CONTENTS

Map of the course .................................................. p. 2

Introduction ............................................................ p. 4
Starter Module – Hello! ........................................... p. 20
Module 1 – My class ................................................. p. 30
Module 2 – My family .............................................. p. 52
Module 3 – My toys ................................................. p. 74
Module 4 – My food ................................................ p. 96
Module 5 – My face ................................................ p. 118
Module 6 – My pet .................................................. p. 140
Module 7 – My clothes ............................................ p. 162
Module 8 – At the beach ........................................ p. 184
Special Days: Mother’s Day ..................................... p. 206
Activity Book: Phonics (Key & Instructions) ......... p. 208
Evaluation Charts ................................................... p. 212
Worksheets & Pupil’s Cards
(Photocopiable material) ........................................ p. 215

Jenny Dooley - Virginia Dooley

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 MAP OF THE COURSE

S Hello!
Vocabulary Structures
Ani, Dan, Grog, Ina, Kit, Plok, Hello! I’m (Zac). Hi, Zac! / Hello, (Miss Klop). Hi, (Zac)! / Hello! I’m (Zac)! / Hello, I’m (Ani).
Zac, Miss Klop Hi, (Ani)! Bye-bye, (Ani)!

1 My class

Vocabulary Structures
bag, book, crayon, pencil, blue, Hello, (Ani)! Bye-bye! / What’s this? (It’s) a (bag). / It’s my (bag). / This is my (book). It’s
green, red, yellow (red). / What’s next? A (red book). / This is my (red pencil). Here you are. Thank you! / One for
you and one for me. / (Red), please. / What colour is it? Green. / Look, a (red bag).
Think! Values CLIL Phonics
Ordering and sequencing; Sharing with others ART: Mixing colours \b\ sound
visual perception
Show the class! Making a bag, pencil a crayon

2 My family
Vocabulary Structures
baby, brother, daddy, grandma, (Who’s this?) (It’s my) (mummy). / Who’s this? (Mummy). / This is my (daddy). / This is my
grandpa, mummy, sister (mummy). I love my (mummy). / Look! Mummy, Daddy, baby.
Think! Values CLIL Phonics
Focusing on detail; deductive Loving your family SCIENCE: Identifying members of animal \d\ sound
reasoning; logical thinking families (lions)
Show the class! Making a photo frame

3 My toys

Vocabulary Structures
ball, doll, teddy bear, one, two, What’s this? (It’s) a (ball). / A (red ball). / (Find a yellow doll, please.) Here it is! /
three (Count with me:) one, two, three (teddy bears). / Count with me: one, two. Two (teddy bears)!/
Find a (red ball), please. / Put it in the box.
Think! Values CLIL Phonics
Focusing on details; identifying Be tidy! MATHS: Counting toys \r\ sound
shapes
Show the class! Making a toy banner

4 My food

Vocabulary Structures
apples, bananas, cake, ice Mmm … (cake). I like (cake)! / I’m (hungry)! Here’s some (cake). / (Pears) or (apples)? (Apples)! I
cream, juice, milk, pears, don’t like (pears). / I like (apples)! I don’t like (pears). / I’m hungry/thirsty. Here you are. / Thank
hungry, thirsty you! / Sorry! / Look! (Apples)! / Mmm … (milk)! I like (milk)! Yummy!
Think! Values CLIL Phonics
Focusing on detail; identifying Saying sorry SCIENCE: Understanding what food comes \m\ sound
food from extreme close-ups from nature
Show the class! Making a lunchbox

Special Days: Mother’s Day

Vocabulary Structures
mummy Happy Mother’s Day!

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 5 My face
Vocabulary Structures
ears, eyes, face, hair, mouth, One nose, two ears, two eyes. / Touch your (ears). / I’ve got (green hair). /
nose, teeth I’ve got (yellow hair). / I’ve got nice (hair). / I’ve got clean (teeth). /
Time for school! Get ready! OK! / Brush your (hair/teeth). / Look! I’ve got (yellow eyes)! /
I’ve got (blue eyes).
Think! Values CLIL Phonics
Focusing on detail; identifying; Keeping clean PSHE: Learning about hygiene and \n\ sound
discriminating understanding the importance of cleanliness

Show the class! Making a mask

6 My pet
Vocabulary Structures
bird, cat, dog, fish, frog, What’s this? A (dog). / This is a (dog). / What’s this? It’s a (frog). / Look! This is a (bird).
mouse, big, small It’s (big). / This is a (cat). It’s got (big teeth). / I love my (dog). /
(Where does the mouse live?) Here. / This is a (bird). It’s got a (small mouth). /
This is a (small dog). This is a (big dog).
Think! Values CLIL Phonics
Discriminating/Sorting by size; Caring for animals SCIENCE: Learning about where animals live \k\ sound
identifying
Show the class! Making a paper cup animal

7 My clothes
Vocabulary Structures
dress, hat, T-shirt, shoes, A (yellow T-shirt). / I’ve got (a red dress). I like your (red dress). / Put on our (shoes). /
shorts, socks I’ve got (a new dress). / Look at me! Wow! I like your new (dress)! / Help me, please.
Here you are. Thank you! / How many (dresses)? Count. (One dress). /
Look – I’ve got (blue shoes) and a (yellow dress).
Think! Values CLIL Phonics
Discriminating/Sorting Helping others MATHS: Counting clothing items \h\ sound
between old and new; making
associations
Show the class! Making a paper wardrobe

8 At the beach
Vocabulary Structures
boat, bucket, castle, sand, sea, What’s this? (It’s) a (bucket). / Where’s the umbrella? Here. /
spade, sun, umbrella Where’s Grandpa? He’s in the (castle). / Where’s the (bucket)? In the sea. /
Where’s (Plok)? He’s in the (sea). / Let’s make a castle! Yes! /
(Does it float?) Yes. No. / This is my (castle). / Where’s the (boat)? Here.
Think! Values CLIL Phonics
Identifying; discriminating; Working together SCIENCE: Understanding the concept of \s\ sound
making associations floating; experimenting
Show the class! Making a model of a castle on the beach

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 Introduction
The Flibets is a three-level course for children aged 3-5 years.
It is specially designed to develop the listening, speaking,
Meet The Flibets
pre-reading and pre-writing skills of young children. Through
The Flibets are delightful and fun characters that live in a world
dialogues, songs, chants, crafts and a variety of fun activities,
very similar to our own. Young learners follow the adventures and
children are introduced to the English language in a positive and
daily life of Zac – a pre-schooler himself – his twin sisters, Ina and
enjoyable way. The carefully graded learning programme ensures
Ani, and his best friends, Grok, Plok and Dan. Together with The
that pre-schoolers make simple yet steady progress in English, while
Flibets, the children experience the world around them and develop
cross-curricular (CLIL) and values lessons help in the development
life skills and values appropriate for their age level while forming a
of their emotional and thinking skills. Each module has an array
solid foundation in the English language.
of optional games and activities to cater for a variety of teaching
situations, enabling the course to be expanded from 80 to 120
hours of teaching.

Libi Bili Lin Fin Ina Zac Ani Kit

(Grandma) (Grandpa) (Mummy) (Daddy)

Grok Plok Miss Klop Dan

Components
• Pupil’s Book
The Pupil’s Book has been designed to engage the children The Pupil’s Book also includes:
and encourage them to participate in class. It contains eight I Hello! A starter unit to introduce the characters and
modules of ten lessons each. Each module targets a theme greetings.
and builds up language gradually by focusing on vocabulary II Phonics An optional section to practise sound recognition
first and then structures that are naturally used within that and introduce letters.
theme. Using colourful illustrations, the language is then
highlighted in a story and further consolidated through: III My Picture Dictionary The core vocabulary in pictures
that can be used as reference.
• animated songs, chants and games
IV Special Days An optional lesson about Mother’s Day.
• fun craftwork and ‘Show the class’ lessons
V Stickers The stickers are used in Lesson 10. This is a fun
• captivating animations and videos
way to help learners retain vocabulary and practise fine
• thinking skills, values, and CLIL lessons motor skills.
4

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 Introduction
Key Features of a Module
Lesson 1 – New words
FOCUS: Presentation and practice of thematic vocabulary items.

In Lesson 1, vocabulary
is presented during New words
s Pre-writing
Circle Time, using the My clas1 tracing activities
IWB or the flash cards Lesson
are used to help
and the Zac Puppet.
children develop
Further practice and fine motor skills
consolidation follow and
during Table Time. pencil-to-paper
control.

Listen & say tasks

provide an audio
pronunciation model.
1 Listen & say. 2 Trace. 3 Point & say. Vocabulary: bag, book, pencil
8 Structures: (‘What’s this?’) ‘(It’s a) (pencil).’

Vocabulary practice tasks involve All new vocabulary is presented

colouring, circling, tracing, matching in coloured font and all new
and counting. Listening tasks may be structures are in bold print for
combined with any of the above. the teacher’s easy reference.

Lesson 2 – Let’s chat!

FOCUS: Consolidation of vocabulary and presentation and practice of a language structure.

In Lesson 2, a language
structure is presented Lesson 2
AB, p. 6
Let’s chat!
and practised through
enjoyable speaking tasks
that may also include a
listening activity.

1 Match. 2 Point & say. Vocabulary: bag, book, pencil

Structures: ‘What’s this?’ ‘It’s my (book).’ 9

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 Introduction
Lesson 3 – Let’s sing!
FOCUS: Presentation and practice of additional thematic vocabulary through a song or chant.

In Lesson 3, additional
thematic vocabulary and Lesson 3 Let’s sing!
structures are presented
and reinforced through The animated
a song. songs or chants
usually include
TPR actions
(described in
the Lesson plan
in the Teacher’s
Book).

Simple listening
tasks encourage the
development of listening
skills.
1 Listen & say. 2 Listen & colour. 3 Listen & sing. Vocabulary: blue, red, yellow, crayon
10 Structures: This is my (book). It’s (red).

Lesson 3 activities include listening This lesson always features one of the
tasks, colouring, tracing, matching, two songs included in each module.
choosing the right answer, counting, etc.

Lesson 4 – Think!
FOCUS: Thinking skills and cognitive development.

Lesson 4 revises
Lesson 4 Think!
language taught in AB, p. 7

previous lessons with

the possible addition of Lesson 4
a new structure. The aim activities
of this lesson is to help include
children develop their colouring,
thinking skills through a matching,
tracing, circling
variety of fun tasks.
or locating
items, and may
be combined
with listening.
Point & say tasks include
practice of vocabulary
learnt in the module and
can be an introduction
to the targeted thinking
skills required for the
lesson. 1 Point & say. 2 Colour the next one. Vocabulary: bag, book, crayon, pencil, blue, red, yellow
Structures: What’s next? A (red book). 11

Thinking skills include ordering and sequencing, sorting and categorising,

observing, focusing on details, comparing, deducing, etc.

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 Introduction
Lessons 5 and 6 – Story
FOCUS: Contextualisation of the language learnt through a story.

Through the stories

In Lesson 5, a story Listen & look tasks are the children also learn
is presented in 8 carried out in Circle Time, values and social skills.
using the Story Cards or
frames. The stories
the IWB.
are presented through
the Story Cards and
the story can either be Lessons 5 – 6
AB, p. 8
Story
narrated by the teacher 1 2 5 6

or listened to from the

class audio or the IWB.
A picture discussion and
suggested questions are 3 4 7 8

included in the lesson

plan to further revise
and consolidate the
language learnt.
In Lesson 6, the story 12
1 Listen & look. 2 Listen & point. 3 Listen & colour. Structures: ‘This is my (red crayon). Here you are.’
‘Thank you!’
1 Watch. Act out: ‘Here you are.’ ‘Thank you!’
13

is revised through an
animated video and The target
language practice is Listen & point tasks The main language for
extended through are carried out in Table structures the role play
Time. The children in the story is clearly
dramatic play. The animated
listen to the story and are also indicated
Additional story is included here for easy
point to the correct consolidated in the IWB.
frame in their books tasks promote reference.
through extra
to ensure listening thinking skills
activities in the
comprehension. by focusing on
lesson plan.
details.

Lesson 7 – Values
FOCUS: Presentation and practice of age-appropriate values.

In Lesson 7, values are Lesson 7 Values The target value is

examined using the Sharing clearly stated.
language learnt so far.
Values help children
understand the concepts
of responsibility and
respect in their family,
community and class.
Values also help
develop a sense of self,
emotional intelligence
and social skills by
helping children realise
how their behaviour
affects others.

1 Listen & colour. Structures: ‘(Red), please.’ ‘Here you are.’ ‘Thank you.’
14

Tasks in this lesson include colouring, matching, Language related to the

circling and occasionally a song. They may also be target value is clearly
combined with a listening task. indicated.

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 Introduction
Lesson 8 – CLIL
FOCUS: Language extension activities through other subject areas.

In Lesson 8, children are Lesson 8

AB, p. 9
CLIL: Art Additional
given the opportunity to educational
extend and explore the videos are
language of the module included in the
through other subject IWB that offer
areas. On occasion, children the
new vocabulary may be opportunity
to respond to
presented here.
questions using
familiar language.

CLIL subjects
include Art, Maths,
Point & say tasks are
Science, PSHE
used as warm-up
(Personal, Social
and revision of the
and Health
language learnt.
1 Point & say. 2 Mix the colours. What colour is it? 3 Listen & sing. Vocabulary: blue, red, yellow, green
Education),
15
Structures: ‘What colour is it?’ (‘Green.’)
PE, etc.

Lesson 8 activities may include experiments,

colouring, painting, circling, counting,
drawing lines, and occasionally a song.

Lesson 9 – Show the class!

FOCUS: Consolidation of language through craftwork and Show and Tell activities.

In Lesson 9, a Lesson 9 Show the class!

hands-on craftwork Clear, step-by-
project helps children 1 2 3 step picture
instructions
develop fine motor skills
encourage
and consolidate familiar autonomy during
language through a the craftwork
Show and Tell activity. activity.

4 5 Craftwork is an
The first picture enjoyable and
always shows the meaningful way
materials needed for for children to
the craftwork, as well practise fine
as the templates which motor skills,
are included in the such as cutting,
Photocopiable Material colouring and
section in the Teacher’s gluing, while
Book. allowing them
1 Make a pencil, a crayon and a bag! 2 Show & say. Structures: This is my (bag). It’s (red).
16 to explore their
creativity.

An example of the
The language necessary to present completed project is
the craftwork is clearly indicated. depicted.

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 Introduction
Lesson 10 – Now I can say …
FOCUS: Revision.

In Lesson 10, the Lesson 10 Now I can say ... Upon completion
AB,
AB,p.
pp.
???
10-11
children revise and of each module,
reinforce the language the young learners
and structures learnt will feel a sense of
throughout the Module. accomplishment
which can be
reinforced with a
reward sticker or
stamp.
This space is
provided for either
a reward sticker,
which is included in
the Stickers pages
of the Pupil’s Book,
or a reward stamp
which can be found
in the Teacher’s
Extended Pack.
1 Point & say. 2 Find & stick. Vocabulary: bag, book, crayon, pencil, blue, green, red, yellow
Structures: ‘What’s this?’ ‘It’s a (book). It’s (green).’ 17

The optional Phonics section introduces young learners to the sounds and shapes of the letters of the English language. There are eight
sounds in Starter and Level 1 and ten sounds in Level 2. These optional lessons can be carried out at the end of each module.

Phonics Module 1
AB, p. 54
My class
(Optional)

1 Listen & say. 2 Trace the letter. 3 Colour & say.

88

Flibets Starter Phonics.indd 88 20/02/2020 13:56

Look for additional sound identification tasks and

interactive games designed for the
Phonics section in the IWB!
9

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 Introduction
• Activity Book • Class Audios
While the Activity Book is an optional component, it is The Class Audios contain the fully-dramatised dialogues,
highly recommended that it is used in class as it offers listening and pronunciation tasks, chants, rhymes and songs
consolidation tasks for further practice and reinforcement. for each module.
• Certificates
The Activity Book contains a starter module and eight
modules corresponding to the Pupil’s Book with additional Downloadable colourful certificates from the microsite (one
pre-reading practice and consolidation. Each lesson in the per level). At the end of the course, the teacher awards each
Activity Book revises two of the lessons covered in the young learner with a certificate, in order to promote and
Pupil’s Book and includes an additional Let’s play! activity enhance a sense of pride and accomplishment.
at the end of each module. At the back of the book there • The Teacher’s Extended Resource Pack
are optional Phonics activities and Character Cutouts. The Additional material for all three levels is gathered in one
Phonics activities aim to consolidate the Phonics lesson in handy, easy to store box.
the Pupil’s Book and IWB, and they can be done in class or
Inside the box you will find:
assigned as homework. The Character Cutouts can be made
into stick puppets for use during language activation stages The Zac Puppet
such as dramatic play (see Teacher’s Book Module 1 p. 45
for instructions). The Flibets Levels 1 & 2 also include a
Welcome back! Module to revise the key language learnt in
the previous level.
• Teacher’s Book
The Teacher’s Book includes easy-to-follow, step-by-step
lesson plans. Each lesson contains teaching Tips and an
optional Zac’s Zone section with a wide range of games and
activities, enabling the course to be extended anywhere
from 80-120 teaching hours.
The Teacher’s Book also features:
• a materials checklist for the tasks in each lesson
• tasks that focus on cognitive as well as fine and gross The Zac Puppet is a valuable tool that inspires all children,
motor skills development even shy ones, to speak in front of others and to communicate
• age appropriate CLIL lessons and videos in a fun and meaningful way. The Zac Puppet can be used at
• activities to emphasise values various points in the lessons. It can also be used to ask the
• the targets and objectives of the series children questions about their work during Table Time (e.g.
what colours they are using, what object they are colouring,
• guidelines on classroom management and teaching etc).
young learners
• photocopiable Worksheets and Pupil’s Cards (for use in N.B.: The Zac Puppet has been manufactured to meet with
consolidation activities) international health and safety standards and does not
constitute a choking hazard. Nevertheless, any handling of
• evaluation forms that can be used to record the
the puppet by children must be under adult supervision.
children’s progress

Story Cards (3 sets)

Other Teacher’s Resources The A-4 size, attractively illustrated Story Cards are used as
a visual aid during the presentation of each dialogue, as well
• The Flibets microsite (www.theflibets.co.uk). On the
as a springboard for discussion. The script is printed on the
microsite, the teacher can find and download:
back of each card for the teacher’s easy reference.
• Class Audios
Flash cards
• Big Story Books Audios
Colourful Flash cards to help present, practise and revise the
• Flash cards key vocabulary. All the flash cards have the words printed on
• Photographic material the back and are numbered for easy identification.
• Extra downloadable material Stamp
• Certificates A fun, handy stamp depicting Zac’s happy face is used to
• Evaluation Charts reward children for their effort and completed tasks.

10

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 Introduction
Birthday Poster • The Class Audios
The colourful Birthday Poster can be used when a child is • Animated videos for the stories, songs/chants
celebrating his/her birthday. The poster is an excellent • CLIL videos to extend and enhance the topic of each
means to reinforce classroom interaction, group bonding module
and the teaching of appropriate social discourse. The lesson
before a birthday, ask the child to bring in their photo and • Fun activities and simple games that create a playful
put it in the empty frame on the poster. (If the child forgets, learning environment
ask him/her to draw a small picture.) The class can then sing • A Picture Dictionary with colourful pictures and audio
Happy Birthday. • Additional sound recognition Phonics tasks, which are
Banners and Magnetic Indicators not included in the Pupil’s Book.
• The Flibets app
On The Flibets microsite you will find information on how to
download, install and use the app. Using the app at home
will not only help children practise, but it will also involve
parents in their child’s learning experience and encourage
positive use of technology.

Using The Flibets in the Classroom

Young children are very active and learn easily. They do not
have many inhibitions and are highly imaginative. At this
level, you can repeat activities as many times as you feel
necessary, without dragging the activity out and making it
boring.

Getting the Classroom Ready The classroom is a

The banners can be used at any time during the three-year
strange new learning environment for young children. It
course to introduce, practise and revise the characters as is important to make them feel safe and comfortable and,
well as some basic vocabulary such as colours, numbers, therefore, better able to focus on each specific activity.
days of the week and weather. A fun and colourful growth Some suggestions:
chart has also been included and can be used to introduce
• Divide the classroom into designated areas, depending
the concept of the children’s changing height as they grow.
on the routine or task you will be doing, e.g. for Circle
The magnetic indicators are to be used with the banners.
Time, Story Time, Table Time, etc.
You can clip them on a particular item on a banner, such as a
character, number, colour, etc. • Ensure that chairs and tables are easy to move when you
need to create space for more physical activities.
Big Story Books
The series includes three Big Story Books, one for each Lesson Stages There are two basic lesson stages: Circle
level. Each Big Story Book contains a set of eight original Time and Table Time. Both stages begin with a chant
short stories, one for every module in the Pupil’s Book. Each that gently guides and motivates the children to go to the
story book features new characters. The stories are designed designated area using music and rhythm.
to instil a love of storytelling in children, as well as revise
and enrich the language in the Pupil’s Book. The stories are Circle Time
optional and can be done as a special treat at the end of each Circle Time usually begins the lesson and starts with the
module. The Big Story Books are beautifully illustrated and Hello Routine described in the Establishing Routines section
the text is printed on the corresponding page. The stories are below. This is the stage when children discuss, learn, revise
also fully dramatised via audio recordings. The Story Book and practise new language, sing, play games and are
audio is downloadable from The Flibets microsite. introduced to stories. Designate an area with enough room
for the children to sit in a circle. For the sake of hygiene,
Digital Material children should not sit directly on the floor itself. Use floor
cushions, a carpet or even floor puzzle mats.
• Interactive Whiteboard Software Table Time
The IWB software is perfectly integrated with the material Table Time usually follows Circle Time. This is the stage when
in the Pupil’s Book and the Activity Book. It enhances the consolidation of the language and structures learnt takes
learning experience by using digital features such as: place. This can be done using the Pupil’s Book and/or the
• Flash cards with audio to present/practise new words Activity Book, as well as doing pair/group work activities.
• Extra activities for further practice and consolidation For this stage, children need to sit at their tables.

