment for Learning? 9
Components 11
Unit walkthrough 13
How to use stories 18
Classroom management tips 19
Game bank 20
Extension bank 22
Unit worksheet teaching notes 23
Lesson notes and worksheets 24
Festivals 176
Festival cutouts 182
Evaluation 186
Evaluation teaching notes 188
Evaluation sheets 192

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S c op e a n d sequence
Welcome
Vocabulary: Colours: blue, green, red, yellow
Numbers: one, two, three, four, five

Structures: Hello. Im Harry.


Hello, Harry.

1 My birthday
Vocabulary: Colours: pink, purple, orange, brown, black, white, grey Phonics: /b/ and /p/
Numbers: six, seven, eight, nine, ten bee, black, blue, brown
panda, purple, pink
Actions: clap, stamp, jump
Nature: bird, butterfly, fish, flower, leaf Cross-curricular:
Science: colours in nature
Structures: (Five) (pink) flowers.
Im (six).
Happy Birthday!
Its a (bird). A (blue) (bird).

2 At school
Vocabulary: Classroom objects: chair, table, pencil, ruler, rubber, pen, book Phonics: /r/ and /l/
Actions: play, climb rabbit, ruler, rubber, red
Musical instruments: violin, drum, guitar, piano lamb, look, leaf

Structures: Its a (red) (pencil). Cross-curricular:


Music: musical instruments
Lets (jump).
Whats this?

3 My family
Vocabulary: Family members: sister, brother, friend, aunt, mum, dad, granny, grandad Phonics: /s/ and /z/
Feelings: sad, happy seal, sad, six
Occupations: pilot, teacher, doctor, vet zebra, zoo

Cross-curricular:
Structures: This is my brother/sister.
Social Science: occupations
Hes/Shes (nine).
Hes/Shes (happy).
Hes/Shes a (doctor).

4 My body
Vocabulary: Parts of the body: legs, feet, arms, hands, body, head Phonics: /h/ and /g/
More parts of the body: wings, tail, fingers, toes hippo, head, hands
Actions: click, wiggle gorilla, guitar, game
Keeping clean: clean, dirty, face, wash Cross-curricular:
Social Science: keeping clean
Structures: Ive got a (red) (head).
Ive got (eight) (toes).
Ive got a (dirty) (face).
Wash your (hands).

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5 Pets
Vocabulary: Pets: dog, cat, mouse, rabbit, parrot, tortoise, frog Phonics: /d/ and /t/
Adjectives: big, small dog, doctor, drum
Baby animals: chick, kitten, puppy tortoise, ten, two

Structures: Its a (small) (cat). Cross-curricular:


Science: animals and
Hes/Shes got a (mouse). their young
The (dog)s got a (puppy).

6 My house
Vocabulary: Places and things at home: bedroom, living room, door, dining room, Phonics: /w/ and /v/
bathroom, window, kitchen walrus, window, wave
More places and things at home: bed, bath, garden, shed vulture, violin, vet
Places in the neighbourhood: shop, library, park, caf
Cross-curricular:
Social Science: places in the
Structures: Wheres my (dad)? (Hes) in the (bathroom).
neighbourhood
Wheres the (dog)? Its in the (garden).
This is the living room.

7 Food
Vocabulary: Food items: fruit, salad, cake, bread, yoghurt, milk, cheese, fish Phonics: /d / and /t/
More food items: jelly, honey, apples, ice cream jellyfish, juice, jelly
Healthy food: good, bad, chocolate yak, yoghurt, yellow

Structures: I like (fruit). Cross-curricular:


Food Science: healthy food
I dont like (yoghurt).
Its (good) for me.

8 Im happy!
Vocabulary: Adjectives: tired, hungry, thirsty, scared, happy Phonics: // and /t/
Verbs: eat, drink, turn around shark, shadow, shell
cheetah, chair, chocolate, cheese
Structures: Im (scared).
Hes/Shes (tired). Cross-curricular:
Science: light and shadow
Its a (big) shadow.

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Introduction
Dear Teachers, is a six-level course
for children learning
Welcome!
English at primary level. It offers best
It is my pleasure to introduce you to Poptropica English. This is practice methodology in the
the most exciting and important series for teaching English to classroom, while also offering teachers
young learners on the market today. It is designed to educate and pupils an innovative digital
learners for the twenty-first century. This involves more than environment in the shape of the unique
teaching learners to communicate in English. It also involves Poptropica English Island
helping learners to socialise and work cooperatively, to have a Adventure Game.
sense of responsibility to others, to develop their ability to reflect
Poptropica English is designed to
on their learning processes and to begin learning and using English
provide teachers and pupils with a
independently.
truly blended English language learning
The series is based on some key educational principles. The most environment. It takes into account
important of these is that of catering to the whole learner. the current movement towards using
This means that you are not just responsible for developing the an increased amount of technology in
ability of learners to communicate through English, you are also the classroom and also at home, as
responsible for their emotional, social and moral development. more and more families use computers
This is a very challenging task, but Poptropica English will provide and want safe, effective, educational
you with resources to help you meet that challenge. material for their children.
Through these materials, learners engage with English by using Poptropica English motivates
it in a wide range of interesting and fun situations that relate children by introducing them to
to their everyday lives. Yes, they have to learn vocabulary and an online area which extends and
master the pronunciation and grammar of the language, but they enhances their learning. Children
do so through engaging tasks that keep them motivated and show follow the characters through their
them the relevance of English to their lives beyond the language book, while listening to stories,
classroom. singing songs, communicating
The journey from infancy to adulthood is an amazing adventure, and playing games along the way.
of which language learning is a part. I hope that you enjoy taking Most importantly, pupils will enjoy
your pupils on the adventure with Poptropica English. themselves and make their own
discoveries in English.
David Nunan
Series Advisor
Poptropica English

Methodology
Practice is provided in the form of controlled and
Poptropica English assumes no previous
more open activities using the presented language.
knowledge of English and takes a 5Ps approach
to communication in order to provide support and Production activities encourage pupils to use
encourage production from an early stage. The PPP the language either to speak or write something.
(Presentation, Practice and Production) method is These activities encourage pupils to become more
a tried and tested approach which is favoured by autonomous and to manipulate the language in order
many teachers in the primary classroom. The lesson to communicate.
sequence is clear and easy to follow and works in
Personalisation activities are also included in the
a structured way. The Poptropica English 5Ps
lesson structure to engage pupils further with the unit
approach adds also Personalisation and Pronunciation.
language and to help them with language recall.
Presentation is the first stage. The teacher
Pronunciation is a key area in language teaching and
demonstrates the key language while providing
it is addressed in all units. Pupils practise it through fun
a model on audio for pupils to hear the correct
and engaging songs and chants that help them acquire
pronunciation.
the stress, rhythm and intonation of English.

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Cross - curricular teaching
Children are naturally curious about the world What the pupils hear or read about a topic can later
around them. They want to know how nature works provide realistic reasons for speaking and writing
(Science), how mans inventions function (Technology), about it.
they are drawn to the exciting stories behind mans
Tip 2: As the pupils do the activities in the lesson,
achievements and artistic creations (History/Art), as
highlight any new vocabulary relating to the topic and
well as the fascinating landscapes and customs of far-
collect it in a simple list on the board. At the end of
away places (Geography/Social Science). Therefore,
the lesson, invite the pupils to copy the list into their
it seems natural and appropriate for their foreign
notebooks for later reference.
language classroom to provide opportunities for them
to explore this world and to integrate the resulting Cross-curricular lessons can lead to very motivating
knowledge and understanding with language learning. individual or small group projects.
Here are some other reasons for integrating content
with language learning, as well as some tips for
making the most of the cross-curricular pages in
12
2:30 Listen and point. Then matc
and say.
h 5
Poptropica English: 1
2
3

Young pupils already bring an incredible amount of


previous knowledge of the world to the language-
learning classroom.
Tip 1: Start the lesson by inviting pupils to focus on the a
c
images on the page and ask a few warm-up questions, b

e.g. What can you see on the page? What is the lesson
about? What do you know about the topic? What else
would you like to know? Use the childrens first language
if necessary. 13
Listen and number. Then
say. c
2:31

2
b
a

say.
12 Listen and point. Then
1:35
3
2
1

4
Lesson 6
Can match animals with
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6
12 Listen. Then number.
Listen and number.
2:47

13 1:36

13 Find and say.

musical instruments
17
Can name some common
Lesson 6 1
18/02/2016 09:35

dd 17
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the neighbourhood
49
Can talk about places in
Lesson 6
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Literacy
In Starter level, reading is introduced in the Pupils Book and Activity Book. In the Pupils Book, it is
used for consolidation purposes and pre-readers can use the book easily without needing to read. In the
Activity Book, pupils trace and copy single words to practise the new language.
The Sounds fun notebook is something pupils prepare in class to be used at the end of Lesson 4 of each
unit. Pupils record the sounds learnt in each unit in their Sounds fun notebook and find or draw pictures of
words with these sounds. More confident pupils could also write the words below their drawings. With the
introduction of target vocabulary at the beginning of every unit, teachers should encourage pupils to add
these new words to the appropriate page in their Sounds fun notebook. In this way, pupils are consistently
recycling the sounds introduced in this level. Pupils could use an exercise book as their Sounds fun notebook
and then carry it through into next year. Alternatively, you could help them to make their own mini book
using the instructions below and three sheets of A4 paper.

Making a Sounds fun notebook


Take one A4 sheet for every 8 pages needed in the book, i.e. three A4 sheets for a 24-page book.
Put the sheets neatly one on top of the other. Fold the pile in half so that the short sides touch, then in
half again in the other direction. You should now have a small book shape.
Cut along the folds at the top/bottom of the book so that the pages can turn, then staple at the top
and bottom of the spine.

Pronunciation table
Consonants Vowels
Symbol Keyword Symbol Keyword
p pen short bit
b back e bed
t ten cat
d day dog
k key cut
g get put
f fat about
v view i happy
thing u actuality
then long i sheep
s soon father
z zero four
ship u boot
pleasure bird
h hot e
diphthongs make
x loch a lie
cheer boy
jump note
m sum a now
n sun real
sung e hair
w wet sure
l let u actual
r red i peculiar
j yet

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What is Assessment for Learning?
Poptropica English includes elements of Assessment Where is the learning adventure used?
for Learning methodology, which help to enhance
learning by supporting pupils in understanding what The learning adventure is used in Vocabulary,
they know and what they need to do next, empowering Cross-curricular and I can do it! lessons.
them to move themselves forward and making them
active in their own learning, as well as helping teachers How do I introduce the learning adventure to
understand where their pupils are. Assessment for my pupils?
Learning is looking for ways to understand how pupils Its a good idea to model with pupils how to use the
are doing and using this information to help them learning adventure poster. The learning adventure
improve, as well as helping teachers make decisions poster can be put up in the classroom and the image
about how to help pupils improve. used in a sequence of activities in conjunction with both
the Pupils Book and accompanying teaching notes.
Assessment: isnt this testing?
There are four steps on the learning adventure:
It can be, but when we talk about Assessment for
Learning, were really talking about assessing pupils 1 Lets go! This means that pupils have started a
formatively, watching and listening to our pupils to new learning objective and are at the beginning of
see how much they understand and using this to help their learning; maybe they know one or two words.
decide what we need to do next. This can be during 2 Im on my way! This means that pupils are moving
any activity in class the kind of assessment you along their journey with increasing understanding or
already do every day! knowledge; maybe they know five or six words.
3 Im almost there! This means that pupils
Why is Assessment for Learning important in are feeling increasingly confident about what
Poptropica English? they have learnt; they have a good (though not
Poptropica English provides fun and engaging necessarily 100%) knowledge or understanding.
material to help your pupils have an exciting and 4 Ive arrived! This means that pupils are very
motivating early experience with English. A handful of confident about what they have learnt; they have a
Assessment for Learning techniques and activities good (though not necessarily 100%) knowledge or
have been integrated into each lesson, to build on understanding.
this positive experience. These activities give pupils
an awareness of what and how they are learning,
How do I use the poster with my class?
while giving you, the teacher, lots of opportunities
to assess how each pupil is doing. Introducing the Its really useful if you can have the poster on the wall
learning adventure in your lessons to talk about for every class. The poster is used in two different ways.
pupils learning, makes each step along their English
language adventure visible and interactive, engaging
y
and motivating pupils while also developing self- Where are ou on your learning adven
assessment skills. ture
?

What is the learning adventure?


The learning adventure, based on each of the Ive
arrived
Lets go
Poptropica English Islands, is a path which
represents how confident the pupil feels about a on
Im ay ost
w Im alm
particular learning objective. Using this poster in class my there

enables pupils to develop self-assessment skills by


reflecting on how well they can remember vocabulary,
for example, from the lesson or unit. It can also help
gather evidence for the teacher on who is confident
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For Vocabulary lessons Pop quiz Gives you a quick end-of-lesson activity
The poster works in the same sequence each time and to help you check who has got it and who needs
the lesson plans show you exactly when and how. more help.
Every lesson begins with pupil-friendly objectives Provides opportunities to see where pupils are in their
these will appear in the teaching notes for each lesson. learning, enabling you to provide useful feedback and adjust
You can write these on the board. The first activity in your teaching in line with individual needs.
these lessons is What do you know? this is a Pupils Extension questions Asks pupils a question to help
Book activity asking pupils which words they know extend their thinking and learning.
on this topic before the main class presentation. This
will find out what pupils already know about a topic, Requires more than only remembering what they have
engage them and give pupils confidence that they learnt; illustrates that they have understood it.
know something already. Now, using the poster, ask I can do it! Self-assessment lessons develop pupils
the pupils, Where are you on your learning adventure? skills to assess where they are in their learning and what
Ask pupils to think about how many words they know they need to do next to achieve their learning goals,
and to say which stage on the poster they think they are motivating them to continue learning.
at, e.g. if they know two or three words they might say, Developing the skills to identify what you know and what you
Lets go! as they are at the beginning of their learning. dont forms a huge part of learning. With practice, this should
You should respond positively, as they are already facilitate learning and produce confident pupils, not afraid to
moving along their learning adventure! At the end of ask for help from their teachers and classmates.
the lesson, ask the pupils again, Where are you on your
learning adventure? Pupils think how many words they
know now and choose another stage on the poster, When can I use the learning adventure?
e.g. if they know eight words they might say, I know You can use the learning adventure in any lesson
teddy bear, car, kite, doll, boat, bike, ball, train. Its a with learning objectives. For pupils new to this concept,
good idea to remind pupils of where they were at the its good to begin with vocabulary, where its easy to
beginning of the lesson and where they are now, to identify what you know and have learnt.
really emphasise the progress they are making.

I can do it! What if my pupils do not use the learning


adventure accurately?
The poster is used to help pupils develop the skills
needed to identify what they know and what they dont It doesnt matter too much about accuracy. They arent
know, to help them focus and move themselves forward. giving themselves grades, theyre simply increasing their
With practice, this should make learning more efficient, awareness about their own learning. What matters
produce confident pupils not afraid to ask for help from is helping your pupils to increase their awareness by
teachers and classmates and underline that everyone modelling how to use the poster, using examples to
can make progress. As with every lesson, we begin with show how many words you might know for each stage
Pupil-friendly objectives. We ask pupils, What can you on the poster. Also, by encouraging pupils to think more
remember? This requires pupils to recall what topics/ positively about their progress if they underestimate
language they learnt in the unit. Ask pupils, Where are on the learning adventure. Or, if pupils indicate
you on your learning adventure? For each topic/language too confidently where they are, ask pupils to think a
area, ask pupils to say where they are on their learning little more carefully about how many words they can
adventure. The pupils then complete a set of activities to remember, for example. For strong pupils, keep them
help them review and consolidate the unit topic/language. motivated by asking them to find out more about the
topic or new words on the topic. Also, using the poster
What other Assessment for Learning activities regularly in class will help pupils integrate this into their
are there? Why should I use them? learning more easily.

What do you know? Asks pupils if they know any What if my pupils are very shy?
words associated with the unit topic before the main
vocabulary presentation. If pupils dont want to say where they are, you can
make cards that pupils can hold up in class. Each pupil
Pupils will feel confident that they already know some can make a card for each stage, e.g. Lets go!
words from the topic so they arent at the beginning of
their learning.

10 Assessment for Learning

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Components
For the pupil

Poptropica English

Poptropica English
The Pupils Book presents materials to
effectively present and practise the target
Welcome to Poptropica English,
a six level primary English series that
engages
materials and
Welcome to Popt
young learners like
ropic a English, a six level
never before. The
fun-filled online activit unique combination
primary English series
that engages
unique combination of beautiful in-class of beautiful in-clas

language and the Activity Book provides


ies, songs and games
young learners like never before. The and adventure that children wont , creates a world
of excitement and
s materials and
games, creates a world of excitement want to leave.
fun-filled online activities, songs and adventure
that children wont want to leave. Poptropica Engl
ish:

PUPILS BOOK STARTER


reinforcement, consolidation and freer Empowers pupils

ACTIVITY BOOK
Poptropica English:

STARTER
, putting them at

STA
the heart of the learnin
Engages pupils, g experience
at the heart of the learning experience
Empowers pupils, putting them sparking imaginations

practice. Additional features include:


through captivating
adventures characters and online
through captivating characters and online Evaluates pupil adventures
Engages pupils, sparking imaginations performance in every
lesson

STARTER
in every lesson Elevates learnin
e g to a whole new

PUP ILS BOO K


Evaluates pupil performanc

STARTE
level

Goodbye unit to consolidate and wrap up;


level
Elevates learning to a whole new Poptropica Engl
ish makes learn
English ing English
Poptropica English makes learning

R
an unforgettable
AC TI VI TY BO OK
adventure.
an unforgettable adventure.

Festival pages and cutout activities;


Activity stickers for further consolidation
of language;
Picture dictionary at the back of the
Activity Book.
The Poptropica English Island Adventure GSE
Level 5
10 20 30 40 50 60 70 80

Game provides a safe, engaging, highly-


90
Level 4
Level 3
Level 2

motivating environment where pupils meet


Lochowski Nunan
Level 1
Level 0

Lochowski Nunan
CEFR

the characters from the Pupils Book plus A1 A2 <A1 +


B1 + B2 +
Learn more about
the Globa l Scale C1 C2 Tessa Lochowski
of Englis h at englis
h.com /gse Series advisor: David Nunan

a host of other exciting characters and POPENG_BR_ST_


ACB_CVR.indd
1
7/26/16 4:27 PM
Tessa Lochowsk
i
Series advisor:
follow them on an adventure. Pupils will
POPENG_BR_ST_PUB_CVR.indd
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David Nunan

engage in safe closed-chat dialogues


23/03/2017 08:01

with the characters they meet, practising


target language from the units. They will
also follow instructions to help them solve
puzzles, learning supplementary language
along the way. The Poptropica English
Island Adventure Game is a great tool
to make learning happen in an interactive
way and it further consolidates and extends
the language learning process. Most of all,
pupils will enjoy learning through play and
will absorb English without realising it!

For the parent


Parents may wish to encourage their children to do
additional practice at home.
The Activity Book provides reinforcement and
consolidation of the language presented in the Pupils
Book. It contains controlled and freer practice plus
personalisation and further listening and reading texts.

11

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For the teacher The flashcards present main target vocabulary in each
The Teachers Book provides step-by-step lesson unit. The teaching notes in the Teachers Book clearly
plans covering all the course material. explain how the flashcards can be used to present,
practise and consolidate language through games and
Each lesson plan is clearly structured into stages: activities.
Starting the lesson
Presentation 41

Practice
Ending the lesson.
The lesson notes are designed to provide flexible parro
support for all teachers, including those who may
lack time for planning or who have limited access to
resources. The Introduction includes recommended
Pearson Educa
ion Limi ed 2016
Pop ropica English,
S ar er Level, Uni
5, Pic ure Card 41

procedures for using games and stories effectively.


For maximum flexibility and variety, the following The posters accompanying the course are of two
photocopiable materials can be found in the types. Learning adventure posters help pupils and
Teachers Book: teachers gain awareness of what and how the pupils
Unit worksheets are learning. Vocabulary posters serve as another
Festival cutout activities tool for teaching and consolidating vocabulary.
Unit and End-of-year evaluations The video stories are available on the Active Teach.
The Class Audio CDs contain all the songs (including They give pupils a new context in which to recycle the
karaoke versions), chants, stories and listening language of the Pupils Book.
activities which appear in the Pupils Book. They also The evaluations (unit and End-of-year) can be found
contain audio for the evaluations which are at the back at the back of the Teachers Book. The audio for these
of the Teachers Book. evaluations is on the Audio CD.

Alphabet

Aa Bb Cc Dd Ee Gg Hh Ii
Ff
A_06b
(style_A)

ant balloon car dinosaur girl helicopter igloo


egg feather

Jj Kk Ll Mm Nn Oo Pp Qq Rr
Qq

jam key lemon map


noodles octopus pirate queen robot

Ss Tt Uu Vv Ww Xx Yy
Tt Zz

sun tiger umbrella vet yo-yo zebra


window ox

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12 Components

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Unit walkthrough
Lesson 1 Lesson 2
Presentation and practice of Presentation and practice of
vocabulary with audio support grammar with audio support
Previous knowledge of the topic is activated through The new structure is presented in the unit chant and
an Assessment for Learning activity. practised in a listening activity.

4 My body 4
2:03
Listen and chant.
Then find.

1 What do you know?

2
2:01
Listen and find. 5
2:04
Listen and circle. Then say and play.

1 2 3
3
2:02
Listen and say.

Qu

es
t
2:05

28 Lesson 1 Can name some common body words Lesson 2 Can talk about parts of the body 29

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Pupils listen to the key unit vocabulary in the context Pupils also sing the Quest song and locate
of a dialogue between the characters. They then listen the Poptropica English Island Adventure Game
and repeat the vocabulary. card on the opening spread.
Target vocabulary is included in the opening scene. Clear and concise learning objectives help clarify
the aim of the lesson for the teacher and parent.

Further practice of the target


language is provided in the
Activity Book for all lessons.
4 My body
1 Trace. Then number.

head
1

body
2
arm
3

leg
4 5
hand
feet
6

a c e

b d f

Lesson 1 25
25

13

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Lesson 3
6 Listen and find. Then sing.

Presentation and practice of


2:06 /
2:07

vocabulary with audio support


Pupils learn a new set of vocabulary in the unit song,
which is linked to the unit topic. This may be additional
words or a separate vocabulary set. The new language
is then practised in a speaking activity. Karaoke
versions of the songs are included in the class audio.

HOME
SCHOOL
SCHOOL
LINK
7 Match and count. Then say.

3 4
2
1

a c
b d

30 Lesson 3 Can say more body words / Can follow a simple song

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4 Lesson 4
8
2:09
Listen and number.

Skills practice and pronunciation


A skills activity helps to consolidate the grammar and
vocabulary of the unit.
The Sounds fun pronunciation feature with audio
presents English sounds with humorous characters.

Now make and play (page 75).

9
2:10
Listen and say.

h g
Lesson 4 Can describe bodies / Can say the sounds /h/ and /g/ 31

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14 Unit walkthrough

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Lesson 5
10 Listen to the story. Read.

Story
2:12

1 2
Whats this?

The story is provided with speech bubbles and audio


support. It consolidates vocabulary and structures from
previous lessons and introduces new functional language.

3 4
Blue!

5 6
Oh, Waldo!
Uh-oh!

11 Act out the story.

32 Lesson 5 Can understand a simple story / Can act out a story

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Dri nks
Ho t Do gs

CIRCUS
US
CIRCCUS
R
CI

8 Im ha ppy!
Stor y card 1

3:26 AUNT FIFI Well done! Youve got all the stickers
!

Who can you see? [Cody, Beth, Aunt


Fifi, Harry and Waldo]
17/10/2016 08:59 Is Aunt Fifi angry? [No]
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M08 Poptropica Story Cards Starter

M08 Poptropica Story Cards Starter


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Unit walkthrough 15

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Lesson 6
12 Listen and number.
4
Cross-curricular content and
2:14

mini-project
Target language is practised and extended through
a cross-curricular topic in English. The material in
Starter level is related to Science, Social Science
and Music.
A teacher-led mini-project encourages production of
the unit language.
13
2:15
Listen and say.

2
1

4
3

Lesson 6 Can talk about keeping clean 33

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Cutouts. Unit
6, Lesson 4, Pa
ge 47.

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STAGLB_BR
_2164_CUT.indd
77 77

24/02/2017
11:21

16 Unit walkthrough

F01 Poptropica TB0 Global British English for Argentina 92201.indd 16 24/04/2017 08:53
Lesson 7
I C AN
14 Trace and match. Then say. DO IT!
T!
Self-assessment and review 1
head
2
hands
Pupils complete a self-assessment in every unit.
This involves pupils completing two activities one 3
legs
4
arms
vocabulary and one grammar. After completing each
activity, pupils are invited to self-assess what they 5 6

can now do by sticking the Assessment for Learning feet body


sticker next to the activity.

15
2:16
Listen and or . Then say.

a b

1 2 3 4

34 Lesson 7 Can assess what I have learnt in Unit 4

M04_POEN_PUB_STAGLB_BR_2164_U04.indd 34 18/02/2016 09:40

Lesson 8
16 Find and circle two the same.
4
1 a
Then say.

b c d
Review and consolidation
Pupils consolidate and practise the unit language
through a fun language game.
2 a b c d

3 a b c d

17 Colour. Then play.

Ive got green


legs.

Now go to Poptropica
English World

Lesson 8 Can use what I have learnt in Unit 4 35

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Unit walkthrough 17

F01 Poptropica TB0 Global British English for Argentina 92201.indd 17 24/04/2017 08:53
How to use stories
Stories are an essential part of language learning Stage 4 Role playing the story
because they allow pupils to absorb information in a
fun and stimulating way. Learning outside the normal After listening to the story several times, pupils are
boundaries of a teacher-based classroom environment ready to role play it in groups, providing them with the
creates the opportunity for pupils to develop their opportunity to reproduce larger chunks of language.
creative and communicative skills. Using stories in the Props can be brought to class and used to make the
classroom greatly enhances pupils ability to listen and experience even more stimulating. Teachers may play
to actively respond to target language and structures the audio or read the audioscript from the Teachers
in a fun and relaxed atmosphere. Stories increase Book, while pupils role play or pupils may recite the
motivation and encourage less confident pupils to story from memory. Try to ensure that, as far as
contribute with their ideas and opinions because they possible, every pupil gets an opportunity to be involved
are not confined to the limits of a certain structure. in the role play.
They provide larger chunks of language in a context Below are some suggestions for extra work with the
and provide an opportunity for pupils to produce stories:
language.
While pupils listen to the story, they perform a
Theres a story in Lesson 5 of each unit, featuring specific action for target vocabulary (e.g. pupils clap
the characters. These stories serve to review and when they hear the word purple or stamp their feet
reinforce the target language and structures of the when they hear the word blue).
unit. The artwork is visually stimulating and the audio Pupils draw a new picture for any frame of the story.
effects ensure pupils listen avidly from start to finish. Pupils create a new ending for the story.
Below is a four-step method for using stories in the Pupils draw or describe their favourite character.
classroom that starts with anticipation and ends with Pupils discuss real-life situations that are related to
(assisted) performance. the story.
Pupils comment on how they would feel or how they
Stage 1 Anticipating the story would behave if they were in a similar situation to one
of the story characters.
Before listening to the audio, ask pupils questions You might like to give pupils feedback. You could give
or carry out a simple discussion in English or L1 to pupils two stars and one wish, e.g. Fantastic actions!,
get them thinking about the story. This will enable Great teamwork!, Speak a bit louder next time. This
pupils to begin forming an idea of the theme of the could be given in L1.
story and how it might develop. It also provides an
opportunity to introduce any new vocabulary or to Story card activities
review previously learnt language, allowing teachers to
assess how thoroughly pupils have absorbed the target The story cards are greatly versatile and can be used
language of the unit. Teachers should not provide any in conjunction with a number of activities:
answers at this stage but rather allow pupils to think Stick the story cards in random order on the board
for themselves. and pupils put them in the correct order.
Stick the story cards on the board in order. Ask pupils
Stage 2 Hearing and seeing the story to close their eyes while you remove one card. Pupils
guess which card is missing.
At this stage, pupils listen to the story and work Hide the story cards around the classroom. Pupils find
through it to find answers to your questions. If access the cards and stick them on the board in the correct
to technology is limited or if it fails during the lesson, order.
teachers can simply read from the book. Pupils invent a new dialogue for one or all of the cards.
Read the audioscript printed on the back of the story
Stage 3 Checking the story cards, making deliberate mistakes (e.g. say red instead
Some suggested questions to be asked after listening of yellow). Pupils correct your mistakes.
to the story are provided in the teaching notes. Hand each story card to a different pupil. When you
This gives teachers the possibility to further assess read the audioscript, the pupil with the appropriate
the depth of pupils comprehension of the story and of story card stands up and shows it to the class.
the language used. It also sparks pupils creativity and Show any story card and pupils remember and recite
imagination by encouraging them to visualise how the the audioscript.
story develops.

18

F01 Poptropica TB0 Global British English for Argentina 92201.indd 18 24/04/2017 08:53
Classroom management tips
Poptropica English presents different classroom Strategic grouping: Depending on the activity,
dynamics. It goes from individual work to pairwork, you may want to group pupils using one of these
group work and whole-class activities. When working combinations: stronger and weaker pupils together,
in pairs, groups or in a whole-class setting, pupils stronger pupils together, weaker pupils together,
foster cooperative learning; learning with and from talkers and listeners together. Whatever you choose,
each other. The following suggestions focus on do not let pupils know what your strategy is.
different ways of grouping or pairing pupils. All the
activities presented here are suited to any group size, Signalling that the activity has finished
age or interest.
When assigning speaking activities and playing games
in large classes, it can often be hard to grab pupils
Ideas on how to divide pupils into pairs attention. With this in mind, here are some suggestions
and groups to help you deal with this situation.
Grouping by order: Organise pupils in a specific order Can you hear me? Start talking to them in a very
and then divide them up. Ask pupils to get in line in low voice and say, If you can hear me, raise your hand.
alphabetical order (according to their first name, last Pupils who hear you raise their hand, which will get the
name or the number of letters in their name), order of attention of other pupils, who will do the same.
birthdays (grouped either by month or by their date of
birth), months of the year, days of the week or height. Clapping: Clap your hands in different patterns and
speed. Pupils have to join you in clapping. Say, Clap
Animal sounds: This is a loud but fun way to divide once if you can hear me. Some pupils join you. Then say,
pupils up. Write names of animals on slips of paper. Clap twice if you can hear me. And finally, Clap three
Distribute them and ask pupils not to show their slips times if you can hear me. At this point, pupils will notice
to each other. When they are ready, ask them to start that the activity has finished.
making the sound of the animal that is written on their
slip of paper. They have to find the other members of Eyes on me: Count to three saying, One, two, three
their animal family. eyes on me! Pupils stop the activity and say, One, two,
three eyes on you! This way, if the other pupils have
Pick and mix: Pupils can be divided into groups or not heard you, they will hear the pupils and then notice
pairs by having them pick objects from a bag. Then you that the activity is finished.
can ask them to find their teammates. Some examples
of objects you can use are: Give me five: Put your hand up and say, Give me
five. Pupils put their hands up and say, five. Then they
Coloured counters: (e.g. ask pupils to team with same start to count from one to five. If that does not grab
colours together; different colours together; two same everyones attention, say, Give me five again. Pupils
colour counters and two different ones, etc.). repeat the count.
Coloured pencils: (e.g. pupils who pick the same colours Putting hands up: Put your hands. Wait until pupils
from the bag are in the same group/pair; light and dark notice your hands up and gradually stop talking.
of the same colour makes a pair; four different colours
makes a group, etc.) Ring a bell: Set a timer for the amount of time you
would like the activity to last or ring a bell. When
Numbered lolly sticks: Prepare lolly sticks by writing pupils hear the sound, they stop the activity.
a number on the end of each stick and placing them
number down in a small can or container. Each Silent request: Create a signal for silence.
pupil picks one and finds their group/pair (e.g, same Then practise the signal with your pupils until they
numbers, sequential numbers, odd numbers, etc). know that every time you make that signal its time to
stop the activity.
Word jumble: Write vocabulary words from a topic on
slips of paper and put them in a bag or box. Ask pupils Singing: Play or sing a Poptropica English song or
to pick one and find the rest of their group or pair. chant. Have pupils join you.
Pupils should look for others who have similar words Traffic light: Make a traffic light with removable
or things (e.g. animals all dogs together, all birds coloured circles. When green, pupils can talk in pairs
together, all cats together), others who group together or in groups. When orange, they must be ready to end
(e.g. jungle animals, farm animals, sea animals) or the conversation. When red, its time to stop talking.
others whose word starts with the same letter (e.g. If theyre too loud, you can quickly go from green to
roses, rainbow, red, rock). red. If theyre quieter again, go back to green.

19

F01 Poptropica TB0 Global British English for Argentina 92201.indd 19 24/04/2017 08:53
Game bank
Flashcard games Pass the ball: Pupils stand in a large circle. Make a
Guess the card: Cut out a small square in the centre paper ball (or use a soft ball), then call out a category,
of a sheet of A4 paper. Hold the sheet in front of a e.g. family, and throw the ball to a pupil. He/She must
flashcard, allowing pupils to see only a small part of say a word in the category, then throw the ball to
the picture through the hole. Pupils guess the item. another pupil, who says another word in the same
category. If a pupil drops the ball, he/she must sit
Memory game: Stick flashcards on the board. down. Continue until one pupil remains. This game can
After pupils memorise the cards, remove them also be used to have pupils ask and answer questions
and pupils list the items. To make the game more or practise vocabulary that follows a sequence,
challenging, ask pupils to say the cards in the order e.g. days of the week, months of the year, etc.
they appeared on the board.
Teacher says: Give the pupils instructions but
Flashcard mime: Invite a pupil to the front. tell them to follow the instructions only if they are
Show him/her a card or a written word while hiding preceded by Teacher says. If you say, Pick up a pencil,
it from the rest of the class. He/She mimes the word pupils should do nothing, but if you say, Teacher says
silently. The pupil who correctly guesses the word is pick up a pencil, pupils must pick up a pencil. They
the next one to come forward. Alternatively, split the are out of the game if they do an action when they
class into two teams and ask a member of each team shouldnt.
to mime the same word for their teams.
Sort the cards: Divide the class into small groups.
Team games
Mix flashcards from different units, then divide them Category writing: Divide the class into groups.
into piles according to the number of groups. Pupils Each group chooses their captain. Write the name of
sort them back into categories. The first group to a vocabulary category on the board, e.g. sports, food
finish wins. or animals. Each group helps their captain to write as
many words as they can which belong to that category
Noughts and crosses: Divide the class into two in two minutes.
teams. One is noughts and the other is crosses. Draw a
large grid on the board with nine spaces. Stick one Drawing race: Divide the class into two teams and
flashcard in each space, facing toward the board. invite a pupil from each team to the front. Whisper a
Pupils select a card, turn it over and say the word on word to the two pupils. Each pupil draws the item on
the flashcard. If its correct, remove the flashcard and the board. The first team to identify the item correctly
write a nought or a cross accordingly. wins a point.
Hot seat: A pupil sits with his/her back to the class. Parachute: Play a guessing game in teams. Draw a
The teacher shows the class a flashcard, e.g. lion. large parachute on the board with some strings
Pupils make sentences about the animal, e.g. They live leading to a stick figure hanging from the parachute.
in Africa. They can run fast. They eat meat. The pupil Think of a word pupils have learnt and draw a dash
in the hot seat has to guess the animal as quickly inside the parachute for each letter in the word.
as possible. Set a limit for the number of sentences/ Pupils from one team try to guess the word. For
guesses pupils can make. each incorrect guess, rub out one of the parachutes
strings. Award points to the team when they guess
TPR games the word correctly. If all the parachutes strings are
Aye, aye, Captain! You are the captain. Give orders rubbed out before pupils guess the word, the other
to the class. This is a useful activity for reviewing team can try.
actions, parts of the body, colours, numbers and Reading race: Write sets of sentences on strips of
classroom objects. For example, you say, Jump three paper describing flashcards, e.g. Its big. Its black and
times. Touch your head. Turn around. Pupils say, Aye, white. Its got four legs. Divide the class into teams
aye, Captain! and carry out the action. Model a few and ask each team to stand in a line. Place a set of
times and then invite pupils to be the captain. sentences face down at the front of each line. Stick the
Basketball: Ask a question to a pupil. If he/she flashcards on the board. When you say, Go! one pupil
answers correctly, he/she has a shot at the basket from each team picks up a sentence, sticks it below the
(the bin or a small box). If the pupil gets the ball (of appropriate flashcard on the board and goes back to
paper) in the basket, he/she wins two points. If the ball his/her team. The first team to stick all its sentences
hits the basket without going in, he/she wins one point. under the correct cards wins.

20

F01 Poptropica TB0 Global British English for Argentina 92201.indd 20 24/04/2017 08:53
Literacy and spelling games Miscellaneous games
Spelling bee: Divide the class into two teams. The first Bingo: Play bingo with any topic. Ask pupils to draw
player in Team A is given a word to spell. If correct, the bingo grids. Then they write or draw in the boxes
the team gets a point. This can also be done as a class the vocabulary items you wish to review. Call out the
competition by having pupils line up to be given words words in random order. The winner is the first pupil to
one by one. When they make a mistake, they sit down. tick off all the items in his/her grid.
The last pupil standing is the winner.
Drawing game: Pupils draw pictures of target
Little books labelling: Do an activity to practise vocabulary on the board. They must do this slowly,
spelling words with the target sounds/graphemes. line by line. The class tries to guess what each pupil
Give each pupil a sheet of paper and have them fold is drawing before he/she finishes the picture. The first
and tear it in half lengthways, then join the ends of pupil to guess draws the next item.
the two strips with tape. Now fold the paper like a
I spy: Choose something you can see and say, I spy
fan and stick some tape along the spine to make an
with my little eye, something beginning with (g). Pupils
eight-page book. Pupils write their name on the cover
guess the object. The pupil who guesses correctly has a
and then draw four simple illustrations on alternate
turn at choosing an item.
pages. Next they swap books with a partner and label
the illustrations in each others books. Then check the Pass the secret: Have pupils sit in a circle. Start
books together. the secret by whispering a simple sentence to the
pupil next to you, e.g. Ive got a yellow hat. The pupils
Letter mess: Write a selection of letters on the board.
whisper the secret around the circle. The last pupil says
Explain to the class that they have to make as many
the secret out loud. Compare how close it is to your
words as possible from the given letters. Model one or
original secret sentence. If necessary, write the original
two examples on the board for them. Then give pupils
secret sentence on the board.
a time limit to do the activity in pairs or small groups.
Picture dictation: Divide the class into pairs. Pupil A
Speedy sounds: Make letter cards to review the key
describes a picture for Pupil B to draw. Then they
sounds from a unit. Show the cards in random order
switch roles. This game can be played with any
and have pupils chorus the letter sounds. Gradually
lexical set.
increase the speed. Then show a card and elicit a word
containing that sound. Repeat with the other cards. Stop the bus: Write a letter on the board and shout,
Start the bus! Pupils write as many words beginning
Rhyming tennis: Play a game to practise spelling
with this letter as they can think of. When you shout,
words with target sounds that rhyme, (e.g. ou, ow, all,
Stop the bus!, everyone stops writing. Pupils get one
aw, ew or y graphemes). Put the class in two teams
point for each correctly spelt word.
with a different set of letter cards. The first team must
make a word using their first letter card, e.g. y and Song or chant extension: Have pupils work in pairs
write it on the board, e.g. try. The second team must or small groups. Prompt them to write a new verse for
make a word that rhymes with try and write it on the song, using the lyrics on the Pupils Book pages.
the board, e.g. my. The first team must hit back with You can change just some words or all the lyrics
another rhyming word, e.g. fly. The teams go back and depending on their level.
forth until one team cant make a word. The game is
over when all the cards are gone.
Spin the pencil: Play a game to practise spelling
words with target sounds/graphemes. Put the pupils
in pairs. Have them draw a large circle on a sheet of
paper with graphemes around the edge of the circle
(like a clock face). They take it in turns to spin a pencil
in the circle and spell a word from the letter sound that
the pencil is pointing to.
Spell check: Do an activity to practise spelling words
with target sounds and to focus on punctuation.
Write five sentences on the board, each with two
errors, e.g. the sentence does not begin with a capital
letter, the final punctuation is missing or wrong,
sample words are misspelt. In pairs, pupils correct
the mistakes.

Game bank 21

F01 Poptropica TB0 Global British English for Argentina 92201.indd 21 24/04/2017 08:53
Extension bank
Welcome Unit 5
Numbers game: Divide the class into two teams. My pet shop: Tell pupils they are going to pretend to
Draw a line down the middle of the board. Call a pupil have their own pet shop. Pupils draw the animals they
from each team to stand near the board. Now call out a would like to have in their own shop. Pupils should label
number from 15 and the first pupil to write the correct the animals in their shop and write the number of those
number wins a point for his or her team. animals next to it. When they are finished, pupils share
their drawings with their partner and tell them about
Unit 1 their shop (e.g. Ive got four cats. I havent got a parrot).
Balloon game: Divide the pupils into small teams. Each
team forms a circle and the pupils hold hands. Give each Unit 6
team a balloon. As a team pupils have to keep their Where are they?: Stick the rooms flashcards (4347)
balloon in the air inside the circle. Tell the pupils that if on the walls in different parts of the classroom. Write
the balloon touches a specific body part (e.g. arm or face) the rooms on the board. Write the words of family
that pupil must shout out a colour. If it falls to the floor members on sticky notes and stick each one on a
each member of the team must shout out a number. pupil. Ask the pupils to choose and go to the room in
the house where they think family member should be.
Unit 2 Once pupils are all in the rooms, ask a pupil, e.g. Where
Be the teacher: Pupils work in groups of three, one is mum? and they answer, e.g. Shes in the living room.
acting out the role of the teacher, the other two acting Repeat until all pupils have had a turn being a family
the role of pupils. The teacher uses the Pupils Book member and answering a question.
(Unit 2) to identify objects, e.g. Whats this? and the
pupils answer, e.g. Its a pencil. Remind pupils playing Unit 7
teacher that they must only ask questions they know Which food dont I like?: Ask pupils to draw a secret
the answer to. Repeat until all pupils in each team have picture of a food they dont like (chosen from the unit
had a turn at being the teacher. words). When they are finished, ask them to work
with a partner. Pupil A asks, Do you like ______? and
Unit 3 tries to guess their picture. Pupil B answers yes or no.
My family show and tell: Give pupils a piece of If Pupil A guesses correctly the picture Pupil B drew,
drawing paper and ask them to draw and colour their then he/she wins a point.
family. Once pupils have finished their pictures, they can
take turns to stand at the front and tell the other pupils Unit 8
about their family, talking about their family members People puppets: Give each pupil paper, coloured
names, ages and occupations. pencils and a lolly stick. Ask them to draw a persons
face showing an emotion (e.g. happy, sad, scared,
Unit 4 tired, etc). They can add hair and anything else they
Pass the drawing: Tell pupils they are going to draw a want to. When pupils are finished, have them take
monster. Give each pupil a piece of paper and ask them turns to stand at the front while the other pupils guess
to write their name on one side. On the other side ask how their puppet feels (e.g. Is she sad?). Repeat until all
them to draw the head and neck at the top of the page. pupils have had a turn.
Give them 2 minutes. When all the pupils are finished,
show them how to fold the top of the paper over so Goodbye
that the head and neck cant be seen. Ask pupils to pass Same or different: For this game, pupils look at three
the paper to the pupil next to them. Then ask pupils to flashcards and decide which one is the odd one out.
draw the monsters body, arms and fingers. Fold it over Call three pupils to the front of the class. Then select
and pass it along. Repeat with legs, feet and toes. When three flashcards, e.g. granny, teacher and pilot and give
all the body parts are finished return pupils original one to each pupil. As you say each word, ask the pupils
drawings back to them. Pupils then describe their to hold up their flashcard. Then point to teacher and
monster to their partner. pilot and say Same! Point to granny, shake your head
and say Different. Teacher and pilot are occupations.
Body call out: Put the body part flashcards (2835)
Granny isnt. Repeat with another set, e.g. mum, sister
in a bag or small box. Have pupils sit in a circle and as
and pencil. Prompt pupils to say Same! or Different.
they pass the box/bag around shout Stop! The pupil
Repeat with new flashcards and new groups of pupils
holding it takes out a flashcard and says the body part
each time.
on the card. Then choose another pupil to give them an
action to do related to that body part (e.g. if the body
part is hands another pupil might say Clap your hands!).
Repeat until all pupils have had a turn.
22

F01 Poptropica TB0 Global British English for Argentina 92201.indd 22 24/04/2017 08:53
Unit worksheet teaching notes
Consolidation and extension worksheet 1 2 Read. Then find and write.
1 Trace. Then count and or . Pupils read the sentences below the monsters.
They find the monster that the sentence describes
Pupils read the sentences below each birthday cake. and write the correct number in the box. In pairs,
They then count the number of candles on top of
the cake and put a tick in the box if the sentence pupils take turns to make sentences about a monster,
corresponds with the number of candles and a cross if e.g. Ive got one head and guess which monster their
it doesnt. partners sentence refers to (monster 1).

2 Find and colour. Answer key: 1 a 2 b 3 b 4 a 5 b


Point to each of the items and ask pupils Whats Consolidation and extension worksheet 5
this? Pupils follow the path from each colour word
1 Draw. Then write.
to the pictures and colour them accordingly. Pupils
check their answers in pairs by saying, e.g. Its a fish. Pupils draw an animal next to the child in each box.
Its orange. They then complete the sentence by writing the name
of the animal theyve drawn.
Consolidation and extension worksheet 2 2 Read and find. Then write.
1 Look. Then draw and colour.
Pupils read the sentences below the picture. They find
Pupils read the classroom object words and draw the animal the sentence describes and write big or
them in the boxes. Then say, e.g. Its a (red) (pencil). small in the gap.
Pupils colour the pencil red. The colouring instructions
could also be done in pairs or small groups. Answer key: 2 big 3 big 4 small 5 big 6 small
7 big
2 Find and count. Then write.
Pupils find the classroom objects in the picture and Consolidation and extension worksheet 6
count them. They then write the number of objects 1 Read and draw.
next to the appropriate word. Ask How many (pencils)? Pupils read the sentences and draw the people in the
(Eight pencils). correct rooms of the house. Then pupils cover up the
Answer key: 2 8 pencils 3 4 rubbers 4 2 rulers sentences at the bottom of the activity and ask a
5 5 books 6 3 pens partner Wheres my (dad)? (Hes in the living room.)

Consolidation and extension worksheet 3 Consolidation and extension worksheet 7


1 Read and find. Then circle and write. 1 Read and colour.
Pupils read the sentences and find the family Pupils read the colour written on the sign being held
member they describe. They then circle Hes or Shes by each child. They colour the food they like red and
accordingly and complete the sentences by writing the food they dont like blue. Pupils make sentences in
happy or sad. pairs, e.g. I like jelly. I dont like juice.

Answer key: 2 happy 3 sad 4 happy 2 Ask and answer. Then or .

2 Read. Then write Yes or No. Pupils write the food words below each food in the
first column. Pupils first answer the questions for
Pupils read the sentences and decide whether theyre themselves by putting a or in the boxes below
true or false according to the picture. They then write Me. Pupils then choose two friends and write their
Yes if its true and No if its false. names on the lines in the boxes next to the word Me
Answer key: 1 No 2 No 3 Yes 4 No 5 Yes and ask Do you like (milk)? Pupils record their friends
responses.
Consolidation and extension worksheet 4
1 Draw and write.
Consolidation and extension worksheet 8
1 Match. Then say.
Pupils dictate a monster to a partner who draws it in
the box. They can use the parts of the body written Pupils match the pictures of the children to the correct
on the right side of the page as a guide. Pupils then feelings and then say the words.
count the number of e.g. heads, legs, arms and write 2 Read. Then find and write.
the correct number next to the corresponding word.
Pupils read each sentence then find the child in
the picture that it describes and write the correct
numbers in the box.

23

F01 Poptropica TB0 Global British English for Argentina 92201.indd 23 24/04/2017 08:53
Welcome
Lesson 1 PB page 2
CD1, Track 02, CD1, Track 03
Harry: Hello, Im Harry.
Learning objectives Beth, Cody, Waldo: Hello Harry.
Can say some common colours Beth: Hello, Im Beth.
Can say some common greetings Harry, Cody, Waldo: Hello Beth.
Target language Cody: Hello, Im Cody.
blue, green, red, yellow Beth, Harry, Waldo: Hello Cody.
Hello, Im (name). Waldo: Hello, Im Waldo.
Harry, Beth, Cody: Hello Waldo.
Receptive language
flowers
Whats your name? Play the audio again. Pupils listen again and join in.
If pupils feel confident, use the karaoke version of the
song. Pupils can use their own names.
Warm-up
Presentation
Say Hello, Im (name). Ask pupils, Whats your name?
Hello, Im (name). Teach the colours red, yellow and blue by pointing to
the flowers in the main scene. Point to Waldo and
Go around the class and ask pupils to introduce
teach green. Reinforce the colours using objects in the
themselves. Create a rhythmic chant with clapping.
Hello, Im (name) (clap, clap, clap). classroom, e.g. coloured pens.

Learning adventure
2 Listen and find. Then point and say.
Play the audio. Ask pupils to listen to the audio and
Look at the main scene. Ask, What are we learning point to the flowers in the pictures.
today? Write the lesson objectives on the board
or look at them on the screen: Were learning to say
colours and how to say hello. CD1, Track 04
Look at the flowers!
Blue green red yellow!
1 Listen and sing. Then point and say.
Ask questions (in L1) about the main illustration and Ask pupils to work in pairs. One says the name of a
encourage pupils to talk about who they think the character e.g. Beth and their partner says the colour
characters are, where they are and what they are of the flowers the character is holding, e.g. blue.
doing. Explain that the characters all live together on
a special island called Family Island and that they are AB page 2
out exploring.
Tell pupils the five characters are called (from left 1 Match and trace.
to right) Harry, Beth, Waldo (the dragon), Cody and
Aunt Fifi. Point to the characters, say the names and Pupils match the characters with their silhouettes.
pupils repeat. Explain that Harry and Beth are brother They then trace over the names and say them to a
and sister and the other two are their friends. There is partner.
also Aunt Fifi.
Play the audio. Pupils listen and point to each ANSWER KEY
character. 2 a Beth 3 d Harry 4 c Waldo

24

M01 Poptropica TB0 Global British English for Argentina 92201.indd 24 12/04/2017 08:40
W e l c om e
1 1:02 /
1:03
Listen and sing.
Then point and say.

2
1:04
Listen and find. Then point and say.
a b c d

2 Lesson 1 Can say some common colours / Can say some common greetings

A02_POEN_PUB_STAGLB_BR_2164_WELC.indd 2 18/02/2016 09:33

2 Trace. Then colour.


Pupils trace over the colour words and colour each egg
appropriately.

Pop quiz
As pupils are leaving the class, say, Hello, Im (your name).
Encourage each pupil to say, Hello, Im (their name).
Answer, Hello, (their name).

25

M01 Poptropica TB0 Global British English for Argentina 92201.indd 25 12/04/2017 08:40
Lesson 2 PB page 3 Quest
Qu

es
Learning objective 4 Listen and sing. Then find and stick.

t
Can say numbers 15
Draw pupils attention to the package on the station
Target language platform. Ask them (in L1) what they think it is and
one, two, three, four, five what might be inside it. Tell them that the characters
Recycled language are on a Quest to find the items on the package. They
blue, green, red, yellow will find an item in each unit of the Pupils Book.
Explain that Harry and his friends are singing a song
Receptive language about their quest.
Come with us. Play the audio and ask pupils to listen for the Quest
Look for (a balloon). item of the Welcome Unit (a balloon).

Warm-up CD1, Track 06


Come with us, come on a quest,
Remind pupils of the characters names and play the Come on a quest today.
song from Lesson 1 (CD1:02). Come with us, come on a quest,
Divide pupils into two teams. Say, Red. One member Look for a balloon today.
from each team finds something red in the classroom. A balloon, a balloon,
Repeat with other colours. Look for a balloon today.

Learning adventure
Pupils then look at the Welcome spread to find the
Open books and ask pupils to look at the Quest item (the balloon on page 2).
activities. Ask, What are we learning today? They find the sticker at the back of their books and
Write the lesson objective on the board or look at it on stick it into the correct place.
the screen: Were learning numbers. Play the audio again and ask pupils to sing the
Quest song.
Presentation
AB page 3
Teach numbers 15 using your fingers. Count to five.
Pupils join in when ready and count on their own
fingers.
3 Trace. Then count and match.
Write the numbers in order on the board. Point to Pupils trace each number and then match with the
each, say the number and pupils repeat. Now point correct number of eggs in each nest.
to the numbers in mixed order and pupils say the
number. 4 Colour and say. Then trace and match.
3 Listen and chant. Pupils colour the shapes containing a dot to find the
numbers in the picture.
Ask pupils to look at the numbers. They then point to the numbers in turn and say them
Play the audio. Pupils listen and point to the numbers to a partner.
as they hear them. Pupils then trace the number words and match the
numbers with the correct written words.
CD1, Track 05
One. Two. Three. Four. Five.
One, two, three, four, five!

Play the chant again and ask pupils to chant along.

26

M01 Poptropica TB0 Global British English for Argentina 92201.indd 26 12/04/2017 08:41
Literacy
3
1:05
Listen and chant. In Starter level, reading is introduced in
the Pupils Book and Activity Book in the
form of short sentences. In the Activity
Book, pupils trace and copy single words
to practise the new language.
The Sounds fun notebook is something
pupils prepare in class to be used at the
end of Lesson 4 of each unit. Pupils record
the sounds learnt in each unit in their
Sounds fun notebook and find or draw
pictures of words with these sounds.
More confident pupils could also write
the words below their drawings. With
the introduction of target vocabulary
at the beginning of every unit, teachers
should encourage pupils to add these new
words to the appropriate page in their
4
1:06
Listen and sing. Then find and stick. Sounds fun notebook. In this way, pupils
are consistently recycling the sounds
introduced in this level. Pupils could use
an exercise book as their Sounds fun
Qu
notebook and then carry it through into
es

next year. Alternatively, you could help


t

them to make their own mini book using


the instructions below and three sheets
of A4 paper.
Lesson 2 Can say numbers 15 3
Making a Sounds fun notebook
A02_POEN_PUB_STAGLB_BR_2164_WELC.indd 3 18/02/2016 09:33

Take one A4 sheet for every 8 pages


Pop quiz needed in the book, i.e. three A4 sheets
for a 24-page book.
Write the numbers 15 on the board. Read the numbers
and pupils repeat. Then rub out one of the numbers and ask
Put the sheets neatly one on top of the
other. Fold the pile in half so that the
pupils to say which number is missing. short sides touch, and then in half again
in the other direction. You should now
have a small book shape.
Cut along the folds at the top/bottom
of the book so that the pages can turn,
and staple at the top and bottom of
the spine.

27

M01 Poptropica TB0 Global British English for Argentina 92201.indd 27 12/04/2017 08:41
1 My birthday
Worksheet 1
Name: Class:

1 Trace. Then count and or .


1 2 3

Im four. Im six. Im five.


4 5

Im three. Im nine.
2 Find and colour.
Photocopiable Pearson Education Limited 2017

red
pink
green
purple
orange

Consolidation and extension worksheet 1

M01 Poptropica TB0 Global British English for Argentina 92201.indd 28 12/04/2017 08:41
Z02_POEN_TB_STAGLB_BR_0000_WS_3p.indd 204 16/08/2016 15:18
1 My birthday
Unit overview
Unit objective

I can talk about colours and numbers

Language
Colours: black, brown, grey, orange, pink, purple, white
Target
Numbers: six, seven, eight, nine, ten
vocabulary
Actions: clap, jump, stamp

(Six) (pink) (cakes).


Target
Im (six).
structures
Its (blue).

Phonics: /b/ and /p/


Features Values: Sharing
Cross-curricular: Science: colours in nature

Skills

Reading Can understand a simple story


Can understand details of a story

Writing Can make a poster about animals and plants


Can trace simple words (Activity Book)

Can name more colours


Listening Can follow a simple song
Can listen to and understand a story
Can identify words for animals and plants

Can count up to 10
Can ask and answer using How old are you?
Speaking Can use the sounds /b/ and /p/
Can act out a story
Can talk about sharing
Can describe colours, common animals and plants

29

M01 Poptropica TB0 Global British English for Argentina 92201.indd 29 12/04/2017 08:41
5:18
1
Lesson 1 PB page 4 Indicate the flashcards on the board and say, Colours.
Have a short discussion (in L1) about the colours
Learning objective pupils like.
Can name more colours Write the colour words on the board and invite pupils
to stick the flashcards next to the correct word.
Target language Focus on the title of the unit, My birthday. Explain
black, brown, grey, orange, pink, purple, white (in L1) the meaning of the word birthday.
Recycled language Focus on the scene. Ask pupils to guess whose
blue, green, red, yellow birthday it might be. Introduce Harry and Beths aunt,
Aunt Fifi.
Receptive language
What colour is it? Is it (pink)? 2 Listen and find.
Play the audio and ask pupils to listen first.
Warm-up
CD1, Track 07
Play the song from the Welcome unit (CD1:02). Pupils Beth: Hello, my names Beth. Its my
listen and sing.
birthday! Look at the flags!
Divide pupils into four groups and give each group
Pink, purple, orange, brown,
a characters name: Harry, Beth, Cody or Waldo.
black, white and grey!
Alternatively, ask pupils to choose a character they
Harry and Cody: Happy Birthday, Beth!
wish to be. Play the audio again and pupils stand
Waldo: Mmmm! Happy Birthday, Beth.
up and sing their chosen characters lines when
Beth: Thank you!
appropriate.
Revise red, green, yellow and blue by pointing to
various objects and asking, What colour is it? Ask pupils (in L1) whose birthday it is. (Its Beths.)
Play the audio again. Pupils listen and point to the
Learning adventure flags in the main illustration when they hear the new
colour words.
1 What do you know? Check the activity by pointing to each flag and asking,
What colour is it? Is it (pink)? Teach the words yes and
Look at the main scene. Ask, What are we learning
no so that pupils can answer.
today? Write the lesson objective on the board or look
at it on the screen: Were learning words for colours.
3 Listen and say.
If using books, close them. Ask pupils what English
words they know for colours, e.g. red, blue. Write them Play the audio. Pupils listen and point to the flags.
on the board.
Introduce pupils to the learning adventure poster.
CD1, Track 08
Use this poster with pupils to help them indicate how
orange pink black white purple
confident they feel about the lesson objectives to
brown grey
show you who may need more help. See page 7 in the
Introduction for how you use this with your classes.
Refer to the learning adventure and say, Great! You Play the audio again. Pupils listen, point to the flags
are already moving along your learning adventure! and repeat the words.

Presentation Game
Present the new vocabulary with Flashcards 0111. Pupils play a game in pairs. One pupil turns away
Show the cards in turn, say the words and pupils while his/her partner covers up one colour with a coin
repeat. Stick the flashcards on the board as you say or a small piece of paper. His/Her partner has to say
each word. which colour is covered up. Pupils take turns to cover
Now say the words again and pupils find the colours up more colours each time to make it more difficult.
in the classroom.

30

M01 Poptropica TB0 Global British English for Argentina 92201.indd 30 12/04/2017 08:41
1
Pop quiz

1 My birthday Call on a pupil to choose a colour. Now


show them Flashcards 0111 one by
one. Pupils stand up and clap when you show
the correct colour.
1 What do you know?
Show homework
Invite students to play the Poptropica
English Island Adventure Game. Show
them various activities they could do as
homework.

2
1:07
Listen and find.

3
1:08
Listen and say.

4 Lesson 1 Can name more colours

M01_POEN_PUB_STAGLB_BR_2164_U01.indd 4 18/02/2016 09:33

AB page 4

1 Trace and colour.


Pupils trace the colour words.
They then colour each flag appropriately.
Pupils check their answers in pairs.
Learning adventure
Ask pupils, How many colour words do you know now?
Give pupils a minute to tell their partner the new words
they know. Ask them, Where are you on your learning adventure?
Ask pupils which words they find easiest or most difficult to
remember. Tell pupils, Well done! to reinforce the progress they
are making.

Materials
Poster, a coin or a small piece of paper for each pupil
Flashcards 0111
31

M01 Poptropica TB0 Global British English for Argentina 92201.indd 31 12/04/2017 08:41
1
Lesson 2 PB page 5
CD1, Track 09
How many cakes?
Learning objective One, two, three, four, five,
Can say numbers 610 six, seven, eight, nine, ten.
Target language Now count again.
six, seven, eight, nine, ten One, two, three, four, five,
(Five) (pink) cakes. six, seven, eight, nine, ten.
Recycled language Now count again.
Numbers 15 One, two, three, four, five,
Receptive language six, seven, eight, nine, ten.
How many cakes?
Ask pupils how many cakes they found (ten). If
necessary, explain that there are eight cakes on the
Warm-up plate and that Waldo is holding two cakes.
Use Flashcards 0111 to revise the colours. Show Play the audio again. Pause after each line to give
the red flashcard and say, Red. Now show the blue pupils time to repeat the words.
flashcard and say, Green. Pupils clap when you say the Play the chant again and ask pupils to chant along.
correct colour and stamp their feet when you make a
mistake. Practice
Pupils use two pencils as drumsticks. Explain that their
Learning adventure desks (or books) are drums. Call out a number and
pupils tap their drums the correct number of beats.
Open books and ask pupils to look at the
Call on individual pupils to come up with interesting
activities. Ask, What are we learning today? Write
rhythmic patterns. Pupils might continue in pairs.
the lesson objective on the board or look at it on the
screen: Were learning to say numbers 6 to 10. 5 Count. Then listen and say.
Revise numbers 15 by showing different numbers
of fingers or objects in the classroom, e.g. pencils or Focus on the pictures. Point to the cake in Waldos
books. Ask, How many? hand. Ask, How many? (One.) Pupils write the correct
number in the box below Waldo.
Teach numbers 610 with homemade number
flashcards. Stick the cards on the board in a row. They continue counting the cakes and writing the
Point to each in turn, say the number and clap the correct number under each plate.
appropriate number of beats. Pupils repeat. Play the audio. Pupils listen and repeat to check their
answers.
Hold up five fingers and ask, How many? Now say, Six.
Pupils show the correct number of fingers. Repeat
with other numbers. CD1, Track 10
1 One. One purple cake.
4 Listen and chant. 2 One, two, three, four, five, six.
Six pink cakes.
Draw a cupcake on the board and say, Its a cake. 3 One, two, three, four, five, six, seven, eight.
Draw several more and ask, How many cakes?
Continue until you have drawn ten cakes. Eight yellow cakes.
4 One, two, three, four, five, six, seven, eight,
Play the audio. Pupils find and count the cakes in the
nine, ten.
main illustration as they listen.
Ten orange cakes.

ANSWER KEY
1 1 2 6 3 8 4 10

32

M01 Poptropica TB0 Global British English for Argentina 92201.indd 32 12/04/2017 08:41
1
Pupils then look at the main scene to find
the Quest item (the cake).
4
1:09
Listen and chant. Ask pupils to find the stickers at the back of
their books. They find the sticker of the cake
and stick it into the correct place on page 5,
over the grey cake on the table.
Ask, What colour is the cake? (pink)
Play the audio again and ask pupils to sing
the Quest song.

AB page 5

2 Trace. Then count, write and


match.
Pupils trace the number words.
They count the items in each group and
write the number in the box next to the
pictures.
They then match each number word to
the corresponding group of objects.

5 Count. Then listen and say. ANSWER KEY


Qu
1:10

seven stones
1 2 3 4
es

eight flags
t

1:11
nine flowers
ten eggs

Lesson 2 5
Can say numbers 610
3 Join the dots.
M01_POEN_PUB_STAGLB_BR_2164_U01.indd 5 18/02/2016 09:33

Pupils join the dots to reveal the image of


Quest the dragon, saying the numbers 110 as
Qu they do so.
Pupils then colour the dragon if they wish.
es

Listen and sing. Then stick.


t

Ask pupils (in L1) to remember the Quest items from the Pop quiz
Welcome Unit, which the characters have to find. Ask them
to guess which item could be found here. Write the numbers 110 on the board.
Play the Quest song. Pupils listen for the Quest item. Read the numbers and pupils repeat.
Then rub out one of the numbers and ask
CD1, Track 11 pupils to say which number is missing.
Come with us, come on a quest.
Come on a quest today! Show homework
Come with us, come on a quest. Direct pupils attention to the butterfly card
Look for a cake today. on page 5 of the Pupils Book. Tell pupils
A balloon anda cake! to go online to the Poptropica English
Look for a cake today. Island Adventure Game and find the item.
Once pupils click on it, they are taken to a
supplementary language task.