11

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 Introduction
Mime Listen & repeat. Click on a picture to make it pop up
Establishing Routines Using routines creates a sense of
in the middle of the IWB. Click on the headphones to play
familiarity and security for the children. Routines help them
the audio. The children listen to and repeat the word. You
feel at ease and make them more focused and receptive to
the task at hand. can also use the Zac Puppet to encourage the children
to speak. Continue with the rest of the items in random
The Hello! and Bye-bye! Routines order.
• At the beginning of each lesson, the children sing the
Hello! song. Use the Zac Puppet while singing so the Step 2: Listen and say.
children feel less intimidated and can begin the lesson Click on the arrow pointing to the right, to bring up the
feeling confident and focused. Pupil’s Book page of the lesson. Point to the new words, one
• At the end of each lesson, ask the children to put their at a time, and ask individual children to identify them. Play
books and materials away. Then, play the Bye-bye! song. the audio for verification. The children listen and repeat.
In this way, the children are given the responsibility of
keeping the classroom tidy, and they can say goodbye to Vocabulary Revision To revise the vocabulary, bring up
their friends in a happy and relaxed way. the Pupil’s Book page again, point to an item and ask the
children: What’s this? Elicit: A (ball). Use the Zac Puppet
Vocabulary Presentation Presenting vocabulary can be and ask Zac questions. When Zac ‘replies’ correctly, praise
carried out by using the IWB and/or the Flash cards. him. When he makes a mistake, say: No, sorry! Try again!
Invite the children to help Zac say the correct word.
Using the IWB: The key vocabulary of each module is Note: You may wish to use the abc button to familiarise the
presented in the Listen & say activities, in Lessons 1 and 3. children with the written form of the words.
(Occasionally you may find new words in other lessons, as
If you wish to revise all the vocabulary in a module, you can
well.) There are two steps when presenting new vocabulary:
go to the My Picture Dictionary section, e.g.:
Listen and repeat. and Listen and say.

Step 1: Listen and repeat:

• Bring up the Pupil’s Book page of the lesson, e.g.:

Point to an item and ask the children: What’s this? Click on

the headphones to play the audio.
• Click on the first task. All the words in the lesson appear
Using Flash cards: To present the vocabulary, hold up the
around the screen e.g.:
Zac Puppet in one hand and a FC facing the children in the
other. In Zac’s ‘voice’ ask: What’s this? Provide the answer
and ask the children to repeat after you. Make sure that Zac
repeats the word, also. Repeat the procedure with the rest
of the vocabulary you wish to present. To revise vocabulary,
use the Zac Puppet again. This time, you ask questions
and Zac replies. Then, ask the children to identify the
flash cards in random order. As the children become more
confident, you may ask individual children to identify an
item. Alternatively, you can use any of the optional revision/
consolidation games suggested in the suggested lesson plan
or Introduction (see p. 16).

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 Introduction
The Routine Banners and Birthday Poster After the Teaching Very Young Learners
Hello! routine, you can use any of the banners or the
Birthday Poster (see Introduction, p. 11) to familiarise Pre-school children are at the age where they experience
young learners with colours, numbers, the weather, etc. rapid development in several different areas of ability.
The children will not pick up this language immediately, but During this stage in their lives, they are naturally inquisitive,
gradually, with regular revision and repetition they will learn enthusiastic and receptive to new input, which are very
it. It is a good idea to keep the banners up all year round. useful traits in any learning situation. The aim of The
• Days of the Week Banner: Put the banner up and Flibets course is to create an environment in which children
ask: What day is it today? Explain the question in L1 can learn English naturally and steadily progress in every
and allow the children to respond in L1 if necessary. area while enjoying themselves in the process.
Say: Yes, it’s (Monday) today. Point to the word on the • The SPICE of life
banner and have the children repeat after you. Attach a We often refer to the development of a pre-schooler as the
magnetic indicator pointing to the day and say: Happy S.P. I.C.E. of life:
(Monday)! encouraging the children to repeat after you.
SOCIAL
• Weather Banner: Put the Weather Banner up and PHYSICAL
point to each picture one at a time. Use the Zac puppet
INTELLECTUAL
and ask Zac: What’s the weather like today, Zac? Is it
(sunny)? In Zac’s ‘voice’ say: Yes or No, encouraging the CREATIVE
children to join him. Then say: It’s (sunny)! and have Zac EMOTIONAL
and the children repeat after you.
The Flibets encourages development in each of these five areas by:
• Growth Chart Banner: Put the Growth Chart Banner
up in the classroom and leave it up until the end of • Developing the children’s ability to work in groups, play/share
the school year. Ask: How tall are you, Zac? Let’s see! with others, follow and accept rules, etc. (Social development)
Use the Zac Puppet to introduce the idea of measuring • Developing the children’s fine and gross motor skills through
height. As Zac cannot reach the bottom of the chart, drawing, dancing, colouring, miming, etc. (Physical
this funny moment will make the children feel more development)
comfortable when it is their turn. Create a record of the • Developing the children’s knowledge and understanding of
children’s growth throughout the year. Use a sticky note the world by closely examining similarities/differences, using
to write the child’s name and height and stick it on the English to explore a variety of child-centred themes and
banner. Repeat every few months so the children can see subjects (CLIL), examining life patterns and changes (e.g.
how much they have grown. family, growth, pets), etc. (Intellectual development)
• Characters Banner: Use this banner to present and • Developing the children’s self-expression and imagination
revise the characters, especially at the beginning of the through music, dance, songs, craftwork, role play, stories, etc.
course. Put the banner up, point to a character or use (Creative development)
the magnetic indicator and ask: Who’s this? (Zac). • Developing the children’s self-awareness, self-confidence,
• Colours Banner: Use this banner to present/revise and mechanisms for coping with their feelings through
colours. Ask: What colour is it? (Blue.) You can also use group-based activities. (Emotional development)
it during Circle Time games. Teachers at this level should take the following into consideration:
• Numbers Banner: Use this banner in the same way as 1 Encouragement: Young children need constant reassurance.
the Colours banner. Ask: How many? (Two.) You can also Teachers should walk round the classroom whenever the
revise numbers and for stronger classes use the banner children are carrying out an activity and praise them. Mistakes
to teach a few more. should not be over-emphasised. The Zac Puppet can be used
to say the correct word or phrase.
Gathering components and materials At this age, 2 The 4 Vs (variety of activity, variety of pace, variety of
children will need help finding the right book, page or organisation & variety of voice): Young children have short
stationery item when it is needed for an activity. Setting up attention spans and need a variety of activities if they are to stay
a routine for this will greatly save time. Make sure you show focused. Activities should be organised and presented in different
the children each item (scissors, pencil, glue, etc) and say: ways to keep the children alert and interested. If children are
Show me your (scissors, pencil, glue, etc). Also mime the allowed to get bored, they can become difficult to manage.
instructions and then say them. This will make it easier for
the children to use the correct items and follow instructions. 3 Repeat rhymes, stories, songs, etc: Young children love
what is familiar. It is therefore a good idea to repeat a favourite
song, rhyme, story or activity for as long as the children are
actively engaged. The primary goal of teaching at this level is
to instil a love of the English language in children.

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 Introduction
4 Physical activity: Young children are very active. They like
to move around, see, hear, smell and touch things. In short,
Classroom management
young children need to explore their surroundings. Because Young children need to know what is expected of them. The
their bodies are developing rapidly, teachers need to provide Flibets provides you with the means to manage your classroom
opportunities for the children to develop their gross motor efficiently, using very little L1. However, you should keep the
skills. Teachers should incorporate activities that involve following in mind:
movement, miming, facial expressions and as many other • Young children are easily distracted. Do not allow children to
senses as possible into their lessons. clutter their tables with unnecessary pens, pencils, books, etc.
5 Use a lot of pictures and objects: Teachers should have Remember: something simple, like a colourful pencil case,
pictures and realia at hand and use them as much as possible. can easily distract a child’s attention.
Children need to see, hear, smell and touch things as they • Children should move from the circle (Circle Time) to their
learn by ‘doing’. tables (Table Time) in groups rather than all at once. This will
6 Pronunciation: Young children are better at pronunciation be faster and quieter.
than older children. This is because they are keener listeners • Shy, introverted children can be put in charge of looking after
and are not afraid to make mistakes. It is therefore important the Zac Puppet. They will love the responsibility and it will
that teachers speak clearly but at a normal pace. encourage them to interact with others.
7 The ‘silent’ period: It is quite common for young children • Avoid raising your voice when you need to grab the children’s
not to produce anything during the initial stages of language attention (e.g. when changing an activity). Instead, try making
learning. This period of adjustment should not be alarming. a sound with a musical instrument (such as a recorder, drum,
Teachers need to bear in mind that the children are absorbing the rattle, etc). The children will soon associate the sound with
new language and will reproduce it naturally in their own time. the requirement to stop talking.
Rules for the Teacher Teaching very young children can be a • Involving the children in tidying up their tables and the
materials they have used (realia, stationery, etc) teaches them
very demanding but rewarding experience, provided that you:
to be responsible for their things and that it is important to
• join in the fun: Children are more likely to be receptive and keep things neat and tidy.
motivated to carry out a task if they see you having fun along
with them. Different ways to communicate A teacher can employ various
• are calm: Children respond better to how you behave rather means to get his/her message across without resorting to L1. For
than to what you say, so it is important to be a positive role example:
model. This is especially important when it is necessary to a) Gestures/miming: Children consistently use body language
express your disapproval in some way. to express themselves. Teachers can take advantage of this
• are patient: Pre-schoolers need some time to learn the fact by accompanying their instructions with gestures, actions
language and procedures you will be using. Be ready to and mime to convey the meaning of their words.
reinforce both with a lot of extra repetition. b) Pictures/realia: Visual aids such as realia and pictures are
• are firm but fair: Young children have a very keen sense of a powerful way of getting one’s meaning across. Never forget
fairness and need boundaries in order to feel safe, especially in that a picture is worth a thousand words.
the classroom environment. Establishing a set of class rules is c) Drawing: Sometimes a quick sketch on the board is all it
very important. Once a rule is set, such as no crawling under takes to get a message across.
furniture or shouting, it should be applied at all times and The objective is to instil confidence in the children and, gradually
without exception. Rules should be positively reinforced. If a encourage them to use their English skills more and more.
child misbehaves, it is good to talk to him/her, asking concept
questions so the child can reflect on what he/she has done. Songs and chants The importance of songs, rhymes and
chants should not be underestimated. It is well known that music
Evaluation and Assessment is a powerful tool for language learning and retention.
A song’s melody, rhythm and repetition make words highly
One of the main goals of The Flibets is to instil a sense of memorable. There are many ways to teach a song. For example,
achievement in the children as this will motivate them to learn teachers can play the song and simply ask the children to dance to
English. For this reason, it is important that you systematically the melody. If the song has a word which is frequently repeated,
keep a record of each child’s progress. To make this process easier, the children will soon start joining in and start using that word.
The Flibets provides photocopiable charts to record each child’s It is highly recommended that teachers not push the children into
involvement in games, activities, etc. (see Evaluation on p. 212.) singing before they are ready. Shy children will not, at first, feel
These charts are also downloadable. comfortable enough to participate and teachers should not insist.
Instead, simply play the song a number of times and encourage
the children to join in. The songs in The Flibets are simple and
based on traditional tunes. After several repetitions of the song,
and with plenty of praise and encouragement, teachers will soon
find the entire class joining in.

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 Introduction
There are many ways to make songs/chants lively in the language they may feel compelled to join in the storytelling. Turn off
classroom. Below are some suggestions: the volume at various points and encourage them to say the
a) TPR Activities: Ask the children to stand up and form a circle. correct word or phrase, adding their own dramatic twist if they
Play the song and demonstrate the actions that accompany the wish (use different voices, movement, etc).
words. Play the song again, this time asking the children to join • Post viewing: Children may wish to share their impressions
in on the actions. (Suggestions for mimes and actions can be and comments with you in L1. This will keep them excited
found in the lesson plans of the Teacher’s Book.) Certain children and will give you valuable insight about their level of
will do the actions without singing, as most children will find it comprehension. Another activity you can carry out at this
difficult to coordinate both singing and action. The younger they stage is to ask the children to draw a picture about the video.
are, the more difficulty they will have. However, the fact that This could be something related to the content of the video or
they are ‘acting out’ the song shows that they do understand it. simply their reaction to it (e.g. a happy face).
b) Using prompts: Hand out realia or picture flashcards to the
children and ask them to show their object/picture to the rest Craftwork and Presentation Craftwork activities promote
of the class each time they hear it mentioned in the song. a hands-on approach to language learning. Craftwork helps the
c) ‘Short plays’: Young children at this age love pretending and children develop their fine motor and coordination skills in an
acting. Some songs can be adapted into ‘short plays’. Divide exciting and meaningful way. This excitement is easily reflected
the class into groups and assign a section of the song/chant in the children’s desire to talk about their work, both during and
to each group. Play the audio and ask the children to sing and after the task is completed. Craftwork allows children to express
perform the actions. As the children become more comfortable, themselves by using their imagination and developing their
you can assign ‘roles’ to individual children to perform. creativity.
Remember that the ideas above are just some of the ways in Each craftwork lesson contains step-by-step visual instructions for the
which songs can be used in the language classroom. Teachers children in the Pupil’s Book. The Teacher’s Book contains a suggested
should be as inventive as they can in coming up with ideas to lesson plan with additional tips on practical issues and classroom
make the songs lively since young children love performing! management, as well as photocopiable worksheets (templates)
so that teachers’ preparation time is minimised. However, before
Videos Videos are an excellent way to put language in context. teaching this lesson, you should keep the following in mind:
Since children have a natural tendency to imitate what they see • Some children are naturally more artistic and creative. They
and hear, videos will help increase their confidence and make may wish to create their own individual features for their
learning more enjoyable. project (e.g. eyes for a mask, draw their own fruit, etc.) rather
The Flibets includes two types of videos: animated (songs, than use the given templates. It is best to allow them to do
chants and stories) and educational videos (CLIL). The so, provided they do not deviate from the target project.
animated videos contextualise and reinforce the language learnt • It is a good idea to have a box containing additional materials
throughout the module, while the educational videos reinforce, the children can use for their projects. These can be recyclable
revise and integrate the language learnt through a different content everyday things like empty cartons, toilet and kitchen paper
area. The CLIL videos contain narration with questions designed to rolls, bottle caps, old buttons, lollipop sticks, scraps of yarn
encourage the children to reply and use language in a realistic way. and fabric, cardboard boxes, etc. You can even invite the class
The lesson plans in each module suggest specific ways on how to and their parents to contribute to this stock, provided that
use each one. Here are some additional ideas: everything is clean and safe for the children to use.
• Pre-viewing: To help the children develop comprehension • After a project is completed the children can present it to the
strategies, you can pause the video in the very first scene class. At the beginning of the next class, the children can use
and ask the children questions about what they can see on their projects to recycle and revise the language taught in the
the screen (What’s this? Who’s this? etc). Then, you can play previous lessons.
some of the video with the volume turned off and ask more
questions. This will increase anticipation and encourage the Worksheets The worksheets are designed to encourage
children to make deductions or predictions. the children to think and speak in English. Activities using the
• While viewing: To encourage the children to want to watch worksheets are usually in Zac’s Zone. They promote active
the video several times, it is best to set a different aim for participation and interaction. They can be found at the back of the
each viewing. The aim of the first viewing is usually global Teacher’s Book and can be used for consolidation.
understanding, but you could also pause the video at any
time and ask the children questions (to name objects or Using the Zac Puppet
characters, talk about colours, etc) and encourage them to
make more predictions or to reinforce and recycle language. The Zac Puppet has been designed to help children learn in a fun
During the second viewing, you could ask the children to listen way. Zac is the children’s friend and can help them out every time
for something specific, e.g. for thematic vocabulary. You can they get stuck or have a question. Below are some ideas on how
do this by putting up FCs and asking the children to identify to incorporate the Zac Puppet in lessons:
them. After the children have watched the video several times,

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 Introduction
Present/Practise/Revise new language
The Zac Puppet can be used to present/practise and revise
Using Flash Cards
vocabulary. Teachers can use the puppet and the FCs to present Games help the children learn the target language more
new words. You can use Zac’s ‘voice’ to repeat the words or ask efficiently and more pleasantly. Below are some additional
the children to repeat after him. activities to be used with the FCs:
To practise and revise vocabulary, the teacher can go round the
• Name the flash card
class and use Zac to show the FCs to the children. You can use Zac
to ask the class or individual children to name the FCs. Place the FCs in the middle of the circle or on the board one
next to the other. Give the children one minute to memorise
• Zac can take the role of the teacher and can: think of a word
the FCs. Then, remove or cover the FCs. Children, in pairs
and ask children to guess it; say a word loud/soft or fast/
or in groups, have to name as many of the FCs as they can
slow and encourage the children to repeat it after him; show
remember.
a FC and say a word and ask the children to tell him if it is the
correct word or not, etc. • How’s your memory?
Put up to six FCs on the board. Point to each FC and name
Participating in Circle Time it, asking the children to repeat after you. Then, remove the
The suggested lesson plans in The Flibets include specific ideas first FC and point to the space. Encourage the children to
on how to use the Zac Puppet in the Circle Time activities for each name the missing FC, as well as the rest of the FCs on the
lesson, but do not hesitate to come up with your own ideas or you board. Follow the same procedure until all the FCs have
can use the ones below: been removed and the children are able to remember them
• Hide Zac somewhere in the classroom before the lesson all by heart.
begins. Explain to the children that Zac likes to play hide and
• Point or race to the flashcards
seek. Ask: Where’s Zac? and encourage them to find him.
• The children can pass Zac around a circle as music is played. Put the FCs of the items to be revised up on walls round
When the music is paused, the child holding Zac has to do the class. Ask individual children/pairs/groups to walk/run
something such as name a FC, respond to an instruction such to a FC and point to it – e.g. Tree! In more advanced classes,
as: Stand up, Sing a song, etc. ask for volunteers to give the instructions to the rest of the
class.
• Zac can be used to motivate the children to do something like
sing a song or be quiet. For example, you can say: Look! Zac • Whispers
is sleeping! Wake up, Zac! Come on, children. Let’s sing! The The children sit in a circle. Hand a FC to a child without the
children can ‘wake up’ Zac by singing a song. Alternatively, others seeing it. The child looks at the FC and whispers the
if the children are being noisy, you can say: Shhh! Zac is item pictured on it to the child next to him/her and so on
sleeping! Be quiet, everyone! around the circle. The last child calls out the item and the
• Zac can also be used to encourage the children to ask first child reveals the FC for verification. Repeat the game
questions by playing a guessing game. Put your hand over starting with a different child.
Zac’s eyes. The children show you a FC or an object and • Pass the flash card
ask him: What’s this, Zac? Zac answers, sometimes making
Hand the FCs out to the children. Play a song from the
mistakes. This will encourage the children to use set phrases
Module and have the children pass the FCs around the circle.
like: Oh no! Try again! Yes! Well done!
Pause the music and ask the children holding a card to name
Developing a Positive Attitude Towards Self and Others the item on the FC.
Teachers can give Zac to the children to look after. The children • Flash cards Station
can then tell Zac what they have learnt or done in class. Moreover, Hand out the FCs of the items to be revised. (If there are
the responsibility will boost their confidence and motivate them more children than flash cards, give the FCs to pairs/groups
to participate more actively. of children.) Tell the children who are holding the FCs that
• Giving Zac to shy children to hold and look after can help they are ‘stations’. Appoint one child in the class to be the
them overcome their inhibitions. Asking them to teach Zac ‘train’. Then, call out FC ‘stations’ at random. The ‘train’ must
what they have learnt will also help them practise language in go to the correct ‘station’. The child holding the FC joins the
a meaningful way. back of the ‘train’.
• Zac is a great way to cheer up children who are upset, by
giving them a hug. Using Character Cutouts
• During Table Time, Zac can go around the class while the children
are working and ask them questions and give them praise. The Character Cutouts included at the back of the Activity Book
are designed for use during role play, pairwork and group work
activities. Help the children cut along the dashed lines, and fold
them on the vertical line marked FOLD HERE. Then glue the two
sides together leaving the bottom open so that the children can
make a stick puppet by gluing or taping a straw or lollipop stick
between the two sides.