Materials
Homemade flashcards with numbers 610, stickers
Flashcards 0111
33

M01 Poptropica TB0 Global British English for Argentina 92201.indd 33 12/04/2017 08:41
1
Lesson 3 PB page 6 Pupils play a game in pairs. One pupil calls out an
action, then a number from 1 to 10, e.g. Jump. Ten.
Learning objectives His/Her partner does the action that specific number
Can say how old I am of times.
Can follow a simple song
6 Listen and find. Then sing.
Target language
clap, jump, stamp Explain (in L1) that the children in the picture are all
having a birthday party. Ask questions about the
Its my birthday.
picture. Point to the candles on the cake and ask, How
Im (six) today!
many? (Seven.) Point to a balloon and ask, What colour
Recycled language is it? Pupils answer, e.g. Its (blue).
Numbers 110 Play the audio. Pupils listen and point to each child as
Receptive language they hear him/her mentioned in the song.
How old are you?
CD1, Track 12 , CD1, Track 13
Its my birthday.
Warm-up Hip hip hurray! Happy Birthday!
Clap, clap, clap.
Play the chant from Lesson 2 (CD1:09). Pupils listen Im six today!
and chant along.
Write numbers 110 in random order on the board. Its my birthday.
Divide pupils into two teams. Ask a pupil from each Hip hip hurray! Happy Birthday!
team to come to the front and explain that when they Stamp, stamp, stamp.
hear you call out a number, they should touch that Im seven today!
card as quickly as they can. The pupil who touches the
Its my birthday.
card first scores a point for his/her team.
Hip hip hurray! Happy Birthday!
Draw a cake outline on the board next to a simple
Jump, jump, jump.
drawing of a child. Draw five candles on the cake.
Im eight today!
Point to the child and say, Its my birthday. Count the
candles and say, Im five. Write these sentences in the Happy Birthday! Happy Birthday!
speech bubble if you wish.
Ask several pupils, How old are you? Elicit, e.g. Im (six). Play the audio again and ask pupils to join in with
the words.
Learning adventure If pupils feel confident, use the karaoke version of the
song on the Audio CD. Pupils can sing new verses with
Open books and ask pupils to look at the
the ages and actions of their choice.
activities. Ask, What are we learning today? Write
the lesson objectives on the board or look at them on
the screen: Were learning action words and saying how
Homeschool link
old we are. Encourage pupils to sing the song at home for their
Close books. Ask pupils what English words they can families.
remember for numbers, e.g. one, two. Write them on
the board. 7 Find and draw. Then say.
Refer to the learning adventure poster and say, Great! Pupils find the children in the main illustration and find
You are moving along your learning adventure! the clues to how old they are. Pupils then draw the
appropriate number of candles on their birthday cake
Presentation and say, e.g. for picture 1, Im (six.)
Teach clap, jump and stamp by miming the actions. Check the activity by pointing to the various pictures
Also teach a mime to Hip, Hip, Hurray, e.g. waving and asking, How old are you? Pupils answer, Im (six).
hands in the air. Invite several pupils to the board and ask, How old are
you? (Im seven.)

ANSWER KEY
1 six candles 2 eight candles 3 seven candles

34

M01 Poptropica TB0 Global British English for Argentina 92201.indd 34 12/04/2017 08:41
1
Pupils then trace the numbers in the
balloons.
6 1:12 /
1:13
Listen and find. Then sing.

ANSWER KEY
2 4 3 10 4 7

5 Trace and say.


Pupils trace the number in each picture
which reveals the childs age.
They then say, Im (nine)., to describe the
age of each child.

Learning adventure
Ask pupils, How many numbers and
actions words do you know now? Give
pupils a minute to tell their partner the new
words they know. Ask them, Where are you
on your learning adventure now? Ask pupils
HOME
SCHOOL
SCHOOL which words they find easiest or most
7 Find and draw. Then say. LINK difficult to remember. Tell pupils, Well done!
to reinforce the progress they are making.
1 2 3

Pop quiz
Divide pupils into three groups. Assign each
group a number: 6, 7, 8. Give each pupil a
sheet of paper and ask them to write the
6 Lesson 3 Can say how old I am / Can follow a simple song
number their group has been assigned.
M01_POEN_PUB_STAGLB_BR_2164_U01.indd 6 18/02/2016 09:33 Play the song (CD1:12). Pupils hold up their
AB page 6 number when they hear it.

4 Listen and match. Then trace.


Play the audio. Pupils match each child with their balloon.
Pause the audio each time to allow pupils time to do this.

CD1, Track 14
1 How old are you?
Im two.
2 How old are you?
Im four.
3 How old are you?
Im ten.
4 How old are you?
Im seven.

Play the audio again, pausing after each question. Ask pupils to
answer the questions to check the answers.

Materials
Poster, a sheet of paper for each pupil
35

M01 Poptropica TB0 Global British English for Argentina 92201.indd 35 12/04/2017 08:41
1
Lesson 4 PB page 7 9 Listen and say.
Play the audio. Pause after the first three lines. Ask
Learning objectives pupils which sounds they can hear (/b/ and /p/). Play
Can describe colours and talk about how old I am the first three lines again and pupils repeat.
Can say the sounds /b/ and /p/ Introduce the two mascots by pointing and saying,
This is Buzzy Bee. This is Polly Panda.
Target language
balloon, bee, panda Ask pupils which colours they can see beginning with
the /b/ sound (black, blue and brown). Then ask which
Recycled language colours they can see beginning with the /p/ sound
Its (blue). (purple and pink).
Im (six). Focus on the letter next to each character. Say the
Numbers, Colours, Actions sound and ask pupils to trace each letter.
Now play the audio from the beginning to the end.
Pupils point to the pictures as they hear the words.
Warm-up
Start the lesson by singing the song from Lesson 3 CD1, Track 15
(CD1:12) and doing the actions to revise clap, stamp b b p p
and jump. b, b, b
Point to objects in the classroom, e.g. chair, table. p, p, p
Ask, What colour is it? Say, Its (red). Point to other b, p, b, p, b, p
items and repeat. Then have pupils point to items in Buzzy Bee, Buzzy Bee,
the classroom and tell their partner, Its (red), etc. black, blue, brown,
Buzzy Bee!
Learning adventure Polly Panda, Polly Panda,
purple, pink,
Open books and ask pupils to look at the Polly Panda!
activities. Ask, What are we learning today? Write
the lesson objectives on the board or look at them on
the screen: Were describing colours, talking about how Play the audio again. Pupils listen and repeat after
old we are and saying the sounds /b/ and /p/. each line.
Ask pupils which other words they know with the /b/
and /p/ sounds. Remind them of birthday and balloon.
8 Colour and say. Ask if there are any pupils in the classroom with
Focus on the picture. Ask, How many balloons? (Four.) names beginning with these sounds.
Tell pupils to colour the balloons whichever colour
they like and to write a number on the girls party Practice
badge to indicate how old she is.
Pupils then compare with a partner, pointing to the Pupils create a Sounds fun notebook. Pupils write the
letter b on one page and p on a separate page.
balloons and saying, Its (yellow) and Im (six) about
Pupils draw pictures of things beginning with the
the girls age.
/b/ and /p/ sounds on the appropriate pages, e.g.
blue, black, brown, bee, balloon, pink, purple, panda.
Presentation Encourage stronger pupils to write the words next to
Remind pupils of the words purple and pink by pointing each picture.
to the colours in the book or finding objects of these
colours in the classroom. Ask pupils which sound they
hear in both words. Say the /p/ sound and ask pupils
to repeat after you.
Now do the same for the /b/ sound using blue and black.

36

M01 Poptropica TB0 Global British English for Argentina 92201.indd 36 12/04/2017 08:41
1
7 Trace and colour. Then write and

Colour and say.


1 colour.
8
Pupils trace the words.
1 2
Pupils read the words and colour the circles.
They can write and colour the final square in
any of the five colours.

Pop quiz
3 4

Ask pupils to stand up if you say a


word with the /b/ sound and sit down
for a word with the /p/ sound. Say the words
from the audio. If pupils are standing when
they should be sitting or vice versa, they
continue the game with their hands on their
heads. The winner is the last pupil without
hands on his/her head.

9
1:15
Listen and say.

b p
Lesson 4 Can describe colours and talk about how old I am / Can say the sounds /b/ and /p/ 7

M01_POEN_PUB_STAGLB_BR_2164_U01.indd 7 18/02/2016 09:33

AB page 7

6 Trace. Then listen and colour.


Pupils trace the letters b and p.
Play the audio. Pupils listen and colour the spaces on Buzzy
Bees and Polly Pandas paint palettes as instructed.

CD1, Track 16
Buzzy Bee. Blue.
Polly Panda. Pink.
Buzzy Bee. Black.
Polly Panda. Purple.
Buzzy Bee. Brown.

ANSWER KEY
b = blue, black, brown
p = pink, purple

Materials
Two sheets of paper for each pupil, stapler (to make a Sounds fun notebook)
37

M01 Poptropica TB0 Global British English for Argentina 92201.indd 37 12/04/2017 08:41
1
Lesson 5 PB page 8
CD1, Track 17
Man 1: Good! One blue ball for you!
Learning objectives Harry: Thank you!
Can understand a simple story Woman: One, two, three. Three yellow ducks for
Can act out a story you.
Functional language Beth: Thank you.
(Three yellow ducks) for you. Man 2: One, two. Two purple balloons for you.
Thank you. Cody: Thank you.
Whee! Yum! Harry: Brown for me.
Beth: White for me.
Values Cody: And black for me. Whee!
Sharing All: Waldo?
Recycled language Waldo: One, two, three, four, five! Five cakes
Colours, Numbers 110 for me! Yum!
Beth: Oh, Waldo!

Warm-up Check pupils understanding of the story by asking


Play the song from the Welcome Unit (CD1:02). questions and pointing to the pictures.
Look back at pages 2 and 3 to remind pupils of the After pupils have a clear understanding of the story,
characters and their names. play the audio again. Pause after each frame and
encourage pupils to repeat the words and phrases
Learning adventure aloud.

Look at the story. Ask, What are we learning 11 Act out the story.
today? Write the lesson objectives on the board
or look at them on the screen: Were listening to a story
See the How to use stories section on page 18 of
the Introduction for more ideas on how to build your
and acting it out. pupils confidence with roleplays.
Invite a group of pupil volunteers to act out the roles.
Presentation Play the audio while pupils act out the story or say
the lines and pupils repeat.
Stick some photos or pictures of colourful cakes on
the board and ask the class, Cake? Ask several pupils Encourage pupils to say the lines from memory.
to come to the front and write their name under the You may wish to use props for the roleplay.
cake or cakes they want. Then say, e.g. Two pink cakes Divide pupils into groups of seven. Give groups time
for Susie. One brown cake for Max., as you mime giving to practise their roleplay.
the cakes to the pupils. Play the audio again and ask pupils to speak along.
Ask other groups of pupils to come to the front to act
10 Listen to the story. Read out the story.
You might like to give the pupils feedback on their
Direct pupils attention to the story and ask questions roleplay.
about the characters and the scene: Whos this? Whats
this? What colour is it? How many cakes?, etc.
Ask pupils to predict what will happen in the story. Values
Play the audio. Ask pupils to listen to the story and Have a discussion (in L1) about sharing. Explain the
follow along in their books. meaning of the word and ask if Waldo is sharing in
the story. Talk about the importance of sharing in our
everyday lives.

38

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1
9 Count and write. Then say.
10 Listen to the story. Read.
Pupils count the number of cakes on each
1:17
plate and write the number in the box.
1 2 They then say how many cakes there are in
each picture, e.g. (Eight) cakes for Waldo.
Pupils then colour the cakes if they wish.

ANSWER KEY
b5 c6 d1

3 4

Pop quiz
Say some statements from the story
but change some of them so you say
both true and false sentences. Pupils stand
up if they think a statement is true and put
up their hands if they think a statement is
5 Five cakes 6
for me! Yum! false. For example, when you say, Two red
Waldo?
balloons for you., pupils should put up their
hands because this sentence is false.

Show homework
Invite students to play the Poptropica
English Island Adventure Game. Show
them various activities they could do as
11 Act out the story. homework.
8 Lesson 5 Can understand a simple story / Can act out a story

For the next lesson


M01_POEN_PUB_STAGLB_BR_2164_U01.indd 8 18/02/2016 09:34

Explain (in L1) that in the next lesson pupils


AB page 8 are going to talk about animals and plants.
Ask pupils to bring various photos of birds,
8 Listen and circle. Then colour. butterflies, fish, frogs, flowers and leaves
of different colours (cut from magazines) to
Play the audio. Pupils listen and circle the correct pictures. make a poster.

CD1, Track 18
1 Mmm, two green balloons for Cody.
2 Three yellow ducks for Beth.
3 One brown ball for Harry.

They then colour the pictures according to the audio.


ANSWER KEY
1 b, green balloons
2 b, yellow ducks
3 a, brown ball

Materials
Photos of colourful cakes (cut from magazines)
39

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1
Lesson 6 PB page 9 12 Listen and point. Then say.
Point to the photos and ask pupils to identify the
Learning objective animals and plants, then their colours. Ask, What is
Can describe the colours of common animals and it? What colour is it? Say, Its a (fish). Its (orange). Ask
plants pupils to point to the correct photo.
Cross-curricular Play the audio. Pupils listen and point to the photos as
they hear them being described.
Science: colours in nature
Target language
CD1, Track 19
bird, butterfly, fish, flower, leaf
1 Its a bird. Its brown. A brown bird.
Its a (bird).
2 Its a fish. Its orange. An orange fish.
Its (brown).
3 Its a flower. Its pink. A pink flower.
Its a (brown) (bird).
4 Its a leaf. Its green. A green leaf.
Recycled language 5 Its a butterfly. Its blue. A blue butterfly.
Colours
Pupils work in pairs. One pupil says, Its (blue). His/Her
partner points to and says the word, e.g. A (butterfly).
Learning adventure
Open books and ask pupils to look at the
13 Complete the pictures. Then say.
activities. Ask, What are we learning today? Write Pupils finish each picture following the dotted lines.
the lesson objective on the board or look at it on the They then colour the pictures.
screen: Were learning about the colours of animals and In pairs, pupils talk about their pictures.
plants.
Close books. Ask pupils what English words they know ANSWER KEY
for animals and plants, e.g. flowers, dragon. Write 1 Its a flower. Its yellow. A yellow flower.
them on the board. 2 Its a fish. Its orange. An orange fish.
Refer to the learning adventure poster and say, Great! 3 Its a butterfly. Its brown. A brown butterfly.
You are already moving along your learning adventure! 4 Its a flamingo. Its pink. A pink flamingo.
5 Its a leaf. Its green. A green leaf.
Warm-up
Ask pupils (in L1) to close their eyes and imagine they
are in: a desert, a coral reef, a beautiful garden, a Project
forest, etc. Ask, What colours do you see? Show pupils
photos of these environments for support. Tell pupils they are going to make a poster about
animals and plants. They can use the photos they
brought to class or they can draw their own pictures.
Presentation
Give pupils some drawing time if necessary.
Teach the new words: bird, butterfly, fish and leaf. Give each pupil a large sheet of paper. Pupils stick
Draw these objects on the board or use homemade their photos or drawings onto the paper to make a
flashcards. Ask which words begin with the same poster. They can write word labels and stick them
sound as blue. onto their poster if they wish.
Ask, What colour is a (leaf)? Then have a short Ask pupils to describe their posters to the class, e.g.
discussion (in L1) about the change in colours of Its a (butterfly). Its (purple). The posters can then be
autumn leaves. displayed in the classroom.

40

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1
11 Colour. Then circle.
12 Listen and point. Then say.
1 Pupils colour the spaces containing a dot to
1:19
reveal the pictures.
1 2 3
They then read the words under each
picture and circle the word that corresponds
with the picture.

ANSWER KEY
4 5 1 fish 2 butterfly

Learning adventure
Ask pupils, How many animal and plant
13 Complete the pictures. Then say. words do you know now? Give pupils a
minute to tell their partner the new words
2
1 3 they know. Ask them, Where are you on your
learning adventure? Ask pupils which words
they find easiest or most difficult to
remember. Tell pupils, Well done! to reinforce
the progress they are making.
4 5
Pop quiz
As pupils are leaving the class, show
them a picture of a plant or animal
from the lesson and ask them to tell you
what it is/what colour it is.
Lesson 6 Can describe the colours of common animals and plants 9

M01_POEN_PUB_STAGLB_BR_2164_U01.indd 9 18/02/2016 09:34

Optional homeschool link


Alternatively, ask pupils to take their work home and share
their work with their families. They may wish to describe their
posters to their parents or siblings as well, for extra practice.

AB page 9

10 Match. Then trace.


Pupils match the halves of the animals and objects together to
make complete pictures.
They then match each of these with the correct word on the
right hand side.
Pupils trace each word and read it.
ANSWER KEY
2 fish 3 bird 4 butterfly 5 leaf

Materials
Poster, photos of natural environments (e.g. a desert, coral reef, garden, forest), homemade cards of bird,
butterfly, fish and leaf (optional), a large sheet of paper for each pupil, pupils photos of animals and plants
41

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1
Lesson 7 PB page 10 15 Listen and . Then say.
Point to the pictures and ask, Whats this? What colour
Learning objective is it? How many? Encourage pupils to answer in full
Can assess what I have learnt in Unit 1 sentences, e.g. Its a (leaf). Its (green). (One).
Recycled language Play the audio. Pupils listen and point to the pictures.
Colours, Numbers
Its a (bird). Its (blue). CD1, Track 20
(Three) (purple) (fish). 1 Its a green leaf.
2 Its a white bird.
Receptive language
3 One, two. Two yellow butterflies.
Whats this?
4 One, two, three. Three purple fish.
What colour is it?
How many?
Play the audio again and ask pupils to tick the correct
picture.
Warm-up To check the answers, ask pupils to describe the
pictures they have ticked, e.g. One green leaf.
Play the chant from Lesson 2 (CD1:09). Remind pupils Pupils stick the star sticker in place if they feel they
of all the numbers and colours they have learnt in the have done this activity successfully.
unit. Point to various objects and ask, What colour is it?

Learning adventure ANSWER KEY


1a 2b 3a 4b
Open books and ask pupils to look at the
activities. Ask, What are we learning today? Write
the lesson objective on the board or look at it on the Practice
screen: Were thinking about our learning adventure.
Close books. Ask pupils if they can remember the Stick Flashcards 0111 on the board. Point to each
things they have been learning in this unit, e.g. How flashcard and call individual pupils to say the colour.
many colour words can you remember? Put their ideas Encourage pupils to use full sentences, e.g. Its (blue).
on the board. You may wish to ask stronger pupils to write the
colour words/sentences below each flashcard.
For each example, ask pupils, Where are you on your
learning adventure? Reassure pupils who are less
confident that they will have opportunities for more AB page 10
practice.
12 Read and colour.
14 Trace and stick. Then say. Look at the colour words and help pupils to read
Indicate the balloons and ask, How many? (seven) the words.
Ask pupils (in L1) what colour they think the balloons Pupils colour the objects in the picture according to
might be. the key.
Pupils trace the colour words next to each balloon Point to the butterfly and ask, What colour is it? (pink).
and read them.
Ask pupils to find the stickers of the balloons at the 13 Draw and write. Then say.
back of their books. They stick the stickers in place. Ask pupils around the class, How old are you? They
They then work in pairs, pointing and saying, reply, e.g. Im (six).
e.g. Its (pink). Ask pupils to draw themselves in the frame with a
Pupils stick the star sticker in place if they feel they balloon and to write their age on the balloon.
have learnt the unit vocabulary successfully. Encourage them to show their picture to a partner
and say, e.g. Im (six).

42

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1
General poster activities
I C AN
14 Trace and stick. Then say. DO IT!
T! Before displaying the poster for the first
2
time, pupils can anticipate and predict
1
pink brown
who and what they will see within a
topic area and then see how many
items they guessed correctly once the
3 4 5 poster is visible.
purple
white
black Pupils can create their own posters,
based on a similar topic.
Using a large piece of paper placed over
the top of the poster (with a 5 cm hole
6 7
orange grey cut out), pupils can be asked to identify
what they can see through the hole.
Through description, pupils can identify
objects that are being described orally,
e.g. Its small. Its green. Its an animal.
15 Listen and . Then say.
1:20
What is it? Its Waldo.
1
a b
2
a b With a time limit, pupils can look at the
posters and try to remember as much
language and content as possible and
then in pairs or led by the teacher, they
3 4 can try to recall the content through
a b a b
questions and answers, e.g. Is there a
balloon? What colour is it?
By pointing to an object and making a
statement, pupils can reply Yes or No if
the information is correct or incorrect,
e.g. This is a cake.
10 Lesson 7 Can assess what I have learnt in Unit 1
In teams or pairs, pupils can write
M01_POEN_PUB_STAGLB_BR_2164_U01.indd 10 18/02/2016 09:34
down as many words as possible for the
items in each poster.
Learning adventure
Ask pupils how they feel about their learning in this unit.
Ask pupils to tell you what they found the easiest or the
most difficult to learn in the unit. Ask them, Where are you on
your learning adventure? Pupils indicate where they think they are
on the learning adventure poster. Tell pupils, Well done! to
reinforce the progress they are making.

Pop quiz
Tell pupils to look back through the unit and find a word
they found difficult. Ask them to try to remember it.

Materials
Poster, stickers
Flashcards 0111
43

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1
Lesson 8 PB page 11 17 Colour and say.
Pupils colour each group of objects whichever colour
Learning objective they like.
Can use what I have learnt in Unit 1 They then work in pairs comparing their pictures as
they describe them, e.g. Two (yellow) balloons. Five
Recycled language
(pink) cakes. Three (grey) balls.
Colours, Numbers 110
Practice
Warm-up Help pupils to make an 8-page booklet as an end of
unit project. They write the title My Unit 1 Project
Write numbers from 110 on small pieces of paper Book on the cover and draw pictures on each page of
and hand them out to the class. Explain (in L1) that
these represent an age. Ask various pupils, How old different objects, numbers and colours.
are you? (Im five.) Encourage stronger pupils to write sentences below
each drawing, e.g. Its a (bird). Its (white). or (Ten) (pink)
Tell pupils to use the same numbers as in the previous
(flowers).
activity. Call out numbers and say an action, e.g.
Number 2, clap! Pupils holding that number should do Pupils decorate the book with stickers and drawings of
the correct action. Say two or three numbers at once the characters, etc.
to make the game more interesting.
AB page 60
Learning adventure Pupils colour the colours and numbers in the
Picture dictionary.
Open books and ask pupils, Look at the activities. They can then play a game in pairs. Each pupil takes
What are we learning today? Write the lesson turns to say a word and his/her partner points to the
objective on the board or look at it on the screen: correct picture. Stronger pupils may wish to cover the
Were talking about a birthday party. written words below each picture.

16 Find and count. Then write. Consolidation and extension worksheet 1


Ask pupils to look at the objects under the main Pupils complete the consolidation and extension
picture and say what they can see, e.g. a cake, a yellow activities on Worksheet 1 (page 28). See also the
flower. teaching notes on page 23.
Ask pupils to find and count them in the scene. They
write the number next to each object. Learning adventure
They then check their answers in pairs.
Ask pupils, What do you think you have learnt in
Unit 1? Give pupils a minute to tell their partner
ANSWER KEY the new language they know. Ask them, Where do you
1 10 2 9 3 6 4 6 5 8 6 5 think you are on your learning adventure? Ask pupils if
they are ready to move onto the next unit. Tell them
that it is fine if they do not remember everything as
they will continue to practise throughout the level.
Encourage pupils to ask if they have any questions
about what they have learnt in the unit. Tell pupils,
Well done! to reinforce the progress they are making.

44

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1
16 Find and count. Then write.
1

1 2 3 4 5 6

17 Colour and say.

Now go to Poptropica
English World

Lesson 8 Can use what I have learnt in Unit 1 11

M01_POEN_PUB_STAGLB_BR_2164_U01.indd 11 18/02/2016 09:34

Pop quiz
Hand out Flashcards 0111 and homemade word cards
with colours. Tell pupils to keep their cards secret. Say, Go!
Pupils have to find their partner by showing their cards to each
other without speaking. When they find their partners, they
should say the name of the colour. You could also do this with
number words and digits.

Evaluation
You can check your pupils progress using Evaluation sheet 1
(page 192). See also teaching notes on page 188.

Materials
Homemade word cards with colours, small pieces of paper with numbers 110 (one for each pupil), eight sheets of paper for each pupil,
consolidation and extension worksheet 1
Flashcards 0111
45

M01 Poptropica TB0 Global British English for Argentina 92201.indd 45 12/04/2017 08:41
2 At school
Worksheet 2
Name: Class:

1 Look. Then draw and colour.

chair ruler pencil book rubber

2 Find and count. Then write.


Photocopiable Pearson Education Limited 2017

1 two tables 2 pencils 3 rubbers


4 rulers 5 books 6 pens

Consolidation and extension worksheet 2

M01 Poptropica TB0 Global British English for Argentina 92201.indd 46 12/04/2017 08:41
Z02_POEN_TB_STAGLB_BR_0000_WS_3p.indd 205 16/08/2016 15:18
2 At school
Unit overview
Unit objective

I can talk about classroom objects

Language
Target Classroom objects: book, chair, pen, pencil, rubber, ruler, school, table
vocabulary Actions: climb, jump, play

Its a (red) (pencil).


Target
(Four) (rubbers).
structures
Lets (jump)!

Phonics: /r/ and /l/


Features Values: The importance of helping each other
Cross-curricular: Music: musical instruments

Skills

Reading Can understand a simple story


Can understand details of a story

Writing Can trace simple words


Can write how many there are (Activity Book)

Can identify classroom objects and musical instruments


Listening Can follow a simple song
Can listen to and understand a simple story

Can ask and answer about classroom objects using Whats this?
Can describe classroom objects and musical instruments
Speaking Can talk about plurals
Can say the sounds /r/ and /l/
Can act out a story
Can talk about the importance of helping each other

47

M01 Poptropica TB0 Global British English for Argentina 92201.indd 47 12/04/2017 08:41
5:18
2
Lesson 1 PB page 12 Now say the words again. Pupils find the
corresponding classroom objects, hold them up and
Learning objectives repeat the words.
Can talk about classroom objects Focus on the scene. Have a short discussion (in L1)
about the characters in the illustration and where
Target language they are. Teach the word school in English.
book, chair, pen, pencil, rubber, ruler, school, table Pupils identify the target vocabulary in the picture.
Recycled language Point to the classroom objects and ask, Whats this?
Colours (Its a pencil.) Ask, What colour is it? (Its yellow.)
Its a (pencil). Write the classroom object words on the board
Its (red). and invite pupils to stick the flashcards next to the
correct word.
Receptive language
Whats this? 2 Listen and circle.
This is a (pen).
Play the audio and ask pupils to listen first.
Warm-up CD1, Track 21
Cody: Look, Waldo! This is our school. This is a
Play the song from the Welcome Unit (CD1:12 ). Pupils table. And this is my chair.
listen and sing.
Harry: And look! This is a pen. And this is a
Write the number words on the board or use the ruler. And a rubber.
number word cards. Pupils write the numbers below
Waldo: Hmm. Whats this? Mmmm!
each card.
Harry: Its a book! Oh no!
Waldo: And whats this? Mmmm!
Learning adventure
Cody: Its a pencil! No, Waldo!
1 What do you know?
Look at the main scene. Ask, What are we learning Have a short discussion (in L1) about whats
today? Write the lesson objective on the board or look happening. (Harry and his friends have taken Waldo to
at it on the board: Were learning words for classroom school. Waldo is exploring and finding strange uses for
objects. some of the classroom objects.)
If using books, close them. Ask pupils what English Play the audio again. Pupils listen and point to each
words they know for classroom objects, e.g. book, pen. item in the illustration as it is mentioned.
Write them on the board. They listen again and circle each item.
Refer to the learning adventure poster and say, Great!
3 Listen and say.
You are already moving along your learning adventure!
Play the audio. Pupils listen and point to the classroom
Presentation objects.
Present the new vocabulary with Flashcards 1219.
Show the flashcards in turn, say the words and pupils CD1, Track 22
repeat. Stick the flashcards on the board as you say table chair pen ruler rubber pencil
each word. book

Play the audio again. Pupils listen, point to the objects


and repeat the words.

48

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2
Learning adventure

2 At school Ask pupils, How many classroom object


words do you know now? Give pupils a
minute to tell their partner the new words
they know. Ask them, Where are you on your
1 What do you know? learning adventure? Ask pupils which words
they find easiest or most difficult to
remember. Tell pupils, Well done! to reinforce
the progress they are making.

Pop quiz
Stick Flashcards 1219 on the board.
Point to each in turn and make a true
or false statement. For example, point to the
rubber and say, Its a pen. Pupils jump when
the statement is true and stamp their feet
when its false. Invite pupils to take over and
lead the class.

Show homework
Invite students to play the Poptropica
English Island Adventure Game. Show
them various activities they could do
2
1:21
Listen and circle. as homework.
3
1:22
Listen and say.

12 Lesson 1 Can name classroom objects

M02_POEN_PUB_STAGLB_BR_2164_U02.indd 12 18/02/2016 09:34

Game
Pupils play a game in pairs. One pupil turns away while his/her
partner covers up one object in the main picture with a coin or a
small piece of paper. His/Her partner has to say which object is
covered up. Pupils take turns to cover up more objects each time
to make it more difficult.

AB page 11

1 Draw. Then trace.


Pupils trace the dotted lines to find out what each object is.
They then read the words.
Pupils colour the objects if they wish. They then check their
answers in pairs. One pupil says a colour and his/her partner
says the object.

Materials
Poster, a coin or a small piece of paper for each pupil
Flashcards 1219
49

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2
Lesson 2 PB page 13 Play the audio again. Pause after each line to give
pupils time to repeat the words.
Learning objectives Play the chant and ask pupils to chant along.
Can describe common classroom objects Pupils can replicate the chant substituting objects of
different colours which theyve got in their own school
Target language bags or on their tables.
Its a (pink) (pen).
Recycled language Practice
Classroom objects, Colours Pupils play a game in pairs using the main illustration
Receptive language from this lesson. One pupil says, e.g. a red and his/
What is it? her partner says, e.g. pencil.
What colour is it?
Look! Can you find a (blue) (pen)?
5 Listen and circle. Then say.
Focus on the pictures. Play the audio. Pupils listen and
circle the appropriate item in each pair.
Warm-up
Put a selection of classroom objects in various colours CD1, Track 24
on your table. Invite a few pupils to pick them up one 1 Its a red pencil.
by one and say, Its a (rubber). Then ask pupils to close 2 Its a pink pen.
their eyes, while you remove one or two. Pupils open 3 Its a white ruler.
their eyes and say whats missing. 4 Its a green rubber.

Learning adventure Pupils then point to each in turn and say, e.g. Its a
Open books and ask pupils to look at the (red) (pencil).
activities. Ask, What are we learning today? Write
the lesson objective on the board or look at it on the ANSWER KEY
screen: Were learning to describe classroom objects. 1 red pencil 2 pink pen 3 white ruler
4 green rubber
Presentation
Hold up an object and say, e.g. Its a (pencil). Then ask, Practice
What colour is it? Pupils answer, e.g. Blue. Say, Its a
(pencil). Its (blue). Its a (blue) (pencil). Pupils repeat. Point out the numbers written at the top of the
Continue with other objects, encouraging pupils to illustration on page 13. In pairs, one pupil points to a
answer in full sentences. number and his/her partner says the word, e.g. Two.

4 Listen and chant. Then find. Quest


Say, Look! Look! Make a gesture to emphasise the Qu
es

meaning of the word. Then ask, Can you find a Listen and sing. Then stick.
t

(blue) (pen)? Pupils point to the blue pen in the main


illustration. Ask pupils (in L1) to remember the Quest items from
the Welcome Unit, which the characters have to find.
Play the audio. Pupils listen and point to the objects in
Ask them to guess which item could be found here.
the main illustration as they hear them.
Play the Quest song. Pupils listen for the Quest item.

CD1, Track 23
A yellow pencil and a blue pen. CD1, Track 25
A brown table and an orange chair. Come with us, come on a quest.
A green ruler and a white rubber. Come on a quest today!
A purple book, look, look, look! Come with us, come on a quest.
Look for a tablet today.
A balloon, a cake and a tablet!
Look for a tablet today.

50

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2
3 Listen and read. Then colour.
4 Listen and chant.
Play the audio. Pupils listen and read the
1:23

Then find.
words in their books.

CD1, Track 26
A yellow rubber.
A red ruler.
A black chair.
A brown table.
A purple pen.
A pink pencil.
A green book.

They then colour the objects accordingly.