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 Introduction
Besides lesson-specific games included in the suggested lesson
plans, below are some more games you can play to revise
vocabulary:
• Snap! This is a game best played in pairs or groups, but the
first time you introduce it you can play it with the whole class
during Circle Time. Show the children how to shuffle their
DLOF
PCs so they are in jumbled order and then they put the cards
EREH
face-down in front of them. The first child turns over the card at
the top and starts a pile in the centre. The next child turns over
his/her card and adds it to the pile. The game continues until
two cards match. The first child to say: Snap! and name the
object on the card, wins the cards in the middle. The winner is
the child with all or most of the cards. The cards are returned
to the children after each game so they can play again.
MP 41:7 02/91/2 56 ddni.stuO stuC kBtcA retratS stebilF • Colour Match! This game is played in pairs or groups, like
The Cutouts can be used for pretend play in the lesson. Below are Snap! Photocopy as many cards as you feel necessary to play
some suggestions on how to use them: the game. Colour them in before bringing them to class or
• Using the Zac Puppet, ask the children questions at any point have the children colour them in. The children shuffle their
during the lesson and have them reply using a cutout. This is a cards, put two or three of them face-down in a pile while
good way to make it easier for shy children to participate. they hold up the rest face-up in their hands. The first child
• In Lesson 6, besides the suggestion noted in the Act out puts down a card near the stack and names the object and its
activity, pause after each character speaks to allow time for colour (e.g. A blue book!). The next child selects a card that
the children to raise/show their cutouts. Some children may matches that colour and places it on top (e.g. A blue bag!). If
want to repeat the lines as well. that child does not hold a card with the same colour or object,
• After having practised an exchange as a class, the children may he/she has to pick one up from the cards that are face-down
be ready to practise it in pairs or groups. Taking a different cutout and lose a turn. After two cards of the same colour have been
each, they can hold them up and practise it with their partner. put down, the next player changes colours. The first child to
It is best not to allow the children to take the Cutouts home with get rid of all his/her cards wins the game.
them. They should be kept in the classroom and saved with the
rest of your materials, as children at this age are likely to forget Using the Big Story Books
things. However, you can ask the children to gather them and help
you store them at the end of the lesson. Storytelling has been used for centuries to teach
young children about life, the world, their culture and values. In
the English classroom, it is an enjoyable way to boost language
Using Pupil’s Cards development and promote social skills. While listening to a story,
The Pupil’s Cards are basically a smaller version of the key children create a mental picture and start making predictions
vocabulary depicted on the Flash cards. There are multiple b/w about what comes next. They learn to sequence events and
copies of each card so that you will not have to make a lot of develop their social intelligence. They make further associations
photocopies. as they identify with the characters in the story.
The stories in The Big Story Books correspond to the topics in
My class
each module. They contain the familiar language learnt in each
Pupil’s Cards

Cut out the pupil’s cards.

module and also subtly introduce phrases and structures the
children will encounter in later lessons. In this way, new language
will be acquired naturally and effortlessly.
Even though the audio can be found in the IWB, and on The
PC1 PC1 PC1 PC1
Flibets microsite, it is often a good idea to take on the role of the
storyteller yourself. Children at this age love being told stories.
Reading them a story yourself will make it more appealing,
especially if you vary your voice (in pitch, pace and rhythm), use
PC2 PC2 PC2 PC2 gestures and expressions, make sounds, pause for effect, etc.
Pausing to ask them questions and to allow them time to actively
participate is also important. It is a good idea, after each module
has been completed, to devote a whole lesson to storytelling.
PC3 PC3 PC3 PC3
The suggested lesson plan that follows can be applied to all
storytelling lessons.
• Hello and Circle Time Routines: Use the Hello! and Circle
PC4 PC4 PC4 PC4
Time Routines as they are described in the Hello! Module,
© Express Publishing PHOTOCOPIABLE 247 Lesson 1 p. 22.

If you wish, the children can colour in the cards, a different colour
of their choice per object, using the colours they have been taught.
The PCs can also be laminated or glued on card to make them last
longer. As with the Cutouts, it is best to collect the PCs at the end
of each lesson and keep them in the classroom.

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 Introduction
• Language Revision: Play one of the games from the module List of Flash Cards
you have just completed or use the IWB/FCs to quickly revise 1 Zac (brother) 22 ball 43 dog
the key language the children will need for the story. 2 Dan 23 doll 44 bird
• Storytelling Setup: Use the Storytime Chant (see Module 1, 3 Grok 24 teddy bear 45 frog
Lesson 5 p. 40), to encourage the children to sit down 4 Plok 25 one 46 fish
comfortably and indicate it is time for a story. Take a seat
5 Ani (sister) 26 two 47 mouse
yourself and make sure that the Big Story Book is clearly
visible to all the children when you hold it up. 6 Ina (sister) 27 three 48 big
• First Storytelling: As a warm-up, open the Big Story Book 7 Miss Klop 28 cake 49 small
at the first page of the story. Have a picture discussion and 8 Kit 29 ice cream 50 T-shirt
ask the children to identify familiar objects in the picture. 9 Lin (Mummy) 30 milk 51 dress
Introduce the story characters and then start reading at a 10 Fin (Daddy) 31 bananas 52 hat
natural pace in a clear steady voice. Use facial expressions, 11 pencil 32 pears 53 shoes
gestures and different voices to enhance the story. When you 12 book 33 apples 54 socks
reach a part in the story where the children will be able to
13 bag 34 juice 55 shorts
guess the word that follows, pause, point to the item and look
14 crayon 35 face 56 bucket
at the children meaningfully so they can fill in the word, e.g.
Teacher: Oh, yes! My red … (pointing to bag) Children: bag! 15 blue 36 ears 57 spade
When the story ends, the children may wish to share what 16 red 37 eyes 58 umbrella
they thought of the story and the characters. Allow them 17 yellow 38 nose 59 sun
to use L1, as maintaining their interest and excitement is 18 green 39 hair 60 castle
important at this point. 19 grandpa 40 mouth 61 boat
• Second Storytelling: Start the story again, either narrating 20 grandma 41 teeth 62 sea
it yourself or playing the audio. This time, encourage the 21 baby 42 cat 63 sand
children to participate by making sounds or saying words and
phrases they are familiar with.
• After Storytelling: Encourage the children to draw something List of Pupil’s Cards
they liked from the story while they listen to the audio again. 1 bag 26 eyes
This could be anything – from a scene with all the characters 2 book 27 face
to a single character and/or object. Children who do not enjoy 3 pencil 28 nose
drawing could make a collage by cutting out pictures of items and
4 crayon 29 hair
people from old magazines/the Internet and gluing them onto a
piece of paper. Display the children’s work in the classroom. 5 brother 30 mouth
• Tidy up & Bye-bye Routine: Use the Tidy up & Bye-bye 6 daddy 31 teeth
Routine as it is described in the Hello! Module, Lesson 1 p. 23. 7 mummy 32 big bird / small bird
8 sister 33 big cat / small cat
9 baby 34 big dog / small dog
10 grandma 35 big frog / small frog
11 grandpa 36 big fish / small fish
12 ball 37 big mouse / small mouse
13 doll 38 dress
14 teddy bear 39 hat
15 one 40 T-shirt
16 two 41 shoes
17 three 42 shorts
18 cake 43 socks
19 ice cream 44 bucket
20 milk 45 spade
21 apples 46 umbrella
22 bananas 47 sun
23 pears 48 boat
24 juice 49 castle
25 ears

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 Introduction
Abbreviations and Symbols Used

Listen & say. AB Activity Book Make. T’s Teacher’s Book

Trace./Match FC Flash Card Show & say. WS worksheet

Point & say. IWB Interactive Whiteboard Find & stick. ZZ Zac’s Zone

Listen & sing. p. page Colour & say. PH Phonics

Listen & colour. pp. pages books closed SC Story Card

Colour. PB Pupil’s Book books open TPR Total Physical Response

CLIL video
Listen & look. PC Pupil’s Card
included

Watch. T track

The Flibets Shopping Checklist

The following are materials and items children will be using throughout the course. Depending on your teaching situation, you may want to
give it to the parents at the beginning of the school year so they know what to buy.
• notebook • sharpener • assorted construction paper
• coloured pencils • safety scissors • paper plates and cups
• crayons • glue stick • tissues and wet wipes
• eraser • plastic file folder • modelling clay (Plasticine®)

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 Hello!

Aims
• To familiarise the children with the • To practise gross motor skills through
English class routine movement games and TPR activities
• To introduce the main characters • To encourage the children to cooperate by
• To practise greetings singing songs and playing games
• To practise fine motor skills through • To practise listening and pronunciation of
hand-eye coordination games, and by key vocabulary and structures by listening
tracing, pointing to objects and sticking and repeating

Language
Children’s language Teacher’s language
Vocabulary: Ani, Dan, Grog, Ina, Kit, Plok, Instructions & questions:
Zac, Miss Klop Hello, I’m… / Who’s in the box? / Hello, Zac! /Hello,
Structures: Hello! I’m (Zac). Hi, Zac! / I’m (Zac). Hi, (Zac)! / Who’s this? (Plok). / Look!
Hello, (Miss Klop). Hello, I’m (Ani). Hi, / Listen and say. / Open your books. / Close your
(Ani)! Bye-bye, (Ani)! books. / Now watch! / Let’s sing! / Show me (Zac)
please! Thank you! / Now colour. / Point to (Plok).
/ Now trace. / Trace! / Bye, bye (Zac)! / Please find
(Zac). / Find your stickers. / Now stick.

Polite language & praise:

Hello! / Bye-bye! / Thank you, children.

20

Flibets Starter Ts Hello.indd 20 7/17/20 3:30 PM

 Special features
SOCIAL SKILLS
SONGS & CHANTS
Bonding with peers;
Circle Time Chant
following class
Hello Song
routines;
Table Time Chant
taking turns;
Bye-bye Chant
observing body
language;
being polite

Skills
Communication Early Literacy
Listening: Pre-writing skills:
• Listening and repeating • Tracing / Colouring
Speaking:
• Responding to simple questions when discussing
a picture
• Role-playing a short exchange
Body language:
• Body movement when acting or doing TPR
activities

21

Flibets Starter Ts Hello.indd 21 7/17/20 3:30 PM

 Hello!
Note: As this is the first lesson, and until the children are
comfortable in the classroom environment, greet them at the door
with the Zac puppet, using L1 and English. It is also natural for the
children to go to their seats first before doing anything else. This
will become routine after a few lessons.

Circle Time
1 Introduction
Stand where all the children can see you, say: Hello!
Introduce yourself, in L1 first. When you see that the children
are comfortable, say: Hello, I’m (Miss Jenny). Ask the children
to stand up and form a circle in your Circle Time area. Then
have them sit down. While doing this, say or play the audio
for the Circle Time Chant.

CD1 Circle Time Chant

Make a circle! Stand with me!
T4 Make a circle – one, two, three! (clapping to the rhythm)

Language
Children’s language
” NOTE:
Make sure you have put Zac in his ‘home’ (see Tip!).
Shake the box so that the children can hear that
Character Presentation: Plok, Grok, Dan, Zac there is something inside and say: Who’s in the box?
Structures: Hello! I’m (Zac). Hi, Zac! Look inside as you are putting the Zac puppet on
your hand and say excitedly: Zac! (show Zac to the
children) Hello! Hello! Hello, Zac! Use L1 to explain
Teacher’s language to the children that Zac speaks another language:
Hello, I’m… / Who’s in the box? / Hello, English.
Zac! /Hello, I’m (Zac). Hi, (Zac)! / Who’s
this? (Plok). / Open your books. / Close your
books. / Now, watch! / Let’s sing! / Thank you,
children. Bye-bye!
Invite the children to say Hello to Zac. Go around the circle
with the Zac puppet and say: Hello to the children. Go up
to each child, shake hands with Zac and say in Zac’s ‘voice’:
”
Hello! I’m Zac. Say: Hi, Zac! The children repeat after you.
Encourage each child to shake Zac’s hand and say hello back.
Play the Hello song. Since this is the first time the children
will listen to the song, play it as many times as you wish. Ask
the children to repeat the words or to hum along. They will
Extra materials checklist begin to repeat the song when they are more comfortable.

CD1 Hello Song

For the lesson CHORUS: Hello, hello!
T2 Hello and how are you?
Zac puppet Hello, hello!
Class CD1 I’m happy to see you!

a box T ip !
Before the class starts, decide where Zac’s home is going to
FCs 1–4 (Zac, Dan, Grok, Plok) be. You can make a home for him out of a shoebox and keep
a soft ball him there when he is not being used. At the end of every
lesson, make it a routine for the children to say Bye-bye to Zac.
a bag
2 Play Name Chain (productive skills; gross motor
For optional activities skills; hand-eye coordination; peer bonding)
ZZ 3: copies of WS 1 (T’s p. 217) one per Say: Hello! I’m (Miss Jenny)! and pass a soft ball to the child
on your left. Encourage the child to say his/her name and say
child, coloured pencils
hi to you, using your name. Hello! I’m (Tom)! Hi, (Miss Jenny)!
Take the ball and pass it to the next child in the circle and
repeat the procedure. When all the children have had a turn,
pass the ball to your left again and have the children pass the
ball and introduce themselves to their classmates.

T ip !
You could also direct who the ball should be passed to by
standing behind a child and pointing to him/her.

EXTENSION: See Zac’s Zone activity 1

22

Flibets Starter Ts Hello.indd 22 7/17/20 3:30 PM

 Lesson 1
3 Character Presentation: Listen & repeat. (receptive Alternatively, the children open their books at p. 4. Play
skills; picture-word association) the song. The children point to the characters as they sing
IWB Use the IWB to present the characters on p. 4 PB (see along. Play the song again as many times as necessary.
Introduction, p. 12). Alternatively, use the FCs to present the
EXTENSION: See Zac’s Zone activity 2
characters (see Introduction, p. 12).
8 Tidy up & Bye-bye
4 Character Practice: Listen & say. [PB p. 4, Ex. 1]
Ask the children to put their books and stationery away.
IWB Bring up p. 4 on the IWB. Point to (Plok) and ask: Who’s
Provide help when necessary. Hold up the Zac puppet and
this? (Explain the question in L1 if necessary.) Ask
say: Thank you, children. Bye-bye! Ask the children to say
individual children to answer. Elicit: (It’s) Plok. Play the
goodbye to Zac. Play the Bye-bye Chant. Encourage the
audio for verification. Repeat until all the children have had
children to sing along and wave goodbye.
a turn. Alternatively hold up PB p. 4 and follow the same
procedure to elicit/practise the names of the characters. CD1 Bye-Bye Chant
FCs Stand up! Let’s go!
Suggested language: Who’s this? (Plok.) T3 It’s time to go! Bye-bye!
1–4
Stand up! Let’s go!
CD1 Audio script Bye-bye, friends, bye-bye
Listen & say.
T7
ZAC: Plok, Grok, Zac, Dan

5 Consolidation: Play Guess who (productive skills;

focusing on detail)
OPTIONAL Put the FCs (Zac, Plok, Grok, Dan) in a bag. Pick a
FC and show it to the children, e.g. Zac. Ask: Who’s
FCs this? Say: Hello! I’m (Zac). Encourage the children to repeat
1–4
after you and say: Hi, (Zac)! Repeat with the other FCs.

1 Circle Time Consolidation: Hello! (receptive &

Table Time productive skills, fine & gross motor skills)
Ask a child to stand in the middle of the circle and
Ask the children to go back to their seats using the Table start to spin around slowly while pointing a finger. Say:
Time Chant. Stop! The child stops and introduces himself/herself
Table Time Chant to the child s/he is pointing to, e.g. Hello, I’m (Jim).
CD1
Go to your table. Go, go, go! Encourage the other child to say Hi, (Jim). Then that
T5 Go to your table. Go now, go! (stamping feet to the beat) child comes to the middle and the game continues until
everyone has had a turn.
6 Consolidation: Point & say. [PB p. 4, Ex. 2]
IWB Bring up p. 4 on the IWB. Point to Zac and elicit his 2 Table Time Consolidation: All about me! (fine
name. Play the audio. After they hear (Hello! I’m Zac.), motor skills) [T’s p. 217 Worksheet 1]
invite the children to greet Zac by saying Hi, Zac! Follow
Hello!
the same procedure for the rest of the characters. Help Colour and draw to make a picture of yourself.
Worksheet 1

the children when necessary. Repeat until everyone has

had a turn.
Alternatively, say: Open your books. hold up PB p. 4 and
repeat the process as described above. The children
point to the characters in their books and greet them.

7 Song: Listen & sing. [PB p. 4, Ex. 3]

IWB Say: Close your books. Now, watch! Use the IWB and
play the animated video of the song.
Say: Let’s sing! and play the song. Go through the song,
demonstrating the TPR actions. The children copy your 212 © Express Publishing PHOTOCOPIABLE

actions. Play the song on CD1 or the IWB. The children

repeat and carry out the actions. Play the song as many
times as you feel necessary. WS1 Hand out WS1 and write the name of each child at the
CD1 Hello Song top. Ask the children to draw a picture of themselves and
CHORUS: Hello, hello! (mime waving) colour it. In pairs, they use their pictures and introduce
T8
Hello and how are you? themselves: Hello, I’m (Jill). Hi, (Jill)! etc.
Hello, hello!
I’m happy to see you!
Hello, Plok! (point to Plok on the PB page)
Hello, Grok! (point to Grok on the PB page)
Hello, Zac! (point to Zac on the PB page)
Hello, Dan! (point to Dan on the PB page)

23

Flibets Starter Ts Hello.indd 23 7/17/20 3:30 PM

 Hello!
Circle Time
1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Find the picture. (receptive

skills; picture-word association)
IWB Use the IWB to revise the characters (Plok, Grok, Zac, Dan;
see Introduction, p. 12).
Suggested language: Hello! I’m Zac. Hi, Zac!
FCs
1–4
Alternatively, put the FCs up on the board or place them on
your desk. Invite a child to come to your desk. Say: Show
me (Zac), please! The child points to Zac or picks up the
correct FC and shows the class.
Suggested language: Show me (Zac), please. Thank you!
EXTENSION: See Zac’s Zone activity 1

Language 3 Vocabulary Presentation: Listen & repeat. (receptive

Children’s language skills; picture–word association)
Vocabulary Revision from L1: Plok, Grok, Dan, Zac IWB Use the IWB to present the characters on p. 5 (PB) (see
Introduction, p. 12). Alternatively, use the FCs to present the
New Vocabulary: Ani, Ina, Kit, Miss Klop FCs
5–8 characters (see Introduction, p. 12).
Structures: Hello, (Miss Klop). Hi, (Zac)!
4 Vocabulary Practise: Listen & say. [PB p. 5, Ex. 1]
Teacher’s language IWB Bring up p. 5 on the IWB. Point to (Ani) and ask: Who’s
Show me (Zac), please. Thank you! this? Elicit: Ani. Play the audio for verification. Repeat
until all the children have had a turn.
Alternatively, hold up PB p. 5 and follow the same
procedure to elicit/practise the names of the characters.

Suggested language: Who’s this? (Ani).

CD1 Audio script

Extra materials checklist Listen & say.
T9 ZAC: Ani, Ina, Kit, Miss Klop

For the lesson 5 Consolidation: Play Say who! (productive skills; gross
Zac puppet motor skills)
Class CD1 OPTIONAL Give a child the FC of a character, e.g. Ina. Play the
Hello song. The children pass the FC around. Pause the
FCs 1–8 (Zac, Dan, Grok, Plok, Ani, Ina, CD1
song. Whoever has the FC stands up, shows the FC to
Miss Klop, Kit) T2 the rest of the class and says: Hello! Then, the children
say: Hello, Ina! and wave. Repeat until everyone has
For optional activities FCs
had a turn.
1–8
ZZ 1: Zac puppet
ZZ 3: FCs 1–8, a piece of A4 paper

24

Flibets Starter Ts Hello.indd 24 7/17/20 3:30 PM

 Lesson 2
Table Time Alternatively, the children open their books at p. 5. Play
the song. The children point to the characters as they
CD1
Ask the children to go back to their seats using the sing along. Play the song as many times as necessary.
T5 Table Time Chant from Lesson 1.
OPTIONAL: At this point, the children can do the task
6 Consolidation: Point & say. [PB p. 5, Ex. 2] on AB p. 4.
IWB Bring up p. 5 on the IWB. Point to the characters and
elicit their names. Hold up the Zac puppet, point to
Miss Klop and in Zac’s ‘voice’ say: Hello, Miss Klop. Then Activity Book (p. 4)
reply in Miss Klop’s ‘voice’: Hi, Zac! Play the audio for
verification. Then invite individual children to the board Table Time Activity: Colour and say.
and give them the Zac puppet. Ask the children to point
to the characters and greet them. Provide help when Hello!
Lessons 1 – 2

necessary. Repeat until all the children have had a turn.

Alternatively, hold up the PB (p. 5) and follow the same
procedure. Ask individual children to point to a character
in their books and greet them.
EXTENSION: See Zac’s Zone activity 2
EXTENSION: Tap on the ball on the IWB to access the
extra activity.

7 Song: Listen & sing. [PB p. 5, Ex. 3]

IWB Say: Now, watch! Use the IWB to play the animated 4
Colour & say.

video of the song.

Say: Let’s sing! and play the song. Go through the song,
demonstrating the TPR actions. The children copy your IWB Bring up AB p. 4 on the IWB. Point to the characters
actions. Play the song on CD1 or the IWB. The children one at a time. Ask: Who’s this? The children identify
repeat and carry out the actions. Play the song as many all the characters. Play the audio for verification.
times as you feel necessary. Point to Miss Klop and explain, in L1 if necessary,
that they have to help Miss Klop and Zac’s friends
CD1 Hello Song reach him by colouring the path to Zac. Invite a child
CHORUS: Hello, hello! (mime waving) to come to the board and colour in the path using
T10
Hello and how are you?
the pencil tool. Have the child say: Hello, (Ani)! as
Hello, hello! (mime waving)
I’m happy to see you! they pass by a character.
Hello, Plok! (point to Plok on p. 4) Hold up AB p. 4. Follow the same procedure and
Hello, Grok! (point to Grok on p. 4) explain the activity. Before allowing the children to
Hello, Zac! (point to Zac on p. 4) do any colouring, have them trace the path with their
Hello, Dan! (point to Dan on p. 4) fingers first. Allow the children time to complete
Repeat chorus the task. Provide help when necessary. Check the
Hello, Ani! (point to Ani on p. 5) children’s work.
Hello, Ina! (point to Ina on p. 5)
Hello, Miss Klop! (point to Miss Klop on p. 5)
Hello, Kit! – Miaow! (point to Kit on p. 5 and mimic miaowing) 8 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Consolidation: Where’s Zac? (receptive 2 Table Time Consolidation: Take a look! (receptive &
& productive skills, gross motor skills) productive skills)
Have a child stand facing a wall or the door of the FCs Cut two small holes out of a piece of paper. Hold the
classroom. Hide the Zac puppet somewhere in the 1–8 paper over a FC (Dan, Grok, Plok, Zac, Ani, Ina, Miss Klop,
classroom. The child turns around and tries to find Zac. Kit) and move it around to reveal only small parts of the
If s/he moves close to the puppet, the other children say picture. Ask: Who’s this? The children guess and say:
Hello! and get louder the nearer s/he gets to the hiding Hello, (Dan)!
place. If s/he moves away from the puppet, the children
say Bye, bye! and get louder the further away s/he gets.
Repeat the activity as many times as you feel necessary.

25

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 Hello!
Circle Time
1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

EXTENSION: See Zac Zone’s activity 1

2 Vocabulary Revision: Remember & say. (productive

skills; picture-word association)
IWB Use the IWB to revise the characters from the previous
lessons (see Introduction, p. 12). Alternatively, lay out the
FCs FCs in the centre of the circle, name a character and ask the
1–8
children to pick the correct one.

3 Structure Presentation & Practice: Hello! I’m (Zac).

FCs Hold up the Zac FC in front of your face and say: Hello! I’m
1–8 Zac! The children repeat after you. Do the same with the
Ani, Grok and Kit FCs. Give individual children a FC and have
Language them repeat the activity. A child puts the FC in front of his/
her face and says: Hello, I’m (Plok)! Repeat until everyone
Children’s language
has had a turn.
Vocabulary Revision from L1 & L2: Plok, Grok,
Zac, Dan, Ani, Ina, Kit, Miss Klop EXTENSION: See Zac’s Zone activity 2
Structures: Hello! I’m (Zac)!
4 Vocabulary Revision: A bus ride. (receptive &
Teacher’s language productive skills; gross motor skills)
Point to (Plok). / Now, trace. / Trace! Line up the chairs in the room (one by one, or two by two) to
make a ‘bus’. Cut up pieces of paper for the tickets. Explain
to the children in L1, that you are the bus driver and you are
going to take them on a bus ride. Give each child a ‘ticket’
and explain that they have to give it to you in order to get
on the bus. One at a time, the children come and give you
their ‘ticket’. Say: Hello! I’m (Miss Jenny). The child says:
Hi, (Miss Jenny)! I’m (Tina) and takes a seat. When all the
children are seated, play some music and the ride begins!
Extra materials checklist When you stop the music, the ride ends and the children get
off the bus one at a time and say: Bye-bye!
For the lesson
Zac puppet
FCs 1–8 (Zac, Dan, Grok, Plok, Ani, Ina, T ip !
Remember to praise the children often and give positive
Miss Klop, Kit) reinforcement!
Class CD1
For optional activities
ZZ 3: white paper (one piece per child),
coloured pencils, scissors, glue

26

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 Lesson 3
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

5 Consolidation & Fine Motor Skills: Trace. [PB p. 6,

Ex. 1] 1 Circle Time Consolidation: Who am I? (receptive &
IWB Bring up p. 6 on the IWB and revise the characters. productive skills, gross motor skills)
Point to each character on the left and ask: Who’s Ask a child to sit in the middle of the circle and close
this? Elicit answers. Play the audio for verification. their eyes. Ask another child to say: Hello! The child in
Point to the silhouettes on the right and elicit the the centre tries to guess who is speaking and says his/
names. Then, say: Now, trace. Using the pencil tool, her name. Repeat as many times as necessary until every
show the children how to trace the first line with a child has had a turn. The children may find it difficult to
left-to-right stroke. Delete the line and ask individual identify everyone from their voice. Provide help when
children to come to the board and trace a line. Follow necessary.
the same procedure with the rest of the characters.
Hold up PB p. 6 and follow the same procedure to
2 Circle Time Consolidation: Who’s missing?
present the task. Then say: Trace! and trace each line
(receptive & productive skills, fine & gross motor
on the page with your finger. The children do the same.
skills)
When they have practised, have them trace the lines
Assign a character to four children, e.g. Plok, Zac, Ani,
with their pencils. Allow the children time to complete
Ina. Ask them to stand somewhere in the room (not
the task. Provide help when necessary.
together). Have the rest of the children close their eyes.
Pick one of the four children (characters) and have him/
6 Consolidation: Point & say. [PB p. 6, Ex. 2] her quietly hide behind the teacher’s desk or where s/he
IWB Bring up p. 6 on the IWB. Ask a child to come to the can’t be seen. The children open their eyes, look around,
board and point to Ani and her silhouette. Play the audio try and guess who is missing and shout out the name
for verification and encourage the child to say hello of the character. Then, the child who is hiding stands up
back. Repeat with the rest of the characters. and says: Hello! I’m (Plok). The rest of the class says:
Alternatively, hold up PB p. 6, point to each character Hi, (Plok)! Repeat until every child has had a turn, using
and say his/her name. The children take turns pointing different characters each time.
to the characters in their books, matching them to the
silhouettes and saying their names.
3 Table Time Consolidation: Handprints (productive
EXTENSION: See Zac’s Zone activity 3 skills, fine motor skills)
Give a white piece of paper to each child. Each child
7 Tidy up & Bye-bye makes a handprint by placing one hand on the paper and
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. tracing around it. Go round the class and provide any
necessary help. Ask the children to take their coloured
T3 pencils and colour it in any colour they wish. Then, help
the children cut out the handprint. Write their names on
the handprints and make a collage for the classroom.
Point to one of the handprints on the collage and say
the child’s name. The children wave to the child and say
Hello, (Ben)!

27

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 Hello!
Circle Time
1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

EXTENSION: See Zac’s Zone activity 1

2 Vocabulary Revision: Play Say who (productive skills;

gross motor skills)
FCs Place the FCs on the floor in a circle making sure you leave
1–8 enough space between them so that the children can walk
without stepping on them. Choose two of the children
and ask them to stand up. Play the Hello song and tell the
children that they have to start walking around the circle.
Explain that when the music stops, the children have to sit
beside the FC that is closest to them and say the name of
the character (e.g. Miss Klop). Repeat the activity until every
child has had a turn.
Language
3 Revision: Run to the card (productive skills; phrase
Children’s language building; gross motor skills)
Vocabulary Revision from L1–3: Ani, Dan, Grok, FCs Put the FCs on different walls of the room. Ask a child to
Ina, Kit, Plok, Zac, Miss Klop 1–8 stand up. Play some music and encourage the child to walk
Structures: Hello, I’m (Ani). Hi, (Ani)! Bye-bye, around the classroom. Pause the music and say the name of a
character. The child runs to that FC and says: Hello, I’m (Zac).
(Ani)! Then say: Hi, (Zac)! Bye-bye, (Zac)! and wave. The child goes
back to the circle. Repeat until every child has had a turn.
Teacher’s language Then, in pairs, the children act out the exchange.
Hello, I’m Zac. Hi, Zac! / Bye, bye (Zac)! / Please EXTENSION: See Zac’s Zone activity 2
find (Plok). / Find your stickers. / Now, stick!

Table Time
Extra materials checklist CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.
For the lesson
Zac puppet 4 Revision: Point & say. [PB p. 7, Ex. 1]
Class CD1 IWB Bring up p. 7 on the IWB. Point to the characters and
ask the children to identify them, e.g. (Plok). Individual
FCs 1–8 (Zac, Dan, Grok, Plok, Ani, Ina, children come to the board, point to and identify a
Miss Klop, Kit) character, e.g. (Ani).
Alternatively, hold up PB. p. 7 and follow the same
For optional activities procedure to revise the characters. The children point
ZZ 1: a handkerchief and identify the characters in their book.
ZZ 2: copies of WS 2 (T’s p. 218) one per
5 Consolidation & Fine Motor Skills: Find & stick.
child [PB p. 7, Ex. 2]
IWB Bring up p. 7 on the IWB. Point to the circles where the
stickers will be placed and elicit the characters. Point to
Plok. Ask: Who’s this? Elicit: Plok. Say: Please find Plok.
while pointing to all the stickers. A child comes to the
board and points to the correct sticker. Say: Look! Tap on
the sticker to drag and drop it into place. Repeat for the
rest of the stickers.
Hold up PB p. 7. Point to Plok. Ask: Who’s this? (Plok.)
Hold up your sticker sheet and say: Find your stickers.

28

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 Lesson 4
Explain, in L1 if necessary, where the stickers are at the
back of the PB. Ask the children to find the missing Plok
Activity Book (p. 5)
sticker. Make sure all the children are pointing to the
correct sticker. Say: Now, stick! and demonstrate how Table Time Activity: Trace.
to remove the sticker and stick it on the page. Repeat
Lessons 3 – 4
for the other missing stickers. Go round the class and
provide help when necessary.

6 Chant: Listen & sing. [PB p. 7, Ex. 3]

IWB Say: Now,watch! Use the IWB to play the animated video
of the chant.
FCs Say: Let’s sing! Put the FCs up on the walls of the
1–8
classroom. Go through the chant, demonstrating the
TPR actions. The children copy your actions. Play the
chant on CD1 or the IWB. The children repeat and carry
out the actions. Trace.
5

CD1 Bye-bye Chant

CHORUS: IWB Bring up AB p. 5 on the IWB. Point to the characters
T11
Stand up! Let’s go!
one at a time and ask: Who’s this? The children identify
It’s time to go! Bye-bye! (mime waving goodbye)
Stand up! Let’s go! all the characters. Point to the picture on the left and
Bye-bye, friends! Bye-bye! (mime waving goodbye) elicit the characters (Grok, Ani, Plok, Zac). Repeat the
Bye-bye, Zac! Bye-bye, Grok! (wave to the Zac and Grok FCs) procedure with the picture on the right (Miss Klop,
Bye-bye, Dan! Bye-bye, Plok! (wave to the Dan and Plok FCs) Ina, Dan, Kit). Then, say: Now, trace. Trace around the
Bye-bye! pictures on the IWB, one at a time, following the arrow.
REPEAT CHORUS: Ask individual children to come to the board and do the
Bye-bye, Ina! Bye-bye, Ani! (wave to the Ina and Ani FCs) same. Repeat as many times as necessary.
Bye-bye, Miss Klop! Bye-bye, Kit! (wave to the Miss Klop and Hold up AB p. 5. Use your finger and pretend you are
Kit FCs)
tracing around the pictures. Ask the children to do
Bye-bye! Miaow!
the same. Then, ask them to trace the pictures using
Alternatively, the children open their books on p. 7. Play their pencils. Walk around and help the children
the song. The children point to the characters as they when necessary.
sing along. Play the song as many times as necessary.
OPTIONAL: At this point, the children can do the task
on AB p. 5. 7 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Consolidation: Run & catch (receptive some time to look and match. Time permitting, have
& productive skills, fine & gross motor skills) them colour in the WS.
Ask the children to stand up. Ask a child to stand in the
Hello!
middle of the circle. Give him/her a handkerchief. The Look and match.
Worksheet 2

child in the middle throws the handkerchief in the air

while saying another child’s name. The child that hears
his/her name runs and tries to catch the handkerchief
before it falls to the ground.

2 Table Time Game: What’s wrong? (fine motor

skills) [T’s p. 218 WS2]
WS2 Hand out copies of WS2, one per child. Elicit the
characters. Explain that each character is missing one
of the items placed outside the picture. Do the activity
orally first, holding up a WS and tracing a line with your © Express Publishing PHOTOCOPIABLE 213

finger from the items to the characters. Allow the pupils

29

Flibets Starter Ts Hello.indd 29 7/17/20 3:30 PM

 s
My clas

Aims
• To learn basic greetings • To practise gross motor skills through
• To learn classroom objects and colours movement games and TPR activities
• To practise following instructions and • To practise listening and pronunciation of
class routines key vocabulary and structures by listening
• To practise identifying classroom objects and repeating, whispering, etc.
and describing them by colour • To learn the value of sharing
• To practise fine motor skills through • To practise musical and mathematical
hand-eye coordination games, by tracing, intelligence by understanding rhythm
pointing to objects, putting puzzles • To aid sensory development by playing
together, colouring, cutting, folding and games
making stick puppets out of the cutouts

Language
Children’s language
Vocabulary: bag, book, crayon, pencil, Teacher’s language
blue, green, red, yellow Instructions & questions:
Structures: Bye-bye! / What’s this? (It’s) Hello, I’m Zac. Hello, Zac. What’s this? (It’s) a
a (pencil). / It’s my (book). / This is my (pencil)/ / Let’s trace./ Now, match. / Find the bag. /
(book). It’s (red). / What’s next? A (red Point to the colour (blue). / Listen! / What colour
book). / This is my (red crayon). Here you is the (book)? (Yellow). / Your turn – Listen and
are. Thank you! / (Red), please. / What colour. / Now watch! / Follow me. / Stop! / What’s
colour is it? (Green.) next? / What colour is it? (Blue). / Listen and point. /
Listen! Hmm ... This one or this one? / Watch! /
Circle. / Close your eyes. / Your turn! / Are you
ready? / OK, start! / Now, share! / Guess! / Let’s mix
the colours. / Let’s sing! / Trace and colour! / Show
me the (scissors). / Now, cut! / Find your stickers.

Polite language & praise:

Hello! / Bye-bye! / Thank you, children. / (Pencil),
please. / Well done! Great! / Yay! / Oh, no! / Good! /
No, sorry. / Yes, that’s right! / Great work! / Nice
work. Well done, everyone.

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 Special features
VALUES SHOW THE CLASS!
THINK!
Sharing with others Making a pencil, a
crayon and a bag. Ordering and sequencing
(What’s next?)

SOCIAL SKILLS
Bonding with peers;
SONGS & CHANTS
following class CLIL: ART
routines; taking Circle Time Chant
turns; observing body Hello Song Mixing colours
language; practising Table Time Chant
patience and Bye-bye Chant
self-control; being This is my pencil Chant
polite

Skills

Communication Early Literacy

Listening: Pre-writing skills:
• Listening and repeating • Tracing / Drawing lines/ Colouring
• Listening for detail and pointing/colouring/ • Identifying and tracing letter ‘b’
playing games (optional)
Speaking:
• Responding to simple questions when discussing Phonics (Optional):
a picture • Identifying and producing initial \b\
• Role-playing a short exchange sound
• Being polite when asking for and receiving
something Narrative skills:
• Building phrases to describe objects, e.g. a blue bag • Predicting missing words/phrases
when looking at pictures and
Body language: watching videos
• Miming a scene
• Body movement when acting or doing TPR
activities.

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 My class
Circle Time
New words 1 Hello Routine
My class
1
Lesson Ask the children to form a circle. Then, have them sit down.
While doing this, say or play the audio for the Circle Time
Chant.
CD1 Circle Time Chant
Make a circle! Stand with me!
T4 Make a circle – one, two, three! (clapping to the rhythm)

Take the Zac puppet out and say in Zac’s ‘voice’: Hello!
I’m Zac! Say: Hello, Zac. The children repeat after you.
Go around the circle and in Zac’s ‘voice’, greet each child.
Encourage the children to wave to Zac and say hello back.
Play the Hello Song. The children listen and sing along.
1 Listen & say. 2 Trace. 3 Point & say. Vocabulary: bag, book, pencil
8
Hello Song
Structures: (‘What’s this?’) ‘(It’s a) (pencil).’

CD1
Hello, hello!
T2 Hello and how are you?
Hello, hello!
I’m happy to see you!
Language
Children’s language T ip !
Vocabulary: bag, book, pencil Play new songs more than once and give the Zac puppet to the
Structures: (What’s this?) (It’s a) (pencil). children. Using him themselves may encourage the children to
get more involved.

Teacher’s language
Hello, I’m Zac. Hello, Zac. / What’s this? 2 Play Toss the ball (productive; fine motor skills;
hand-eye coordination; peer bonding)
(It’s a) (pencil). / Let’s trace. / Thank you, children.
The children take turns passing or tossing a soft ball to a
Bye-bye! classmate, and saying Hello to the child who catches the ball,
e.g. Hello, (Ann)! Play the game until all the children have
had a turn. Provide help when necessary. Make sure the
children toss the ball to someone who has not spoken yet.
Extra materials checklist
T ip !
For the lesson You could also direct who the ball should be passed/tossed to
by standing behind a child and pointing to him/her.
Zac puppet
a soft ball
FCs 11–13 (pencil/book/bag) EXTENSION: See Zac’s Zone activity 1
Class CD1
3 Vocabulary Presentation: Listen & repeat. (receptive
sticky tack
skills; picture-word association)
For optional activities IWB Use the IWB to present the new words on p. 8 (PB) (see

ZZ 1: Zac puppet FCs Introduction, p. 12). Alternatively, use the FCs to present the
11–13 new words. (see Introduction, p. 12).
ZZ 2: FCs 11–13 (pencil/book/bag)
ZZ 3: copies of PCs 1–3 (T’s p. 252, bag/ 4 Vocabulary Practice: Listen & say. [PB p. 8, Ex.1]
book/pencil) one set per child IWB Bring up p. 8 on the IWB. Point to the (pencil).Ask: What’s
this? (Explain the question in L1 if necessary.) Ask individual
ZZ 4: copies of WS1 and envelopes children to answer. Elicit: (It’s a) pencil. Play the audio for
(T’s p. 219) one per child verification. Repeat until all the children have had a turn.
Alternatively, hold up PB p. 8 and follow the same procedure
to practise the vocabulary.

CD1 Audio script

Listen and say.
T12
ZAC: pencil, book, bag

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 Lesson 1 New words
5 Vocabulary Consolidation: Play Slow reveal
(productive skills; focusing on detail & predicting)
OPTIONAL
Take a FC and cover it with a piece of paper. Hold it
up and slowly move the paper to reveal the picture.
Pause frequently to ask the children: What’s this?
The children guess the word and say it aloud. Repeat
with the other FCs. 1 Circle Time Practice: Pass & greet Zac (gross
motor skills, hand-eye coordination)
EXTENSION: See Zac’s Zone activity 2
Play the Hello song. The children pass the Zac puppet
around. Pause the song and whoever has the Zac puppet
says: Hello, Zac.
Table Time
Ask the children to go back to their seats using the Table 2 Circle Time Consolidation: Three corners (gross
Time Chant. motor skills)
FCs Stick the FCs up in 3 different corners of the classroom.
CD1 Table Time Chant 11–13 Name an item on a FC and have the children, either in
Go to your table. Go, go, go! groups or individually, walk up to the FC and point to it.
T5 Go to your table. Go now, go! (stamping feet to the beat)

6 Consolidation & Fine Motor Skills: Trace. [PB p. 8, 3 Table Time Consolidation: Pick & show (receptive
Ex. 2] skills, fine & gross motor skills)
IWB Use the IWB to elicit the items on p. 8 (PB). Point to PCs Give each child a set of PCs and ask them to lay them
the pencil and ask: What’s this? (It’s a) pencil. Play the 1–3 out in front of them, face up. Say: Show me the (book).
audio for verification. The children repeat after you. The children pick up the book card and hold it up.
Then, say: Let’s trace! Show the children how to trace Repeat with the rest of the cards.
the item on the IWB. Invite a child to come to the board
and practise tracing the pencil. Repeat with the rest of 4 Table Time Game: Make the puzzle (receptive
the items until all the children have had a turn. skills, fine & gross motor skills) [T’s p. 219,
Hold up PB p. 8. Point to the picture of the pencil and Worksheet 1]
ask: What’s this? Elicit: (It’s a) pencil. Use your finger
and trace around the pencil. Ask the children to do the My class Lesson 1 Worksheet 1

same. Then, ask them to trace the items using their Cut out the puzzle pieces. Then, shuffle them and match them correctly to see the school objects.

pencils. Walk round the classroom and provide help

when necessary.

7 Consolidation: Point & say. [PB p. 8, Ex. 3]

IWB Bring up p. 8 on the IWB. Point to the pencil and ask:
What’s this? Elicit: (It’s) a pencil. Play the audio on the
IWB for verification. Have the children repeat in chorus.
Invite a child to come to the board. Point to an item
and using the same structure, ask the child to name the
item. Repeat until all the children have had a turn.
Alternatively, hold up PB (p. 8), and follow the same
procedure to revise the vocabulary. Ask individual
1

children to point to an item in their book and name it.

© Express Publishing PHOTOCOPIABLE

T ip ! WS1 Hand out WS1 and an envelope to each child. Ask them
You may wish to ask the children to repeat the task in pairs to cut along the dashed lines. Then help them shuffle
or small groups. One child asks: What’s this? and points to an their puzzle pieces and put them in the envelopes. The
item, and the other replies: e.g. (It’s) a (bag). children take out their puzzle pieces at the same time
and put the pieces back together to show the school
EXTENSION: See Zac’s Zone activities 3–4 items. The child who finishes first wins.

8 Tidy up & Bye-bye

Ask the children to put their books and stationery away.
Provide help where necessary. Hold up the Zac puppet and
say in Zac’s ‘voice’: Thank you, children. Bye-bye! Ask the
children to say goodbye to Zac. Play the Bye-bye Chant.
Encourage the children to sing along and wave goodbye.

CD1 Bye-Bye Chant

Stand up! Let’s go!
T3 It’s time to go! Bye-bye!
Stand up! Let’s go!
Bye-bye, friends, bye-bye!
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 My class
Circle Time
Lesson 2
AB, p. 6
Let’s chat! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember and say (productive

skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lesson (bag, book, pencil; see Introduction, p. 12).
Suggested language: What’s this? (It’s a bag.)
FCs
11–13
Alternatively, use the FCs to revise the vocabulary.

1 Match. 2 Point & say. Vocabulary: bag, book, pencil

Structures: ‘What’s this?’ ‘It’s my (book).’ 9 3 Structure Presentation: What’s this? It’s my (book).
(receptive & productive skills)
REALIA Bring your own bag to the circle and ask the children to do
the same. Hold up the Zac puppet and use him to point to
your bag and ask in Zac’s ‘voice’: What’s this? Tell Zac: It’s
my bag. Point to yourself and repeat the reply, stressing
Language the word my. The children point to themselves and repeat:
Children’s language my bag after you. Use the Zac puppet to ask the children
Vocabulary Revision from L1: bag, book, pencil questions about their things. Make sure the children point
to their things and themselves while they say sentences, e.g.
Structures: What’s this? It’s my (book). It’s my (pencil).

Teacher’s language T ip s!
Give me my (book), please. Thank you. / Now, • Make sure that everyone has had a turn replying to Zac.
• You may wish to have the children take turns using the Zac
match. / Find the bag. puppet to ask and answer questions.

EXTENSION: See Zac’s Zone activities 1–2

Table Time
CD1
Ask the children to go back to their seats using the
Extra materials checklist
T5 Table Time Chant from Lesson 1.