Pop quiz
Hold up various classroom objects as
pupils are leaving the class. Ask pupils
5 Listen and circle. Then say.
1:24
to tell you what it is and what colour it is,
2 4 e.g. Its a (yellow) (pencil).
1 3

Show homework
Qu Direct pupils attention to the bell card
on page 12 of the Pupils Book. Tell pupils
es
t

Whats this? Its a pink pen. 1:25 to go online to the Poptropica English
Island Adventure Game and find the item.
Lesson 2 Can describe common classroom objects 13 Once pupils click on it, they are taken to a
supplementary language task.
M02_POEN_PUB_STAGLB_BR_2164_U02.indd 13 18/02/2016 09:35

Pupils then look at the main scene to find the Quest item
(the tablet).
Ask pupils to turn to the stickers at the back of their books.
They find the sticker of the tablet and stick it into the correct
place on page 13, over the grey tablet in the bookcase on
the right.
Play the audio again and ask pupils to sing the Quest song.

AB page 12

2 Find and circle. Then say.


Pupils find the object each character is hiding. They then find
the matching item in the row and circle it.
Ask, What is it? Pupils say, Its a pencil/table.
ANSWER KEY
1 pencil 2 table

Materials
Classroom objects, stickers
51

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2
Lesson 3 PB page 14 Ask pupils (in L1) whats happening in the picture (the
mice are using the classroom objects as a playground).
Learning objectives Indicate the mice and say, Look at the mice! Ask, How
Can say some action words many mice? Teach the word mice if necessary.
Can talk about plurals Revise jump and teach the words climb and play using
Can follow a simple song the picture, mime or L1 translation. Point to the
mouse doing the action or mime the action and say
Target language the word several times.
climb, jump, play
Plurals 6 Listen and find. Then sing.
Receptive language Point to various objects in the picture and ask, Whats
Lets (jump). this? What colour is it? How many (books)?
Whats this? What colour is it? Play the audio. Pupils listen and point to the objects in
How many (books)? the picture as they hear them mentioned.
mice
Recycled language CD1, Track 27, CD1, Track 28
Classroom objects, Numbers Rulers, rulers
How many rulers?
How many rulers can you see?
Warm-up Hurray! Lets play! Lets jump and climb.
Play the chant from Lesson 2 (CD1:23). Pupils listen Books, books
and join in. Ask pupils to point to the items on pages How many books?
12 and 13 in their books as they are mentioned. How many books can you see?
Hurray! Lets play! Lets jump and climb.
Learning adventure
Pencils, pencils
Open books and ask pupils to look at the How many pencils?
activities. Ask, What are we learning today? Write How many pencils can you see?
the lesson objectives on the board or look at them on Hurray! Lets play! Lets jump and climb.
the screen: Were learning some action words and Pens, pens
plurals. How many pens?
Close books. Ask pupils what English words for How many pens can you see?
classroom objects they can remember, e.g. table, pen. Hurray! Lets play! Lets jump and climb.
Write them on the board.
Rubbers, rubbers,
Refer to the learning adventure poster and say, Great! How many rubbers?
You are moving along your learning adventure!
How many rubbers can you see?
Hurray! Lets play! Lets jump and climb.
Presentation
Hold up a book and ask, Whats this? (Its a book.) Then Play the audio again and ask pupils to mime jumping
pick up another book and ask, How many books? Count and climbing when they hear the words. They join in
with the pupils. Say, one book, two books, stressing the with the song as well as they can.
plural /s/ sound.
If pupils feel confident, use the karaoke version of
Then do the same with various numbers of pencils the song on the Audio CD. Pupils can sing along and
and pens. Each time, hold up one and elicit the plural, substitute other classroom objects of their choice.
e.g. one pencil, five pencils, one pen, three pens. Do the
same for rubber, ruler, table, chair. Stress the plural /z/ Homeschool link
sound each time.
Encourage pupils to sing the song at home for their
families.

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2
AB page 13

6 1:27 /
1:28
Listen and find. Then sing. 4 Listen and draw.
Play the audio. Pupils listen and draw the
appropriate numbers of classroom objects.
Pause the audio after each sentence.

CD1, Track 29
1 One ruler.
2 Five pencils.
3 Four rubbers.
4 Three pens.

5 Find and count. Then write and


trace.
Pupils find how many different objects are in
the grid and write the numbers in the boxes.
They then trace the words.

HOME
SCHOOL
SCHOOL ANSWER KEY
7 Count and write. Then say. LINK 7 pencils
3 rulers
2 books

Learning adventure
14 Lesson 3 Can say some action words / Can talk about plurals / Can follow a simple song

Ask pupils, How many classroom words


and action words do you know now? Give
M02_POEN_PUB_STAGLB_BR_2164_U02.indd 14 18/02/2016 09:35

7 Count and write. Then say. pupils a minute to tell their partner the new
words they know. Ask them, Where are you
Pupils name the items at the bottom of the page, e.g. Its a on your learning adventure now? Ask pupils
(pencil). which words they find easiest or most
They count the number of items in the main picture and write difficult to remember. Tell pupils, Well done!
the numbers in the boxes. to reinforce the progress they are making.
Pupils check their answers with a partner by saying the
answers, e.g. (ten) (pencils).
Pop quiz
ANSWER KEY Play a counting game. Say, Hold up a
10 pencils book. Pupils hold up one book. Say, Hold
4 rubbers up two pencils. Pupils hold up the correct
3 rulers number of objects each time. You could also
5 books do this as a team game.
6 pens

Materials
Poster
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2
Lesson 4 PB page 15 Now make and play (page 73).
Ask pupils to turn to the Unit 2 Cutouts on page 73 of
Learning objectives the Pupils Book.
Can describe classroom objects Pupils cut out the classroom object cards.
Can say the sounds /r/ and /l/ Say, Its a blue book. Pupils hold up the correct picture.
Repeat with other pictures.
Target language
lamb, look, rabbit
Pupils now play a game of Snap! in pairs. Play with a
pupil to demonstrate. Each time the players lay down
Recycled language their cards, they must also describe them as in the
Classroom objects audio, e.g. Its a pink ruler.
Its a (pink) (ruler).
leaf Presentation
Remind pupils of the words rubber and ruler.
Warm-up Ask pupils which sound they hear in both words.
Say the /r/ sound and ask pupils to repeat after you.
Start the lesson by singing the song from Lesson 3 Now do the same for the /l/ sound using leaf.
(CD1:27) and doing the actions to revise jump, climb
and play. 9 Listen and say.
Learning adventure Play the audio. Pause after the first three lines.
Ask pupils which sounds they can hear (/r/ and /l/).
Open books and ask pupils to look at the Play the first three lines again and pupils repeat.
activities. Ask, What are we learning today? Write Introduce the two mascots by pointing and saying,
the lesson objectives on the board or look at them on This is Ricky Rabbit. This is Lucy Lamb.
the screen: Were learning to describe classroom objects Point to Rickys ruler and rubber and Lucys leaf and
and to say the sounds /r/ and /l/. pointing finger (to indicate shes looking) and say
the words.
8 Listen and say. Focus on the letter next to each character. Say the
sound and ask pupils to trace each letter.
Ask pupils questions about the photos, e.g. Whats
this? (Its a ruler.) What colour is it? (Its pink.) Say, Its Now play the audio from the beginning to the end.
a pink ruler. Pupils point to the pictures as they hear the words.
Tell pupils (in L1) that the children in the photos are
playing Snap! and teach them the word in English. CD1, Track 31
Explain the aim of the game. r r l l
Play the audio. Pupils listen and say in which photo r, r, r
the players say Snap! l, l, l
r, l, r, l, r, l
CD1, Track 30 Ricky Rabbit, Ricky Rabbit,
1 Boy A: Its a pink ruler. ruler, rubber, red,
Boy B: Its a pink ruler. Snap! Two rulers. Ricky Rabbit!
2 Boy A: Its a brown table. Lucy Lamb, Lucy Lamb,
Boy B: Its a red pen. look, leaf,
Boy A: Try again. Lucy Lamb!

Play the audio again for pupils to learn some useful Play the audio again. Pupils listen and repeat after
expressions they may need while playing the game. each line.
Explain (in L1) the meaning of Try again. Ask pupils which other words they know with the /r/
and /l/ sounds. Remind them of red. Ask if there are
any pupils in the classroom with names beginning with
ANSWER KEY these sounds.
They say Snap! in picture 1.

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2
Play the audio. Pupils listen and draw a line
8
1:30
Listen and say.
2 to connect together all the r words and
colour them red. Pupils then draw a line
to connect the l words and colour them
2 yellow.
1

CD1, Track 32
Ricky Rabbit
r
rubber
rabbit
Lucy Lamb
l
leaf
lamb
Now make and play (page 73).

9
1:31
Listen and say. ANSWER KEY
red = rabbit, rubber
yellow = leaf, lamb

7 Join the dots. Then trace and say.

r l Pupils join the dots and find the images.


They then trace the words below each of
the animals and read them.

Lesson 4 Can describe classroom objects / Can say the sounds /r/ and /l/ 15 ANSWER KEY
M02_POEN_PUB_STAGLB_BR_2164_U02.indd 15 18/02/2016 09:35
1 rabbit 2 lamb

Practice
Pupils add the letters r and l on separate pages to their Pop quiz
Sounds fun notebooks. They then draw pictures of things
beginning with these sounds on the appropriate pages (leaf, Divide pupils into four groups. Assign
lamb, ruler, red, rabbit). Stronger pupils write the words next to one of the sounds /b/, /p/, /r/ and /l/ to
each picture. each group. Ask each group to make a list of
Ask pupils to add any new words from this unit to the previously words beginning with their allocated sound.
learnt sounds, e.g. /b/ book and /p/ pen, pencil. Make this a race to see which group can
write the most words within a set time.
AB page 14

6 Trace. Then listen, match and colour.


Pupils trace the letters r and l.
Pupils look at the various objects scattered across the field.
Some of these belong to Ricky Rabbit. Others belong to
Lucy Lamb.

Materials
Unit 2 Cutouts, two sheets of paper for each pupil, stapler
55

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2
Lesson 5 PB page 16 Check pupils understanding of the story by asking
questions and pointing to the pictures. If necessary,
Learning objectives explain that the woman in the story (Miss Campbell) is
Can understand a simple story a teacher.
Can act out a story After pupils have a clear understanding of the story,
play the audio again. Pause after each frame and
Functional language encourage pupils to repeat the words and phrases
Oh, dear! aloud to the audio.
Can I help you?
Yes, please. 11 Act out the story.
Values See the How to use stories section on page 18 of
The importance of helping each other the Introduction for more ideas on how to build your
Receptive language pupils confidence with roleplays.
Whats this? Its a (guitar). Invite a group of pupil volunteers to act out the roles.
Play the audio while pupils act out the story or say
the lines and pupils repeat.
Warm-up Encourage pupils to say the lines from memory.
You may wish to use props for the roleplay.
Ask pupils (in L1) to remember what happened in the Divide pupils into groups of three. Give groups time
story from Unit 1. Possible questions: Who is it about? to practise their roleplay.
Where are the characters? What does Waldo do at the Play the audio again and ask pupils to speak along.
end of the story? Ask other groups of pupils to come to the front to
act out the story.
Learning adventure You might like to give the pupils feedback on
Look at the story. Ask, What are we learning their roleplay.
today? Write the lesson objectives on the board
or look at them on the screen: Were listening to a story Values
and acting it out.
Have a discussion (in L1) about the importance of
helping each other. Talk about how we can do difficult
10 Listen to the story. Read. things more easily/quickly if other people help us.
Direct pupils attention to the story and ask questions
about the characters and the scene: Whos this? Whats AB page 15
this? What colour is it? Say, Find (Harry)., Find a ruler., etc.
Ask pupils to predict what will happen in the story. 8 Listen and number.
Play the audio. Ask pupils to listen to the story and
Play the audio. Pupils listen and number the pictures
follow along in their books. accordingly.

CD1, Track 33 CD1, Track 34


Miss Campbell: Oh, dear! 1 Whats this?
Harry: Can I help you? Its a yellow chair.
Miss Campbell: Yes, please. 2 Whats this?
Harry: A green ruler. Hmm. Its a red pencil.
Cody: Whats this? 3 Whats this?
Cody: Oh! Its a yellow chair. Its a green ruler.
Miss Campbell: Oh, dear. 4 Arrgh! Whats this?
Harry: A drum. Its a dragon.
Cody: A red pencil.
Miss Campbell: Whats this?
Miss Campbell: Argh! Its a green dragon!
Harry: Its Waldo!

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2
Show homework

10 Listen to the story. Read.


Invite students to play the Poptropica
1:33
English Island Adventure Game.
1 2 Show them various activities they could do
Oh, dear!
as homework.

For the next lesson


Explain (in L1) that in the next lesson pupils
are going to talk about musical instruments.
Ask pupils to bring various materials to
3 4 make a musical instrument, e.g. empty
boxes, tins, elastic bands.

Role playing the story


Below are some suggestions for extra
work with the stories:
5 6 While pupils listen to the story, they
Whats this? perform a specific action for target
vocabulary.
Pupils draw a new picture for any frame
of the story.
Its Waldo!
Pupils create a new ending for the story.
Pupils draw or describe their favourite
character.
Pupils discuss real-life situations that
11 Act out the story. are related to the story.
Pupils comment on how they would feel
16 Lesson 5 Can understand a simple story / Can act out a story or how they would behave if they were
M02_POEN_PUB_STAGLB_BR_2164_U02.indd 16 18/02/2016 09:35
in a similar situation to one of the story
characters.
You might like to give pupils feedback.
ANSWER KEY You could give pupils two stars and
2c 3a 4d one wish, e.g., Fantastic actions!, Great
teamwork!, Speak a bit louder next time.
This could be given in L1.
9 Draw. Then trace and colour.
Story activities
Pupils draw over the dotted lines to reveal the picture (Waldo)
and trace the word green. For suggestions on how to use the story
Ask the class if they can sound out the word they have traced, activities, please see page 18.
and help them to read the sentence.
They then colour the picture green.
Pop quiz
Say some sentences from the story and ask pupils to tell you
which character says them, Its a green dragon. (Miss
Campbell) Repeat with other sentences from the story.

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2
Lesson 6 PB page 17 Pairwork
In pairs, pupils mime and guess the instruments,
Learning objective saying, e.g. Its a (drum).
Can name some common musical instruments
13 Listen and number.
Cross-curricular
Music: musical instruments Direct pupils attention to the photos. Ask them to
identify the instruments in the pictures. Say, e.g.
Target language Whats this? (Its a violin.)
drum, guitar, piano, violin
Play the audio of music from the various instruments.
Recycled language Say, Listen to the music. Stop the audio after each
Its (orange). instrument and ask, What is it?

CD1, Track 36
Learning adventure 1 [Excerpt of guitar music]
Open books and ask pupils to look at the 2 [Excerpt of piano music]
activities. Ask, What are we learning today? Write 3 [Excerpt of drum music]
the lesson objective on the board or look at it on the 4 [Excerpt of violin music]
screen: Were learning about musical instruments.
Close books. Ask pupils what English words they know Play the audio again and pupils number the photos
for music, e.g. song, piano. Write them on the board. according to each excerpt of music.
Refer to the learning adventure poster and say, Great! Ask pupils, Which music do you like best?
You are already moving along your learning adventure.
ANSWER KEY
Warm-up violin 4 drums 3 guitar 1 piano 2
Ask pupils (in L1) to look at the story in Lesson 5
and find the musical instrument which was featured
(a drum). Ask if anyone in the class plays a musical Game
instrument.
Write the musical instrument words on the board.
Point to them in turn and read them aloud. Ask pupils
Presentation to repeat.
Teach the musical instruments by pointing to the Divide pupils into two teams. Choose two pupils from
piano, guitar, violin and drum in Activity 12 and saying each team to stand a few metres from the board. Play
the words several times, e.g. Its a (piano). the audio (CD1:36) again and pause after the guitar
Mime playing the piano and ask, Whats this? (Its a music. Pupils race to the board to touch the word
piano.) Continue with the other instruments. guitar. The first pupil to touch the word wins a point
for his/her team. Play the music in random order to
12 Listen and point. Then say. make the game more challenging.
Play the audio. Ask pupils to listen as they look at the Project
photos and point to the instruments on the audio.
Pupils make their own musical instruments, e.g. a
CD1, Track 35 guitar made from an empty tissue box/shoe box
1 Its a violin. (coloured or covered with tissue paper to make it look
2 Its a drum. attractive) with some elastic bands strung around it
3 Its a guitar. and an arm made of a piece of cardboard; or a drum
4 Its a piano. made from an empty metal tin with the top of the
drum made of several sheets of greaseproof paper
stuck together and attached over the top of the drum
with an elastic band and a couple of chopsticks to use
as drumsticks. Find other creative ideas by searching
on the internet.

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2
11 Read and circle.
12 Listen and point. Then say.
2 Pupils look at the close-up pictures of the
1:35
instruments and guess what each one is.
1 2 3 They circle the correct word below it.
Ask which instrument is not shown (a violin).

4
ANSWER KEY
2 piano 3 drum

Learning adventure
Ask pupils, How many names of musical
instruments do you know now? Give
13
1:36
Listen and number. pupils a minute to tell their partner the new
words they know. Ask them, Where are you
on your learning adventure? Ask pupils which
words they find easiest or most difficult to
remember. Tell pupils, Well done! to reinforce
the progress they are making.

Pop quiz
Write the musical instrument words on
the board and pupils draw the correct
instrument next to each word.

Lesson 6 Can name some common musical instruments 17

M02_POEN_PUB_STAGLB_BR_2164_U02.indd 17 18/02/2016 09:35

Optional homeschool link


Ask pupils to take their work home and share their work with
their families. They may wish to describe their instruments to
their parents or siblings as well, for extra practice.

AB page 16

10 Match and trace. Then say.


Pupils match each of the characters with their missing musical
instruments.
They then trace the words.
Say, (One). Pupils say, Its a (guitar).
ANSWER KEY
2 piano 3 violin 4 drum

Materials
Poster, materials to make musical instruments
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2
Lesson 7 PB page 18 Play the audio again and ask pupils to stick the
stickers in place.
Learning objective They then trace the words under the stickers.
Can assess what I have learnt in Unit 2 Pupils stick the star sticker in place if they feel they
have learnt the unit vocabulary successfully.
Recycled language
Classroom objects, Actions Game
Its a (blue) (pen).
Stick Flashcards 1219 on the board. Then divide
Receptive language pupils into two teams and hand out classroom
Whats this? What colour is it? How many? object word cards to several pupils in each team.
Call out a classroom object and the team which has
the corresponding word card sticks it on the board.
Warm-up Award points for correct answers.
Play the song from Lesson 3 (CD1:27). Pupils create 15 Colour. Then listen and ask and
actions to go along with the song.
Display Flashcards 1219 or real items in the answer.
classroom to revise classroom object vocabulary. Hold Pupils work individually and colour the classroom
up a pencil and say, Whats this? Is this a yellow ruler? objects.
Play a drawing game on the board, in teams. Two They then compare their pictures in pairs. One pupil
pupils draw the item you tell them and whoevers points to one of his/her partners pictures. His/Her
team guesses first, scores a point. partner describes the picture, saying, e.g. Its a
(red) (guitar). Invite pupils to the front to share their
Learning adventure drawings with the class.
Open books and ask pupils to look at the
Play the audio (CD1:38) to give pupils an idea of the
language they will need.
activities. Ask, What are we learning today? Write
the lesson objective on the board or look at it on the
Pupils stick the star sticker in place if they feel they
have learnt the unit structures successfully.
screen: Were thinking about our learning adventure.
Close books. Ask pupils if they can remember the AB page 17
things they have been learning in this unit, e.g.
How many words for the classroom objects can you 12 Read and match.
remember? Put their ideas on the board.
For each example, ask pupils, Where are you on your Pupils match the words with the corresponding
learning adventure? Reassure pupils who are less pictures by drawing matching lines.
confident that they will have opportunities for
more practice. ANSWER KEY
2 chair 3 rulers 4 rubber 5 pencils 6 pens
14 Listen and stick. Then trace. 7 book
Ask pupils to turn to the stickers of the classroom
objects at the back of their books and name the
objects. 13 Read and colour.
Play the audio. Ask pupils to listen and point to
Pupils read the words in Waldos thought bubbles and
the stickers.
colour the pictures accordingly.

CD1, Track 37
1 Its a purple pen.
2 Its a yellow ruler.
3 Its a blue pencil.
4 Its a white rubber.
5 Its a red book.
6 Its an orange chair.
7 Its a brown table.

60

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2
General poster activities
I C AN
14
1:37
Listen and stick. Then trace. DO IT!
T! Before displaying the poster for the first
time, pupils can anticipate and predict
who and what they will see within a
topic area and then see how many
items they guessed correctly once the
1 2 3 4
poster is visible.
pen
ruler pencil rubber Pupils can create their own posters,
based on a similar topic.
Using a large piece of paper placed over
the top of the poster (with a 5 cm hole
cut out), pupils can be asked to identify
what they can see through the hole.
Through description, pupils can identify
5 6 7
objects that are being described orally,
book
boo chair table e.g. Its small. Its green. Its an animal.
What is it? Its Waldo.
With a time limit, pupils can look at the
15
1:38
Colour. Then listen and ask and answer. posters and try to remember as much
Its a red language and content as possible and
1 2
guitar. then in pairs or led by the teacher, they
Whats this?
can try to recall the content through
questions and answers, e.g. Is there a
3 4
balloon? What colour is it?
By pointing to an object and making a
statement, pupils can reply Yes or No if
the information is correct or incorrect,
e.g. This is a cake.
18 Lesson 7 Can assess what I have learnt in Unit 2
In teams or pairs, pupils can write
M02_POEN_PUB_STAGLB_BR_2164_U02.indd 18 18/02/2016 09:36
down as many words as possible for the
items in each poster.
Learning adventure
Ask pupils (in L1) how they feel about their learning in this
unit. Ask pupils to tell you what they found the easiest or
the most difficult to learn in the unit. Ask them, Where are you on
your learning adventure? Pupils indicate where they think they are
on the learning adventure poster. Tell pupils, Well done! to
reinforce the progress they are making.

Pop quiz
Tell pupils to look back through the unit and find a word
they found difficult. Ask them to try to remember it.

Materials
Poster, stickers
Flashcards 1219
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2
Lesson 8 PB page 19 17 Look at Activity 16. Listen. Then say
and play.
Learning objective Ask pupils to say in which picture the yellow rubber can
Can use what I have learnt in Unit 2 be found (Picture 1).
Recycled language Ask pupils to play a game in pairs. One pupil says an
item from one of the pictures and his/her partner says
Classroom objects, Colours, Numbers 110
the number of the picture.
Plurals
Play the audio (CD1:39) to give pupils an idea of the
language they will need.
Warm-up
Practice
Show pupils Flashcards 1219 in turn and stick them
on the board. Number them 17. Tell pupils (in L1) to Help pupils to make an 8-page booklet as an end of
try to remember the position of each flashcard. After unit project. They write the title My Unit 2 Project
a while, take off two flashcards and ask pupils to say Book on the cover and draw pictures on each page of
all seven words in the correct order. Repeat until there different classroom objects and musical instruments.
arent any flashcards on the board and pupils can Encourage stronger pupils to write sentences below each
repeat them in the correct order. drawing, e.g. Its a (pen). Its (blue). Its a (blue) (pencil).
Pupils decorate the book with stickers, drawings of the
Learning adventure characters, etc.

Open books and ask pupils, Look at the activities. AB page 60


What are we learning today? Write the lesson Pupils colour the classroom pictures in the Picture
objective on the board or look at it on the screen: dictionary.
Were talking about the classroom. They can then play a game in pairs. Each pupil takes
turns to say a word and his/her partner points to the
16 Find and circle five differences. correct picture. Stronger pupils may wish to cover the
written words below each picture.
Pupils find five differences between the pictures,
circling the differences on picture 2. Give pupils a time
Consolidation and extension worksheet 2
limit. They can work either individually or in pairs.
Check answers as a class. Pupils say, e.g. Picture 1, Pupils complete the consolidation and extension
(two red pens). Picture 2, (two blue pens). activities on Worksheet 2 (page 46). See also the
teaching notes on page 23.
ANSWER KEY Learning adventure
Picture 1 Picture 2
Ask pupils, What do you think you have learnt in
four yellow pencils four orange pencils Unit 2? Give pupils a minute to tell their partner the
three black books three brown books new language they know. Ask them, Where do you think
you are on your learning adventure? Ask pupils if they are
yellow ruler pink ruler
ready to move onto the next unit. Tell them that it is fine
yellow rubber green rubber if they do not remember everything as they will continue
brown chair grey chair to practise throughout the level.
Encourage pupils to ask if they have any questions
about what they have learnt in the unit. Tell pupils,
Well done! to reinforce the progress they are making.

62

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2
Practice

16 Find and circle five differences.


2 Watch the video story Colours. Ask pupils
what happened in the story.
1 The video stories give the language of
Poptropica a new context and each episode is
designed for use after every two units of the
Pupils Book. Sally, Jack and Albert provide
a song and there is an animated story from
Family Island. Each episode contains a Last
Word a short focus on one language point.
SONG
2 The pupils watch, listen and follow the
actions. As they grow more confident, they
can join in with the song.
STORY
Watch the story. Ask the pupils (in L1)
what happened in the story. Watch again,
stopping at key points, and ask them about
the language, the images or the story. Ask
pupils to act out the story. Assign the roles
of Joe and Lindy to confident speakers
17
1:39
Look at Activity 16. Listen. Then say and play. and let other pupils play the other parts.
Encourage them to say as much of the
A yellow
rubber. dialogue as they can and prompt them
where necessary.
THE LAST WORD
These reinforce a common language point
One. Now go to Poptropica
English World with short, humorous animation. Some
Lesson 8 Can use what I have learnt in Unit 2 19 Last Words are interactive, and pupils can
use the video player controls to answer
M02_POEN_PUB_STAGLB_BR_2164_U02.indd 19 18/02/2016 09:36

questions.
Pop quiz
Evaluation
Hand out Flashcards 1219 and homemade word cards to
different pupils. Call out a word, e.g. pencil. The pupils with You can check your pupils progress using
the corresponding flashcard or word card stand up and hold up Evaluation sheet 2 (page 193). See also
their cards. Repeat with other classroom objects. teaching notes on page 188.

Materials
Homemade word cards with classroom objects, eight sheets of paper for each pupil, consolidation and extension worksheet 2
Flashcards 1219
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3 My family
Worksheet 3
Name: Class:

1 Read and find. Then circle and write.

This is my happy sad


family.

1 This is my dad. Hes / Shes sad .


2 This is my mum. Hes / Shes .
3 This is my sister. Hes / Shes .
4 This is my brother. Hes / Shes .

2 Read. Then write Yes or No.

1 2 3

This is my dad. This is my granny. This is my brother.


Photocopiable Pearson Education Limited 2017


4 5

This is my mum. This is my friend.



Consolidation and extension worksheet 3

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3 My family
Unit overview
Unit objective

I can talk about family members

Language
Target Family members: aunt, brother, dad, friend, grandad, granny, mum, sister
vocabulary Feelings: happy, sad

This is my (brother).
Target Hes/Shes (four).
structures Hes/Shes happy/sad.
Hes/Shes a (doctor).

Phonics: /s/ and /z/


Features Values: The importance of family and friends
Cross-curricular: Social Science: occupations

Skills

Reading Can understand a simple story


Can understand details of a story

Can make a poster about a person I know and his/her occupation


Writing Can trace some common family words
Can trace simple words about feelings and occupations (Activity Book)

Can identify family members and occupations


Listening Can follow a simple song
Can listen to and understand a simple story

Can ask and answer about age using (He/She)s (seven).


Can ask and answer about family and occupations
Speaking Can say the sounds /s/ and /z/
Can act out a story
Can talk about feelings

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5:18
3
Lesson 1 PB page 20 2 Listen and find.
Play the audio. Ask pupils to listen and look at the
Learning objective characters in the main illustration.
Can name some common family words
Target language CD1, Track 40
aunt, brother, dad, friend, grandad, granny, mum, Harry: Waldo, this is my family.
sister This is my mum.
And this is my dad.
Receptive language
This is my granny and this is my grandad.
This is my (mum).
And this is Aunt Fifi.
Whos this?
Oh, and this is my sister, Beth!
Beth: And Harry is my brother!
Harry: Yes.
Warm-up
Harry: Mum, Dad this is my friend, Waldo.
Play the song from the Welcome Unit (CD1:02). Pupils Hes a dragon!
listen and sing.
Mum and Dad: Hello.
Ask pupils to remember the new words they learnt in
Granny and Grandad: Hello, Waldo.
Unit 2. Write the words on the board as they are said.
Waldo: Roarrrr.
Learning adventure
Ask pupils (in L1) whose family it is. (Its Harrys.)
1 What do you know? Talk about the characters (in L1) and whats happening
in the main illustration. (Harry is introducing Waldo to
Look at the main scene. Ask, What are we learning his family for the first time.) Ask questions about the
today? Write the lesson objective on the board or look
at it on the screen: Were learning family words. picture, e.g. Whats this? What colour is it?
If using books, close them. Ask pupils what English Play the audio again, pausing after each sentence and
words they know for family members, e.g. mum, aunt. ask pupils to find each character in the picture.
Write them on the board. Point to Harrys mum and dad and ask, Whos this?
(Mum, Dad). Repeat for the other characters.
Refer to the learning adventure poster and say, Great!
You are already moving along your learning adventure!
Practice
Presentation Stick Flashcards 2027 on the board. Point to each in
turn and make a true or false statement. For example,
Present the new vocabulary with Flashcards 2027. point to grandad and say, This is my (mum). Pupils jump
Show the flashcards in turn, say the words and pupils
repeat. Stick the flashcards on the board as you say when the statement is true and stamp their feet when
each word. its false. Invite pupils to take over leading the class.
Indicate the flashcards on the board and say, Family.
3 Listen and say.
Say a family member, e.g. Mum and flip through the
flashcards one by one. Pupils shout Family! or clap Focus on the pictures. Play the audio. Pupils listen and
when they see the flashcard of Mum. point to the family members.
Write the family words on the board and invite pupils
to stick the flashcards next to the correct word.
CD1, Track 41
mum dad brother sister granny
grandad friend aunt

Play the audio again. Pupils listen, point to the family


members and repeat the words.
Point to one of the small pictures and ask, Whos this?
Pupils find the same character in the main illustration
and say who it is, e.g. grandad.

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Learning adventure

3 My family Ask pupils, How many family words do


you know now? Give pupils a minute to
tell their partner the new words they know.
Ask them, Where are you on your learning
1 What do you know? adventure? Ask pupils which words they find
easiest or most difficult to remember. Tell
pupils, Well done! to reinforce the progress
they are making.

Pop quiz
Choose a pupil to hold a flashcard over
his/her head so that he/she cant see it.
He/she tries to guess the card (mum? dad?).
Pupils wave their hands, stand up or clap
when he/she guesses correctly.

Show homework
2 Listen and find. 3 Listen and say.
Invite students to play the Poptropica
1:40 1:41

English Island Adventure Game. Show


them various activities they could do as
homework.

For the next lesson


Pupils could bring photos of their families
to class.
20 Lesson 1 Can name some common family words

M03_POEN_PUB_STAGLB_BR_2164_U03.indd 20 23/02/2016 16:19

Game
Pupils play a game in pairs. One pupil turns away while his/her
partner covers up one of the small pictures in Activity 3 with a
coin or a small piece of paper. His/Her partner has to say which
family member is covered up. Pupils take turns, covering up
more pictures each time to make it more difficult.

AB page 18

1 Trace. Then match and say.


Pupils trace the matching lines to match the family words with
the numbered characters.
Pupils then read and trace the family words.

Materials
Poster, a coin or a small piece of paper for each pupil
Flashcards 2027
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Lesson 2 PB page 21 Play the audio. Pupils listen and point to the
characters in the main illustration as they are
Learning objective mentioned.
Can talk about age using Hes/Shes (seven).
CD1, Track 42
Target language
This is my sister.
photo
This is my sister.
Hes/Shes (four).
Shes six.
Recycled language Shes six.
Family members, Numbers
This is my brother.
This is my (brother).
This is my brother.
How old are you?
Hes seven.
Receptive language Hes seven.
How old is he/she?
Play the audio again. Pause after each line to give
pupils time to repeat the words.
Warm-up Play the chant and ask pupils to chant along.
Play the chant from Unit 1 (CD1:09). Revise numbers
by pointing to different numbers of objects in the 5 Listen and match. Then write and say.
classroom. Pupils count from 110 in pairs.
Focus on the pictures. Explain that they show Waldos
Walk around the classroom and ask various pupils, brothers and sisters. Play the audio. Ask pupils to
How old are you? listen first.
Learning adventure
CD1, Track 43
Open books and ask pupils to look at the 1 This is my brother. Hes ten.
activities. Ask, What are we learning today? Write 2 This is my sister. Shes two.
the lesson objective on the board or look at it on the 3 This is my brother. Hes four.
screen: Were learning to talk about how old people are. 4 This is my sister. Shes eight.