For the lesson 4 Consolidation & Thinking Skills: Match. [PB p. 9,

Zac puppet Ex. 1]
Class CD1 IWB Bring up p. 9 on the IWB. Point to the first item (book)
and ask the children to identify it: What’s this? (It’s
FCs 11–13 (pencil/book/bag) a book.) Play the audio for verification. Repeat with
Realia: the children’s own bags, books, the rest of the items. Point to the silhouettes. Ask the
pencils children to identify them. Invite a child to come to the
board. Point to the first silhouette and ask: What’s this?
For optional activities (A bag). Ask the child to point to the item that matches
the silhouette. Then say: Now, match! Help the child do
ZZ 1: a soft scarf/material to use as a
the task. Repeat with the rest of the items.
blindfold Hold up PB p. 9 and follow the same procedure to
ZZ 1–2: realia (bags/books/pencils) present the task. Have the children trace a line from
the silhouettes to the items using their finger. Then
allow the children time to complete the task using their
pencils. Provide help when necessary.

5 Structure Consolidation: Point & say. [PB p. 9, Ex. 2]

IWB Bring up p. 9 on the IWB. Hold up the Zac puppet and point
to the book. Ask Zac: What’s this? Answer in Zac’s ‘voice’:
(It’s a) pencil. Turn to Zac and say: It’s my pencil. Play for
audio for verification. Repeat for the rest of the items. Have
individual children come to the board. Point to an item

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 Lesson 2 Let’s chat!
using the puppet and ask them the question as above. Elicit
replies. Prompt the children to use the structure and make
complete sentences. Repeat as many times as necessary.
Place your bag, book and pencil in front of you. Use the Zac
puppet and ask in his ‘voice’: What’s this? while pointing
to your bag. Answer: It’s my bag. Repeat with the rest of
your items. Then ask the children to place their items on 1 Circle Time Structure Consolidation: Touch &
their desks. Go round the class and ask individual children guess! (productive skills, fine motor skills)
about their items. Encourage the children to reply using REALIA Put the children’s own objects (pencils, bags and books)
the structure. Repeat until all the children have had a turn. in the centre. Blindfold a child and have another child
give him/her an object and ask: What’s this? The
blindfolded child must touch the object and guess what
T ip ! it is, e.g. (It’s my bag).
If your class is confident enough, repeat the activity in pairs
or small groups, with one child asking: What’s this? and the
2 Circle Time Consolidation: Help the teacher!
other responding: It’s my (bag).
(receptive skills, fine & gross motor skills)
REALIA Put your own bag, book and pencil into the circle.
EXTENSION: See Zac’s Zone activity 3
Close your eyes, and ask a child to give you one of your
objects. Say: Give me my (book), please. Hold your
OPTIONAL: At this point, the children can do the task
hands out to indicate what the instruction means. When
on AB p. 6.
the child brings you the book, open your eyes, smile and
say: Thank you. Repeat until everyone has had a turn.
Alternatively, play the game in pairs. Using their own
objects, the children take turns to close their eyes and
Activity Book (p. 6) ask for a specific object saying: My (pencil), please.

Table Time Activity: Match. 3 Circle Time/Table Time Game: Whispering game
(listening & pronunciation)
Lessons 1 - 2
My clas
s
Whisper a sentence (e.g. It’s my book.) to a child. Have
him/her whisper it to the next child and so on. When the
sentence reaches the last child, (s)he says the sentence
out loud. This game should be played with the children
standing or sitting in a circle.

Match.
6

IWB Bring up AB p. 6 on the IWB. Point to the puzzle

pieces and say: Look! Ask the children to identify the
objects: What’s this? (It’s a) bag. Then, say: Find the
bag. and have a child come to the board and point
out the two puzzle pieces that show the bag. Next,
say: Now match! Help the child do the task. Play the
audio for verification. Repeat with the rest of items.
Hold up AB p. 6 and follow the same procedure to
present the task. Before the children do the task in
their books, have them trace a path matching the
pieces using their finger. Allow the children time to
complete the task. Provide help when necessary.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

35

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 My class
Circle Time
Lesson 3 Let’s sing! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Presentation: Listen & repeat.

(receptive skills; picture-word association)
IWB Use the IWB to revise vocabulary from the previous lessons
and present the new words on p. 10 (PB) (blue, red, yellow,
FCs crayon; see Introduction, p. 12). Alternatively, use the FCs to
11–17
revise and present the vocabulary (see Introduction, p. 12).

3 Vocabulary Practice: Listen & say. [PB p. 10, Ex.1]

1 Listen & say. 2 Listen & colour. 3 Listen & sing. Vocabulary: blue, red, yellow, crayon
10
IWB Bring up p. 10 on the IWB. Point to the items in the picture.
Structures: This is my (book). It’s (red).

Ask individual children to identify the items and the colours.

Play the audio for verification. The children listen and repeat.
Alternatively, hold up PB p. 10 and follow the same
procedure to practise the vocabulary.
Language CD1 Audio script
Children’s language Listen and say.
T13 ZAC: crayon, blue, red, yellow
Vocabulary Revision from L1-2: bag, book, pencil
New Vocabulary: blue, red, yellow, crayon 4 Vocabulary Consolidation (receptive skills; picture-
Structures: This is my (book). It’s (red). word association)
IWB Ask a child to come to the board and point to a particular
Teacher’s language picture: Point to the colour (blue). Repeat with the rest of the
Point to the colour (blue). / Listen! / What colour FCs children until they have all had a turn. Alternatively, lay out
11–17 the FCs in the centre of the circle, name a colour and ask the
is the (book)? (Yellow). / Your turn – listen and
children to pick the correct card.
colour. / Now watch! Follow me. / Stop!
EXTENSION: See Zac’s Zone activity 1

5 Structure Presentation & Practice: This is my (book).

It’s (red).
IWB Bring up p. 10 on the IWB. Point to the bag outline. Ask
the children to identify it. Then, colour in the bag using
Extra materials checklist the pencil tool. Point to the coloured bag and say: This is
my bag. It’s (yellow). The children repeat after you. Invite
For the lesson individual children to come to the board, colour in an object
and describe it to the rest of the class.
Zac puppet
Class CD1 EXTENSION: See Zac’s Zone activity 2
FCs 11–17 (pencil/book/bag/crayon/blue/
red/yellow)
For optional activities Table Time
ZZ 1: a list of forfeits, FCs 11–17, pieces of CD1
Ask the children to go back to their seats using the
coloured paper T5 Table Time Chant from Lesson 1.
ZZ 2: FCs 11–14 (pencil/book/bag/crayon) 6 Listening: Listen & colour. [PB p. 10, Ex. 2]
ZZ 3: copies of WS2 (T’s p. 220) one per child IWB Bring up p. 10 on the IWB. Ask the children to identify
the items and the colours. Say: Listen! Play the audio for
book and then pause it. Ask a child to come to the board
and point to the book. Ask: What colour is the book?
(Yellow.) (Explain in L1 if necessary.) Help the child
colour in the book. Repeat with bag, pencil, and crayon.

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 Lesson 3 Let’s sing!
Hold up PB p. 10. Ask the children to identify the objects.
Ask the children to take out their coloured pencils (blue,
red, yellow). Say: Your turn – listen and colour. Play the
recording using the IWB or CD1. Allow the children time
to complete the task in their books. Provide help when
necessary.
1 Circle Time Consolidation: Run & sit (receptive
skills, gross motor skills)
T ip ! FCs Prepare a list of forfeits that include instructions using the
As this is the first listening task with an activity, you may wish 11–17 language the children have learnt so far, e.g. stand up/sit
to explain in L1 that the aim is to use the correct colour, not to down, and/or questions you can ask about the FCs or
colour in each item in full.
banners, e.g. What’s this? (It’s a book.) Who’s this? (Zac),
etc. Give each child a piece of coloured paper (blue, red or
Audio script CD1 yellow). Call out a colour, e.g. blue. The children with that
CD1 Listen and colour. colour stand up. Say: Follow me and play some music. The
GIRL: What’s this? T2 children follow you as you walk round the circle. Stop the
T14 BOY: It’s a book. It’s yellow. My book is yellow. Colour the music. Ask the children to sit down quickly wherever they
book yellow. are. Stop the last child before s/he sits and say: Stop!
GIRL: What’s this? Explain that s/he is out and that to get back into the game,
BOY: It’s my bag. It’s red! My bag is red. Colour the bag red. s/he must pay a forfeit, i.e. carry out an instruction from
GIRL: What’s this?
the list you have prepared or answer a question. Repeat
BOY: It’s my pencil. It’s blue. My pencil is blue. Colour the
pencil blue.
with the other two colours until everyone has had a turn.
GIRL: What’s this?
BOY: It’s my crayon. It’s red. My crayon is red. Colour the T ip s!
crayon red. • Strips of coloured paper that you can glue/staple at the
Listen again. (Recording is repeated) ends to make bracelets could also be used.
• You can use the Hello Song for this game.
7 Chant: Listen & sing. [PB p. 10, Ex. 3]
IWB Say: Now watch! Use the IWB to play the animated
video of the chant. 2 Circle Time Game: Pass the flash card (productive
FCs Put a different colour FC up on three walls of the skills, fine motor skills, hand-eye coordination,
15–17 classroom. Go through the chant, demonstrating the TPR identification)
actions. The children copy your actions. Play the chant on FCs Give the FCs to different children in the circle. Play some
CD1 or the IWB. The children repeat the key vocabulary 11–14 music. The children pass their FC to their classmate on
(underlined in the script) as they carry out the actions. the left. When the music stops, the children with a FC
hold it up and say what’s on their FC: e.g. This is my
CD1 This Is My Pencil Chant (bag). It’s (blue). Repeat until all the children have had
This is my pencil. (mime holding a pencil and writing) a turn.
T15 It’s blue, blue, blue! (point to the blue FC)
This is my bag. (mime holding onto the shoulder straps of a 3 Table Time Game: Dot puzzle (receptive skills, fine
backpack) motor skills)
It’s red, red, red! (point to the red FC)
[T’s p. 220 Worksheet 2]
This is my book. (mime holding an open book)
It’s yellow – look! (point to the yellow FC) My class My class
Lesson 3 Worksheet 2
My pencil, my bag, my book! (repeat all three mimes) Choose a blue, red or yellow pencil and colour the pieces with a dot in them. What can you see in the puzzle?

My pencil, my bag, my book!

Alternatively, the children open their books at p. 10.

Play the chant. The children point to the correct colour
or item as they sing along. Play the chant again as
many times as necessary.

T ip !
Play new songs more than once and give the Zac puppet to the
children. Using him themselves may encourage the children to
get more involved. 2 © Express Publishing PHOTOCOPIABLE

WS2 Give each child a copy of WS2. Ask the children to choose
EXTENSION: See Zac’s Zone activity 3 a coloured pencil (blue, red or yellow). Explain the
activity in L1. Point to the dots in the puzzle and explain
that they have to colour every shape that has a dot in it
8 Tidy up & Bye-bye
in order to see a hidden object. When a child finishes,
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. ask him/her to whisper in your ear what they see in the
T3 puzzle (a bag, a pencil, a crayon and a book).

37

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 My class
Circle Time
Lesson 4
AB, p. 7
Think! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary & Structure Revision: What’s this?

FCs Hold up a FC of a classroom object (e.g. book). Ask the
11–17 children to identify the item: What’s this? (It’s a book).
What colour is it? (Yellow.) Say the phrase: A yellow book.
The children repeat after you. Repeat with the rest of the
FCs.
EXTENSION: See Zac’s Zone activities 1–2

3 Thinking Skills & Structure Presentation: What’s

1 Point & say. 2 Colour the next one. Vocabulary: bag, book, crayon, pencil, blue, red, yellow
Structures: What’s next? A (red book). 11

next? (receptive skills; ordering/sequencing;

fine motor skills; hand-eye coordination; visual
perception)
PCs Put the PCs up on the board to create a pattern (e.g.
1–4 pencil, bag, bag, pencil). Point to each item and name it.
Language The children repeat after you. Point to the last pencil card
Children’s language and ask: What’s next? and explain the question and activity
Vocabulary Revision from L1–3: bag, book, in L1. Elicit: Bag. Put the bag PC next to the pencil and
crayon, pencil, blue, red, yellow present the pattern. Make different patterns using the PCs
and repeat the activity. If you wish, you can have individual
Structures: What’s next? A (red book). children come to the board and make their own patterns
using the PCs. Repeat as many times as you feel necessary.
Teacher’s language
Now, colour! / What’s next? / What colour is it?
T ip !
(Blue). Practise colour sequences by handing out strips of coloured
paper. The children, individually or in pairs, make their own
sequences.

EXTENSION: See Zac’s Zone activity 3

Extra materials checklist

For the lesson

Table Time
Zac puppet
CD1
Class CD1 Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.
FCs 11–17 (pencil/book/bag/crayon/blue/
red/yellow) 4 Structure Practice: Point & say. [PB p. 11, Ex. 1]
multiple copies of PCs 1-4 (T’s p. 252, bag/ IWB Bring up p. 11 on the IWB. Point to the first row and ask
the children to identify the items by name and colour
book/pencil/crayon)
(e.g. a blue crayon.) Play the audio for verification.
coloured pencils/crayons Elicit the colour pattern in each row, i.e. a blue crayon,
a blue crayon, a yellow crayon, a yellow crayon and
For optional activities a blue crayon. Point to the last blue crayon and ask:
ZZ 1 & 3: PCs 1–4 (T’s p. 252, bag/book/ What’s next? Elicit: A blue crayon. The children repeat in
pencil/crayon) chorus. Continue with the rest of the rows. Ask individual
children to come to the board and identify the patterns.
ZZ 2: FCs 11–14 or realia of these objects Repeat until all the children have had a turn.
(pencil/book/bag/crayon)
5 Sequencing Practice: Colour the next one. [PB p. 11,
Ex. 2]
IWB On the IWB, point to the first item in the first row and
say: A blue crayon. Ask: What’s next? and point to the
second item. Elicit: A blue crayon. Continue with the rest
of the crayons in the row and elicit the colour pattern.

38

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 Lesson 4 Think!
Point to the outline of the crayon and ask: What’s next?
What colour? Elicit: Blue. With the pencil tool, colour the
outline blue. Continue with the rest of the rows. Have
individual children come to the board and do the task.
Repeat until all the children have had a turn.
Hold up PB. p. 11. Point to the first row and ask: What’s
next? Elicit: A blue pencil. The children carry out the task 1 Circle Time Game: Last one standing (receptive
in their books. Provide help when necessary. Check their skills, gross motor skills)
work. PCs Give each child a PC with an object on it and have them
1–4 colour it in. Play some music and have the children
EXTENSION: Tap on the star on the IWB to access the
extra activity. dance or move around. Stop the music and shout out
a colour e.g. Red! The children whose card is the same
OPTIONAL: At this point, the children can do the task colour must sit down. Then play the music again and
on AB p. 7. shout out an object e.g. Bag! The children whose card
shows this object must sit down, too. Continue the
game remembering to leave one colour and one object
out until there is at least one winner.
Activity Book (p. 7)
2 Circle Time Consolidation: Correct Zac (receptive
Table Time Activity: Look & colour. & productive skills, listening for detail)
Lessons 3 - 4 FCs Put the FCs up on the board. Hold the Zac puppet, point
11–14 to a FC and ask: What’s this, Zac? Zac replies and makes
a mistake: It’s a red book. Say: A red book? No, Zac! It’s
a yellow book! The pupils repeat after you. Repeat the
same procedure with the rest of the FCs.

3 Circle Time Thinking Skills Practice: Get in line

(receptive skills, ordering/sequencing skills, gross
motor skills)
PCs Divide the class into groups. Give each child a PC. Each
1–4 child in the group should have a different object. Put up
Look & colour.
7
FCs
the FCs in random order on the board. Point to the FCs
11–14 and say: Look! A pencil, a book, a crayon, a bag! Help
arrange one of the groups in the same order as the
IWB Bring up AB p. 7 on the IWB. Ask the children to FCs. Say: Look! A pencil, a book, a crayon, a bag! while
identify the four coloured objects on the left: What’s pointing to their cards. Now, point to the rest of the
this? (It’s) a pencil. Say: Well done! What colour groups and say: Your turn! Allow enough time for the
is it? (Yellow!). Play the audio for verification. Ask children to arrange themselves in the same sequence.
a child to come to the board. Point to the larger Then, rearrange the FCs and repeat the activity as many
picture and say: Find the pencil. The child points to times as you feel necessary.
the pencil outline. Say: Now, colour! Help the child
colour the pencil yellow. Have him/her describe it:
(It’s) a yellow pencil. Repeat with the rest of the T ip s!
items. • This game works best in groups of four, but you can
Have the children take out the coloured pencils/ adjust the number based on the number of children
crayons they will need for this task (blue, red, yellow; you have in your class. For example, you may remove
an item to work with groups of three.
see Introduction, p. 13). Then, hold up AB p. 7 and • This game could also be played with realia providing
follow the same procedure to present the task. Allow enough items are available.
the children time to complete the task. Provide help
when necessary.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

39

Flibets Starter Ts Unit 1.indd 39 17/12/2020 12:58

 My class
Circle Time
Story
1 Hello Routine
Lessons 5 – 6
AB, p. 8
1 2 5 6

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2
3 4 7 8

2 Dialogue Warm-up: Picture discussion [PB pp. 12–13]

SCs Take out the SCs. Play the audio for the Storytime
M1 (1–8) Chant. Hold up the first SC and show it to the class. Ask
12
1 Listen & look. 2 Listen & point. 3 Listen & colour. Structures: ‘This is my (red crayon). Here you are.’
‘Thank you!’
1 Watch. Act out: ‘Here you are.’ ‘Thank you!’
13 questions about the characters and objects they are
familiar with. Follow the same procedure for the rest
of the SCs.

CD1 Storytime Chant

Language T6
Come on, children! One, two, three!
It’s storytime for you and me!
Children’s language
Vocabulary Revision from L1–3: bag, book, Suggested Questions for SCs
crayon, pencil, blue, red, yellow Story Card 1
Point to each character in turn and ask: Who’s this? (Zac/
Character Revision: Dan, Grok, Kit, Miss Klop, Plok,
Dan/Grok/Plok). Encourage the children to say: Hello.
Zac
Story Card 2
Structures: REVISION: What’s this? It’s my bag. Ask the children to identify the characters (Plok, Dan). Then
It’s yellow. point to the bag and ask: What’s this? (It’s a bag.) What
NEW: This is my (red crayon). Here colour is it? (Yellow.)
you are! Thank you! Story Card 3
Point to the book and ask: What’s this? (It’s a book.) and
What colour is it? (Blue.)
Teacher’s language
Story Card 4
Who’s this? / What colour is (it)? Yay! / Oh, no! /
Point to the pencil and ask: What’s this? (It’s a pencil.) What
Here you are. / Thank you! / Listen and point. colour is it? (Yellow.)
Story Card 5
Point to Miss Klop and ask the children to identify her. Then,
point to the children’s raised hands. Raise your own hands
and say: Yay! showing excitement. Encourage the children
to do the same.
Story Card 6
Point to Kit and ask: Who’s this? (Kit). Then, point to the
Extra materials checklist crayon in Kit’s mouth and ask: What’s this? (It’s a crayon.)
and What colour is it? (Red). Point to the chewed–up crayon
For the lesson in Zac’s hand. Ask: And this? What’s this? (It’s a red crayon.)
Point to Zac looking sad and say: Oh no! Make a sad face to
Zac puppet
show that Zac is sad. Encourage the children to repeat, Oh no!
Class CD1 Story Card 7
Module 1 SCs 1–8 Point to the crayon and the pencil in Dan’s hands and ask
What’s this? (It’s a red pencil./It’s a red crayon.) Mime
For optional activities giving something to a child and say: Here you are. Encourage
ZZ 1: various blue, red and yellow items; a the children to repeat after you.
Story Card 8
bag/box
Put your hands on your chest over your heart to mime
ZZ 2: PCs 3–4 (T’s p. 252, pencil/crayon) thanking and say: Thank you! Encourage the children to
ZZ 3: copies of WS3 (T’s p. 221) one per repeat after you.
child
T ip !
Use L1 after each SC and ask the children what they think
the story will be about or what they think will happen next.

40

Flibets Starter Ts Unit 1.indd 40 17/12/2020 12:58

 Lesson 5 Story
3 Listening 1: Listen & look. [PB p. 12, Ex. 1] T ip !
SCs Hold up SC1. Play the audio for that SC on the IWB or CD1. Some of the children may remember the correct answer from
M1 (1–8) The children listen and look. Hold up the corresponding the first listening. Encourage them to listen and check.
SCs for each exchange as the audio plays.

CD1 Audio script EXTENSION: See Zac’s Zone activities 2–3

SC1 Grok & Plok: Hi, Zac!
T16 Zac: Hello! 7 Tidy up & Bye-bye
SC2 Plok: Wow! What’s this? CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
Dan: It’s my bag. It’s yellow!
SC3 Plok: Look! This is my book. It’s blue! T3
Dan: Cool!
SC4 Grok: This is my pencil. It’s yellow.
Plok: Nice!
SC5 Miss Klop: OK! Let’s draw!
All: Yay!
SC6 Dan: What’s this, Zac?
Zac: It’s my crayon.
All: Oh no!
SC7 Dan: Look, Zac! This is my red pencil and this is my red 1 Circle Time Colour Revision Game: Colour bag
crayon. Here you are! (productive skills, fine motor & thinking skills)
SC8 Zac: A red crayon! Wow! Thank you, Dan!
REALIA Place various blue, red and yellow items (e.g. a banana,
4 Discussion an apple, a blue ball, etc.) in a bag/box. A child takes out
an object and says what colour it is. Repeat until all the
OPTIONAL In L1, ask the children which part of the story they children have had a turn.
liked best and why. Ask questions to elicit the value
of the story and explain why it is important to share 2 Circle Time/Table Time Game: Share the card
our things and help others. (productive skills, speaking: pronunciation &
EXTENSION: See Zac’s Zone activity 1 fluency, peer-bonding; moral intelligence)
PCs Give a pencil or crayon PC to each child. The children work
3–4 in pairs. Hold up the Zac puppet and a PC. Give the PC to
Table Time Zac and say: This is my red pencil. Here you are. Have Zac
CD1
Ask the children to go back to their seats using the reply: Thank you! Have pairs act out the same exchange.
Table Time Chant from Lesson 1. Providing help when necessary.
T5

5 Listening 2: Listen & point. [PB p. 12, Ex. 2] 3 Table Time Game: Find & colour (receptive &
productive skills, ordering/sequencing skills, fine
Hold up PB pp. 12–13 and say: Listen and point. Play the
motor skills)
audio for the first picture. Pause and point to the picture.
CD1 [T’s p. 221 Worksheet 3]
Ask the children to do the same. Play the audio for the
T16 second picture. The children listen and point. Repeat for My class Lesson 5 Worksheet 3

all the pictures. Make sure the children are pointing to

Find and circle the different picture in each row.

the correct picture as they listen.