Presentation Play the audio again. Pupils listen and match the
Revise family words using Flashcards 2027 or photos. characters with their ages. They then write the
Pupils show their family photos to the class and say, dragons ages on their badges.
This is my (mum). Pupils point to the pictures and say, Hes (ten).
Teach photo by holding up a photo and saying, This is Stronger pupils can say This is my (brother), as well.
a photo. Then hold up various photos and illustrations
and say each time, This is a photo. Pupils say yes or no. ANSWER KEY
Invite two girls and two boys to the board. Ask each, 22 34 48
How old are you? Elicit, e.g. Im (six). Then say, Hes/
Shes (six). Now point to the pupils in turn and ask,
How old is he/she? (Hes/Shes six.) Emphasise the words
he and she each time you say the sentences.
Quest
Qu
es

4 Listen and chant. Then find. Listen and sing. Then find and stick.
t

Ask questions about the picture: Whos this? Ask pupils (in L1) to remember the Quest items from
Whats this? the Welcome Unit, which the characters have to find.
Point to Harry and ask, How old is he? Repeat the Ask them to guess which item could be found here.
question for Beth, How old is she? Ask pupils if they Play the Quest song. Pupils listen for the Quest item.
can guess how old Harry and Beth are. Point to Harry
and say, Hes seven. Point to Beth and say, Shes six.

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AB page 19

4
1:42
Listen and chant. 2 Find and colour. Then circle.
Then find.
Pupils find the hidden numbers in the puzzles
and colour them.
Pupils then choose the correct word under
each picture and circle it.

ANSWER KEY
1 nine 2 eight

3 Look and match. Then say.


Pupils look at the numbers on the childrens
T-shirts and match each one with one of the
number words below.
Pupils check their answers in pairs.

5 Listen and match. Then write and say.


1:43
ANSWER KEY
1 2 3 4 2 seven 3 five 4 eight

10 Pop quiz
Qu
As pupils are leaving the class, ask
es

4 10
t

2 them how old their brother/sister/


8 1:44

friend is. They answer, Hes/Shes (ten).


Lesson 2 Can talk about age using (He/She)s (seven). 21

M03_POEN_PUB_STAGLB_BR_2164_U03.indd 21 23/02/2016 16:19


Show homework
Direct pupils attention to the oven card
CD1, Track 44 on page 20 of the Pupils Book. Tell pupils
Come with us, come on a quest. to go online to the Poptropica English
Come on a quest today! Island Adventure Game and find the item.
Come with us, come on a quest. Once pupils click on it, they are taken to a
Look for a photo today. supplementary language task.
A balloon, a cake, a tablet and a photo!
Look for a photo today.

Pupils then look at the main scene to find the Quest item
(the photo).
Ask pupils to find the stickers at the back of their books. They
find the sticker of the photo and stick it in the correct place on
page 21, over the grey photo on the right.
Play the audio again and ask pupils to sing the Quest song.

Materials
A photo, pupils family photos, stickers
Flashcards 2027
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Lesson 3 PB page 22 6 Listen and find. Then sing.
Explain (in L1) that the boy on the left in the main
Learning objectives picture is singing a song.
Can talk about feeling happy and sad Play the audio. Pupils listen and point to the family
Can follow a simple song members as they are mentioned.
Target language
zoo CD1, Track 45, CD1, Track 46
happy, sad Im at the zoo with my family,
He/Shes (happy). Brother, sister, Dad and Mum.
Its fun, fun, fun.
Receptive language
This is my mum.
boo-hoo
Shes happy.
Its fun!
My dad is happy, too.
Is he/she happy?
This is my sister.
Recycled language Shes happy,
Family members But my brother is sad. Boo hoo!
Im at the zoo with my family,
Brother, sister, Dad and Mum.
Warm-up
Its fun, fun, fun.
Revise family words. Stick Flashcards 2027 on the Its fun, fun, fun, fun, fun, fun,
board to form a simple family tree. Ask pupils, Who Its fun, fun, fun.
is Dad? Who is Mum? Ask them to identify grandad,
granny, brother, sister and aunt.
At the end of the song ask, Is Mum sad? (No, shes
Play the chant from Lesson 2 (CD1:42). Pupils hold happy.) Is Dad sad? (No, hes happy.) Point to the
up the correct number of fingers as they hear the brother and say, Is he happy? (No, hes sad.)
numbers. Ask, How old is (Beth)? (Shes six).
Play the audio again. Pupils put up their hands when
they hear a family word and mime being happy or sad
Learning adventure as they hear the words. Teach the meaning of Its fun!
Open books and ask pupils to look at the and boo-hoo! Pupils clap their hands when they hear
activities. Ask, What are we learning today? Write fun and mime crying when they hear boo-hoo.
the lesson objectives on the board or look at them on Play the song again. Pupils join in with the song as
the screen: Were learning to describe feelings and we are well as they can.
singing a song. If pupils feel confident, use the karaoke version of
the song on the Audio CD.
Close books. Ask pupils what English words they can
remember for family members, e.g. Mum, Dad. Write Homeschool link
them on the board.
Refer to the learning adventure poster and say, Great! Encourage pupils to sing the song at home for their
You are moving along your learning adventure! families.

Presentation Pairwork
Teach the words happy and sad by miming the facial In pairs, pupils find the family members who are
expressions. Say, Im happy/sad. Then say happy/sad happy or sad in the picture. One pupil says the name
and ask the class to mime the facial expressions. of the family member and his/her partner says, Hes/
Choose a girl to mime being happy and say, Shes Shes happy/sad.
happy. Do the same with a boy and say, Hes happy.
Ask various pupils to mime and ask, Is he/she 7 Find. Then draw and say.
happy/sad? Pupils find the children in the main illustration.
Teach the word zoo. Use L1 if necessary or point to They draw a happy or sad mouth on each face based
the illustration of the zoo in the book. on how the character looks.
Pupils check their answers with a partner by saying,
Hes/Shes happy/sad.

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ANSWER KEY
2 3 4
6 1:45 /
1:46
Listen and find. Then sing.

5 Trace. Then match and say.


Pupils read the words at the top of the
activity and trace them.
They then draw matching lines from the
happy and sad icons to the people in the
picture who are happy or sad.
They say, Hes/Shes happy/sad.

ANSWER KEY
happy: man with kite, girl doing
handstand, dog
sad: boy with juggling balls, girl on bench

Learning adventure
HOME Ask pupils, How many family words and
7 Find. Then draw and say. SCHOOL
SCHOOL
LINK feelings words do you know now? Give
1 2 3 4
pupils a minute to tell their partner the new
words they know. Ask them, Where are you
on your adventure now? Ask pupils which
words they find easiest or most difficult to
remember. Tell pupils, Well done! to reinforce
the progress they are making.
22 Lesson 3 Can talk about feeling happy and sad / Can follow a simple song

M03_POEN_PUB_STAGLB_BR_2164_U03.indd 22 23/02/2016 16:19 Pop quiz


Pupils look through their books and find
ANSWER KEY pictures of characters that are happy
1 happy 2 happy 3 sad 4 sad or sad. They show the pictures to the class
and say, Hes/Shes happy/sad.

AB page 20

4 Listen and or .
Ask pupils to describe how the children feel by saying, Hes/Shes
happy/sad.
Play the audio. Pupils write a tick or cross in the box depending
on whether the description of each child is correct or incorrect.

CD1, Track 47
1 Shes sad.
2 Hes happy.
3 Hes sad.
4 Shes happy.

Materials
Poster
Flashcards 2027
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Lesson 4 PB page 23 Practice
Invite one boy and one girl to the front of the class.
Learning objectives Stick a number badge representing an age on each.
Can talk about family members, age and feelings Secretly ask one pupil to pretend to be happy and the
Can say the sounds /s/ and /z/ other one to pretend to be sad. Ask pupils to find the
differences between these two pupils. Accept single
Target language
word answers for colours of clothes, hair, etc. and for
seal, zebra
girl/boy.
Recycled language
zoo Presentation
Colours, Family members
Shes (sad). Remind pupils of the word six. Ask pupils which sound
they hear in the word. Say the /s/ sound and ask pupils
to repeat after you.
Warm-up Now do the same for the /z/ sound using zoo.

Ask a few pupils, How old are you? Pupils answer, 9 Listen and say.
e.g. Im (six).
Pupils write their age on a piece of paper and hold
Play the audio. Pause after the first three lines.
Ask pupils which sounds they can hear (/s/ and /z/).
the paper up. Ask around the class, How old is he/she?
Play the first three lines again and pupils repeat.
Elicit answer, e.g. Hes/Shes (six).
Introduce the two mascots by pointing and saying,
This is Sally Seal. This is Zippy Zebra.
Learning adventure
Say alternately seal and zebra several times
Open books and ask pupils to look at the emphasising the sounds /s/ and /z/.
activities. Ask, What are we learning today? Write Focus on the letter next to each character. Say the
the lesson objectives on the board or look at them on sound and ask pupils to trace each letter.
the screen: Were talking about family members, age and Now play the audio from the beginning to the end.
feelings and learning to say the sounds /s/ and /z/. Pupils point to the pictures as they hear the words.

8 Point and say. CD1, Track 48


s s z z
Ask pupils questions about the photos, e.g. Whos this? s, s, s
Is he/she (happy)? Focus on the number badges worn
z, z, z
by the children and ask, How old is he/she? Discuss
s, z, s, z, s, z
(in L1) why the children are happy/sad.
Sally Seal, Sally Seal
Divide pupils into pairs. Pairs find and point to
sad, six
differences in Photo 2. Pupils take turns to make
Sally Seal
sentences about each difference, e.g. Shes seven/eight.
Zippy Zebra, Zippy Zebra
Hes happy/sad. Its red/blue. Its a guitar/book.
zoo
Pupils then play a game in which their partner guesses
Zippy Zebra
which photo they are talking about. One pupil says,
e.g. This is my (sister). Shes (seven). His/Her partner
points to Photo (1). Play the audio again. Pupils listen and repeat after
each line.
Ask pupils which other words they know with the
/s/ and /z/ sounds. Remind them of sister and school.
Ask if there are any pupils in the classroom with
names beginning with these sounds.

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AB page 21

8 Point and say.


3 6 Trace. Then listen and match.
2 Pupils trace the letters s and z.
1 Point to the number 7 and say seven. Follow
the line with your finger from the 7 to the
seal mascot and say the /s/ sound.
Play the audio. Pupils listen and match the
pictures in the circle with the mascots of the
same sound.

CD1, Track 49
s, z
seven
zoo
six
sad
sister
9 Listen and say.
zebra
1:48

ANSWER KEY
s: sister, six, seven, sad

s z z: zebra, zoo

7 Count. Then write and trace.


Lesson 4 Can talk about family, age and feelings / Can say the sounds /s/ and /z/ 23 Pupils count the number of seals and zebras
M03_POEN_PUB_STAGLB_BR_2164_U03.indd 23 23/02/2016 16:19
and write the number in the box
They then trace the words zebras and seals.
Practice
Pupils add the letters s and z on separate pages of their ANSWER KEY
Sounds fun notebook. Pupils draw pictures of things beginning 1 6 seals 2 7 zebras
with these sounds on the appropriate pages (seven, zoo, six,
sad, sister, zebra). Stronger pupils write the words next to each
picture. Pop quiz
Ask pupils to add any new words from this unit to previously
learnt sounds, e.g. /b/ brother. Say the word zebra. Alternate saying
words beginning with the /s/ and /z/
sounds. Pupils shout zebra when they hear a
word with the /z/ sound. Do the same with
the /s/ sound and the word seal.

Materials
A piece of paper for each pupil, two sheets of paper for each pupil, stapler
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Lesson 5 PB page 24
CD1, Track 50
Photographer: Oh, dear!
Learning objectives Harry: Can I help you?
Can understand a simple story Harry: This is my dad. Hes a pilot.
Can act out a story Photographer: Oh!
Target language Harry: This is my mum. Shes a teacher.
This is my (dad). Photographer: Mmm!
Harry: This is my aunt. Shes a doctor.
Functional language Photographer: Ooh!
Oh, dear! Can I help you? Photographer: OK. And whos this?
Hes a pilot. Harry: This is my sister. Shes six. Oh,
Shes a teacher/doctor. and this is my friend, Waldo!
Values Harry: This is my family.
The importance of family and friends Waldo: Mmm. Nice family.

Check pupils understanding of the story by asking


Warm-up questions and pointing to the pictures, e.g. Whos this?
Ask pupils (in L1) to remember the story from Unit 2. How old is she? Is he a (teacher)?
Possible questions: Which characters are in the story? After pupils have a clear understanding of the
What happens? Where are Harry and Cody? (At school.) story, play the audio again. Pause after each frame
Who else is there? (Waldo) What classroom objects can and encourage pupils to repeat the words and
you remember from the story? (pencil, pen, ruler, rubber, phrases aloud.
table, chair)
11 Act out the story.
Learning adventure See the How to use stories section on page 18 of
the Introduction for more ideas on how to build your
Look at the story. Ask, What are we learning pupils confidence with roleplays.
today? Write the lesson objectives on the board
or look at them on the screen: Were listening to a story
Invite a group of pupil volunteers to act out the roles.
Play the audio while pupils act out the story or
and acting it out. say the lines and pupils repeat.
Encourage pupils to say the lines from memory.
10 Listen to the story. Read. You may wish to use props for the roleplay.
Direct pupils attention to the story and ask questions Divide pupils into groups of three. Give groups time
about the characters and the scene: Whos this? to practise their roleplay.
(Harry). Ask pupils (in L1) what occupations Harrys Play the audio again and ask pupils to speak along.
dad, mum and aunt have (doctor, teacher, pilot). Teach Ask other groups of pupils to come to the front
these words in English. Ask, How old is Beth? (six) to act out the story.
Ask pupils to predict what will happen in the story. You might like to give the pupils feedback on their
Play the audio. Ask pupils to listen to the story and roleplay.
follow along in their books.
Values
Have a discussion (in L1) about the importance of
family and friends. Talk about the things people enjoy
doing with their family and their friends and what they
can do to be a good brother/sister. Ask pupils what
they find important in a friend.

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Pop quiz

10 Listen to the story. Read.


Create actions for the key words in the
story, e.g. clap your hands for sister.
1:50

1 2 Play the story again or read it aloud and


pupils do the actions as they listen.

Show homework
Invite students to play the Poptropica
English Island Adventure Game.
Show them various activities they could do
3 4
as homework.

For the next lesson


Explain (in L1) that in the next lesson pupils
are going to talk about occupations. Ask
pupils to bring various photos of teachers,
doctors, vets or pilots (cut from magazines)
5 6
This is my family. to make a poster.

Role playing the story


Below are some suggestions for extra
work with the stories:
While pupils listen to the story, they
perform a specific action for target
11 Act out the story. vocabulary (e.g. pupils clap when they
hear the word purple or stamp their
24 Lesson 5 Can understand a simple story / Can act out a story feet when they hear the word blue).
M03_POEN_PUB_STAGLB_BR_2164_U03.indd 24 23/02/2016 16:19
Pupils draw a new picture for any frame
of the story.
AB page 22 Pupils create a new ending for the story.
Pupils draw or describe their favourite
8 Read. Then circle. character.
Pupils read the words and circle the correct picture accordingly. Pupils discuss real-life situations that
are related to the story.
Pupils comment on how they would feel
ANSWER KEY or how they would behave if they were
1a 2b 3b in a similar situation to one of the story
characters.
You might like to give pupils feedback.
9 Trace and colour. You could give pupils two stars and
one wish, e.g., Fantastic actions!, Great
Pupils trace the words in Harrys speech bubble. teamwork!, Speak a bit louder next time.
They then colour the corresponding age badge below. This could be given in L1.

ANSWER KEY Story activities


6 For suggestions on how to use the story
activities, please see page 18.

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Lesson 6 PB page 25
CD1, Track 51
This is my dad. Hes a doctor.
Learning objective This is my mum. Shes a pilot.
Can name some common occupations This is my mum. Shes a vet.
Cross-curricular This is my dad. Hes a teacher.
Social Science: occupations
Target language
doctor, teacher, pilot, vet ANSWER KEY
Hes/Shes a (doctor). 2 4 1 3
Recycled language
Family members
13 Draw and say.
Receptive language
Is he/she a (vet)? Pupils draw and match the items (on the left) with
each of the pictures of occupations (on the right).
They then talk about the pictures, e.g. Shes a (teacher).
Learning adventure
Project
Open books and ask pupils to look at the
activities. Ask, What are we learning today?
Tell pupils they are going to make a poster about
someone they know or someone on TV or in a book
Write the lesson objective on the board or look at it on who is a teacher, doctor, vet or pilot. The person
the screen: Were learning about occupations. should be dressed in uniform and doing his/her job.
Close books. Ask pupils what English words they Pupils draw their own pictures or use the photos
know for occupations, e.g. teacher, singer. Write them cut from magazines they brought. Give pupils some
on the board. drawing time if necessary.
Refer to the learning adventure poster and say, Great! Give each pupil a large sheet of paper. Pupils stick
You are already moving along your learning adventure. their drawings or photos onto the paper to make a
poster. They can write word labels and stick them
Warm-up onto their poster if they wish.
Ask pupils (in L1) to look at the story in Lesson 5 and Ask pupils to describe their posters to the class,
find three occupations (pilot, teacher, doctor). e.g. This is (name). Hes a doctor, or This is my mum.
Shes a teacher. The posters can then be displayed in
Presentation the classroom.

Teach the word vet by miming or drawing some key Optional homeschool link
equipment on the board.
If you made flashcards, show them one by one, Alternatively, ask pupils to take their work home and
say the word and ask pupils to repeat. share their work with their families. They may wish to
Hide one of the flashcards behind your back and describe their posters to their parents or siblings as
pupils guess which one it is (teacher? doctor?). well, for extra practice.
Ask pupils (in L1) to imagine the world with no
AB page 23
doctors. How would life be different? What problems
would there be? Do the same with other jobs.
Which job do pupils think is the most important? 10 Listen and number. Then trace.

12 Listen and tick. Point to the people in turn and ask, Is he/she a
(doctor)?
Point to the pictures of the professions in turn and Play the audio. Pupils listen and number the people in
ask, Is he/she a (vet)? Pupils answer yes or no. the picture.
Play the audio. Pupils listen and tick the photos as They then trace the words under the pictures.
they hear them.

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Learning adventure

12 Listen and .
3 Ask pupils, How many words for
occupations do you know now? Give
1:51

pupils a minute to tell their partner the new


1 2 words they know. Ask them, Where are you
on your learning adventure? Ask pupils which
words they find the easiest or the most
difficult to remember. Tell pupils, Well done!
3
4 to reinforce the progress they are making.

Pop quiz
Mime one of the occupations from the
lesson and ask pupils to guess what the
occupation is by saying, e.g. teacher.
13 Draw and say. Then ask pupils around the class to mime
other occupations for the class to guess.

Lesson 6 Can name some common occupations 25

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CD1, Track 52
1 Shes a pilot.
2 Hes a doctor.
3 Shes a teacher.
4 Hes a vet.

ANSWER KEY
2a 3b 4c

11 Read and match.


Pupils match the two halves of the pictures with the occupation
words by drawing lines.

ANSWER KEY
2 vet 3 pilot 4 teacher

Materials
Poster, homemade flashcards with occupations (teacher, pilot, vet, doctor), a large sheet of paper
for each pupil, pupils photos of occupations
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3
Lesson 7 PB page 26 Game
Pupils stand in a large circle. Hand out Flashcards
Learning objective 2027 to pupils standing in different places. Play the
Can assess what I have learnt in Unit 3 song from Lesson 3 (CD1:45). Pupils pass the cards
around the circle. Stop the music and say one of the
Recycled language
family words, e.g. dad. The pupil holding the dad
Family members
flashcard sits down. Continue until there is one pupil
This is (my dad).
remaining.
Hes/Shes a (doctor).
Hes/Shes (happy). 15 Listen and number. Then say.
Hes/Shes (ten).
Receptive language
Ask pupils to look at the picture. Ask questions, e.g.
Whos this? Is he/she happy? How old is he/she?
How old is he/she?
Is he/she (sad)?
Play the audio. Pupils listen and point to the family
members in the picture.
Whos this?

CD1, Track 53
Warm-up 1 This is me. Im with my family.
2 This is my dad. Hes a pilot.
Draw a stick-figure family on the board. Invite pupils 3 This is my brother. Hes three. Hes sad.
to describe the family, e.g. This is my sister. Shes eight. 4 This is my mum. Shes a pilot, too.
Alternatively, pupils draw an imaginary family or their 5 This is my sister. Shes five. Shes happy.
real family on the board and describe.

Learning adventure Play the audio again, pausing after each sentence so
that pupils can number the people in the picture.
Open books and ask pupils to look at the Pupils stick the star sticker in place if they feel they
activities. Ask, What are we learning today? have learnt the unit structures successfully.
Write the lesson objective on the board or look at it on
the screen: Were thinking about our learning adventure. ANSWER KEY
Close books. Ask pupils if they can remember the boy on the left 1
things they have been learning in this unit, e.g. How dad 2
many words for family members can you remember? Put brother 3
their ideas on the board. mum 4
For each idea, ask pupils, Where are you on your sister 5
learning adventure? Reassure pupils who are less
confident that they will have opportunities for
more practice. AB page 24
14 Trace and stick. Then say.
12 Read and number.
Pupils read the word labels on the page and trace them.
Ask pupils to find the stickers of the family members Pupils read the family words and identify the matching
at the back of their books and name the people. family members in the picture. They number the
pictures accordingly.
Pupils stick the stickers in the right place.
Pupils then make a sentence about each item in pairs,
e.g. This is (Mum).
Check the activity by asking, Whos this? Is this Harrys
(grandad)?
Pupils stick the star sticker in place if they feel they
have learnt the unit vocabulary successfully.

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3
Pop quiz
I C AN Tell pupils to look back through the unit
14 Trace and stick. Then say. DO IT!
T! and find a word they found difficult.
1 2 3
mum dad
aunt
Ask them to try to remember it.

General poster activities


Before displaying the poster for the first
time, pupils can anticipate and predict
who and what they will see within a
topic area and then see how many
items they guessed correctly once the
4 5 6 poster is visible.
sister
granny
grandad Pupils can create their own posters,
based on a similar topic.
Using a large piece of paper placed over
15
1:53
Listen and number. Then say. the top of the poster (with a 5 cm hole
cut out), pupils can be asked to identify
what they can see through the hole.
Through description, pupils can identify
objects that are being described orally,
e.g. Its small. Its green. Its an animal.
What is it? Its Waldo.
With a time limit, pupils can look at the
posters and try to remember as much
language and content as possible and
then in pairs or led by the teacher, they
can try to recall the content through
26 Lesson 7 Can assess what I have learnt in Unit 3 questions and answers, e.g. Is there a
balloon? What colour is it?
By pointing to an object and making a
M03_POEN_PUB_STAGLB_BR_2164_U03.indd 26 23/02/2016 16:20

13 Trace and circle. statement, pupils can reply Yes or No if


the information is correct or incorrect,
Pupils trace the words in Waldos speech bubble. e.g. This is a cake.
They then circle the expression which describes the picture. In teams or pairs, pupils can write
down as many words as possible for the
ANSWER KEY items in each poster.
my sister

Learning adventure
Ask pupils (in L1) how they feel about their learning in this
unit. Ask pupils to tell you what they found the easiest or
the most difficult to learn in the unit. Ask them, Where are you on
your learning adventure? Pupils indicate where they think they are
on the learning adventure poster. Tell pupils, Well done! to
reinforce the progress they are making.

Materials
Poster, stickers
Flashcards 2027
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3
Lesson 8 PB page 27 Play the audio to give pupils an idea of the language
they will need.
Learning objective
Can use what I have learnt in Unit 3 CD1, Track 54
Girl: This is my mum. Shes a doctor.
Recycled language
Boy: One.
Family members, Occupations
Hes/Shes a (teacher).
Receptive language Practice
Whos this?
Is he/she a (teacher)? Help pupils to make an 8-page booklet as an end of
unit project. They write the title My Unit 3 Project
Book on the cover and draw pictures on each page
Warm-up of different family members, occupations, feelings.
Encourage stronger pupils to write sentences below
Show the homemade occupations flashcards one by each drawing, e.g. This is my (dad). Hes happy. This is
one. Ask, Is he/she a (vet)? (Yes./No.) my (brother). Hes (seven).
Learning adventure
Pupils decorate the book with stickers and drawings
of the characters, etc.
Open books and ask pupils, What are we learning
today? Write the lesson objective on the board or AB page 60
look at it on the screen: Were playing a game about Pupils colour the family pictures in the Picture
occupations. dictionary.
They can then play a game in pairs. Each pupil takes
16 Find and circle. turns to say a word and his/her partner points to the
correct picture. Stronger pupils may wish to cover the
Ask questions about the pictures at the top and written words below each picture.
bottom of the maze, e.g. Whos this? (Mum, Dad,
Granny, Grandad) Consolidation and extension worksheet 3
Ask pupils to trace paths through the maze to find out
Pupils complete the consolidation and extension
which occupation each of the family members does.
activities on Worksheet 3 (page 64). See also the
Pupils then circle the correct occupation for each
teaching notes on page 23.
family member.
Check the answers in pairs, then around the whole
Learning adventure
class. Ask, Is (Mum) a (vet)? Elicit answers, e.g. No,
shes a (doctor). Ask pupils, What do you think you have learnt in
Unit 3? Give pupils a minute to tell their partner
ANSWER KEY the new language they know. Ask them, Where do you
1a 2b 3b 4a think you are on your learning adventure? Ask pupils if
they are ready to move onto the next unit. Tell them
that it is fine if they do not remember everything as
17 Listen. Then say and play. they will continue to practise throughout the level.
Encourage pupils to ask if they have any questions
Ask pupils to look at the photos of the boy and girl. about what they have learnt in the unit. Tell pupils,
Tell them they are playing a guessing game. Ask them Well done! to reinforce the progress they are making.
which family member the girl is thinking about (Mum).
Say, This is my mum. Ask pupils to tell you which
occupation mum does, Shes a doctor. Ask pupils to
continue in pairs.

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3
16 Find and circle.
3

1 2
a b a b

3 4
a b a b

17
1:54
Listen. Then say and play.

Now go to Poptropica
English World

Lesson 8 Can use what I have learnt in Unit 3 27

M03_POEN_PUB_STAGLB_BR_2164_U03.indd 27 23/02/2016 16:20

Pop quiz
Hand out Flashcards 2027 and word cards with family
words to different pupils. Call out a word, e.g. Mum. The
pupils with the corresponding word card and flashcard stand up
and raise their cards. Repeat with other family words.

Evaluation
You can check your pupils progress using Evaluation sheet 3
(page 194). See also teaching notes on page 188.

Materials
Poster, homemade flashcards with occupations, eight sheets of paper for each pupil, homemade word cards with family members,
consolidation and extension worksheet 3
Flashcards 2027
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4 My body
Worksheet 4
Name: Class:

1 Write then draw.

Ive got
1 body
heads
arms
legs
hands
feet
wings
tails
2 Read. Then find and write.

a b
Photocopiable Pearson Education Limited 2017

1 Ive got four arms. 2 Ive got eight toes.

3 Ive got two heads. 4 Ive got eight fingers.

5 Ive got six hands.

Consolidation and extension worksheet 4

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4 My body
Unit overview
Unit objective

I can talk about parts of the body

Language
Target Parts of the body: arms, body, feet, fingers, hands, head, legs, tail, toes,
vocabulary wings

Target Ive got a (green) (head).


structures Ive got (eight) (fingers).

Phonics: /h/ and /g/


Features Values: The importance of cleanliness to good health
Cross-curricular: Social Science: keeping clean

Skills

Reading Can understand a simple story


Can understand details of a story

Can trace some common body words


Writing Can make a poster about being clean
Can write how many there are (Activity Book)

Can identify parts of the body


Listening Can follow a simple song
Can listen to and understand a simple story
Can understand clean and dirty and instructions to wash parts of my body

Can describe and recognize parts of the body


Speaking Can use the sounds /h/ and /g/
Can act out a story
Can talk about keeping clean

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5:18
4
Lesson 1 PB page 28 2 Listen and find.
Play the audio and ask pupils to listen first.
Learning objective
Can name some common body parts
CD2, Track 01
Target language Beths doll: Look at me!
arms, body, feet, hands, head, legs Yellow legs.
And purple feet.
Recycled language
Harrys robot: Look at me!
Colours
Six red arms.
Receptive language And grey hands.
Look at me! Codys monster: Look at me!
Look at my (head)! A red body.
What colour is it / are they? And a yellow head!
Waldo: Oh, no! Look at my head.
Its red.
Warm-up
Play the song from Unit 3 (CD1:45). Ask various Have a short discussion (in L1) about the characters
pupils, How old are you? Im (six). and whats happening in the main illustration.
Ask pupils to remember the new words they learnt in (Harry and his friends are at the toy factory.)
Unit 3. Write the words on the board as they are said. Ask pupils (in L1) what Harry and his friends are doing.
(Theyre designing their own toys.)
Learning adventure Ask questions about the picture e.g. Whos this? Whats
this? What colour is it?
1 What do you know? Play the audio. Pupils listen and point to each item in
Look at the main picture. Ask, What are we learning the main illustration as it is mentioned.
today? Write the lesson objective on the board or look
at it on the screen: Were learning body words.
3 Listen and say.
If using books, close them. Ask pupils what English Focus on the small pictures. If pupils are using books,
words they know for body parts, e.g. hands, feet. ask them to find the body parts in the main picture
Write them on the board. and to say which toy they belong to (Harrys robot).
Refer to the learning adventure poster and say, Great! Play the audio. Pupils listen and point to the body
You are already moving along your learning adventure! parts.

Presentation CD2, Track 02


Indicate your body and say, This is my body. Point to body head hands arms feet legs
your head and say, my head. Then show your hands
and say, my hands. Continue with arms, legs and feet. Play the audio again. Pupils listen, point to the body
Now say the words and ask pupils to point to the parts and repeat the words.
appropriate part of their own body.
Write the body part words on the board and invite Game
pupils to draw the matching body parts next to
the words. Pupils play a game in pairs. One pupil turns away
while his/her partner covers up one of the small
pictures in Activity 3 with a coin or a small piece of
paper. His/Her partner has to say which body part is
covered up. Pupils take turns to cover up more pictures
each time to make it more difficult.

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4
Learning adventure

4 My body Ask pupils, What body words do you


know now? Give pupils a minute to tell
their partner the new words they know. Ask
them, Where are you on your learning
1 What do you know? adventure? Ask pupils which words they find
easiest or most difficult to remember. Tell
pupils, Well done! to reinforce the progress
they are making.

Pop quiz
Say some true or false statements.
Pupils clap when you make correct
statements. For example, touch your arms
and say, My arms! Pupils clap. Now touch
your legs and say, My feet! Pupils remain
silent. Invite pupils to take over and lead
the class.
2 Listen and find.
Show homework
2:01

3
2:02
Listen and say. Invite students to play the Poptropica
English Island Adventure Game. Show
them various activities they could do as
homework.

28 Lesson 1 Can name some common body words

M04_POEN_PUB_STAGLB_BR_2164_U04.indd 28 18/02/2016 09:38

Practice
Write the names of body parts as a column on the board. Draw
the outline of a body next to them.
Ask pupils to name the body parts as you point to them. Invite
pupil volunteers to come to the front and match the words with
the corresponding parts of the body with a line.

AB page 25

1 Trace. Then number.


Pupils read the text labels and say the body parts,
then trace the words.
Pupils then write the correct number next to each silhouette
that corresponds with each part of the body.
Check pupils answers by calling out a number and have pupils
say the part of the body that corresponds with it.

ANSWER KEY
2f 3b 4d 5c 6a

Materials
Poster, a coin or a small piece of paper for each pupil
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4
Lesson 2 PB page 29
CD2, Track 03
Ive got green arms.
Learning objective Ive got green hands.
Can talk about parts of the body Ive got green legs.
Target language Ive got green feet.
tail, wings Ive got green wings.
Ive got (green) (arms). Ive got a green tail.
Ive got a green head
Recycled language But now its red!
Body parts, Colours, Numbers
Receptive language Play the audio again. Pupils pretend they are Waldo
What colour is it? and touch the parts of their bodies, point to an
What colour are they? imaginary tail and flap their imaginary wings as
they listen.
Play the chant and ask pupils to chant along.
Warm-up
Play a game to remind pupils of the parts of the body. Practice
Say, Touch your (feet). Pupils touch the correct part of Say, Look at the robots body. Ask, What colour is it?
their bodies as you say the words. Pupils can also do (blue) Say, Blue body. Then say, Look at the robots feet.
this in pairs. Do this slowly at first and then quickly to What colour are they? Elicit, Black feet. Repeat with
make it more fun. other body words.

Learning adventure 5 Listen and circle. Then say and play.


Open books and ask pupils to look at the Focus on the pictures. Play the audio and ask pupils to
activities. Ask, What are we learning today? Write listen first.
the lesson objective on the board or look at it on the
screen: Were learning to talk about parts of the body. CD2, Track 04
Ive got a yellow head.
Presentation Ive got a red body.
Ive got a red tail.
Show pupils your hands and say, Ive got hands. Use Ive got blue legs.
other parts of your body and pupils repeat.
Ive got yellow arms.
Draw a make-believe creature on the board. You will Ive got purple feet.
need to do this in colour, so you may wish to stick
a large sheet of paper (A3) on the board and use
coloured markers to do this. Give your creature a Play the audio again and ask pupils to circle the
zany name, e.g. Zazaboo. Say, Im a Zazaboo. Start by correct monster.
drawing a (blue) head and say, Ive got a (blue) head. Then ask pupils to repeat the sentences after you.
Continue with various parts of the body. Describe They can play the game in pairs.
each part in first person as you draw it, saying, Ive
got (yellow) (arms). ANSWER KEY
Now add wings and a tail and label. Point to the 3
words and say them each several times. Ask pupils
which Family Island character has got wings and
a tail (Waldo).

4 Listen and chant. Then find.


Tell pupils (in L1) that they are going to listen to a
chant said by one of the characters.
Play the audio. Pupils listen and find the character
who is saying the chant (Waldo).

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4
AB page 26

4
2:03
Listen and chant. 2 Trace. Then find and circle.
Then find.
Pupils trace the words in their books.
They then circle the correct drawing in
each line.

ANSWER KEY
1 feet 2 wings 3 tail

3 Read and colour.


Pupils read the descriptions in the speech
bubbles and colour the body parts
accordingly.
You could also add a few other instructions
for pupils to colour, e.g. Ive got yellow feet.
Ive got a pink head.
5 Listen and circle. Then say and play.
2:04
Pop quiz
1 2 3
Say several parts of the body in
succession, e.g. head, feet, hands and
arms. Then ask pupils to point to/touch those
Qu parts of their body in the correct order.
Make the game more difficult by adding
es
t

2:05
more body parts in the list and asking the
pupils to point to the various parts of their
Lesson 2 29
Can talk about parts of the body
bodies more quickly. Give pupils around the
M04_POEN_PUB_STAGLB_BR_2164_U04.indd 29 18/02/2016 09:39
class the opportunity to call out the
instructions.
Quest
Qu
Show homework
es

Listen and sing. Then stick.


t

Ask pupils (L1) to remember the Quest items from the Welcome Direct pupils attention to the bird-sink card
on page 29 of the Pupils Book. Tell pupils
Unit, which the characters have to find. Ask them to guess
to go online to the Poptropica English
which item could be found here.
Island Adventure Game and find the item.
Play the Quest song. Pupils listen for the Quest item.
Once pupils click on it, they are taken to a
supplementary language task.
CD2, Track 05
Come with us, come on a quest.
Come on a quest today!
Come with us, come on a quest.
Look for a teddy today.
A balloon, a cake, a tablet, a photo and a teddy!
Look for a teddy today.

Pupils then look at the main scene to find the Quest item (the
teddy bear).
Ask pupils to turn to the stickers at the back of their books.
They find the sticker of the teddy bear and stick it into the
correct place on page 29, over the grey teddy bear on the right.
Play the audio again and ask pupils to sing the Quest song.

Materials
Stickers, a large sheet of paper (A3), coloured markers
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4
Lesson 3 PB page 30 6 Listen and find. Then sing.
Focus on the pictures of the monsters. Ask, How many
Learning objectives monsters? (Four.)
Can say more body words Point to individual monsters and ask, How many hands/
Can follow a simple song fingers/toes/feet has it got? What colour is it? Has it got
(blue) (hands)?
Target language
click, wiggle Play the audio. Pupils listen to each verse and find
each monster in the picture that it describes.
fingers, toes
Receptive language
CD2, Track 06, CD2, Track 07
How many (feet)?
Ive got two hands.
What colour is it?
Clap, clap, clap.
What colour are they?
Clap your hands,
Has it got (blue) (hands)?
Clap your hands.
Recycled language
Ive got two feet.
Body parts, Colours, Numbers 110
Stamp, stamp, stamp.
clap, stamp
Stamp your feet,
Ive got (eight) hands.
Stamp your feet.
Clap, stamp, clap, stamp.
Warm-up Clap your hands and stamp your feet.
Clap, stamp, clap, stamp.
Play the chant from Lesson 2 (CD2:03). Pupils point to Clap your hands and stamp your feet.
their bodies as they say the words.
Draw an outline of (a) monster(s) on the board. Pupils Ive got eight fingers.
say sentences about the monsters, e.g. Ive got (two) Click, click, click.
(hands). Click your fingers,
Click your fingers.
Learning adventure Ive got eight toes.
Open books and ask pupils to look at the Wiggle, wiggle, wiggle.
activities. Ask, What are we learning today? Write Wiggle your toes,
the lesson objectives on the board or look at them on Wiggle your toes.
the screen: Were learning more body words and singing Click, wiggle, click, wiggle.
a song. Click your fingers and wiggle your toes.
Close books. Ask pupils what English words for body Click, wiggle, click, wiggle.
parts they can remember, e.g. feet, hands. Write them Click your fingers and wiggle your toes.
on the board.
Refer to the learning adventure poster and say, Great! Play the audio again. Stop after each verse and ask,
You are moving along your learning adventure! Who is it? Pupils point to the correct monster.
Play the song again. Pupils sing along and do the
Presentation actions: holding up the right parts of the body and
Introduce the words finger(s) and toe(s). Show or clapping, stamping, clicking and wiggling.
move one of your fingers and say, Ive got one finger. If pupils feel confident, use the karaoke version of the
Now show or move all ten fingers and say, Ive got song on the Audio CD. Pupils can sing along and make
ten fingers., emphasising the /z/ sound at the end of up their own verses with the numbers and body parts
the word. Now indicate your toes and say, Ive got of their choice.
ten toes.
Continue with other parts of the body. Say, Ive Homeschool link
got (two) (legs). Pupils repeat and show or move Encourage pupils to sing the song at home for their
their (legs). families.

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4
AB page 27

6 2:06 / Listen and find. Then sing. 4 Count and trace. Then write
and say.
2:07

In pairs, pupils count up the number of body


parts and write the numbers in the boxes at
the side of the page.
Pupils then trace the words and describe the
monster saying, Ive got (three) (legs).

ANSWER KEY
8 fingers, 2 arms, 3 legs, 6 toes, 3 feet

5 Listen and say Yes or No.


HOME
SCHOOL
SCHOOL
7 Match and count. Then say.
LINK Play the audio. Pupils listen and say Yes or
No if the sentence is true or false.
3 4
2
1 CD2, Track 08
Ive got eight fingers.
Ive got four arms.
Ive got three legs.
Ive got seven toes.
a c
b d Ive got three feet.

30 Lesson 3 Can say more body words / Can follow a simple song
ANSWER KEY
1 Yes 2 No 3 Yes 4 No 5 Yes
M04_POEN_PUB_STAGLB_BR_2164_U04.indd 30 18/02/2016 09:39

7 Match and count. Then say.


Learning adventure
Pupils match the two halves of the monsters.
They then count the number of different body parts each Ask pupils, How many words for body
monster has and make sentences, e.g. Ive got (three) (feet). parts do you know now? Give pupils a
minute to tell their partner the new words
ANSWER KEY they know. Ask them, Where are you on your
1b 2d 3a 4c adventure now? Ask pupils which words they
find easiest or most difficult to remember.
Tell pupils, Well done! to reinforce the
progress they are making.
Game
Pupils play a game in pairs. One pupil makes a sentence and Pop quiz
the other pupil points to the correct monster. They can include
colour as well as number of body parts, e.g. Ive got (orange) Play Teacher says. Give instructions,
(toes). e.g. Click your fingers/Clap your hands.
If your instruction is preceded with the
words, Teacher says, the pupils do the action.
If not, they dont do the action.

Materials
Poster
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4
Lesson 4 PB page 31 Now make and play (page 75).
Ask pupils to turn to the Unit 4 Cutouts on page 75 of
Learning objectives the Pupils Book.
Can describe bodies Pupils cut the page into nine pieces as indicated by the
Can say the sounds /h/ and /g/ dotted lines.
Target language
They then say, Ive got one head, five arms and six
legs. Ask pupils to put together the correct monster.
hippo, game, gorilla
Do this again with a different description.
Recycled language Pupils continue in pairs. Each pupil combines three
guitar of their cutout pieces to make a monster, without
Body parts, Numbers letting their partner see it. Pupils then describe
Ive got (one) (head). their monsters to their partner, using Ive got .
Their partner has to make the same monster.
Receptive language
How many hands has it got?
Presentation
Remind pupils of the words head and hand. Ask pupils
Warm-up which sound they hear in both words. Say the /h/
sound and ask pupils to repeat after you.
Do a drawing dictation on the board. Say, Ive got Now do the same for the /g/ sound using green.
(two) heads. Invite pupils to draw the body parts.
9 Listen and say.
Learning adventure
Play the audio. Pause after the first three lines.
Open books and ask pupils to look at the Ask pupils which sounds they can hear (/h/ and /g/).
activities. Ask, What are we learning today? Write Play the first three lines again and pupils repeat.
the lesson objectives on the board or look at them on Introduce the two mascots by pointing and saying,
the screen: Were learning to describe bodies and to say This is Harry Hippo. This is Gaby Gorilla.
the sounds /h/ and /g/. Point to Harrys head and hands and Gabbys guitar
and game and say the words.
8 Listen and number. Focus on the letter next to each character. Say the
sound and ask pupils to trace over each letter.
Ask pupils questions about the monsters in the photo. Now play the audio from the beginning to the end.
Play the audio to give pupils an idea of the language Pupils point to the pictures as they hear the words.
they will need to play the game.
Pupils number which creature they hear being
described. CD2, Track 10
h h g g
CD2, Track 09 h, h, h
1 Ive got one head, two arms and six fingers. g, g, g
Ive got wings. Ive got four legs, four feet and h, g, h, g, h, g
eight toes. Harry Hippo, Harry Hippo,
2 Ive got two heads, four arms and eight fingers. head, hands
Ive got three legs, three feet and nine toes. Harry Hippo!
Gaby Gorilla, Gaby Gorilla,
guitar, game,
Gaby Gorilla!
ANSWER KEY
monster on left 2 Play the audio again. Pupils listen and repeat after
monster on right 1 each line.
Ask pupils which other words they know with the /h/
and /g/ sounds. Remind them of grey and happy. Ask
if there are any pupils in the classroom with names
beginning with these sounds.

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4
8 Listen and number.
4 CD2, Track 11
Circle the h words.
2:09
/h/
head
fingers
hands
arms
Circle the g words.
/g/
legs
guitar
feet
game

Now make and play (page 75).


ANSWER KEY
h hands
9 Listen and say.
g guitar, game, legs
2:10

7 Draw. Then trace and say.


Pupils draw over the items to complete the

h g
pictures.
They then trace the words and say them.
Pop quiz

Lesson 4 Can describe bodies / Can say the sounds /h/ and /g/ 31
Divide pupils into two groups. Give
each group a sound from this lesson /h/
M04_POEN_PUB_STAGLB_BR_2164_U04.indd 31 18/02/2016 09:39
or /g/. Say words, some with and some
Practice without the new sounds. Pupils stand when
they hear their sound.
Pupils add the letters h and g on separate pages to their
Sounds fun notebooks. They then draw pictures of things
beginning with these sounds on the appropriate pages (head,
hands, happy, hippo, guitar, gorilla, green, game). Stronger
pupils write the words next to each picture.
Ask pupils to add any new words from this unit to the previously
learnt sounds, e.g. /l/ legs and /b/ body.

AB page 28

6 Trace. Then listen and circle.


Pupils trace the letters h and g.
They then look at the pictures on each characters card and
listen to the words. They circle the words that start with the
same initial sound as the mascot (/h/ hippo, /g/ gorilla).

Materials
Unit 4 Cutouts, stapler
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Lesson 5 PB page 32
CD2, Track 12
Harry: Whats this?
Learning objectives Beth: Its a head.
Can understand a simple story Cody: Ive got one head.
Can act out a story Waldo: Ive got two heads.
Functional language Beth: Ive got two legs.
Whats this? Waldo: Ive got four legs.
A teddy bear for you. Cody: A teddy bear for you, Beth.
Thank you. Beth: Ooh! Thank you!
Uh-oh! Help! Waldo: Blue!
Waldo: Uh-oh!
Values Harry: Help!
The importance of cleanliness to good health Waldo: Ive got two brothers!
Target language Harry: Oh, Waldo!
Ive got (two) legs.
Check pupils understanding of the story by asking
questions: How many heads has Waldo got? (two) How
Warm-up many legs has Beth got? (two)
Ask pupils (in L1) to remember what happened in the After pupils have a clear understanding of the
story from Unit 3. Possible questions: Which characters story, play the audio again. Pause after each frame
are in the story? What happens? Which of Harrys family and encourage pupils to repeat the words and
members are in the story? (mum, dad, sister, aunt) phrases aloud.
Revise body parts vocabulary by pointing to various
11 Act out the story.
parts of your body and asking pupils to say the word.
See the How to use stories section on page 18 of
Learning adventure the Introduction for more ideas on how to build your
pupils confidence with roleplays.
Look at the story. Ask, What are we learning Invite a group of pupil volunteers to act out the roles.
today? Write the lesson objectives on the board Play the audio while pupils act out the story or say
or look at them on the screen: Were listening to a story the lines and pupils repeat.
and acting it out. Encourage pupils to say the lines from memory.
You may wish to use props for the roleplay.
10 Listen to the story. Read. Divide pupils into groups of four. Give groups time to
practise their roleplay.
Direct pupils attention to the story and ask questions Play the audio again and ask pupils to speak along.
about the characters and the scene: Whos this? What
colour is it? How many (heads)? Whats this? Ask other groups of pupils to come to the front to
act out the story.
Remind pupils of the word teddy bear or teach it.
Ask pupils if they have a favourite teddy bear and to You might like to give the pupils feedback on their
describe it (in L1 if necessary). roleplay.
Ask pupils to predict what will happen in the story.
Play the audio. Ask pupils to listen to the story and Values
follow along in their books.
Have a discussion (in L1) about the importance of
cleanliness to good health. Think about when we get
dirty (playing sports, painting, cooking) and why its
important to get clean.

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CD2, Track 13
10 Listen to the story. Read. Ive got two heads.
Ive got three arms.
2:12

1 2
Ive got three hands.
Whats this?
Ive got four legs.
Ive got four feet.

ANSWER KEY
two heads, three arms, three hands,
3 4
four legs, four feet
Blue!

Pop quiz
Say a line from the story and ask pupils
to tell you which character says the
5 6 words in the story, e.g. Its a head. (Cody)
Oh, Waldo!
Uh-oh!
Repeat with other lines from the story.

Show homework
Invite students to play the Poptropica
English Island Adventure Game. Show
them various activities they could do as
homework.
11 Act out the story.
For the next lesson
32 Lesson 5 Can understand a simple story / Can act out a story
Explain (in L1) that the next lesson will be
M04_POEN_PUB_STAGLB_BR_2164_U04.indd 32 18/02/2016 09:39 about personal hygiene. Ask pupils to bring
some photos (cut from magazines) related
AB page 29 to personal hygiene, e.g. of dirty hands or
a bar of soap, to make a poster.
8 Draw and or .
Pupils trace the dotted lines to reveal the teddy bear. Role playing the story
They then read the sentences alongside the teddy bear. They Below are some suggestions for extra
put a tick next to the sentences which are correct and a cross
next to the sentences which are incorrect. work with the stories:
Pupils draw a new picture for any frame
of the story.
ANSWER KEY
1 2 3 Pupils create a new ending for the story.
Pupils draw or describe their favourite
character.
Pupils discuss real-life situations that
9 Listen and draw. Then say. are related to the story.
Play the audio. Pupils complete the picture of the teddy bear Story activities
by drawing the missing parts of the body as described on
the audio. For suggestions on how to use the story
Pupils check their answers with a partner. activities, please see page 18.

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Lesson 6 PB page 33 12 Listen and number.
Play the audio. Ask pupils to listen and point to each
Learning objective picture as they hear it on the audio.
Can talk about keeping clean
Cross-curricular CD2, Track 14
Social Science: keeping clean 1 Clean feet!
2 Dirty legs!
Target language
3 Clean hands!
clean, dirty, face
4 Dirty face!
Wash your (hands).
5 Wash your face!
Recycled language
Parts of the body
Ive got (dirty hands).
Play the audio again, pausing after each phrase
so that pupils can number the pictures and repeat
Receptive language the words.
Has he got (clean) (hands)?
ANSWER KEY
3, 5, 1, 4, 2
Learning adventure
Open books and ask pupils to look at the
activities. Ask, What are we learning today? Write 13 Listen and say.
the lesson objective on the board or look at it on the
screen: Were learning about keeping clean.
Play the audio. Pupils listen and look at the photos.
Then play the audio again. Pupils listen and act out
Close books. Ask pupils what English words they what they hear.
know for body parts, e.g. hands, feet. Write them on
the board.
CD2, Track 15
Refer to the learning adventure poster and say, Great! 1 Ive got dirty hands.
You are already moving along your learning adventure.
2 And Ive got a dirty face!
Play the chant from Lesson 2 (CD2:03). Encourage 3 Wash your hands! Wash your face!
pupils to join in.
4 Ive got clean hands. And Ive got a clean face!
Warm-up
Then say, Ive got (eight hands). Ive got (two feet). Project
Pupils stand up and wiggle that body part when a
sentence is incorrect and sit down when its correct. Tell pupils they are going to make a poster about
keeping clean. Discuss things we use on a daily basis
Presentation for keeping clean, e.g. toothbrush, soap, sink, shower,
etc. Pupils draw their own pictures or use the photos
Ask pupils if they have brought in any pictures or from magazines they brought. Give pupils some
objects related to personal hygiene. Use them to drawing time if necessary.
have a discussion (in L1) about the topic. Discuss the
importance of brushing teeth, keeping clean, etc.
Give each pupil a large sheet of paper. Pupils stick
their drawings onto the paper to make a poster.
Ask when its necessary to wash their hands/feet, They can write word labels and stick them onto their
e.g. hands: before/after dinner, after playing outside, poster if they wish.
going to the toilet; feet: before going to bed, etc.
Ask pupils to describe their posters to the class,
Teach the words clean and dirty. Show pupils photos e.g. Ive got clean hands. or Wash your hands.
you brought, e.g. of dirty/clean hands. Say, Ive got The posters can then be displayed in the classroom.
dirty hands. Mime washing your hands and say, Wash
your hands. Say, Ive got clean hands now.

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Learning adventure

12 Listen and number.


4 Ask pupils, How many words about
keeping clean do you know now? Give
2:14

them a minute to tell their partner the new


words they know. Then ask them, Where are
you on your learning adventure? Ask pupils
which words they find the easiest or the
most difficult to remember. Tell pupils, Well
done! to reinforce the progress they are
making.

Pop quiz
Do a miming activity using the words
clean and dirty. Say, Ive got dirty hands
13 Listen and say.
or Wash your (hands). Ask pupils to mime
2:15
your description. Ask pupils around the class
2 to mime being clean/dirty/washing and ask
1 the class to guess what they are miming,
e.g. dirty feet.

4
3

Lesson 6 Can talk about keeping clean 33

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Optional homeschool link


Alternatively, ask pupils to take their work home and share
their pictures with their families. They may wish to discuss their
pictures with parents or siblings as well, for extra practice.

AB page 30

10 Read and match.


Pupils read the sentences in the speech bubbles.
They then match them with the pictures and write numbers in
the boxes.
Encourage them to check their answers in pairs.
ANSWER KEY
2a 3c 4b

Materials
Poster, a large sheet of paper for each pupil, pupils photos or pictures related to personal hygiene
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Lesson 7 PB page 34 Now say some true or false sentences about the
monster, e.g. Ive got (three) legs. Ive got (dirty) feet.
Learning objective Pupils say yes or no according to whether the sentence
Can assess what I have learnt in Unit 4 is true or false.

Recycled language 15 Listen and or . Then say.


Parts of the body, Numbers
Ive got (ten) (fingers). Explain that the first two sentences are about the
yellow monster and the last two are about the purple
monster. Play the audio. Ask pupils to listen and look
Warm-up at the pictures.

Hand out Flashcards 2835 to several pupils in CD2, Track 16


different parts of the classroom. Write the body
parts on the board. Ask the pupils holding flashcards 1 Ive got two heads.
to come to the front and stick them next to the 2 Ive got blue arms.
corresponding word. 3 Ive got four toes.
4 Ive got purple legs.
Learning adventure
Play the audio again. Pupils listen and put a tick or
Open books and ask pupils to look at the cross in each box according to whether the sentence is
activities. Ask, What are we learning today? Write correct or incorrect.
the lesson objective on the board or look at it on the In pairs, pupils take turns to say a sentence about
screen: Were thinking about our learning adventure. one of the monsters. Their partner says whether the
Close books. Ask pupils if they can remember the sentence is true or false.
things they have been learning in the unit, e.g. How Pupils stick the star sticker in place if they feel they
many words for the parts of the body can you remember? have learnt the unit structures successfully.
Put their ideas on the board.
For each example, ask pupils, Where are you on ANSWER KEY
your learning adventure? Reassure pupils who are 1 2 3 4
less confident that they will have opportunities for
more practice.

14 Trace and match. Then say. AB page 31

Ask pupils to trace the body words. 11 Draw. Then read and circle.
Pupils then match the words with the picture.
Pupils stick the star sticker in place if they feel they Remind pupils of the written form of the body words.
have learnt the unit vocabulary successfully. Write them on the board and, pointing to each word,
ask pupils to touch that part of their body.
Pairwork Pupils draw the remaining half of the creature.
They then circle the correct number in each sentence.
Pupils make a sentence about each item in pairs,
e.g. Ive got two hands.
ANSWER KEY
Practice 4 arms, 8 fingers, 3 legs, 6 toes

Pupils draw a monster that you dictate. Say, Ive got


three legs. Ive got a tail, etc. Add colours, e.g. Ive got
blue hands. Also add clean/dirty hands/feet if you wish.
12 Read and colour.
Ask pupils to name their monster and write the name Pupils read the sentence and colour the characters
above it. body and legs.

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4
General poster activities
I C AN
14 Trace and match. Then say. DO IT!
T! Before displaying the poster for the first
1 2
time, pupils can anticipate and predict
head hands who and what they will see within a
topic area and then see how many
3 4
items they guessed correctly once the
legs arms poster is visible.
Pupils can create their own posters,
based on a similar topic.
5
feet
6
body Using a large piece of paper placed over
the top of the poster (with a 5 cm hole
cut out), pupils can be asked to identify
what they can see through the hole.
Through description, pupils can identify
objects that are being described orally,
15
2:16
Listen and or . Then say. e.g. Its small. Its green. Its an animal.
What is it? Its Waldo.
a b
With a time limit, pupils can look at the
posters and try to remember as much
language and content as possible and
then in pairs or led by the teacher, they
can try to recall the content through
questions and answers, e.g. Is there a
balloon? What colour is it?
By pointing to an object and making a
1 2 3 4 statement, pupils can reply Yes or No if
the information is correct or incorrect,
e.g. This is a cake.
34 Lesson 7 Can assess what I have learnt in Unit 4
In teams or pairs, pupils can write
M04_POEN_PUB_STAGLB_BR_2164_U04.indd 34 18/02/2016 09:40
down as many words as possible for the
items in each poster.
Learning adventure
Ask pupils (in L1) how they feel about their learning in this
unit. Ask pupils to tell you what they found the easiest or
the most difficult to learn in the unit. Ask them, Where are you on
your learning adventure? Pupils indicate where they think they are
on the learning adventure poster. Tell pupils, Well done! to
reinforce the progress they are making.

Pop quiz
Tell pupils to look back through the unit and find a word
they found difficult. Ask them to try and remember it.

Materials
Poster, stickers
Flashcards 2835
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Lesson 8 PB page 35 17 Colour. Then play.
Pupils work in pairs. They each choose one of the two
Learning objective monsters to colour (they must each choose a different
Can use what I have learnt in Unit 4 monster). Each partner colours their monster without
showing their partner how they have coloured it.
Recycled language
Parts of the body Pupils then give each other instructions to colour the
monster they have coloured, e.g. Ive got green legs.
Ive got (two) (hands).
Ive got four arms. Ive got pink arms. The pupils follow
Receptive language each others instructions and colour the monster.
Has it got (green legs)? Pupils check their work in pairs.
How many (hands) have you got?
Have you got (a tail)? Game
Give each pupil a sheet of A4 paper. Explain that the
Warm-up aim of the game is for pupils to draw a monster by
using Flashcards 111 and 2835 and homemade
Play the song from Lesson 3 (CD2:06). Encourage word cards. Put the word cards (numbers) and
pupils to sing along and do the actions. flashcards (body parts and colours) in three separate
Recycle parts of the body by saying, e.g. Touch your piles. Invite pupils to the front to choose one card
(arms), Wiggle your (toes). from each pile, e.g. four, legs and blue. Pupils draw
Ask, How many (hands) have you got? Ask, Have you four blue legs on their monster and describe their
got a (tail)? Play a game in teams. Ask these questions monsters to a partner.
quickly and pupils answer immediately to get a point
for his/her team. Practice
Learning adventure Help pupils to make an 8-page booklet as an end of
unit project. They write the title My Unit 4 Project
Open books and ask pupils, Look at the activities. Book on the cover and draw pictures on each page of
What are we learning today? Write the lesson different parts of the body.
objective on the board or look at it on the screen: Encourage stronger pupils to write sentences below
Were talking about our bodies. each drawing, e.g. Ive got two hands and two legs.
This is my dog. Hes got a black tail.
16 Find and circle two the same. Then say. Pupils decorate the book with stickers, drawings of
the characters, etc.
Ask questions about the pictures, e.g. Whats this?
What colour is it/are they? How many (legs)? etc. AB page 60
Pupils look carefully at the pictures and find two toys
Pupils colour the body pictures in the Picture
in each row that are identical. They circle the two that
dictionary.
are the same. Give them a time limit. They can work
either individually or in pairs. They can then play a game in pairs. Each pupil takes
turns to say a word and his/her partner points to the
Pupils compare their answers in pairs or in small
correct picture. Stronger pupils may wish to cover the
groups, using the target language, e.g. Ive got two
written words below each picture.
legs. Ive got (green) legs., etc.
Consolidation and extension worksheet 4
ANSWER KEY
1 a and c
Pupils complete the consolidation and extension
activities on Worksheet 4 (page 82). See also the
2 b and d teaching notes on page 23.
3 c and d

Game
Point to various parts of the body, e.g. fingers,
and say, I have ten fingers. Pupils say, true or false.
Continue with other true and false statements around
the class.

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4
Practice

16 Find and circle two the same.


4 Watch the video story Is he happy?.
Then say.
The video stories give the language of
Poptropica a new context and each episode is
1 a b c d designed for use after every two units of the
Pupils Book. Sally, Jack and Albert provide
a song and there is an animated story from
Family Island. Each episode contains a Last
2 a b c d Word a short focus on one language point.
SONG
The pupils watch, listen and follow the
actions. As they grow more confident, they
3 a b c d can join in with the song.
STORY
Watch the story. Ask the pupils (in L1)
what happened in the story. Watch again,
stopping at key points, and ask them about
17 Colour. Then play.
the language, the images or the story. Ask
pupils to act out the story. Assign the roles
of Joe and Lindy to confident speakers
Ive got green
legs.
and let other pupils play the other parts.
Encourage them to say as much of the
dialogue as they can and prompt them
where necessary.
THE LAST WORD
These reinforce a common language point
with short, humorous animation. Some
Now go to Poptropica
English World Last Words are interactive, and pupils can
Lesson 8 Can use what I have learnt in Unit 4 35 use the video player controls to answer
questions.
M04_POEN_PUB_STAGLB_BR_2164_U04.indd 35 18/02/2016 09:40

Learning adventure Evaluation


Ask pupils, What do you think you have learnt in Unit 4? You can check your pupils progress using
Evaluation sheet 4 (page 195). See also
Give pupils a minute to tell their partner the new language
teaching notes on page 189.
they know. Ask them, Where do you think you are on your learning
adventure? Ask pupils if they are ready to move onto the next
unit. Tell them that it is fine if they do not remember everything
as they will continue to practise throughout the level.
Encourage pupils to ask if they have any questions about what
they have learnt in the unit. Tell pupils, Well done! to reinforce
the progress they are making.

Pop quiz
Hand out Flashcards 2835 and homemade word cards
with body parts to different pupils. Call out a word, e.g.
feet. The pupils with the corresponding flashcard or word card
stand up and hold up their cards. Repeat with other body words.

Materials
Homemade word cards with numbers 15 and with body parts, a sheet of paper for each pupil, eight sheets of paper for each pupil,
consolidation and extension worksheet 4
Flashcards 111, 2835
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5 Pets
Worksheet 5
Name: Class:

1 Draw. Then write.

1 This is a boy. Hes got 2 This is a girl. Shes got


a . a .

2 Read and find. Then write.

big small

1 Shes got a mouse. Its small .


2 Shes got a tortoise. Its .
Photocopiable Pearson Education Limited 2017

3 Shes got a dog. Its .


4 Shes got a frog. Its .
5 Shes got a parrot. Its .
6 Shes got a rabbit. Its .
7 Shes got a cat. Its .

Consolidation and extension worksheet 5

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5 Pets
Unit overview
Unit objective

I can talk about pets

Language
Target Pets: cat, dog, frog, mouse, parrot, rabbit, tortoise
vocabulary Adjectives: big, small

Target Its a big/small (cat).


structures Hes/Shes got a big/small (cat).

Phonics: /d/ and /t/


Features Values: Caring for pets
Cross-curricular: Science: animals and their young

Skills

Reading Can understand a simple story


Can understand details of a story

Can make a poster about pets


Writing Can trace simple words
Can copy simple words (Activity Book)

Can identify common pets


Listening Can follow a simple song
Can listen to and understand a simple story
Can identify animals and their young

Can name common pets


Can ask and answer about what pets people have got
Speaking Can say the sounds /d/ and /t/
Can act out a story
Can talk about caring for pets
Can match animals and their young

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5:18
5
Lesson 1 PB page 36 2 Listen and circle.
Play the audio and ask pupils to listen first.
Learning objective
Can name some common pets
CD2, Track 17
Target language Harry: Look at the pets! A dog
cat, dog, frog, mouse, parrot, pet, rabbit, tortoise Aunt Fifi: a cat
Harry: a rabbit aah!
Recycled language
Aunt Fifi: a parrot
Ive got (two) (legs).
Harry: a tortoise and a frog!
Colours
Aunt Fifi: Have you got a pet, Waldo? Waldo?
Receptive language Waldo: Yes, I have! Mmm!
How many (legs) have you got? Beth: Oh, no! a mouse No, Waldo!

Warm-up
Ask pupils, What pet has Waldo got? (a mouse)
Play the audio again. Pupils listen and point to the
Play the song from Unit 4 (CD2:06). Pupils listen animals in the illustration.
and sing. Pupils listen again and circle each animal.
Ask individual pupils, How many (legs) have you got?
(Ive got two legs.) Repeat for other parts of the body. 3 Listen and say.

Learning adventure
Play the audio. Pupils listen and point to the pets.
1 What do you know? CD2, Track 18
dog cat rabbit mouse parrot
Look at the scene. Ask, What are we learning today? tortoise frog
Write the lesson objective on the board or look at it
on the screen: Were learning pet words.
If using books, close them. Ask pupils what English Play the audio again. Pupils listen, point to the pets
words they know for pets, e.g. dog, cat. Write them on and repeat the words.
the board.
Refer to the learning adventure poster and say, Great! Game
You are already moving along your learning adventure!
Pupils play a game in pairs. One pupil turns away
while his/her partner covers up one of the pets in
Presentation the illustration with a coin or a small piece of paper.
Present the new vocabulary with Flashcards 3642. His/Her partner has to say which pet is covered up.
Show the flashcards in turn, say the words and pupils Pupils take turns to cover up more pictures each time
repeat. Stick the flashcards on the board as you say to make it more difficult.
each word.
Indicate the flashcards on the board and say, Pets. AB page 32
Point to various flashcards and ask, Is it a (dog?) (Yes./
No.) Continue with other animals. 1 Find. Then trace.
Focus on the scene. Have a discussion (in L1) about the
Pupils guess which animal is in each picture.
characters and ask where they are (At a pet show.).
They then trace the words and read them.
Ask pupils which animals they can see.
Write the pet words on the board and invite pupils to Pupils take turns in pairs to point and say, Its a
(parrot).
stick the flashcards next to the correct word.