6 Listening 3: Listen & colour. [PB p. 12, Ex. 3]

IWB Bring up p. 12 on the IWB. Point to the book outline
Plok is holding in picture 3 and ask: What’s this? (It’s
a book.) Then say: What colour is it? Listen! Play the
audio. Say: Listen again. Play the audio again. Ask: What
colour is the book? (Blue.). Ask a child to come to the
board and help them colour the book blue. Repeat until © Express Publishing PHOTOCOPIABLE 3

all the children have had a turn.

Hold up PB p. 12. Point to the book and explain the WS3 Give each child a copy of WS3. Point to the first object
activity in L1. Play the audio, twice. Ask: What colour is in the top row and ask the children to identify it: (What’s
the book? Elicit: Blue. Point to the book on p. 12 and this? (It’s a bag.) Then, say: Look! and point to each item
say: Now colour! Allow the children some time to colour in the row slowly making sure the pupils see the parts
in the book. Provide help when necessary. missing in the 3rd bag. Hold up a crayon and say: Now,
colour! Allow some time for them to colour the item that
CD1 Audio script is missing a part. Repeat for the next two rows.
Listen and colour.
T17
PLOK: Look! This is my book. It’s blue!
DAN: Cool!
Listen again!
PLOK: Look! This is my book. It’s blue!
DAN: Cool!
NARRATOR: What colour is the book?
CHILD: Blue!
NARRATOR: That’s right!
41

Flibets Starter Ts Unit 1.indd 41 17/12/2020 12:58

 My class
Circle Time
Story
1 Hello Routine
Lessons 5 – 6
AB, p. 8
1 2 5 6

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2
3 4 7 8

EXTENSION: See Zac’s Zone activities 1–2

2 .Dialogue Revision: Play Story card shuffle. (receptive

& productive skills; thinking skills: ordering; memory
1 Listen & look. 2 Listen & point. 3 Listen & colour. Structures: ‘This is my (red crayon). Here you are.’ 1 Watch. Act out: ‘Here you are.’ ‘Thank you!’
12 ‘Thank you!’ 13

development)
SCs Put the SCs up on the board and play the audio. Point to
M1 (1–8) the characters as they speak, as well as to the items
Language mentioned. Then put the SCs in random order. Say: Listen!
Children’s language CD1 Play the audio again and pause after the audio for the first
Vocabulary Revision from L1–3: bag, book, SC is heard. Make a thoughtful expression and point to
T16
different SCs saying Hmm … This one or this one? Keep
crayon, pencil, blue, red, yellow pointing until the children identify the correct SC. Move it
Structures Revision: Here you are. Thank you! to the first position on the board. Repeat with the rest of
the SCs until they are all in the correct order.
Teacher’s language
Listen! Hmm ... This one or this one? / Watch! 3 Animation Presentation & Practice: Watch. [PB p. 13,
Ex. 1]
IWB Say: Watch! and play the animation on the IWB without any
pauses. Then play it again. You can use the second viewing
to have the children listen and repeat individual lines from
the dialogue.
Play the animation again. Pause and ask the children to fill in
Extra materials checklist the word or response that follows. E.g. after Grok and Plok
say: Hi, Zac! pause for the children to say Zac’s line: Hello!
For the lesson Use gestures and point to items on the board to give the
children clues on what to say.
Zac puppet
Class CD1 4 Consolidation: Play Listen to the line! (receptive
Module 1 SCs 1–8 & productive skills; memory)
IWB Bring up PB pp. 12–13 on the IWB. Say: Listen! Read out a
sticky tack
random line from the audio script (see T’s p. 41), and ask the
For optional activities children: Who is it? Point to the characters in the pictures in
random order. The children identify the character who says
ZZ 1: 2 pencils of each colour (blue, red, the line, e.g. This is my bag. It’s yellow. (Plok) Repeat with
yellow) the rest of the characters.
ZZ 2: copies of PCs 1–4 (T’s p. 252, bag/
5 Dramatic Play: Act out [PB p. 13; giving something &
book/pencil/crayon)
expressing thanks]
ZZ 3: Module 1 SCs 1–8 Put SCs 7–8 up on the board. Point to Dan in SC 7
OPTIONAL 
and say: Here you are! Mime giving something to a
SCs child and repeat the phrase. The children repeat the
M1 (7–8)
phrase. Then, point to Zac in SC 8, place your hand
over your heart, and with a slight bow or a nod say in
Zac’s ‘voice’: Thank you! The children repeat after you.
 Invite two pupils to come to the front. Give
the Zac puppet to a pupil. The other pupil takes
the role of Dan. The pupil who is Dan mimes giving
something to Zac and says: Here you are! and Zac
replies: Thank you! Then they swap roles and repeat
the activity. The activity continues until all the
children have had a turn to be Zac.

42

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 Lesson 6 Story
T ip s!
• You may wish to discuss, in L1, the importance of sharing
and saying thank you.
• As an extension, the children can role-play the exchange
asking for a specific coloured pencil or crayon. e.g. Blue,
please. Here you are. Thank you.
1 Circle Time Game: Find the object (receptive
skills, gross motor skills)
EXTENSION: See Zac’s Zone activity 3
REALIA Place two pencils of each colour in the circle (blue,
OPTIONAL: At this point, the children can do the task red and yellow). Say: Close your eyes, while miming
on AB p. 8. the action for them to follow. Hide the pencils around
the class. Say: OK, I’m ready. Ask the children to open
their eyes. Say: Find the (red pencils). Repeat with blue
Activity Book (p. 8) and yellow. You may ask individual children to find the
hidden pencils or divide the class into groups. Do not
Table Time Activity: Find the differences. Circle.
hide the pencils in the children’s personal belongings.
Lessons 5 - 6

2 Circle Time Game: Find your match. (receptive &

productive skills, gross motor skills)
PCs Depending on the number of children in your class, you
1–4 may need two or three of each PC. Give one to each
child. Take one yourself and mime hiding the PC so no
one can see it. Walk round the classroom. Stop in front
of a child and point to his/her PC. Ask: What’s this? e.g.
(It’s) a bag. If the child’s PC matches your own, show
it to him/her and say: Yay! If it does not, say: Oh, no!
Say: Your turn! The children walk round the class and try
8
Find the differences. Circle. to find someone with a matching PC. Provide help when
Flibets Starter ActBk Unit 1.indd 8 2/19/20 6:47 PM
needed.

IWB Bring up AB p. 8 on the IWB. Say: Look! Point to the

3 Circle Time Extension: Mime the scene (body
pictures and ask questions about them, e.g. Who’s
language & meaning, communication skills,
this? (Plok/Dan.) What’s this? (It’s a bag.) What
focusing, memorisation & observation)
colour is it? (Yellow.) Continue pointing to objects
until the children notice the first difference (Dan’s SCs Choose one of the SCs and select children to
M1 (1–8) mime it. Whisper who they will be to each child:
bag is yellow in the picture on the left and red in
the one on the right.) Point to the two bags and say: e.g. You’re Zac. and show them the SC without
Circle. Mime circling in the air. Ask a child to come to letting the rest of the class see. Help the children
the board and help them circle the bags on the IWB. get into the same positions as the characters in
Repeat with the rest of the differences until all the the SC. When the children have taken their places,
children have had a turn. put all the SCs up on the board, point to them and
Hold up AB p. 8 and use the same procedure to then to the group of children and say: Hmm …
explain the activity. Make sure the children trace the This one or this one? If the class guesses wrong,
objects with their fingers before using a pencil. Allow ask the children who are posing questions about
the children time to complete the task. Provide help which character they are supposed to be: e.g.
when necessary. Check the children’s work. Are you Zac? (Yes/No). Repeat until the rest of
the class guesses the scene which is being mimed
Key correctly.
Picture on left Picture on right
A red crayon on the desk A blue crayon on the
behind Plok. desk behind Plok.
A blue pencil on the desk A yellow pencil on the
behind Dan. desk behind Dan.
A red book on the desk A blue book on the
behind Dan. desk behind Dan.
Dan’s hat is yellow. Dan’s hat is blue.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

43

Flibets Starter Ts Unit 1.indd 43 17/12/2020 12:58

 My class
Circle Time
Lesson 7 Values 1 Hello Routine
Sharing
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary & Structure Revision: ‘Red, please.’ ‘Here

you are.’ ‘Thank you.’
REALIA Place three coloured crayons in the centre of the circle. Hold
each one up and ask: What colour is it? (Blue, red, yellow).
Hold up the Zac puppet and, in his ‘voice’, say: Red, please.
Pick up the red crayon and give it to Zac. Say: Here you are.
The children repeat after you. Zac says: Thank you. Use
the Zac puppet and ask the child on your left to give you a
1 Listen & colour. Structures: ‘(Red), please.’ ‘Here you are.’ ‘Thank you.’
specific colour. Have him/her say: Here you are. Say: Thank
14
you. Give Zac to the child. The child uses the same pattern
to ask the child next to him for a crayon. Zac goes round
the circle until all the children have had a turn. Provide help
when necessary.
Language EXTENSION: See Zac’s Zone activity 1
Children’s language
Vocabulary Revision from L3: blue, red, yellow 3 Value Presentation & Practice: Sharing (receptive &
Structures: (Red), please. Here you are. Thank you. productive skills; moral awareness)
REALIA Hold the Zac puppet. Place six small objects in the centre of
the circle (e.g. crayons, pencils, rubbers, etc). Dividing the
Teacher’s language items, say: Look, Zac! One for you and one for me! In Zac’s
Red, please. Here you are. Thank you. / Look, Zac! ‘voice’, say: One for you, one for me! Thank you! The children
One for you and one for me! / Are you ready? OK, repeat the structure in chorus several times. Divide the
start! / Now, share! / Listen. / Which one? / This class into pairs and give each pair six objects. The children
one or this one? / Listen and colour! practise the exchange while you monitor. Then, the children
act out the exchange in pairs.

T ip !
If school policy allows, you may want to use a healthy and
allergen-free snack for this task, e.g. popcorn, crackers or cereal.
Extra materials checklist
EXTENSION: See Zac’s Zone activity 2
For the lesson
Zac puppet
Class CD1 Table Time
Realia: crayons (blue, red, yellow), 6 small CD1
Ask the children to go back to their seats using the
objects for each pair of children T5 Table Time Chant from Lesson 1.
copies of WS4 (T’s p. 222) one per child
4 Value Consolidation: Play thinking & sharing (moral
For optional activities awareness; practising patience & self-control; fine
motor skills) [T’s p. 222, Worksheet 4]
AB (p. 63–69): scissors, glue or sticky tape; REALIA Divide the class into pairs. Give each child a copy of WS4.
straws or tongue depressors; prepare one WS4 In L1, explain that each pair will get a crayon. They will
stick puppet in advance. take turns using the crayon. If they share nicely they will
get more colours. Say: Are you ready? OK, start! After 15
ZZ 1: ribbons/strips of paper (blue, red, seconds, say: Now, share! The child with the crayon gives
yellow), Class CD1 or music of your choice it to their partner and waits until it is their turn again.
ZZ 2: copies of PCs 1–4 (T’s p.247, bag/ Increase the waiting time until it reaches a minute. If a
pair have shown patience and worked well together, give
book/pencil/crayon) them another colour to work with. Continue in the same
manner, giving them additional crayons.

44

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 Lesson 7 Values
Sharing
CD1 Audio script
My class Worksheet 4 Listen and colour.
Colour the picture. T18
GIRL: Red, please.
BOY: Here you are.
GIRL: Thank you!
Listen again. (Recording is repeated)

OPTIONAL: At this point, the children can make the

stick puppets on AB pp. 63-72.

Activity Book (p. 63-72)

Table Time Activity: Make the Flibets stick puppets.
© Express Publishing PHOTOCOPIABLE 217

T ip s! FOLD
HERE

• Children at this age may not yet be comfortable with the

concept of sharing. If any show distress, use a calm voice to
assure them that they will soon get the crayon back. Always
use positive reinforcement when the children successfully
complete a turn-taking activity in the future. Flibets Starter ActBk Cuts Outs.indd 65 2/19/20 7:14 PM

• As an extension, discuss, in L1, whether it is good or bad to

share. Ask the children what kinds of things we often share Hold up AB pp. 63-72. Say: Look – the Flibets! Ask
with our friends and family (e.g. birthday cake, sweets, toys.). the children to identify the characters: Who’s this?
You may want to start using phrases such as That’s OK/not Zac, etc. Say: Let’s make a puppet! Have the children
OK to get the children to think about what is appropriate.
gather their tools (see Introduction, p. 13). When
everyone is ready, say: Good. Let’s cut here. and
point to the dotted line. Ask the children to trace the
5 Listening: Listen & colour. [PB p. 14, Ex. 1]
line with their fingers before they cut. Monitor the
IWB Bring up p. 14 on the IWB. Point to the crayons and children as they work, making sure they are cutting
elicit the colours. Say: Listen! and play the audio on the along the correct line. Then, point to the folding line
IWB. Ask a child to come to the board. Point to the two and say: Now, let’s fold. Show the children how to
pictures and ask: Which one? This one or this one? Have fold. Hold up the glue and say: Let’s glue it! Point
the child choose the picture that corresponds to the to the two sides the children need to glue together.
audio (picture on the left). Say: Listen and colour! Play Give the children a straw or a tongue depressor to
the audio again. Ask: What colour? Elicit: Red. Point to glue between the two sides of the puppet. Go round
the white frame of the picture and help the child colour the class and provide help when necessary. Make all
it red. the puppets to have for use in future lessons.
Hold up PB p. 14 and use the same procedure to present
the activity. Play the audio again. Before allowing the
children to do any colouring, have them mime colouring
the correct picture with their fingers. Allow the children 6 Tidy up & Bye-bye
time to complete the task. Provide help when necessary. CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Game: Colour dance (receptive 2 Circle Time Game: Kim’s game (productive skills,
skills, gross motor skills, musical intelligence: thinking skills: observation & memory)
understanding rhythm) PCs Choose three of the vocabulary items. Put the PCs up on
CD1 Use ribbons or strips of paper to tie around the children’s 1–4 the board in random order in a 3X3 grid formation. The
wrists (blue, red and yellow) Say: Let’s dance and play children look at them for a minute and then they close
T15
some music or the song from Lesson 3. Encourage the their eyes. Remove one of the PCs. The children open
children to dance around and move to the rhythm. Pause their eyes and say which one is missing. Repeat as many
the music and call out a colour, e.g. blue – sit down! All times as you feel necessary.
the children wearing that colour sit down. Continue with
the rest of the colours.

45

Flibets Starter Ts Unit 1.indd 45 17/12/2020 12:58

 My class
Circle Time
Lesson 8
AB, p. 9
CLIL: Art 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Presentation: Listen & repeat

(receptive & productive skills)
IWB Using the IWB and the Zac puppet, revise the colours (blue,
red and yellow). Point to each one and ask in Zac’s ‘voice’:
What colour is it? Elicit: (It’s) blue. Use the IWB to present
green.

3 Structure Presentation: Point & say. [PB p. 15, Ex. 1]

1 Point & say. 2 Mix the colours. What colour is it? 3 Listen & sing. Vocabulary: blue, red, yellow, green
Structures: ‘What colour is it?’ (‘Green.’) 15
IWB Bring up p. 15 on the IWB. Point to the blue jar and ask:
What colour is it? Elicit the answer. Play the audio for
verification. Repeat with the rest of the jars. Then have
individual children come to the board. Point to a jar and ask
them to identify the colour. Repeat until all the children have
had a turn.
Language
Children’s language T ip !
Vocabulary Revision from L3: blue, red, yellow You may want to bring a selection of things, or photos, that
New Vocabulary: green are naturally green. E.g. leaves of a plant, peas, apples, pears,
avocados, or pictures of animals like frogs, parrots, crocodiles
Structures: What colour is it? (Green). and grasshoppers.

Teacher’s language
Guess! / Sorry, no. Uh-uh! Wrong, Zac. / Guess 4 Structure Practice: Play Guess the colour. (receptive
again. / Yes, that’s right! Well done! / Let’s mix & productive skills; fine motor skills)
the colours. / Yellow and blue makes green! / Now FCs Place four crayons in front of you. Choose a FC, making sure
15–18 that only you can see it. Hold up the Zac puppet in the other
watch! / Let’s sing! hand. Ask Zac: What colour is it, Zac? Guess! Use the Zac
REALIA puppet to point to a crayon and respond falsely a couple
of times in Zac’s ‘voice’ (e.g. Green!). Reply with: Sorry,
no! /Uh-uh! Wrong, Zac. Guess again! When Zac guesses
correctly, say: Yes, that’s right! /Well done, Zac! and hold up
the FC to show the colour. Say: Your turn! Ask the children
to gather their crayons (see Introduction, p. 13). Use Zac
Extra materials checklist to ask the children to guess the colour of a FC. The children
hold up a colour crayon when they are making a guess.
For the lesson
EXTENSION: See Zac’s Zone activity 1
Zac puppet
Class CD1
FCs 15–18 (blue/red/yellow/green) Table Time
crayons in the 4 colours & blank paper CD1
Ask the children to go back to their seats using the
sticky notes/strips of paper in the 4 colours T5 Table Time Chant from Lesson 1.

For optional activities 5 Art Experiment: Mix the colours. What colour is it?
ZZ 1: monochromatic objects; a set of [PB p. 15, Ex. 2]
IWB Bring up p. 15 on the IWB. Point to the jars and elicit
coloured pieces of paper for each child in the the colours. Say: Let’s mix the colours. and explain in
4 colours L1. Click on the blue jar and then colour the empty jar
ZZ 2: paper, yellow & blue water-soluble with the question mark, blue. Click on the yellow jar and
colour on top of the blue colour in the empty jar. As the jar
paint, Zac puppet turns green, point to it and ask: What colour is it? Elicit:
Green. Say: Yellow and blue makes green! Play the audio
for verification. Use the redo button and have individual
children come to the board and mix the colours. Repeat
until all the children have had a turn.

46

Flibets Starter Ts Unit 1.indd 46 17/12/2020 12:58

 Lesson 8 CLIL: Art
Hold up PB p. 15. Point to the jars and elicit the colours.
Then point to the empty jar as you take out your yellow
Activity Book (p. 9)
marker/pencil. Say: Look! and start colouring part of the
Table Time Activity: Trace & colour.
empty jar. Encourage the children to do the same in their
books. Then take your blue marker/pencil and repeat the Lessons 7 - 8

process. As you mix the two colours, point to and elicit the
new colour. (Green). Allow the children time to complete
the task in their books. Provide help when necessary.

EXTENSION: Tap on the star on the IWB to access the

extra activity.

6 VIDEO: Watch.
IWB Say: Now watch! Use the IWB and play the CLIL video.
Play the video again. The children answer the questions Trace & colour.
9

asked in the video script. Flibets Starter ActBk Unit 1.indd 9 2/19/20 6:48 PM

Video script Bring up AB p. 9 on the IWB. Point to the splashes

Look! Colours! Blue, yellow, red, green! of colour at the top and ask the children to identify
Lots of colours! Blue, yellow, red, green! them (e.g. What colour is it? Blue). Say: Blue! Trace
Look! What colour is it? It’s blue! It’s … blue! A blue bag! and colour with blue! Using blue, trace the dashed
What’s this? It’s a book. What colour is it?
line and colour in the first crayon. Repeat for the rest
It’s red! It’s … red! A red book!
Look! A crayon. What colour is it? It’s yellow! It’s … yellow!
of the items, inviting different children to carry out
A yellow crayon! the task on the board.
Look! A pencil. What colour is it? It’s blue! It’s … blue! A blue Hold up AB p. 9. Say: Your turn! Trace and colour!
pencil! Have the children trace and colour with their fingers
Let’s mix blue and yellow! What colour is it? … That’s right! first before completing in their books.
It’s green! It’s … green!

7 Song: Listen & sing [PB p. 15, Ex. 3] 8 Tidy up & Bye-bye
IWB Say: Now watch! Use the IWB and play the animated CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
video of the song. T3
Say: Let’s sing! and play the song. Go through the song,
demonstrating the TPR actions. The children copy your
actions. Play the song again. The children repeat the key
vocabulary (the colours) as they carry out the actions.
Play the song as many times as necessary.
CD1 Pretty Colours Song
Listen and sing. 1 Circle Time Game: Spin the pencil (productive skills,
T19
Blue! Blue! thinking skills: observing, analysing)
Point to something blue! (point to the blue jar on the PB page) REALIA Gather monochromatic objects. Give each child pieces
Red! Red!
of paper in the four target colours. Place the objects
Point to something red! (point to the red jar on the PB page)
in the circle. Place a pencil in the centre and spin it.
CHORUS: Green and yellow,
When it stops, hold up one of the objects and ask the
red and blue! (point to each colour on the PB page)
Pretty colours
child the pencil is pointing to: What colour is it? The
all around you! (make a circle over your head) child holds up the correct piece of coloured paper and
Yellow! Yellow! says the colour: e.g. Yellow. The child gets up and finds
Point to something yellow! (point to the yellow jar on the PB page) something in the classroom that is the same colour.
Green! Green! Repeat until all the children have had a turn.
Point to something green! (point to the completed green jar
on the PB page) 2 Table Time Game: Colour Blend Fun (receptive &
Alternatively, the children open their books at p. 15. Play productive skills, fine motor skills)
the song. The children point to the correct colour as they REALIA Give each child a sheet of white paper and some yellow
sing along. Play the song as many times as necessary. and blue water-soluble paint. Hold up your paper and
using the yellow colour, show them how to paint the
EXTENSION: See Zac’s Zone activity 2 paper yellow. The children do the same and colour
part of their paper yellow. Repeat the same procedure
OPTIONAL: At this point, the children can do the task using the blue paint. Point to each colour and name
on AB p. 9. it. The children repeat after you. Now, ask the children
to use the yellow paint and colour over the blue paint.
Walk round the class with the Zac puppet. Point to each
child’s work and using the Zac puppet ask: What colour
is it? Encourage the child to reply: Green.