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5

5 Pets
1 What do you know?

2
2:17
Listen and circle.

3
2:18
Listen and say.

36 Lesson 1 Can name some common pets

M05_POEN_PUB_STAGLB_BR_2164_U05.indd 36 18/02/2016 09:40

Learning adventure
Ask pupils, How many pet words do you know now? Give
pupils a minute to tell their partner the new words they
know. Ask them, Where are you on your learning adventure? Ask
pupils which words they find easiest or most difficult to
remember. Tell pupils, Well done! to reinforce the progress they
are making.

Pop quiz
Choose a specific animal from the scene and describe it for
pupils to guess. Say, Ive got four legs. Ive got a tail. Im
orange. Im a . Pupils answer (cat). Repeat with other animals.

Show homework
Invite students to play the Poptropica English Island
Adventure Game. Show them various activities they could do
as homework.

Materials
Poster, a coin or a small piece of paper for each pupil
Flashcards 3642
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5
Lesson 2 PB page 37 Play the audio again. Mime big and small as they
listen. Alternatively, you can pause after each line to
Learning objective give pupils time to repeat the words and make
Can describe pets the animal noises.
Play the chant and ask pupils to chant along.
Target language
big, small. Game
Its a (big) (tortoise).
Pupils play a guessing game in pairs using the main
Recycled language scene. One pupil describes an animal, e.g. Its small.
Pets Its brown. His/Her partner says which animal it is,
Receptive language e.g. Its a (dog).
Whats this?
What colour is it? 5 Listen and circle. Then say.
Is it (big)? Focus on the pictures. Play the audio. Pupils listen and
circle the correct animal in each pair.

Warm-up
CD2, Track 20
Stick Flashcards 3642 around the classroom. 1 Its a big cat.
Say them in turn and pupils find them and point to 2 Its a big tortoise.
them. Vary your speed and tone to make it more 3 Its a small dog.
challenging. Then ask for each, What colour is it? 4 Its a small rabbit.

Learning adventure
Pupils then point and say sentences about each
Open books and ask pupils to look at the animal, e.g. Its a (small) (dog).
activities. Ask, What are we learning today? Write
the lesson objective on the board or look at it on the ANSWER KEY
screen: Were learning to describe pets. 1a 2b 3a 4b

Presentation
Teach big and small. Use gestures to establish the Quest
meaning of the adjectives and repeat the words. Qu
Say, Its big/small and pupils either stand up with arms
es

Listen and sing. Then stick.


t

spread out to be big or curl up into a small ball.


Draw different animals on the board and ask, Is it big/ Ask pupils (in L1) to remember the Quest items from
small? Each time pupils answer, Yes/No, its big/small. the Welcome Unit, which the characters have to find.
Ask them to guess which item could be found here.
4 Listen and chant. Then find. Play the Quest song. Pupils listen for the Quest item.

Play the audio. Pupils listen and point to the animals in CD2, Track 21
the main scene.
Come with us, come on a quest.
Come on a quest today!
CD2, Track 19 Come with us, come on a quest.
Pets, pets, Look for a bird today.
Big and small. A balloon, a cake, a tablet, a photo, a teddy and
Come and listen to them all. a bird!
A big cat. Miaow! Miaow! Look for a bird today.
A small mouse. Squeak! Squeak!
A big parrot. Squawk! Squawk! Pupils look at the scene to find the Quest item (bird).
A small rabbit. Munch! Munch! Ask pupils to turn to the stickers at the back of their
A big tortoise. Chomp! Chomp! books. They find the sticker of the bird and stick it into
A small frog. Ribbit! Ribbit! the correct place on page 37, over the grey bird.
A big dog. Woof! Woof! Play the audio again and pupils sing the Quest song.

104

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5
Pop quiz

4 Listen and chant.


As pupils are leaving the class, ask,
Have you got a pet? Ask them to tell
2:19

Then find.
you what pet theyve got, e.g. Ive got a (dog).
If they havent got a pet, ask them what their
favourite pet would be.

Show homework
Direct pupils attention to the cat card
on page 37 of the Pupils Book. Tell pupils
to go online to the Poptropica English
Island Adventure Game and find the item.
Once pupils click on it, they are taken to a
supplementary language task.

For the next lesson


5 Listen and circle. Then say. Pupils could bring in a photo of their pets.
For pupils that havent got pets, they could
2:20

1 2
a b a b bring in photos or pictures from magazines
of any other animal.

3 4
a b a b
Qu
es
t

2:21

Lesson 2 Can describe pets 37

M05_POEN_PUB_STAGLB_BR_2164_U05.indd 37 18/02/2016 09:40

AB page 33

2 Read and match. Then say.


Pupils read the sentences. They then draw matching lines from
each animal to the word labels depending on whether the
animal is big or small.
Pupils then say, Its a (big) (mouse).

ANSWER KEY
Big: frog, parrot Small: parrot, mouse, frog

3 Find and circle the odd one out.


Pupils find the odd animal out in each row, i.e. the animal which
is a different size to the other animals and circle it.
Pupils then say, e.g. Its a (small) (rabbit).
ANSWER KEY
2 big tortoise 3 big cat

Materials
Stickers
Flashcards 3642
105

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5
Lesson 3 PB page 38 Then ask questions about the picture. e.g. How
many (flowers)? Teach boy and girl by pointing to the
Learning objectives pictures. Also teach hat by indicating the hat.
Can describe pets Point to the dog and ask, Is it (big)? (Yes) Say, Its very
Can follow a simple song big. Stress very and show the meaning by gesture.
Do the same for the other animals.
Target language
boy, girl, hat 6 Listen and find. Then sing.
Hes/Shes got a (cat).
Play the audio. Pupils listen and point to the animals in
Recycled language the picture as they hear them mentioned in the song.
big, bird, butterfly, flower, small
Pets, Colours
CD2, Track 22, CD2, Track 23
Receptive language The boys got a dog,
What has he/she got? A very big dog.
Has he/she got (a dog)? Hes got a dog. Woof, woof!
Have you got (a dog)?
The dogs got a frog,
Is it big/small?
A very small frog.
The dogs got a frog. Ribbit! Ribbit!
Warm-up The girls got a cat,
A very big cat.
Play the chant from Lesson 2 (CD2:19) to recycle Shes got a cat. Miaow!
pet words.
Show a photo of your pet (or a photo from a The cats got a hat,
magazine) and say, Ive got a (cat). Invite several pupils A very big hat.
who have brought a photo of their pets to the front. The cats got a hat. Miaow!
Be sure to have a combination of boys and girls.
Hes got a dog.
Ask pupils who have got photos, Have you got a (dog)?
The dogs got a frog.
(Yes, Ive got a dog.) Now indicate the same pupil
Shes got a cat
and say, Hes/Shes got a (dog). Alternatively, give
And the cats got a hat.
Flashcards 3642 to an equal number of boys and
girls and point to each and say, Hes/Shes got a (cat).
Play the audio again and ask pupils to sing along and
Learning adventure join in with the animal noises.
If pupils feel confident, use the karaoke version of
Open books and ask pupils to look at the the song on the Audio CD.
activities. Ask, What are we learning today? Write
the lesson objectives on the board or look at them on Homeschool link
the screen: Were learning to describe peoples pets and
singing a song. Encourage pupils to sing the song at home for their
families.
Close books. Ask pupils what English words they can
remember for pets, e.g. dog, cat. Write them on the 7 Find and match. Then colour and say.
board.
Refer to the learning adventure poster and say, Great! Pupils look at the illustration and find the children in
You are moving along your learning adventure! it. They draw lines to match each child with his/her
animal.
Presentation Pupils then colour the animals to match the illustration.
Alternatively, they can choose their own colours.
Ask (in L1) what is happening in the picture (the They describe the pictures, saying, e.g. Hes/Shes got
children are taking their pets for a walk in the park). a (brown) (dog).
Point to each animal in turn and ask, Whats this?

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5
ANSWER KEY
1 rabbit, frog
6 Listen and find. Then sing.
2 mouse, parrot
2:22 /
2:23

5 Read and write.


Pupils read the sentences.
They identify the animals in silhouette in the
pictures and write the correct number next
to each picture.

ANSWER KEY
a3 b4 c2

HOME Learning adventure


SCHOOL
SCHOOL
7 Find and match. Then colour and say. LINK
Ask pupils, How many pet words do you
1 2 3 4
know now? Give pupils a minute to tell
their partner the new words they know.
Ask them, Where are you on your learning
adventure now? Ask pupils which words they
b
find easiest or most difficult to remember.
a d Tell pupils, Well done! to reinforce the
c progress they are making.

Pop quiz
38 Lesson 3 Can describe pets / Can follow a simple song
Mime one of the animals from the
M05_POEN_PUB_STAGLB_BR_2164_U05.indd 38 18/02/2016 09:40
lesson and ask pupils to guess what it
is. Then give pupils around the class the
opportunity to mime an animal, whilst their
ANSWER KEY classmates guess what it is.
1 cat (orange) c
2 rabbit (light brown) b
3 mouse (white) d
4 dog (dark brown) a

AB page 34

4 Listen and circle.


Play the audio. Pupils circle the animals as they are mentioned
in the audio.

CD2, Track 24
Hes got a dog.
Shes got a mouse.
Hes got a rabbit.
Shes got a parrot.
Hes got a frog.

Materials
Poster, a photo of your pet, photos of pets (cut from magazines)
Flashcards 3642
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Lesson 4 PB page 39 Presentation
Remind pupils of the words drum and dragon.
Learning objectives Ask pupils which sound they hear in both words.
Can talk about pets Say the /d/ sound and ask pupils to repeat after you.
Can say the sounds /d/ and /t/ Now do the same for the /t/ sound using ten and table.
Recycled language 9 Listen and say.
Pets
Hes got a (cat). Its (small). Its (brown). Play the audio. Pause after the first three lines.
doctor, drum, ten, two Ask pupils which sounds they can hear (/d/ and /t/).
Play the first three lines again and pupils repeat.
Receptive language
Point to a (girl).
Introduce the two mascots by pointing and saying,
This is Danny Dog. This is Tina Tortoise.
What pet has (he) got?
Is it (big)?
Point to Dannys drum and Tinas rosettes with
numbers two and ten and say the words.
Focus on the letter next to each character. Say the
sound and ask pupils to trace each letter.
Warm-up
Play the audio from the beginning to the end. Pupils
Sing the song from Lesson 3 (CD2:22). Then ask point to the pictures as they hear the words.
questions about the picture on page 38, e.g. What has
(the boy) got? Is it big/small? Say, (He)s got a (big) (dog). CD2, Track 26
(She)s got a (small) (cat). d d
t t
Learning adventure d, d, d
Open books and ask pupils to look at the t, t, t
activities. Ask, What are we learning today? Write d, t, d, t, d, t
the lesson objectives on the board or look at them on Danny Dog, Danny Dog,
the screen: Were learning to talk about pets and learning Doctor, drum
to say the sounds /d/ and /t/. Danny Dog!
Tina Tortoise, Tina Tortoise,
8 Listen and point. Then play. ten, two,
Pupils take turns to choose a pet for the boy and the Tina Tortoise!
girl and their partner has to guess which it is. Pupil A
says, e.g. Its small. Its blue and yellow. Pupil B says, Play the audio again. Pupils listen and repeat after
Hes got a parrot. each line.
Play the audio to give pupils an idea of the language Ask pupils which other words they know with the /d/
they will need. Pupils listen and point to the animal. and /t/ sounds. Remind them of dirty and tail. Ask if
there are any pupils in the classroom with names
CD2, Track 25 beginning with these sounds.
Woman: What pet has he got? Its small.
Its brown. Practice
Girl: Hes got a tortoise.
Boy: Yes.
Pupils add the letters d and t on separate pages
to their Sounds fun notebooks. They then draw
Woman: What pet has she got? Its big. pictures of things beginning with these sounds on the
Its black and white. appropriate pages (doctor, dog, drum, tortoise, two,
Boy: Shes got a dog! ten). Stronger pupils write the words next to each
Girl: Yes. picture.
Ask pupils to add any new words from this unit to the
Pupils then play the same game in pairs, choosing a previously learnt sounds, e.g. /p/ parrot, /r/ rabbit and
pet each time and describing it using, Its big/small /b/ big.
and Its (black and white). His/Her partner guesses and
says, e.g. Hes/Shes got a (rabbit).

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5
7 Trace. Then circle and say.

Listen and point. Then play.


5 Pupils read the words and trace them.
8
2:25
They then find the objects in the picture and
circle all the words beginning with /d/ sound
in green and all the words beginning with
the /t/ sound in blue.
Point to objects in the picture and pupils say
the words.

ANSWER KEY
green = drum, dad
blue = two, ten, tortoise

Pop quiz
Write d and t in two circles on the
board. Stick a flashcard in each, e.g. a
9
2:26
Listen and say. dog and a tortoise. Pupils stick other
flashcards of words beginning with the same
sounds. Alternatively, pupils draw pictures or
write the words.

d t
Lesson 4 Can talk about pets / Can say the sounds /d/ and /t/ 39

M05_POEN_PUB_STAGLB_BR_2164_U05.indd 39 18/02/2016 09:40

AB page 35

6 Trace. Then listen and .


Pupils trace the letters d and t.
Point to each of the pictures in turn and ask for each,
Whats this?
Play the audio. Pupils tick the items that start with the same
sound as the letter on the left.

CD2, Track 27
Danny Dog Tina Tortoise
d t
dog teacher
tortoise ten
doctor
drum

ANSWER KEY
d = dog tortoise doctor
t = teacher ten drum

Materials
Various flashcards of pictures/words beginning with d and t sounds, two sheets of paper
for each pupil, stapler
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5
Lesson 5 PB page 40 Check pupils understanding of the story by asking
questions and pointing to the pictures, e.g. Picture 2.
Learning objectives Has he got a small, green dragon? (No) How many wings
Can understand a simple story has Waldo got? (two) What colour is he? (green)
Can act out a story After pupils have a clear understanding of the
story, play the audio again. Pause after each frame
Target language and encourage pupils to repeat the words and
Hes (green). phrases aloud.
Hes got (two wings).
Functional language
11 Act out the story.
Have you got my dragon? See the How to use stories section on page 18 of
Im sorry. the Introduction for more ideas on how to build your
This is for you. pupils confidence with roleplays.
Values Invite a group of pupil volunteers to act out the roles.
Caring for pets Play the audio while pupils act out the story or say
the lines and pupils repeat.
Encourage pupils to say the lines from memory.
Warm-up You may wish to use props for the roleplay.
Divide pupils into groups of six. Give groups time to
Ask pupils (in L1) to remember what happened in the practise their roleplay.
story from Unit 4. Possible questions: Which characters Play the audio again and ask pupils to join in.
are in the story? What happens? What does Waldo make Ask other groups of pupils to come to the front to
in the story? How many (heads) has his teddy bear got? act out the story.
You might like to give the pupils feedback on their
Learning adventure roleplay.
Look at the story. Ask, What are we learning
today? Write the lesson objectives on the board Values
or look at them on the screen: Were listening to a story
and acting it out.
Ask (in L1) how many pupils have got pets at home.
Ask them to share with the class how they care for
their pets, e.g. feeding them, playing with them, brushing
10 Listen to the story. Read. them. Ask pupils how different pets need to be cared
Direct pupils attention to the story and ask questions for in different ways. Discuss (in L1) any unusual things
about the characters and the scene: What can you see that their pets eat. Pupils who havent got pets may
in the pictures? Where is Waldo? Who is Harry asking talk about their friends or other family members pets.
about?
Ask pupils to predict what will happen in the story. AB page 36
Play the audio. Ask pupils to listen to the story and
follow along in their books. 8 Listen and number.
Play the audio. Pupils listen and number the pictures.
CD2, Track 28
Harry: Waldo!
CD2, Track 29
Aunt Fifi: Waldo?
1 No, sorry.
Harry: Have you got a small, green
2 This is for you!
dragon?
3 Hes got two wings.
Cashier: No, sorry.
4 Have you got a small green dragon?
Harry: Have you got my dragon? Hes
green and hes got two wings.
Pat Poodle: No, Im sorry.
Harry: Have you got my dragon? ANSWER KEY
Lost Pet Man: No, Im sorry. a4 b3 d2
Harry: What!?!
Harry: Waldo! Hurray!
Waldo: Hello, Harry. This is for you.

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5
For the next lesson

10 Listen to the story. Read.


Explain (in L1) that in the next lesson pupils
2:28
are going to talk about animals. Ask pupils
1 2 to bring various photos of animals and
Waldo!
their babies, e.g. dogs, cats, birds (cut from
magazines) to make a poster.

Role playing the story


Waldo? Below are some suggestions for extra
work with the stories:
3 4
While pupils listen to the story, they
perform a specific action for target
vocabulary.
Pupils draw a new picture for any frame
of the story.
Pupils create a new ending for the story.
Pupils draw or describe their favourite
5
Hello, Harry.
6 character.
What? This is for
you. Pupils discuss real-life situations that
are related to the story.
Pupils comment on how they would feel
or how they would behave if they were
in a similar situation to one of the story
characters.
You might like to give pupils feedback.
You could give pupils two stars and
11 Act out the story. one wish, e.g., Fantastic actions!, Great
40 Lesson 5 Can understand a simple story / Can act out a story
teamwork!, Speak a bit louder next time.
This could be given in L1.
M05_POEN_PUB_STAGLB_BR_2164_U05.indd 40 18/02/2016 09:41

Story card activities


9 Draw and .
For suggestions on how to use the story
Pupils trace the dotted lines to reveal the pictures. activities, please see page 18.
They then put a tick next to the animals shown in the picture.
ANSWER KEY
dog, rabbit

Pop quiz
Say some of the lines from the story but leave out the last
word. Pupils finish the sentence, e.g. Have you got my
(dragon)? Hes green and hes got two (wings). Repeat with other
lines from the story.

Show homework
Invite students to play the Poptropica English Island
Adventure Game. Show them various activities they could do
as homework.

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5
Lesson 6 PB page 41 12 Listen and point. Then match and say.
Play the audio. Pupils listen to Part A of the audio and
Learning objective point to each animal and its young.
Can match animals with their young Pupils listen to Part B and match each animal with
its young.
Cross-curricular
Science: animals and their young
CD2, Track 30
Target language
cat dog bird chick kitten puppy
chick, kitten, puppy
1 The cats got a kitten.
The (dog)s got a (puppy).
2 The dogs got a puppy.
Recycled language 3 The birds got a chick.
bird, cat, dog, egg
Its (an egg).
Check answers. Point to the cat and ask, What has
Receptive language the cat got? Prompt pupils to answer, a kitten. Do the
What has the (cat) got? same with bird and dog.
Is it (big)?
goose ANSWER KEY
1b 2c 3a
Learning adventure
Open books and ask pupils to look at the 13 Listen and number. Then say.
activities. Ask, What are we learning today? Write Ask pupils (in L1) what they know about the life cycle
the lesson objective on the board or look at it on the of a bird. Ask questions about the pictures, Whats
screen: Were learning about animals and their young. this? (Its an egg, a bird, a chick.) What colour is it? Is it
Close books. Ask pupils what English words they know big or small?
for animals, e.g. dog, mouse. Write them on the board. Play the audio. Pupils listen and look at the photos.
Refer to the learning adventure poster and say, Great!
You are already moving along your learning adventure.
CD2, Track 31
1 Its an egg.
Warm-up 2 Its a chick. Its small.
Ask pupils (in L1) to look at the story in Lesson 5. 3 Its a goose. Its big.
Ask pupils (in L1) about the pictures, e.g. How many
wings has Waldo got? What colour is Waldo? Play the audio again. Ask pupils to number the photos
in the order they hear them.
Presentation Check the answers with the class.
Tell pupils they are going to find out about animals Then ask pupils to describe the photos in pairs,
and their babies. Have a discussion (in L1) about this e.g. Its a chick.
topic, asking pupils if they know what the babies for
cat, dog and bird are called and elicit any information ANSWER KEY
they know. a3 b1 c2
Stick the dog, cat and bird flashcards on the board.
Use the homemade flashcards to teach the new
vocabulary. Show a picture of a puppy and say, Its a
puppy. Stick the picture below the dog flashcard and
say, The dogs got a puppy. Continue with kitten and
chick. For each baby animal ask, Is it big/small?

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5
AB page 37

12
2:30
Listen and point. Then match
5 10 Trace. Then match.
and say.
Pupils match the baby animals with the
1 2 3 correct outline in the picture. Pupils then read
the labels, trace the words and say them.

ANSWER KEY
from the left of the picture: chick, puppy,
kitten
a c
b

11 Join the dots. Then circle and say.


Pupils complete the dot to dot drawing to
reveal a chick and a puppy. Pupils then read
the sentences and circle Yes or No depending
on whether the sentence is correct or not.
13
2:31
Listen and number. Then say. c They then describe the pictures correctly, Its
a chick. Its a puppy.
b
a
ANSWER KEY
1 Yes 2 No

Learning adventure
Ask pupils, How many animal words do
Lesson 6 Can match animals with their young 41 you know now? Give pupils a minute to
M05_POEN_PUB_STAGLB_BR_2164_U05.indd 41 18/02/2016 09:41
tell their partner the new words they know.
Ask them, Where are you on your learning
Project adventure? Ask pupils which words they find
the easiest or the most difficult to remember.
Tell pupils they are going to make a poster about animals and Tell pupils, Well done! to reinforce the progress
their young. Pupils draw their own pictures or use the photos they are making.
from magazines.
Give each pupil a large sheet of paper. Pupils stick their
Pop quiz
drawings onto the paper to make a poster. They can write word
labels and stick them onto their poster if they wish. As pupils are leaving the class, show
Ask pupils to describe their posters to the class, e.g. The (cat)s them a flashcard of a baby animal and
got a (kitten). Its (small). The posters can then be displayed in ask them to tell you the name of the adult.
the classroom.

Optional homeschool link


Alternatively, ask pupils to take their work home and share
their work with their families. They may wish to describe their
posters to their parents or siblings as well, for extra practice.

Materials
Poster, homemade flashcards of puppy, chick and kitten, pupils photos of animals, a large sheet of paper for each pupil
Flashcards 3642
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5
Lesson 7 PB page 42 15 Listen and match. Then say.
Play the audio. Ask pupils to listen and point to the
Learning objective animals.
Can assess what I have learnt in Unit 5
Recycled language CD2, Track 32
Pets, Colours Hes got a small dog.
Ive got a (dog). Shes got a big cat. Its grey.
Hes/Shes got a (rabbit). Hes got a big frog.
Shes got a kitten. Its small.
Hes got a parrot. Its blue and orange.
Warm-up Shes got a white rabbit.
Hand out Flashcards 3642 to several pupils in
different parts of the classroom. Write the pet words Play the audio again. Pupils draw matching lines from
on the board. Ask the pupils holding flashcards the boy and girl to each animal.
to come to the front and stick them next to the Check answers as a class.
corresponding word. Then pupils practise saying sentences about the boy
and girl in pairs, e.g. Hes got a (mouse). Shes got
Learning adventure a (kitten).
Pupils stick the star sticker in place if they feel they
Open books and ask pupils to look at the have learnt the unit structures successfully.
activities. Ask, What are we learning today? Write
the lesson objective on the board or look at it on the
ANSWER KEY
screen: Were thinking about our learning adventure.
boy: dog, frog, parrot
Close books. Ask pupils if they can remember the girl: cat, kitten, rabbit
things they have been learning in the unit, e.g. How
many pet words can you remember? Put their ideas on
the board.
AB page 38
For each example, ask pupils, Where are you on
your learning adventure? Reassure pupils who are
less confident that they will have opportunities for 12 Read and write.
more practice. Pupils read the words in the word bank. They then
use the words to complete the sentences about the
14 Trace and stick. Then say. pictures. (Note: the word cat is used twice.)
Ask pupils to trace the pet words on the page.
Ask pupils to turn to the stickers of the pets at the ANSWER KEY
back of their books and name the animals. Hes got a tortoise/cat/frog.
Pupils stick the stickers in place, next to the Shes got a rabbit/parrot/mouse.
corresponding words.
Pupils stick the star sticker in place if they feel they
have learnt the unit vocabulary successfully. 13 Read and circle.
Practice Pupils read the sentence in the speech bubble.
Draw an outline of a pet shop on a sheet of paper They then look at the picture and circle the word that
represents the pet that Waldo has got.
and photocopy one for each pupil. Alternatively, draw
the outline on the board. Do a drawing dictation,
dictating what animals are in the pet shop. Say, e.g. ANSWER KEY
Its a big cat. Its brown. Its got a kitten. Recycle as mouse
many words and structures as possible.

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5
General poster activities
I C AN
14 Trace and stick. Then say. DO IT!
T! Before displaying the poster for the first
time, pupils can anticipate and predict
who and what they will see within a
topic area and then see how many
1 2 3 4
items they guessed correctly once the
mouse tortoise dog cat poster is visible.
Pupils can create their own posters,
based on a similar topic.
Using a large piece of paper placed over
the top of the poster (with a 5 cm hole
5 6 7
cut out), pupils can be asked to identify
parrot rabbit frog what they can see through the hole.
Through description, pupils can identify
15
2:32
Listen and match. Then say. objects that are being described orally,
e.g. Its small. Its green. Its an animal.
a b c d What is it? Its Waldo.
With a time limit, pupils can look at the
posters and try to remember as much
language and content as possible and
then in pairs or led by the teacher, they
e f
can try to recall the content through
questions and answers, e.g. Is there a
balloon? What colour is it?
By pointing to an object and making a
statement, pupils can reply Yes or No if
the information is correct or incorrect,
e.g. This is a cake.
42 Lesson 7 Can assess what I have learnt in Unit 5
In teams or pairs, pupils can write
M05_POEN_PUB_STAGLB_BR_2164_U05.indd 42 18/02/2016 09:41
down as many words as possible for the
items in each poster.
Learning adventure
Ask pupils (in L1) how they feel about their learning in this
unit. Ask pupils to tell you what they found the easiest or
the most difficult to learn in the unit. Ask them, Where are you on
your learning adventure? Pupils indicate where they think they are
on the learning adventure poster. Tell pupils, Well done! to
reinforce the progress they are making.

Pop quiz
Tell pupils to look back through the unit and find a word
they found difficult and try to remember it.

Materials
Poster, stickers
Flashcards 3642
115

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5
Lesson 8 PB page 43
CD2, Track 33
Shes got a tortoise. Its green.
Learning objective
Can use what I have learnt in Unit 5
Pupils play the game individually or in pairs. Check
Recycled language the answers by asking questions, e.g. Has (Beth) got a
Pets, Colours (tortoise)? Elicit answers (Yes./No.)
Ive got a (mouse).
Shes got a (tortoise). ANSWER KEY
Its (green). Beth: rabbit, parrot
Harry: mouse, frog, dog, cat
Warm-up
Use Flashcards 3642 to revise the pet words. Invite 17 Listen and do.
several pupils to the front and ask them to stand in
a row. As you hold up the first card, the first pupil in Pupils listen to the animal sound effects, say the name
the row says, Ive got a (mouse). As you hold up the of the animal and mime it.
second card, the second pupil says, Hes/Shes got a
(mouse). Ive got a (parrot). As you hold up the third CD2, Track 34
card, the third pupil says, Hes/Shes got a (mouse). Hes/ Miaow!
Shes got a (parrot). Ive got a (tortoise). Continue until Woof! Woof!
you reach the end of the row. Repeat with a different Munch! Munch!
group of pupils. Ribbit! Ribbit!
Squeak! Squeak!
Learning adventure Chomp! Chomp!
Squawk! Squawk!
Open books and ask pupils, Look at the activities.
What are we learning today? Write the lesson
objective on the board or look at it on the screen:
Were playing a game about pets. Practice
Help pupils to make an 8-page booklet as an end of
16 Listen. Then play. unit project. They write the title My Unit 5 Project
Book on the cover and draw pictures on each page
Tell pupils (in L1) they have to help Beth and Harry of different pets.
find their way out of the maze and collect animals
along the way. They may play individually or in pairs. Encourage stronger pupils to write sentences below
each drawing, e.g. This is my (dog). Its (big). Its (black).
Explain (in L1) that they have to trace each characters
Pupils decorate the book with stickers and drawings of
route through the maze and say the name of any
the characters, etc.
animals they find. Pupils may wish to draw their route
with a pencil or follow it with their finger. Pupils then
AB page 61
tick the appropriate boxes in the grid under the game
and make sentences about each character, e.g. Shes Pupils colour the pet pictures in the Picture dictionary.
got a rabbit. Its brown. They can then play a game in pairs. Each pupil takes
Play the audio to give pupils an idea of the language turns to say a word and his/her partner points to the
they will need to play the game. correct picture. Stronger pupils may wish to cover the
written words below each picture.

Consolidation and extension worksheet 5


Pupils complete the consolidation and extension
activities on Worksheet 5 (page 100). See also the
teaching notes on page 23.

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5
Evaluation

16
2:33
Listen. Then play.
5 You can check your pupils progress using
Evaluation sheet 5 (page 196). See also
teaching notes on page 189.

17
2:34
Listen and do.
Now go to Poptropica
English World

Lesson 8 Can use what I have learnt in Unit 5 43

M05_POEN_PUB_STAGLB_BR_2164_U05.indd 43 18/02/2016 09:41

Learning adventure
Ask pupils, What do you think you have learnt in Unit 5? Give
pupils a minute to tell their partner the new language they
know. Ask them, Where do you think you are on your learning
adventure? Ask pupils if they are ready to move onto the next
unit. Tell them that it is fine if they do not remember everything
as they will continue to practise throughout the level.
Encourage pupils to ask if theyve got any questions about what
they have learnt in the unit. Tell pupils, Well done! to reinforce
the progress they are making.

Pop quiz
Invite a pupil to the front. Give him/her a word card in
secret. He/She then mimes the animal and pupils guess the
name of the animal. You could play this as a team game.

Materials
Consolidation and extension worksheet 5
Flashcards 3642
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6 My house
Worksheet 6
Name: Class:

1 Read and draw.


Photocopiable Pearson Education Limited 2017

1 My dads in the living room. 2 My mums in the bathroom.


3 My brothers in the kitchen. 4 My sisters in the bedroom.
5 My friends in the garden.

Consolidation and extension worksheet 6

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6 My house
Unit overview
Unit objective

I can talk about places at home

Language
Target Rooms: bathroom, bedroom, dining room, kitchen, living room
vocabulary Places and things at home: bath, bed, door, garden, path, shed, window

Wheres my (mum)?
Target Hes/Shes in the (kitchen).
structures Wheres the (mouse)?
Its in the (garden).

Phonics: /w/ and /v/


Features Values: Caring for our environment
Cross-curricular: Social Science: places in the neighbourhood

Skills

Reading Can understand a simple story


Can understand details of a story

Can make a poster about favourite places


Writing Can trace simple words
Can copy simple words (Activity Book)

Can identify places and things at home


Listening Can follow a simple song
Can listen to and understand a simple story

Can name common house words


Can ask and answer about where somebody is
Speaking Can talk about location
Can say the sounds /w/ and /v/
Can act out a story
Can talk about places in the neighbourhood

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5:18
6
Lesson 1 PB page 44 Focus on the scene. Ask pupils to name the characters
in the illustration and briefly revise the family
Learning objective relationships, e.g. mum, dad, brother, sister, aunt.
Can name some common house words Then consolidate the new vocabulary by pointing at
the relevant parts of the picture and saying the words.
Target language Ask, How many doors/windows?
door, bathroom, bedroom, dining room, house, Write the new words on the board and invite pupils to
kitchen, living room, window stick the flashcards next to the correct word.
Receptive language
This is the (kitchen).
2 Listen and find.
Play the audio and ask pupils to listen first.
Warm-up CD2, Track 35
Play the song from the Welcome Unit (CD1:02). Pupils This is my house.
listen and sing. This is the living room.
Go around the classroom and ask pupils general This is the dining room. And the kitchen.
questions from the previous units, e.g. Whats your This is the bathroom.
name? How old are you? Pick up a pencil and ask This is a window.
Whats this? What colour is it? How many (hands) have This is a door.
you got?, etc. And this is the bedroom!
Shh!
Learning adventure
1 What do you know? Ask pupils (in L1) whats happening. (Beth is talking
about her house.)
Look at the main scene. Ask, What are we learning Play the audio again, pausing after each sentence.
today? Write the lesson objective on the board or look Ask pupils to find each room or item in the picture.
at it on the screen: Were learning house words.
If using books, close them. Ask pupils what English 3 Listen and say.
words they know for things in the house, e.g. chair,
desk. Write them on the board. Focus on the small pictures. Play the audio. Pupils
should listen and point to the correct picture.
Refer to the learning adventure poster and say, Great!
You are already moving along your learning adventure!
CD2, Track 36
Presentation house living room kitchen bedroom
bathroom dining room window door
Present the new vocabulary with Flashcards 4349.
Show the flashcards in turn, say the words and pupils
repeat. Stick the flashcards on the board as you say Play the audio again. Pupils listen, point to the
each word. pictures and repeat the words.
Draw a simple outline of a house on the board and
say, This is my house. Game
Pupils play a game in pairs. One pupil turns away
while his/her partner covers up one of the small
pictures in Activity 3 with a coin or a small piece of
paper. His/Her partner has to say which room or
object is covered up. Pupils take turns to cover up
more pictures each time to make it more difficult.