47

Flibets Starter Ts Unit 1.indd 47 17/12/2020 12:58

 My class
Circle Time
Lesson 9 Show the class! 1 Hello Routine
1 2 3
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

EXTENSION: See Zac’s Zone activity 1

4 5
Before the lesson:
Prepare a model of the paper bag, crayon and pencil crafts in
advance. Make sure the bag is monochromatic, e.g. all blue.

Table Time
1 Make a pencil, a crayon and a bag! 2 Show & say. Structures: This is my (bag). It’s (red).
16
CD1 Ask the children to go to their seats using the Table
T5
Time Chant from Lesson 1.

2 Craftwork: Make a pencil, a crayon and a bag!

Language [PB p. 16, Ex. 1]
Children’s language Hold up the finished model of the bag and say: Look!
Vocabulary Revision: bag, book, pencil, blue, Point to the pocket, the straps and the flap and show
them that it opens and closes. Ask: What’s this? (It’s) a
green, red, yellow
bag. Take out the pencil from inside the bag and repeat
Structures: This is my (bag). It’s (red). the question. Elicit: (It’s) a pencil. Repeat with crayon.
Hold up PB p. 16 and say: Now, let’s make a pencil, a
Teacher’s language crayon and a bag! Point to each of the pictures in the
Now, let’s make a pencil, a crayon and a bag! / step-by-step instructions for the craftwork. Follow the
Show me the (scissors). / Are you ready? Yes. / steps to make the craftwork and use L1 if necessary.
Now, colour! / Now, cut!
T ip !
You may wish to show the step-by-step photos on the IWB
while carrying out each step.

Photo 1: Gathering materials [T’s p. 223, Worksheet 5]

WS5 Give each child a copy of WS5, a paper bag with no handles
and coloured paper (allow the children to choose the colour).
Extra materials checklist Have the children gather their own tools (see Introduction,
p. 13). Hold them up one by one and say: Show me the
For the lesson (scissors). The children hold up each item and place it on
Zac puppet their desks. Ask: Are you ready? Elicit: Yes.

Class CD1
My class Worksheet 5 My class
a model of the bag/pencil/crayon Choose a fastener and a pocket to make your bag. Then, choose a pencil to put in it. Colour.

coloured paper bags and crayons/pencils

scissors, glue and sticky tack
copies of WS5 (T’s p. 223) one per child
For optional activities
ZZ 1: red, blue, green and yellow pencils
ZZ 2: FCs 11–14 (pencil, book, bag, crayon)

218 © Express Publishing PHOTOCOPIABLE

48

Flibets Starter Ts Unit 1.indd 48 17/12/2020 12:58

 Lesson 9 Show the class!
Photo 2: Colouring the template T ip !
Hold up a coloured pencil. Point to one of the pocket You may wish to allow the children to take their craftwork
outlines on WS5 and say: Now, colour! The children choose home or display it on the class noticeboard.
whichever pocket they like. Repeat for the fastener, the
pencil and the crayon. Allow the children time to colour in
the items. Provide help when necessary.
EXTENSION: See Zac’s Zone activity 2

T ip ! 4 Tidy up & Bye-bye

Encourage the children to share their coloured pencils while
carrying out the task to consolidate the importance of sharing.
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3
Photo 3: Cutting
Hold up the model bag and point to the fastener. Point to the
two options on the template, hold up the scissors and say: Now,
cut! With your finger, trace the outline of the fastener you have
selected, and then start cutting it out. Repeat for the pocket,
the pencil and the crayon. For the straps on the back, show the
children how to cut strips of coloured paper. Allow the children
time to do the cutting. Provide help when necessary.

T ip s! 1 Circle Time Game: Pencil hunt relay (receptive

• Have all the children trace the shape with their fingers skills, thinking skills: observation & colour
before they start cutting. recognition, fine & gross motor skills)
• To save time, cut some long strips of coloured paper in REALIA Place blue, green, red and yellow pencils around the
advance.
• If you wish, the children can also make a model of a book.
classroom (the same number of each colour). Divide
Show them how to cut a simple rectangle out of coloured the children into four teams (blue, green, red and
paper and fold it in the middle. yellow). Ask a child from each team to walk around
the classroom and look for the pencils that match their
team colour: Find a (blue) pencil, please. When they
Photo 4. Putting it all together find one, they must return with it to their team before
Say: OK, children. Let’s make a bag! From this point on, hold the next child can start looking. The winner is the team
up each piece and demonstrate what the children need to who finds all of their coloured pencils first.
do, step-by-step, providing help when necessary.
1) Fold down the top of the paper bag to form a bag flap. 2 Table Time Game: Where’s the bag? (receptive
2) Take the fastener and glue one end on the edge of the skills, memory, maintaining focus, observation,
flap. You may also use sticky tape if you prefer. fine motor skills)
3) Put some sticky tack under the fastener to keep the flap FCs Show the pencil, book, bag, crayon FCs to the children.
from opening. 11–14 Place them face down and on your desk mix them up.
4) Glue the pocket below the fastener. Only glue along the Ask the children: Where’s the bag? When a child points
bottom and sides of the pocket. to a card, turn it face up. Continue until the bag FC is
5) Glue the ends of the straps to the back of the bag at the found. This game can also be played in groups or pairs,
top and bottom, on both sides of the bag. using the children’s PCs.
6) Optional: Fold a rectangular piece of coloured paper down
the middle to make a book. You may wish to place a plain
label on one side to indicate the cover of the book.
7) The children can put the pencil and crayon (and the
book) in the bag before showing it to the class.

T ip !
Time permitting, the children can decorate the front of their
bags in any way they like, e.g. with stickers, glitter or patterns
they draw themselves.

EXTENSION: Tap on the star on the IWB to access the

extra activity.

3 Presentation Skills: Show & say. [PB p. 16, Ex. 2]

Hold up your finished model and say: Look, this is my
bag. It’s (blue). This is my pencil. It’s (yellow), etc. Then,
say: Your turn! One by one, the children stand up and
present their bags using the same structures. Help the
children when necessary.

49

Flibets Starter Ts Unit 1.indd 49 17/12/2020 12:58

 My class
Circle Time
Lesson 10
AB,
AB,p.
pp.
???
10-11
Now I can say ... 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Revision & Thinking Skills: Play Flash the card (productive

skills; thinking skills: attention to detail, analysing)
FCs Hold up a FC and quickly show it to the children. Ask the
11–14 children: What is it? (It’s) a bag. Ask about the colour: What
colour is it? Blue. Repeat with the rest of the FCs.

3 Revision: Spin the wheels (productive skills; phrase

building; fine motor skills) [T’s pp. 224-225.
Worksheets 6-7]
1 Point & say. 2 Find & stick. Vocabulary: bag, book, crayon, pencil, blue, green, red, yellow

WSs Colour in the splashes on the wheel on WS7 in advance, in

Structures: ‘What’s this?’ ‘It’s a (book). It’s (green).’ 17

6–7 the four target colours. Place the two WSs in the circle. Place
a pencil in the centre of each wheel and say: Look! Spin the
pencil flat in the colour wheel. When it stops, say the name of
the colour it is pointing to, e.g. Blue! Repeat with the objects
Language wheel and say the name of the object the pencil is pointing
to, e.g. Bag. Now make a phrase pointing to each item on the
Children’s language
wheels, e.g. A blue bag! The children take turns to spin the
Vocabulary Revision: bag, book, pencil, blue, pencils until everyone has had a turn. When a pencil points to
green, red, yellow a character, the children carry out a forfeit action before they
Structures: What’s this? (It’s a) book! It’s green. spin the pencil again. For example, Zac – stand up, Grok – sit
down, Plok – touch something (blue), Dan – point to a (bag).
Teacher’s language
A (blue bag.) / Please find the (crayon). / Find your T ip !
stickers. / Now, stick! / No, sorry. Listen again. / The children may need to practise spinning a pencil before the
game begins.
Your turn. Yes, that’s right – Great work! / Listen
for \b\ - book. Is it the same? / down, down, down,
stop, round, round, round, stop / Nice work. Well
done, everyone!
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

4 Revision: Point & say. [PB p. 17, Ex. 1]

IWB Bring up p. 17 on the IWB. Point to the crayon. Ask:
Extra materials checklist What’s this? (It’s a crayon.) Then ask: What colour is it?
(It’s blue.) Repeat with the rest of the items. Play the
For the lesson audio for verification. Invite individual children to come
Zac puppet to the board, point to and identify each item, e.g. It’s a
(pencil). It’s (yellow).
Class CD1 Alternatively, hold up PB. p. 17 and follow the same
FCs 11–14 (pencil/book/bag/crayon) procedure to present the task. The children point to the
school items in their book and name them.
copies of WSs 6–7, coloured in and glued on
cardboard (T’s pp. 224-225) 5 Consolidation & Fine Motor Skills: Find & stick.
[PB p. 17, Ex. 2]
For optional activities IWB Bring up p. 17 on the IWB. Point to the objects in the
Class CD2 (Phonics) circles where the stickers will be placed and elicit the
school items. Point to the first missing sticker. Ask a
child to identify it (e.g. What’s this? It’s a crayon.) Say:
Please find the crayon while pointing to all the stickers.
Ask a child to come to the board and point to the correct
sticker. Say: Look! Tap on the sticker to drag and drop it
into place. Repeat for the rest of the stickers.
To further revise vocabulary, refer to the Hold up your sticker sheet and say: Find your stickers.
picture dictionary on the IWB or in the Pupil’s Hold up PB p. 17. Point to the missing crayon. Ask:
Book. What’s this? Elicit: (It’s) a crayon. Ask the children to
find the corresponding sticker. Make sure all the children

50

Flibets Starter Ts Unit 1.indd 50 17/12/2020 12:58

 Lesson 10 Now I can say ...
are pointing to the correct sticker. Say: Now, stick! and
demonstrate how to remove the sticker and stick it on
the page. Repeat for the rest of the stickers.
Phonics
(Optional) p. 88
EXTENSION: Tap on the toy ball to play the game on
the IWB.
1 Pronunciation Practice: Listen & say. [PB p. 88, Ex. 1]
OPTIONAL: At this point, the children can do the tasks IWB Bring up p. 88 on the IWB. Say: Listen! and play the audio.
on AB pp. 10–11. When the sound \b\ is heard, pause the audio. The children
repeat the sound. Provide help and praise (e.g. No, sorry.
Listen again: b. Your turn! Yes, that’s right – great work!,
etc.). Alternatively, play the audio (Track 30 CD2).
Activity Book (p. 10-11)
CD2 Audio script
Table Time Activity: Look & colour. \b\, \b\
T30 \b\, bag, \b\, bag
Lessons 9 - 10
bag, bag

2 Sound Discrimination: Listen for the sound and circle.

IWB Go to the extra activity on the IWB by tapping on the star.
Say: Listen! and play the recording of the first word (book).
Repeat the word and say: Listen for \b\ – book. Is it the
same? (Yes.) Repeat for the rest of the items. The children
say no when the word does not match the sound. Have the
10
Look & colour.
children come to the board and circle the pictures that
Flibets Starter ActBk Unit 1.indd 10 2/19/20 6:48 PM begin with the \b\ sound. Play the audio for verification.
IWB Bring up AB p.10 on the IWB. Ask the children to Alternatively, carry out the task by saying the words yourself.
identify the coloured object in the first row: What’s Audio script
this? A bag. What colour is it? Red. Point to the other book, pot, bag, pen
objects in the row (pencil/bag) and say: Find the
bag. Ask a child to come and point to it. Say: Colour
3 Letter Identification: Trace the letter. [PB p. 88, Ex. 2]
the bag red. Help the child do the task. Repeat with
IWB Go back to p. 88 on the IWB. Point to the letter b. Say: Let’s
the rest of the items.
trace! Show the children how to trace the letter. Describe
Hold up AB p. 10. Use the same procedure to explain
the direction you are following while doing so (down, down,
the task. Provide help when necessary. Check the
down, stop; round, round, round, stop). The children trace
children’s work.
the letter in the air with you. Invite individual children to
Table Time Activity: Trace. come and trace the letter on the IWB. Then, ask the children
Let’s play!
to trace the letter in their books, first with their fingers and
then with their pencils (OK, show me your pencil. Good.
Now trace!). Go round the class and provide help when
necessary.

4 Consolidation: Colour & say. [PB p. 88, Ex. 3]

IWB Zoom in on the picture on p. 88 on the IWB. Point to the
letter b and have the children identify it by repeating
the sound \b\. Play the audio for verification. Then point
Trace.
11 to the dots in the puzzle and have the children identify
Flibets Starter ActBk Unit 1.indd 11 2/19/20 6:48 PM

the coloured dots. Say: Colour. and colour in that area

Bring up AB p. 11 on the IWB. Say: Let’s trace! Show using the corresponding colours on the screen.
the children how to trace the first line with a left-to- Have the children take out their coloured pencils (see
right stroke. Repeat with the rest of the lines. Use the Introduction, p. 13). Hold up PB p. 88 and follow the
redo button and have the children come and trace the same procedure to present the task. Allow the children
lines until they have all had a turn. time to complete the task. Give praise for their effort.
Hold up AB p. 11. Say: Trace! Before allowing the
children to do any tracing, have them trace the lines OPTIONAL: At this point, the children can do the task
with their fingers. Allow the children some time to on AB p. 54 (see T’s p. 208).
complete the task. Provide help when necessary. Check
the children’s work.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

51

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 y f a m ily
M

Aims
• To learn about family members • To practise listening and pronunciation of
• To practise identifying family members key vocabulary and structures by listening
• To practise fine motor skills through and repeating.
hand-eye coordination games, by tracing, • To learn the value of loving your family
pointing to pictures, colouring, cutting, • To practise musical and mathematical
sticking and using the character cutouts intelligence by understanding rhythm
• To practise gross motor skills through • To aid sensory development by playing
movement games and TPR activities games

Language
Children’s language
Vocabulary: baby, brother, daddy, grandma,
Teacher’s language
grandpa, mummy, sister Instructions and questions:
Structures: (Who’s this?) (It’s my) Who’s this? (It’s my) (mummy). / Show me
(mummy). / Who’s this? (Mummy.) / This (mummy). / Look! Who’s this? (Grandma). / Point
is my (daddy). / This is my (mummy). I love to the baby. / This is my (daddy). Take Ani to their
my (mummy). / Look! Mummy, daddy, baby. family. / Oh no! Ani is out! / Find and point to Zac. /
I love my (mummy). / Which one? This one or this
one? / Find the family members. / Look! Mummy,
Daddy, baby. / Look! This is my family! / Now let’s
make a photo frame.

Polite language & praise:

Hello! / Bye- bye! / Thank you, children. / Well
done! /Great! / Good!/ Oh, no! / No, sorry! / Yes,
that’s right! / Great work. / Nice work! Well done,
everyone!

52

Flibets Starter Ts Unit 2.indd 52 7/17/20 3:42 PM

 Special features
VALUES SHOW THE CLASS!
Loving your family Making a photo THINK!
frame Focusing on detail;
deductive reasoning;
logical thinking (matching the
younger characters with their
SOCIAL SKILLS older family members)
SONGS & CHANTS
Bonding with peers; Routine Chants
following class Who’s this? Chant
routines; taking turns; My family Song
working in teams CLIL: SCIENCE
Identifying members of
animal families (lions)

Skills

Communication Early Literacy

Listening: Pre-writing skills:
• Listening and repeating • Tracing/ Matching / Colouring /
• Listening for detail and pointing/matching/ Circling
singing songs • Identifying and tracing letter ‘d’
Speaking: (optional)
• Responding to simple questions when discussing
a picture Phonics (Optional):
• Role-playing a short exchange • Identifying and producing initial
• Building phrases to talk about family members, \d\ sound
e.g. This is my (mummy). I love my (mummy)
Narrative skills:
Body language: • Predicting missing words/phrases
• Miming a scene when looking at pictures and
• Body movement when acting or doing TPR watching videos
activities

53

Flibets Starter Ts Unit 2.indd 53 7/17/20 3:42 PM

 My family
Circle Time
New words 1 Hello Routine
ily
My fam 1 CD1 Repeat the Hello routine as in Module 1.
Lesson

T4, T2

2 Vocabulary Revision: Play Match and say. (receptive &

productive skills; fine motor skills)
FCs Revise the vocabulary from the previous module. Put the
11–17 colour FCs (15–17) up on the board. Point to each FC and
ask: What colour is it? Elicit the colours. Then put the school
objects FCs (11–14) in the centre of the circle so that the
children can see them. Invite a child to stand up. Give the
child a FC e.g. book and ask: What’s this? Elicit: (It’s a) book.
Ask: What colour is it? Elicit: Yellow. Ask the child to put the
FC under the corresponding colour FC on the board. Then ask:
1 Listen & say. 2 Listen & circle. 3 Point & say. Vocabulary: brother, daddy, mummy, sister
18 Structures: (‘Who’s this?’) ‘(It’s my) (mummy).’

What’s this? again. Explain in L1 if necessary and prompt the

child to answer using a complete sentence, e.g. It’s a yellow
book. Give praise for every effort and help when needed. Play
until all the children have had a turn.
Language
3 Vocabulary Presentation: Listen & repeat. (receptive
Children’s language skills; picture-word association)
Vocabulary: brother, daddy, mummy, sister IWB Use the IWB to present the new words on p. 18 (see
Structures: (Who’s this?) (It’s my) (mummy). FCs
Introduction, p. 12). Alternatively, use the FCs to present the
1, 5, 6, new vocabulary (see Introduction, p. 12).
9, 10
Teacher’s language
Who’s this? (It’s my) (mummy). 4 Vocabulary Practice: Listen & say. [PB p. 18, Ex.1]
IWB Bring up p. 18 on the IWB. Point to (mummy). Ask: Who’s
this? (Explain the question in L1 if necessary.) Ask individual
children to answer. Elicit: Mummy. Play the audio for
verification. Repeat with the rest of the family members.
Alternatively, hold up PB p. 18 and follow the same
Extra materials checklist procedure to practise the vocabulary.

CD1 Audio script

For the lesson Listen & say.
T20 ANI: mummy, daddy, sister, brother
Zac puppet
Class CD1 EXTENSION: See Zac’s Zone activity 1
FCs 1, 5, 6, 9–17 (brother/sister/mummy/
5 Structure Presentation: Who’s this? It’s my (mummy).
daddy/pencil/book/bag/crayon/blue/red/
CUTOUTS
Put the Ina, Ani, mummy and daddy cutouts up on
yellow) the board. Using the Zac puppet, point to (mummy)
Cutouts (Ani, Ina, mummy, daddy) and ask: Who’s this, Zac? Reply, using Zac’s ‘voice’:
It’s my (mummy). Ask the children to repeat after
For optional activities you. Follow the same procedure with the other
ZZ 1: FCs 1, 5, 6, 9, 10 (brother/sister/ character cutouts. Give the Zac puppet to a child.
Point to a cutout and ask: Who’s this, Zac? Have the
mummy/daddy), a soft ball/bean bag child answer using Zac’s ‘voice’. Repeat until all the
ZZ 2: FCs 1, 5, 6, 9, 10 (brother/sister/ children have had a turn.
mummy/daddy) Suggested language: Who’s this? (It’s my) (mummy).
ZZ 3: copies of PCs 5–8 (T’s p. 253, brother/
6 Consolidation: Play Pick up the flash card. (receptive
daddy/mummy/sister) one set per child, Zac & productive skills; fine motor skills; observing and
puppet predicting)
FCs Place the family FCs in the centre of the circle face down.
1, 5, 6, Name a character: e.g. mummy. Invite a child to choose
9, 10 a FC, and show it to the class. If the child has picked up
the correct FC, use the Zac puppet to praise the child:

54

Flibets Starter Ts Unit 2.indd 54 7/17/20 3:42 PM

 Lesson 1 New words
Well done! or to encourage him/her to try again: No! Try
again! Play until all the children have had a turn.