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6
Pop quiz

6 My house As pupils are leaving the class, show


them a flashcard from the lesson, e.g.
kitchen and ask, Whats this? Ask them to tell
you the word.
1 What do you know?
4:00
Show homework
Invite students to play the Poptropica
English Island Adventure Game.
Show them various activities they could do
as homework.

2
2:35
Listen and find.

3
2:36
Listen and say.

44 Lesson 1 Can name some common house words

M06_POEN_PUB_STAGLB_BR_2164_U06.indd 44 18/02/2016 09:43

AB page 39

1 Draw. Then trace.


Pupils look at the house in the picture and trace the dotted lines
to find out what each object is.
They then trace the words and read them.
Learning adventure
Ask pupils, How many house words do you know now?
Give pupils a minute to tell their partner the new words
they know. Ask them, Where are you on your learning adventure?
Ask pupils which words they find easiest or most difficult to
remember. Tell pupils, Well done! to reinforce the progress they
are making.

Materials
Poster, a coin or a small piece of paper for each pupils
Flashcards 4349
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6
Lesson 2 PB page 45
Wheres my brother?
Hes in the bathroom.
Learning objective Hes in the bathroom.
Can say where somebody is
Wheres Waldo?
Target language Hes in the bedroom.
Wheres my (dad)? Hes in the bedroom.
Hes/Shes in the (bathroom).
Recycled language Ask (in L1) who is talking in the audio (Beth).
Rooms Play the audio again. Pause after each line to give
pupils time to repeat the words.
Receptive language
Is he/she in the (bedroom)? Play the chant and ask pupils to chant along.
5 Listen and or . Then say.
Warm-up Focus on the pictures. Point to the first image and ask,
Wheres Waldo? (Hes in the bathroom.) Repeat with the
Revise the house words from Lesson 1 by drawing a other pictures.
house outline on the board. Slowly draw one piece of
furniture in each room and pupils guess which room Play the audio. Pupils listen and write a tick or a cross
in the box below each picture according to whether
you are drawing.
the answer on the audio is true or not.
Learning adventure
CD2, Track 38
Open books and ask pupils to look at the 1 Wheres Waldo?
activities. Ask, What are we learning today? Write Hes in the kitchen.
the lesson objective on the board or look at it on the 2 Wheres Waldo?
screen: Were learning to say where somebody is. Hes in the living room.
3 Wheres Waldo?
Presentation Hes in the bathroom.
4 Wheres Waldo?
Point to the various rooms in the main scene and ask Hes in the bedroom.
pupils to name them. Then ask pupils to point to each
of Beths family members. Say, Point to (Dad). Mime
the activities that the family members are doing. Play the audio again, pausing it after each item to
Then say, Wheres (Dad)? Is (he) in the (bathroom)? check answers.
(Yes./No.) Then say, (He)s in the (kitchen). Do the same
for the other family members, including Waldo, saying ANSWER KEY
the answer each time. Encourage pupils to point to 1 2 3 4
the people and rooms as you say the question and
answer.

4 Listen and chant. Then find. Quest


Qu
Play the audio. Pupils listen and point to the people in
es

Listen and sing. Then stick.


t

the house.
Ask pupils (in L1) to remember the Quest items from
the Welcome Unit, which the characters have to find.
CD2, Track 37 Ask them to guess which item could be found here.
Wheres my mum?
Shes in the living room.
Play the Quest song. Pupils listen for the Quest item.
Shes in the living room.
Wheres my dad?
Hes in the kitchen.
Hes in the kitchen.

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AB page 40

4
2:37
Listen and chant. 2 Read and match.
Then find.
Ask pupils to identify the rooms shown in
each picture.
They then read the sentences and match
each sentence with one of the pictures.

ANSWER KEY
1 Hes in the dining room.
2 Shes in the living room.
3 Hes in the kitchen.

3 Join the dots. Then circle and say.


Pupils join the dots to reveal Waldo
watching TV in the living room.
They read the sentence above the picture
and circle the correct word.
5
2:38
Listen and or . Then say. Ask, Wheres Waldo? (Hes in the living room.)
4
2
1 3 ANSWER KEY
living room
Qu
es
t

2:39
Pop quiz
Lesson 2 Can say where somebody is 45 Show one pupil a picture of a room in
M06_POEN_PUB_STAGLB_BR_2164_U06.indd 45 18/02/2016 09:44
the house (or whisper the word/show a
piece of paper with the word written on it).
Tell them to mime an activity you would do
CD2, Track 39 in that room, e.g. washing in the bathroom,
Come with us, come on a quest. sleeping in the bedroom. Ask the rest of the
Come on a quest today! class to guess where he/she is. Ask, Wheres
Come with us, come on a quest. (John)? Pupils answer, e.g. Hes/Shes in the
Look for a door today. (bathroom). Continue with other rooms and
A balloon, a cake, a tablet, a photo, a teddy, a bird and mimes.
a door!
Look for a door today. Show homework

Pupils then look at the main scene to find the Quest item Direct pupils attention to the bag card
(the door). on page 45 of the Pupils Book. Tell pupils
to go online to the Poptropica English
Ask pupils to turm to the stickers at the back of their books.
Island Adventure Game and find the item.
They find the sticker of the door and stick it into the correct
place on page 44, over the grey door. Once pupils click on it, they are taken to a
supplementary language task.
Play the audio again and pupils sing the Quest song.

Materials
Stickers
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6
Lesson 3 PB page 46 Point to the mouse in the garden. Ask, Wheres the
mouse? (Its in the garden.) Now point to the mouse in
Learning objectives the bed and ask, Wheres the mouse? (Its in the bed.)
Can ask and answer about location Do the same for in the bath. Continue until pupils are
Can follow a simple song confident with these new sentences.

Target language 6 Listen and find. Then sing.


bed, bath, garden, path, shed
Wheres the (mouse)? Point and ask questions about the picture. Whats this?
(Its a hippo.) Have a short discussion (in L1) about why
Its in the (garden).
pupils think the hippo is standing on the chair (Its
Recycled language scared of a mouse which is running around the garden
mouse and house.).
Rooms Play the audio. Pupils listen and find the mouse in
Receptive language each picture.
Is it in the (garden)?
running, hiding CD2, Track 40, CD2, Track 41
Wheres the mouse?
Wheres the mouse?
Warm-up Is it in the garden?
Or is it in the house?
Play the chant from Lesson 2 (CD2:37). Create actions
to go with the rooms, e.g. cooking for the kitchen or Look! Its in the garden,
reading a book for the living room. Play the chant Running up the path.
again and pupils do the actions when they hear Now its in the bathroom.
the rooms. Oh, no! Its in the bath!
Wheres the mouse?
Learning adventure Wheres the mouse?
Open books and ask pupils to look at the Is it in the garden?
activities. Ask, What are we learning today? Write Or is it in the house?
the lesson objectives on the board or look at them on Look! Its in the garden,
the screen: Were learning to say where things are and Hiding in the shed.
singing a song. Now its in the bedroom.
Close books. Ask pupils what English words they can Oh, no! Its in my bed!
remember for rooms, e.g. bathroom, bedroom. Write
them on the board. Point to each of the hippos thought bubble pictures
Refer to the learning adventure poster and say, Great! and ask, Wheres the mouse? Elicit answers, e.g. Its in
You are moving along your learning adventure! the (bedroom). Ask further questions, e.g. Is it in the
bed? (Yes.) What colour is the bed? (yellow, green, purple
Presentation and red). Has it got a flower? (Yes.) How many flowers
Before the lesson, draw a house on the board with a are in the garden? (eight).
garden and a path leading to a small shed. Draw a Play the audio again. Pupils listen and point to the
bath in the bathroom and a bed in the bedroom. Draw various thought bubbles as they are mentioned.
a mouse in the garden, one in the bath and one in Play the song. Pupils listen and join in with the song.
the bed. If pupils feel confident, use the karaoke version of
Teach the words bed, garden, shed, path and bath by the song on the Audio CD.
pointing to the words, saying them several times while
pupils repeat.

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6
AB page 41

6 2:40 /
2:41
Listen and find. Then sing. 4 Find and count.
Pupils read the captions in the box and find
the number of mice in each position in the
main picture. They find the mice and write
the number in the correct box.

ANSWER KEY
in the garden 4
in the bedroom 3
in the bathroom 2

5 Trace. Then read and draw.


HOME
SCHOOL
SCHOOL
LINK Pupils read the captions and complete the
7 Match and say. pictures by drawing a flower to indicate a
garden, a bed or a bath according to each
2 a caption.
They then trace the words in each sentence.
1 b
Learning adventure
3 c
Ask pupils, How many house words do
you know now? Give pupils a minute to
tell their partner the new words they know.
Ask them, Where are you on your learning
adventure now? Ask pupils which words they
46 Lesson 3 Can ask and answer about location / Can follow a simple song
find easiest or most difficult to remember.
M06_POEN_PUB_STAGLB_BR_2164_U06.indd 46 18/02/2016 09:44
Tell pupils, Well done! to reinforce the
progress they are making.
Homeschool link
Encourage pupils to sing the song at home for their families. Pop quiz
7 Match and say. Hold up homemade word cards of the
new words and ask pupils to read them
Pupils look at the jigsaw pieces. Check if they can guess from aloud. Invite pupils to the front to stick them
each one where the mouse is. Ask, Wheres the mouse? (Its in next to the corresponding pictures.
the shed.)
Pupils then match together the pairs and make a sentence about
each one, e.g. Its in the shed.

ANSWER KEY
1 c bedroom
2 b bathroom
3 a shed

Materials
Poster, homemade word cards with the new words (garden, shed, bath, bed, path)
Flashcards 4349
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6
Lesson 4 PB page 47 Now make and play (page 77).
Ask pupils to find the Unit 6 Cutouts on page 77 of
Learning objectives their Pupils Book.
Can talk about location Pupils cut out the cards.
Can say the sounds /w/ and /v/ Pupils now play a game in pairs. Pupil A positions
his/her animals/objects in various places in the
Target language
house without Pupil B seeing, e.g. in the garden, in
vulture, walrus, wave
the kitchen. Pupil B then asks questions, Wheres the
Recycled language (dog)? Pupil A answers, Its in the (garden). Pupil B
Pets, Rooms then positions his/her dog in the garden in his/her
Wheres the (cat)? own book. At the end of the activity pupils compare
Its in the (kitchen). pictures to see that all the animals/objects are in the
correct places. Then pupils switch roles.

Warm-up Presentation
Play the song from Lesson 3 (CD2:40). Pupils sing Remind pupils of the word window and wave.
along, miming looking for the mouse and acting Ask pupils which sound they hear in both words.
scared for the Oh, no! Its in the bath/in my bed lines. Say the /w/ sound and ask pupils to repeat after you.
Now do the same for the /v/ sound using very.
Learning adventure
9 Listen and say.
Open books and ask pupils to look at the
activities. Ask, What are we learning today? Write Play the audio. Pause after the first three lines.
the lesson objectives on the board or look at them on Ask pupils which sounds they can hear (/w/ and /v/).
the screen: Were learning to say where things are and to Play the first three lines again and pupils repeat.
say the sounds /w/ and /v/. Introduce the two mascots by pointing and saying,
This is Wendy Walrus. This is Victor Vulture.
8 Listen and say. Point to Wendy Walrus and say wave. Make a waving
motion to emphasise the meaning of the word.
Pupils look at the girls house in the photo and identify Then point to Victor Vulture and say, Hes a vet.
the rooms and the garden. Look at the violin.
Explain (in L1) that the children in the photo are Focus on the letter next to each character. Say the
playing a game with cutouts. sound and ask pupils to trace each letter.
Play the audio to give pupils an idea of the language Play the audio from the beginning to the end.
they will need. Pupils point to the pictures as they hear the words.

CD2, Track 42 CD2, Track 43


1 Wheres the cat? w w v v
Its in the kitchen. w, w, w
2 Wheres the dog? v, v, v
Its in the garden. w, v, w, v, w, v
Wendy Walrus, Wendy Walrus
window, wave,
Wendy Walrus!
Victor Vulture, Victor Vulture
violin, vet,
Victor Vulture!

Play the audio again. Pupils listen and repeat after


each line.
Ask pupils which other words they know with the /w/
and /v/ sounds. Remind them of white and wash. Ask if
there are any pupils in the classroom with names
beginning with these sounds.

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6
8 Listen and say.
6 CD2, Track 44
1 Victor Vulture
2:42
v
drum
garden
violin
2 Wendy Walrus
w
guitar
window
door

ANSWER KEY
1 violin 2 window
Now make and play (page 77).

7 Find and colour in green or blue.


9 Listen and say.
Pupils find the objects beginning with the /v/
2:43

sound and colour them green.


They then find the objects beginning with
the /w/ sound and colour them blue.

w v ANSWER KEY
v violin, vet
w window, wings
Lesson 4 Can say the sounds /w/ and /v/ 47

M06_POEN_PUB_STAGLB_BR_2164_U06.indd 47 18/02/2016 09:44


Pop quiz
Practice Divide pupils into two teams. Give each
Pupils add the letters w and v on separate pages to their team a sound from this lesson, /w/ or
Sounds fun notebooks. They then draw pictures of things /v/. Say words, some with and some without
beginning with these sounds on the appropriate pages (walrus, the new sounds. Pupils stand when they hear
wave, window, vet, vulture, violin). Stronger pupils write the words their sound.
next to each picture.
Ask pupils to add any new words from this unit to the previously
learnt sounds, e.g. /b/ bedroom, /t/ table, /d/ door.

AB page 42

6 Trace. Then listen and circle.


Pupils trace the letters v and w.
Play the audio. Pupils listen and circle the pictures with the same
sounds as the letters on the left.

Materials
Unit 6 Cutouts, two sheets of paper for each pupil, stapler
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6
Lesson 5 PB page 48 Check pupils understanding of the story by asking
questions and pointing to the pictures, e.g. Is Aunt
Learning objectives Fifi in the (bathroom)? (No.) Wheres Waldo? (In the
Can understand a simple story kitchen.) What has Waldo got? (A cake.) If necessary,
Can act out a story explain that Beth, Cody and Waldo are visiting Aunt
Fifis house.
Target language After pupils have a clear understanding of the story,
Wheres (Aunt Fifi)? play the audio again. Pause after each frame and
This is the (bedroom). encourage pupils to repeat the words and phrases
Receptive language aloud.
Waldos got a cake for you.
11 Act out the story.
See the How to use stories section on page 18 of
Warm-up the Introduction for more ideas on how to build your
pupils confidence with roleplays.
Ask pupils (in L1) to remember what happened in the
story from Unit 5. Possible questions: Who is it about? Invite a group of pupil volunteers to act out the roles.
What happens? Who is looking for Waldo? Play the audio while pupils act out the story or say
the lines and pupils repeat.
Revise house vocabulary by showing Flashcards
4349 and asking pupils to say the words. Encourage pupils to say the lines from memory.
You may wish to use props for the roleplay.
Draw the outline of a house on the board and draw
a cat in one of the rooms. Ask, Wheres the cat? Its in Divide pupils into groups of four. Give groups time to
the (kitchen). practise their roleplay.
Play the audio again and ask pupils to join in.
Learning adventure Ask other groups of pupils to come to the front to
act out the story.
Look at the story. Ask, What are we learning You might like to give the pupils feedback on their
today? Write the lesson objectives on the board roleplay.
or look at them on the screen: Were listening to a story
and acting it out. AB page 43

10 Listen to the story. Read. 8 Listen and number. Then match.


Direct pupils attention to the story and ask questions
Play the audio. Pupils listen and number the pictures.
about the characters and the scene: What can you see
in the pictures? Where is Waldo? (In the kitchen.) What
They then match the picture of Aunt Fifi with the
rooms shes in.
room is this? (the living room).
Ask pupils to predict what will happen in the story.
Play the audio. Ask pupils to listen to the story and CD2, Track 46
follow along in their books. 1 This is the bathroom. Aunt Fifi?
2 This is the bedroom. Aunt Fifi?
3 This is the kitchen.
CD2, Track 45 4 This is the living room.
Beth: Wheres the house? Wheres Aunt Fifi?
Beth: This is it. Number 10. Shes in the kitchen!
Beth: Wheres Aunt Fifi?
Waldo: Wheres the kitchen?
Cody: This is the living room.
Beth: Aunt Fifi? ANSWER KEY
Beth: Wheres Aunt Fifi? a2 b4 d3
Cody: And wheres Waldo? Aunt Fifi kitchen
Beth: Hes in the kitchen!
Aunt Fifi: Hello, Cody. Hello, Beth!
Waldos got a cake for you!
Beth and Cody: Thank you, Waldo!

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6
For the next lesson

10 Listen to the story. Read.


Explain (in L1) that in the next lesson pupils
2:45
are going to talk about their favourite
1 2 places. Ask pupils to bring some photos of
their favourite places (cut from magazines)
to make a poster.

Role playing the story


Below are some suggestions for extra
3 4
work with the stories:
Wheres Aunt Fifi? While pupils listen to the story, they
perform a specific action for target
vocabulary.
Pupils draw a new picture for any frame
of the story.
Pupils create a new ending for the story.
Pupils draw or describe their favourite
5
Hes in the
6
character.
kitchen!
Pupils discuss real-life situations that
4:00

are related to the story.


Pupils comment on how they would feel
or how they would behave if they were
in a similar situation to one of the story
And wheres Waldo? characters.
You might like to give pupils feedback.
You could give pupils two stars and
11 Act out the story. one wish, e.g., Fantastic actions!, Great
48 Lesson 5 Can understand a simple story / Can act out a story
teamwork!, Speak a bit louder next time.
This could be given in L1.
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Story card activities


9 Read and or .
For suggestions on how to use the story
Pupils look at the pictures of Waldo and say which room hes in. activities, please see page 18.
They then read the sentence under each picture and put a tick if
the sentence is correct and a cross if its incorrect.

ANSWER KEY
1 2 3

Pop quiz
Say some of the lines from the story. Ask pupils to tell you
which character says the line. Repeat with other lines from
the story.

Show homework
Invite students to play the Poptropica English Island
Adventure Game. Show them various activities they could do
as homework.

Materials
Flashcards 4349
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6
Lesson 6 PB page 49 Play the audio again. Ask pupils to number the photos
in the order they hear them.
Learning objective Play the audio, pausing it after each line for pupils
Can talk about places in the neighbourhood to repeat.

Cross-curricular focus
ANSWER KEY
Social Science: places in the neighbourhood
2314
Target language
caf, park, library, shop
Recycled language 13 Find and say.
Wheres Dad? Pupils follow the lines to lead each child to one of
Hes in the (library). the places and make sentences about the photos,
Receptive language e.g. Hes in a (caf).
Is he in the (shop)? Ask questions to check the activity, e.g. Where is he/
she? Is he/she in a (caf)? (Yes, he/shes in a caf.)

Learning adventure ANSWER KEY


1 Shes in the park.
Open books and ask pupils to look at the
2 Hes in a caf.
activities. Ask, What are we learning today? Write
3 Hes in the library.
the lesson objective on the board or look at it on the
4 Shes in a shop.
screen: Were learning about places in the neighbourhood.
Close books. Ask pupils what English words they know
for places, e.g. house, school. Write them on the board.
Refer to the learning adventure poster and say, Great! Project
You are already moving along your learning adventure. Tell pupils they are going to make a poster about their
favourite places.
Warm-up Give each pupil a large sheet of paper. Pupils draw
a map of their own local area on a piece of paper,
Ask pupils (in L1) to look at the story in Lesson 5. Ask e.g. a few streets around their house. Pupils draw key
how many pupils like visiting their relatives. Ask (in L1)
what their favourite places are, e.g. a park. buildings and streets on it, e.g. their house, school,
a shop, a caf, etc. or use photos brought from home.
Presentation They can write word labels and stick them onto their
map if they wish.
Teach park, shop, library, caf, using the photos pupils Ask pupils to describe their posters to the class,
brought to class or miming what you can do in each e.g. This is my house. This is the (shop). The maps can
place, e.g. mime drinking a cup of tea, reading a book, then be displayed in the classroom.
paying for something, feeding the ducks. Alternatively, if you have permission from parents,
Show the photos in turn and ask, Where am I? take the pupils around the local area near the school
Elicit, e.g. In the park. with another responsible adult. Have the pupils look
and take in whats around them. They should name
12 Listen. Then number. and describe in English the buildings/places they can
Play the audio. Pupils listen and look at the photos. see. Then come back to class and draw the local area.

Optional homeschool link


CD2, Track 47
1 Its a park. Ask pupils to take their work home and share their
2 Its a shop. work with their families. They may wish to describe
3 Its a library. their maps to their parents or siblings as well, for
4 Its a caf. extra practice.

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6
11 Read and number. Then say.
12 Listen. Then number.
6 Pupils find the girl, the cat and the boy in
2:47
the pictures.
They read the sentences below each picture
and decide which picture each sentence
describes. They number the sentences
accordingly.

ANSWER KEY
Hes in the library. 3
13 Find and say. Shes in the caf. 1
Its in the park. 2

Learning adventure

1
Ask pupils, How many words for places
do you know now? Give them a minute
to tell their partner the new words they
2 know. Ask them, Where are you on your
learning adventure? Ask pupils which words
they find the easiest or the most difficult to
remember. Tell pupils, Well done! to reinforce
3
the progress they are making.

4 Pop quiz
Think of a place in the neighbourhood,
Lesson 6 Can talk about places in the neighbourhood 49 e.g. library. Mime what you do in that
place and ask pupils, Where am I? Encourage
them to guess, Youre in the (library). Repeat
M06_POEN_PUB_STAGLB_BR_2164_U06.indd 49 18/02/2016 09:45

AB page 44 with different places. Ask several pupils to


mime the places.
10 Read. Then listen and draw.
Play the audio. Pupils read the words on the map and draw a line
from one place to another, starting at the house while listening.

CD2, Track 48
This is my house.
Go to the park.
Go to the shop.
Go to the library.
Go to the caf.

ANSWER KEY
house park shop library caf

Materials
Poster, pupils photos of buildings/places in their town, a large sheet of paper for each pupil
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6
Lesson 7 PB page 50 15 Listen and match. Then say.
Point to the pictures. Pupils name the animals.
Learning objective Play the audio. Ask pupils to listen and point to the
Can assess what I have learnt in Unit 6 animals and the rooms.
Recycled language
Rooms CD2, Track 49
Wheres the (cat)? 1 Wheres the frog?
Its in the (garden). Its in the living room.
2 Wheres the mouse?
Its in the kitchen.
Warm-up 3 Wheres the cat?
Its in the bedroom.
Revise the house words by using the pictures from 4 Wheres the parrot?
Lesson 3 on page 46. Point to various pictures and
Its in the garden.
ask, Wheres the mouse? Its in the (shed).
Revise other known animals from Unit 5 using
Flashcards 3642. Then play the audio again. Pupils draw matching lines
from each animal to a part of the house.
Learning adventure Then pupils practise saying sentences about the
animals, e.g. Wheres the (frog)? Its in the (living room).
Open books and ask pupils to look at the Pupils stick the star sticker in place if they feel they
activities. Ask, What are we learning today? Write have learnt the unit structures successfully.
the lesson objective on the board or look at it on the
screen: Were thinking about our learning adventure.
ANSWER KEY
Close books. Ask pupils if they can remember the 1c 2d 3b 4a
things they have been learning in the unit, e.g. How
many words for house words can you remember? Put
their ideas on the board.
Game
For each example, ask pupils, Where are you on
your learning adventure? Reassure pupils who are Invite half of the class to the front. Give each pupil
less confident that they will have opportunities for a flashcard of a room (bathroom, bedroom, kitchen,
more practice. living room, house) or a homemade flashcard of
a cafe, park, library or shop. Now hand out nine
14 Trace and stick. Then say. homemade words cards with names of family
members or animals to the other half of the class.
Ask pupils to trace the house words on the page. Say a sentence, e.g. The dog is in the bedroom. The
Ask pupils to turn to the stickers of the rooms and pupil holding the dog word card finds the pupil holding
objects at the back of their books.
the bedroom flashcard and stands in front of him/
Pupils stick the stickers in place, next to the her. Continue saying other sentences until all the
corresponding words.
flashcards and word cards have been used.
In pairs, ask pupils to say the room words.
One partner says a room word and the other
points at the correct picture. AB page 45
Pupils stick the star sticker in place if they feel
they have learnt the unit vocabulary successfully. 12 Read and write.
Pupils read the words in the word bank.
They then identify where the characters are in each
picture and complete each sentence with a word from
the word bank.

ANSWER KEY
2 bedroom 3 bathroom 4 living room

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6
General poster activities
I C AN
14 Trace and stick. Then say. DO IT!
T! Before displaying the poster for the first
time, pupils can anticipate and predict
who and what they will see within a
topic area and then see how many
1 2 3 4 items they guessed correctly once the
living kitchen
door
dining poster is visible.
room room Pupils can create their own posters,
based on a similar topic.
Using a large piece of paper placed over
the top of the poster (with a 5 cm hole
5 6 7 cut out), pupils can be asked to identify
bedroom bathroom
window
what they can see through the hole.
Through description, pupils can identify
15
2:49
Listen and match. Then say. objects that are being described orally,
e.g. Its small. Its green. Its an animal.
1 2 3 4 What is it? Its Waldo.
With a time limit, pupils can look at the
posters and try to remember as much
language and content as possible and
then in pairs or led by the teacher, they
a b c d
can try to recall the content through
questions and answers, e.g. Is there a
balloon? What colour is it?
By pointing to an object and making a
statement, pupils can reply Yes or No if
the information is correct or incorrect,
e.g. This is a cake.
50 Lesson 7 Can assess what I have learnt in Unit 6
In teams or pairs, pupils can write
M06_POEN_PUB_STAGLB_BR_2164_U06.indd 50 18/02/2016 09:45
down as many words as possible for the
items in each poster.
13 Read and circle.
Pupils read the words in the speech bubble.
They then look at the picture and circle the word which
describes where the character is.

ANSWER KEY
garden

Learning adventure
Ask pupils (in L1) how they feel about their learning in this
unit. Ask pupils to tell you what they found the easiest or
the most difficult to learn in the unit. Ask them, Where are you on
your learning adventure? Pupils indicate where they think they are
on the learning adventure poster. Tell pupils, Well done! to
reinforce the progress they are making.

Pop quiz
Tell pupils to look back through the unit and pick out a
word they found difficult and try to remember it.

Materials
Poster, homemade flashcards with places (caf, park, library and shop), homemade word cards with family members or animals, stickers
Flashcards 4349
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6
Lesson 8 PB page 51
CD2, Track 50
GIRL: Wheres Dad?
Learning objective BOY: Hes in the garden.
Can use what I have learnt in Unit 6
Values Pupils then do the questions and answers in pairs. One
Caring for our environment pupil points to a character at the bottom of the page
Recycled language and asks, Wheres (Mum)? Shes in the (living room).
caf, library, park, shop
Animals, Rooms ANSWER KEY
Wheres (Dad)? Dad garden
He/Shes in the (garden). Mum living room
Receptive language Aunt Fifi shop
Youre in the garden. Harry park
Beth library
Waldo kitchen
Warm-up
Play the chant from Lesson 2 (CD2:37) and encourage Values
pupils to join in. Divide class in two. Half say the
question part of the chant and the other half the Discuss (in L1) ways that we can better care for our
answers. environment or our homes. Talk about things that we
Play a miming game to revise the words pupils need to can do to keep our parks and public places clean, e.g.
play the game in this lesson. Mime things you do in a picking up rubbish. Ask pupils if they are familiar with
shop, park, library, caf and in the house or garden. recycling and if they recycle at home. Ask them to give
examples of things they recycle. Talk about ways we
Learning adventure can conserve water and electricity and give examples
if necessary, e.g. turn off lights when we leave a room.
Open books and ask pupils, Look at the activities.
What are we learning today? Write the lesson Practice
objective on the board or look at it on the screen:
Were talking about our neighbourhood. Help pupils to make an 8-page booklet as an end of
unit project. They write the title My Unit 6 Project
Book on the cover and draw pictures on each page of
16 Listen. Then find and say.
different rooms and places in the neighbourhood.
Explain (in L1) that the picture represents Beth and Encourage stronger pupils to write sentences below
Harrys local neighbourhood. Point to and ask pupils each drawing, e.g. This is my (bedroom). My (Dad) is in
to identify the buildings and rooms. the (kitchen).
Point out the characters and ask pupils to name them Pupils decorate the book with stickers and drawings of
(from left to right: Dad, Mum, Aunt Fifi, Harry, Beth, the characters, etc.
Waldo).
Explain that the members of the family are hiding in AB page 61
the scene and that the pupils are going to race against
a partner to find the characters.
Pupils colour the house pictures in the Picture
dictionary.
Play the audio to give pupils an idea of the language
They can then play a game in pairs. Each pupil takes
they will use to play the game. turns to say a word and his/her partner points to the
Divide pupils into pairs. Ask pupils to close their books correct picture. Stronger pupils may wish to cover the
but keep a finger in at the right page. Say, Wheres written words below each picture.
Dad? Go! Pupils open their books and find him as
quickly as possible. If they beat their partner, they get Consolidation and extension worksheet 6
a point. Ask, Wheres Dad? and pupils say, Hes in the
garden. Pupils close their books again. Do the same Pupils complete the consolidation and extension
for the other characters, in random order. activities on Worksheet 6 (page 118). See also the
teaching notes on page 23.

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6
Practice
16
2:50
Listen. Then find and say.
6 Watch the video story Animals.
The video stories give the language of
Poptropica a new context and each episode
is designed for use after every two units
of the Pupils Book. Sally, Jack and Albert
provide a song and there is an animated
story from Family Island. Each episode
contains a Last Word a short focus on one
language point.
SONG
The pupils watch, listen and follow the
actions. As they grow more confident, they
can join in with the song.
STORY
Watch the story. Ask the pupils (in L1)
what happened in the story. Watch again,
stopping at key points, and ask them about
the language, the images or the story. Ask
pupils to act out the story. Assign the roles
of Joe and Lindy to confident speakers
and let other pupils play the other parts.
Encourage them to say as much of the
dialogue as they can and prompt them
where necessary.
Wheres Dad? Hes in the garden.
THE LAST WORD
These reinforce a common language point
Now go to Poptropica
English World with short, humorous animation. Some
Lesson 8 Can use what I have learnt in Unit 6 51 Last Words are interactive, and pupils can
use the video player controls to answer
M06_POEN_PUB_STAGLB_BR_2164_U06.indd 51 18/02/2016 09:46

questions.
Learning adventure
Evaluation
Ask pupils, What do you think you have learnt in Unit 6?
Give pupils a minute to tell their partner the new language You can check your pupils progress using
they know. Ask them, Where do you think you are on your learning Evaluation sheet 6 (page 197). See also
adventure? Ask pupils if they are ready to move onto the next teaching notes on page 189.
unit. Tell them that it is fine if they do not remember everything
as they will continue to practise throughout the level.
Encourage pupils to ask if theyve got any questions about what
they have learnt in the unit. Tell pupils, Well done! to reinforce
the progress they are making.

Pop quiz
Invite a pupil to the front. Give him/her a word card with a
room in secret. He/She then mimes doing something in that
room and pupils guess the name of the room. You could play this
as a team game.

Materials
Homemade word cards with rooms and places from the unit, consolidation and extension worksheet 6
Flashcards 4349
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7 Food
Worksheet 7
Name: Class:

1 Read and colour.

2 Ask and answer. Then or .


Do you like ? Me

milk

Photocopiable Pearson Education Limited 2017

Consolidation and extension worksheet 7

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7