EXTENSION: See Zac’s Zone activity 2

1 Circle Time Consolidation: Play Aim, shoot and

Table Time say. (receptive & productive skills, fine motor
skills, hand-eye coordination skills)
CD1 Ask the children to go back to their seats using the
FCs Put the FCs up on a wall and invite a child to come to
T5
Table Time Chant as in Module 1. 1, 5, 6, the wall. Give the child a soft ball/bean bag. The child
9, 10 tosses the ball/bean bag at the wall, as many times as
7 Listening & Fine Motor Skills: Listen & circle. necessary, until s/he hits one of the FCs. Point to the
[PB p. 18, Ex. 2] FC and ask: Who’s this? The child names the family
IWB Use the IWB to elicit the characters on p. 18 (PB). Point member the card shows: (Mummy). Play until all the
to mummy and ask: Who’s this? Elicit: Mummy. The children have had a turn.
children repeat after you. Say: Listen. Play the audio for
the first exchange and pause after it. Ask a child to come 2 Circle Time Game: Play Card on your back.
to the board and point to the answer, (brother). Say: (productive skills, fine motor skills)
Now, circle! Help the child circle the answer. Ask another
FCs Invite a child to come and sit in the centre of the circle.
child to come to the board. Follow the same procedure 1, 5, 6, Stick a flash card on his/her back and ask the child to
and present the second exchange. 9, 10 turn on the spot so that the rest of the children can see
Alternatively, hold up PB p. 18. Point to each character
it. The child in the circle guesses the card by calling
and ask: Who’s this? Elicit answers from around the
out random words (e.g. mummy, daddy). The rest of
class. Say: Listen and circle. Then play the audio on the
the class say: Yes or No. Each child has two chances to
IWB or CD1. Pause the audio after the first exchange.
guess the word before returning to the circle. Continue
Allow the children time to circle the correct character.
until all the children have had a turn.
Go around the classroom checking their answers
and providing help when necessary. Follow the same
procedure with the second exchange. 3 Table Time Consolidation: Play Cards on the
desk. (receptive skills, fine motor skills, picture-
Audio script word association)
Listen & circle.
CD1
PCs Give each child a set of PCs (brother/daddy/mummy/
SPEAKER: Who’s this?
5–8 sister). Divide the children into groups. Collect each
T21 ANI: It’s my brother. Circle my brother.
SPEAKER: Who’s this? group’s cards and shuffle them. Deal the cards so
ANI: It’s my sister. Circle my sister. that each child (in each group) has the same number
Listen again. (Audio is repeated) of cards. Using the Zac puppet, call out a word, e.g.
mummy. The children from each group that have the
8 Consolidation: Point & say. [PB p. 18, Ex. 3] corresponding picture card repeat the word and put
their card on the desk. The child from each group that
IWB Bring up p. 18 on the IWB. Hold up the Ani cutout.
puts down all of his/her PCs first is the winner.
Point to Zac and ask: Who’s this? In Ani’s ‘voice’ say:
CUTOUTS
It’s my brother. Play the audio for verification. Have
the children repeat in chorus. Ask a child to come to
the board. Give him/her the Ani cutout. Point to a
character and ask: Who’s this? Using the Ani cutout
the child answers. Repeat until all the children have
had a turn.
Alternatively,
 hold up PB p. 18. Give each child their
CUTOUTS cutout for Ani. Point to a character, e.g. daddy.
Ask: Who’s this? Ask individual children to point to
the character in their book and answer using Ani’s
‘voice’: It’s my daddy. Provide help when necessary.

EXTENSION: See Zac’s Zone activity 3

9 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Module 1.
T3

55

Flibets Starter Ts Unit 2.indd 55 7/17/20 3:42 PM

 My family
Circle Time
Lesson 2 Let’s chat! 1 Hello Routine
AB, p. 12

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember and say (productive

skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous lesson
(mummy, daddy, brother, sister; see Introduction, p. 12).
Suggested language: Who’s this? (It’s) Mummy.
FCs
1, 5, 6, Alternatively, use the FCs to revise the vocabulary.
9, 10

1 Trace. 2 Point & say. Vocabulary: mummy, daddy, brother, sister

19
3 Structure Presentation: Who’s this? (Mummy)
(receptive & productive skills)
Structures: ‘Who’s this?’ (‘Mummy.’)

FCs Put the FCs up on the board. Point to (mummy) and ask:
1, 5, 6, Who’s this? Mummy. The children repeat after you. Repeat
9, 10 the same procedure with the rest of the characters.

Language EXTENSION: See Zac’s Zone activities 1–2

Children’s language
Vocabulary Revision from L1: brother, daddy,
mummy, sister
Structures: Who’s this? (Mummy.)
Table Time
Teacher’s language CD1
Ask the children to go back to their seats using the
Who’s this? Mummy. / Show me (mummy). T5 Table Time Chant from Lesson 1.

4 Consolidation & Fine Motor Skills: Trace. [PB p. 19,

Ex. 1]
IWB Bring up p. 19 on the IWB. Point to the puzzle pieces
and ask the children to identify the characters: Who’s
Extra materials checklist this? Elicit responses from individual children. Play
the audio for verification. Invite a child to come to the
For the lesson board. Say: Show me mummy. Ask the child to point
to the mummy puzzle piece. Say: Let’s trace! Show the
Zac puppet child how to trace the line from the puzzle piece to the
Class CD1 character, then have the child trace the line. When the
FCs 1, 5, 6, 9, 10 (brother/sister/mummy/ child finishes tracing the line, the image of mummy is
complete. Ask: Who’s this? Elicit: Mummy. Play the audio
daddy) for verification. Repeat with the rest of the characters.
Cutouts (Ani/Ina/Zac/mummy/daddy/Grok) Ask individual children to come to the board and trace a
line until all the children have had a turn.
For optional activities Hold up PB p. 19. Point to the puzzle pieces and elicit the
ZZ 1: FCs 1, 6, 9, 10 (brother/sister/ characters: Who’s this? Use your finger and show how
to trace lines from the puzzle pieces to the characters.
mummy/daddy) Ask the children to practise tracing the lines with their
ZZ 2: FCs 1, 5, 6, 9, 10 (brother/sister/ finger before using their pencil. Walk round the class
mummy/daddy), a bin, a soft ball and help the children when necessary.
ZZ 3: copies of PCs 5–8 (T’s p. 253, brother/
5 Consolidation: Point & say. [PB p. 19, Ex. 2]
daddy/mummy/sister), Zac puppet IWB Bring up p. 19 on the IWB. Ask a child to come to the
board. Point to a character (mummy) and ask: Who’s
this? Elicit: Mummy. Play the audio for verification.
Repeat for the rest of the characters until all the children
have had a turn.

56

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 Lesson 2 Let’s chat!
 lternatively, hand out the cutouts for Ani and Grok
A
and put the children into pairs. Assign each child
CUTOUTS
a role (Ani or Grok). Help the children lay out the
rest of the cutouts for Ani’s family on their desks.
The child assigned the role of Grok points to one
of the cutouts (e.g. mummy) and asks: Who’s this?
1 Circle Time Revision: Run & Touch. (receptive
The other child (Ani) answers: (Mummy). The pairs
skills, gross motor skills)
repeat the procedure with the rest of the characters.
(daddy/brother/sister). Then have them swap roles FCs Stick the 4 FCs up on the board. Divide the children into
1, 6, two teams, A and B. Have the teams make two straight
and repeat the activity. 9, 10 lines in the middle of the class facing the board. Explain

EXTENSION: Tap on the star on the IWB to access the the activity in L1 if necessary. Say: Run and touch,
extra activity. (daddy). The first child to touch the corresponding FC
first, gets a point for his/her team. The two children
EXTENSION: See Zac’s Zone activity 3 return to their lines and the game continues with the
next two children. The team with the most points wins.
OPTIONAL: At this point, the children can do the task
on AB p. 12. 2 Circle Time Consolidation: Play Basketball
(receptive & productive skills, fine & gross motor
skills)
FCs Divide the children into two teams, A and B. Place a bin
1, 5, 6, between the teams. Give a soft ball to a player from

Activity Book (p. 12) 9, 10 Team A. Choose a spot away from the bin. The child from
Team A, tosses the ball and tries to get it in the bin. If
the ball goes into the bin, hold up a FC and ask: Who’s
Table Time Activity: Who’s missing? Look & match.
this? If the child answers correctly, his/her team gets a
Lessons 1 - 2 point. Now it is Team B’s turn. The team with the most
ily
My fam
points wins. Repeat as many times as necessary until all
the children have had a turn.

3 Table Time Consolidation: Play Name the card

(receptive & productive skills, gross motor skills)
PCs Choose a child to come to the front and hold the Zac
5–8 puppet. Hand out PCs (brother, daddy, mummy, sister)
to the rest of the children (one card per child). Ask the
children to look at their cards carefully and then turn
them face down on their desks. Explain the game in L1
12
Who’s missing? Look & match.
if necessary. Have the child with the Zac puppet walk
round the class. The child has to touch one of the other
children using the Zac puppet lightly on the shoulder.
IWB Bring up AB p. 12 on the IWB. Point to the family The child Zac has touched, asks Zac: Who’s this? Then
tree and say: Look! Ask the children to identify the the child with the Zac puppet has to guess the card (in
characters. Ask: Who’s this? (Mummy) Play the audio Zac’s ‘voice’). If the answer is correct, the children swap
for verification. Then point to Zac, Plok and Grok and roles. If it is wrong, the game starts again with a new
elicit their names by asking: Who’s this? Point to the child holding the Zac puppet. Play the game until all the
empty circle in the tree and explain the activity and children have had a turn.
the question (Who’s missing?), in L1. Ask: Who’s
missing? Zac? Plok? Grok? Ask a child to come to
the board and point to the correct answer. Say: Now,
match. Help the child do the task.
Hold up AB p. 12. Use the same procedure to present
the task. Have the children trace a line with their
finger from the correct character to the tree before
using their pencils. Allow the children time to
complete the task. Provide help when necessary.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

57

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 My family
Circle Time
Lesson 3 Let’s sing! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Presentation: Listen & repeat.

(receptive skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
FCs
lesson and present the new words on p. 20 (baby, grandma,
1, 5, 6, grandpa; see Introduction, p. 12). Alternatively use the FCs
9, 10, to revise and present the new vocabulary (see Introduction,
19–21 p. 12).

3 Vocabulary Practice: Listen & say. [PB P. 20, Ex. 1]

1 Listen & say. 2 Listen & match. 3 Listen & sing. Vocabulary: mummy, daddy, brother, sister, grandma, grandpa, baby

IWB Bring up p. 20 on the IWB. Point to the pictures. Ask

20 Structures: ‘Who’s this?’ (‘Mummy.’)

individual children to name the family members. Play

the audio for verification. The children listen and repeat.
Alternatively hold up PB p. 20 and follow the same procedure
to practise the vocabulary.
Language CD1 Audio script
Children’s language Listen and say.
T22 ZAC: grandma, grandpa, baby
Vocabulary Revision from L1: brother, daddy,
mummy, sister 4 Vocabulary Consolidation (receptive skills)
New Vocabulary: baby, grandma, grandpa
IWB Bring up p. 20 on the IWB. Ask a child to come to the board
Structures: Who’s this? (Mummy). and point to a picture: Point to the baby. Repeat until all the
FCs children have had a turn. Alternatively, lay out the FCs in the
19–21
Teacher’s language centre of the circle, say a family member and ask individual
Who’s this? (Grandma) / Point to the baby. children to pick the correct card.

5 Play Test your Memory. (productive skills; memory)

FCs Put the FCs up on the board. Point to the FCs one at a
time and ask: Who’s this? Then turn the FCs over so the
1, 5, 6,
9, 10,characters are hidden. Point to a FC and ask a child: Who’s
Extra materials checklist 19–21 this? The child guesses. Turn over the FC. If the answer is
correct, praise the child: Well done! Great! If wrong, turn the
For the lesson FC over again and say: Sorry, try again! Repeat until all the
Zac puppet children have had a turn.
Class CD1 EXTENSION: See Zac’s Zone activity 1
FCs 1, 5, 6, 9, 10, 19–21 (brother/sister/
mummy/daddy/grandpa/grandma/baby)
PCs 5–8, 10–11 (T’s pp. 253-254, brother/ Table Time
daddy/mummy/sister/grandma/grandpa) CD1
Ask the children to go back to their seats using the
one set per pupil T5 Table Time Chant from Lesson 1.

For optional activities 6 Listening: Listen & match. [PB p. 20, Ex. 2]
IWB Bring up p. 20 on the IWB. Point to the girl and the
ZZ 1: FCs 1, 5, 6, 9, 10, 19–21 (brother/ pictures. Explain, in L1, that this is Mary and her family.
sister/mummy/daddy/grandpa/grandma/ Mary is wondering if you would like to meet her family. Of
baby), a soft scarf/cloth to be used as a course you do! Point to each picture and ask: Who’s this?
Elicit the family members from individual children. Say:
blindfold Listen. Play the audio for mummy. Ask a child to come
ZZ 2: copies of WS1 (T’s p. 226) one per to the board and point to mummy. Say: Match! and help
child the child do the task. Repeat with the rest of the family
members until all the children have had a turn.
Hold up PB p. 20. Use the same procedure to introduce
the activity. Play the audio using the IWB or CD1. The
children complete the task in their books. Provide help
when necessary. Explain to the children that they should
draw two separate lines for grandma and grandpa.

58

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 Lesson 3 Let’s sing!

”
Audio script
CD1 Listen and match. NOTE:
GIRL: This is mummy! I love my mummy. Can you see my For the next lesson, ask the children to bring a picture
T23 mummy? Draw a line. of their family to class. If school policy allows, you
This is my daddy! I love my daddy! Can you see my
may wish to send a letter to the parents explaining
daddy? Draw a line.

”
This is my baby sister! I love my baby sister! Can you
why the children will need a picture.
see my baby sister? Draw a line.
This is my grandma! I love my grandma! Can you see
my grandma? Draw a line.
This is my grandpa! I love my grandpa! Can you see my
grandpa? Draw a line.
Listen again. (Audio is repeated)

7 Chant: Listen & sing. [PB p. 20, Ex. 3]

IWB Say: Now, watch! Use the IWB and play the animated
video of the chant.
FCs Say: Let’s sing! Put the family FCs up on the board.
1, 5,
Then hand out a set of PCs to each child. Go through 1 Circle Time Consolidation: Play Yes/No.
9, 10, (receptive & productive skills, picture-word
19, 20 the chant, demonstrating the TPR actions. The
children copy your actions. Play the chant on CD1 association, gross motor skills)
PCs or the IWB. The children repeat the key vocabulary FCs Choose a child to blindfold. Give another child a FC
5–8, 1, 5, 6, (e.g. grandma) to hide somewhere in the classroom.
10–11 (underlined in the audio script) as they carry out the
9, 10, Remove the blindfold and have the child search for
actions. 19–21
the hidden FC. The rest of the class say Yes when the
CD1
Who’s this? Chant child gets close to the FC or No if he/she gets further
Who’s this? (shrugging and raising your hands)
away from it. Once the FC is found, ask: Who’s this?
T24 Look and say!
The child replies. Repeat until all the children have had
It’s my daddy! (point to the FC while the children hold up
PC6) a turn.
Yes, great!
Who’s this? (shrugging and raising your hands) 2 Table Time Consolidation: My Family Bingo
Look and say! (receptive & productive skills, fine motor skills,
It’s my mummy! (point to the FC while the children hold up listening for detail) [T’s p. 226, Worksheet 1]
PC7)
Yes, great!
Who’s this? (shrugging and raising your hands) Play Bingo!
My family Worksheet 1

Look and say!

It’s my brother! (point to the FC while the children hold up
PC5)
Yes, great!
Who’s this? (shrugging and raising your hands)
Look and say!
It’s my sister! (point to the FC while the children hold up PC8)
Yes, great!
Who’s this? (shrugging and raising your hands)
Look and say!
It’s my grandpa! (point to FC while the children hold up PC11)
Yes, great! © Express Publishing PHOTOCOPIABLE 221

Who’s this? (shrugging and raising your hands)

Look and say! WS1 Give each child a copy of WS1. Explain the activity in L1
It’s my grandma! (point to FC while the children hold up if necessary. Point to the sketches and elicit the family
PC10)
members: Who’s this? Grandma, etc. Ask the children
Yes, great!
to circle all the pictures except for one picture of their
Alternatively, the children open their books on p. 20. choice. Call out family members. If the children hear a
Play the chant. The children point to the correct family family member that they have circled, they put a tick
member as they sing along. Play the chant again as next to it. The child who ticks all their pictures and calls
many times as necessary. out BINGO first wins the game.

EXTENSION: See Zac’s Zone activity 2

8 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

59

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 My family
Circle Time
Lesson 4 Think! 1 Hello Routine
AB, p. 13

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Play Turn the card and say.

(receptive & productive skills, fine motor skills)
FCs Using sticky tack stick the FCs on the board so that the
1, 5, 6, children cannot see what they show. Choose a child to come
9, 10, to the board and turn over a FC. Ask: Who’s this? and elicit
19–21
the family member. Repeat until all the children have had a
turn.
EXTENSION: See Zac’s Zone activity 1
1 Point & say. 2 Think & trace. Vocabulary: mummy, daddy, grandma, grandpa
Structure: This is my (daddy.) 21

3 Structure Presentation: This is my (daddy).

FCs Put the FCs up on the board. Hold up the Zac puppet as you
5, 6, point to daddy and ask: Who’s this, Zac? Say, in Zac’s ‘voice’:
9, 10, This is my (daddy). The children repeat after you. Repeat
Language 19, 20
with daddy, grandpa, grandma, mummy and sister.
Children’s language
Vocabulary Revision from L1–3: baby, brother,
daddy, grandma, grandpa, mummy, sister
Structures: This is my (daddy).
Table Time
Teacher’s language CD1
Ask the children to go back to their seats using the
Who’s this, Zac? /This is my (daddy). / Take Ani to Table Time Chant from Lesson 1.
T5
her family.
4 Structure Practice: Point & say. [PB p. 21, Ex. 1]
 Bring up p. 21 on the IWB. Point to each character
IWB
and ask the children to identify them: Who’s this?
(Zac/daddy, etc). Play the audio for verification. The
Extra materials checklist children repeat in chorus.
 Alternatively, hold up PB p. 21. Hold up the cutout
For the lesson CUTOUTS for Zac as you point to daddy. Ask: Who’s this? Say,
in Zac’s ‘voice’: This is my daddy. The children repeat
Zac puppet in chorus. Use the rest of the cutouts (Plok/Grok/
Class CD1 Dan) and follow the same procedure to present/
elicit their respective family members. The children
FCs 1, 5, 6, 9, 10, 19–21 (brother/sister/
use their cutouts, point to the characters in their
mummy/daddy/grandpa/grandma/baby) books and say sentences: This is my (daddy).
Sticky tack
Cutouts (Zac, Plok, Grok, Dan) 5 Structure Consolidation Thinking Skills: Think & trace.
[PB p. 21, Ex. 2]
For optional activities IWB Bring up p. 21 on the IWB. Point to Zac and then point
ZZ 1: copies of PCs 5-11 (T’s pp. 253-254, to daddy. Ask: Who’s this? Elicit: Daddy. Play the audio
for verification. Point to the two blue coloured circles
brother/daddy/mummy/sister/baby/ and elicit the colour: What colour is it? Blue. Say: Let’s
grandma/grandpa), sticky tack trace. Use the colouring tool and trace/colour the path
ZZ 2: pictures of your family; pictures of the between the two blue circles. Invite a child to the board
and have them trace/colour the path. Ask: Who’s this?
children’s families Give the Zac cutout to the child and encourage him/her
ZZ 3: realia (pictures of members of families to answer using Zac’s ‘voice’: This is my daddy. Repeat
the same procedure for the rest of the characters while
from the Internet), coloured cardboard/
using the corresponding cutouts (Plok/Grok/Dan).
poster paper, glue Repeat until all the children have had a turn.

60

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 Lesson 4 Think!
Hold up PB p. 21 and follow the same procedure to
present the task. Before the children start tracing, have
them take out their coloured pencils and show you the
correct colours, e.g. Show me (blue). Mime tracing the
lines with your finger and have the children do the same
in their books. Allow the children time to complete the
1 Circle Time Game: Play Pelmanism. (productive
task. Provide help when necessary.
skills, fine motor skills, memory skills, attention to
detail)
EXTENSION: Tap on the star on the IWB to access the
extra activity. PCs Make two copies of each PC. Stick them up on the board
5–11 face down using sticky tack so that the children cannot
EXTENSION: See Zac’s Zone activities 2–3 see the pictures. Divide the children into two teams,
A and B. Choose a child from Team A to come to the
OPTIONAL: At this point, the children can do the task board and turn two picture cards over so that the rest
on AB p. 13. of the children can see them. Ask the child to call out
the words. If the PCs are the same, his/her team get a
point. If the PCs are different, turn them over again and
a child from Team B comes to the board and the game
continues. The team with the most points wins.
Activity Book (p. 13)
2 Table Time Structure Consolidation: Family
Table Time Activity: Take Ani to her family.
picture. (receptive & productive skills, fine motor
Lessons 3 - 4 skills)
REALIA Bring a picture of your family to class. Point to each
member and present your family, e.g. This is my
(mummy). Invite the children to do the same with the
pictures of their families. Prompt them to use complete
sentences.

3 Table Time Consolidation: Collages (receptive

skills, fine motor skills, thinking skills: interpreting
visual information)
REALIA Print out pictures of different members of families from
Take Ani to her family.
13 the Internet and bring them to class. Spread the pictures
on your desk. Divide the children into groups. Give each
group a different name (e.g. Group A will be The Daddies,
IWB Bring up AB p. 13 on the IWB. Point to Ani and her Group B, The Mummies, etc). Say a family member: e.g.
family. Have individual children identify the family mummy. The children in that group come to your desk
members: Who’s this? (Daddy). Say: Take Ani to her and pick up all the pictures that show mummy. Follow
family. Ask a child to come to the board and help the same procedure with the rest of the groups until
him/her do the task. Use the redo button on the IWB there are no pictures left on your desk. Then give each
and repeat until all the children have had a turn. group a piece of cardboard/poster paper. The children
Hold up AB p. 13. Follow the same procedure to stick their pictures on the paper and make a collage.
present the task. Mime tracing the path from Ani to Display their work in the classroom.
her family. The children use their finger to trace the
path in their books before using their pencil. Allow
the children time to complete the task. Provide help
when necessary.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

61

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 My family
Circle Time
Lessons 5 – 6
1 2 5
AB, p. 14
6
Story
1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Dialogue Warm-up: Picture discussion [PB pp. 22-23]

3 4 7 8

CD1 Take out the SCs. Play the audio for the Storytime
Chant. Hold up the first SC and show it to the class.
1 Listen & look. 2 Listen & point. 3 Find & point. Structures: ‘Who’s this?’ (It’s) my (mummy).’ 1 Watch. Act out: ‘Who’s this?’ ‘It’s my mummy!’
T6 Ask questions about the characters. Repeat with the
22 23

rest of the SCs.

Suggested questions for SCs
SCs
M2 (1–8) Story Card 1
Point to each character in turn and ask: Who’s this?
Language (Ina/Ani/Zac/Mummy/Daddy/Grandma/Grandpa).
Children’s language Encourage the children to say: Hello.
Vocabulary Revision from L1–3: baby, brother, Story Card 2
Point to Ani and Ina and ask the children to identify
daddy, grandma, grandpa, mummy, sister them: Who’s this? (It’s) Ani/Ina.
Character Revision: Ina, Ani, Zac Story Card 3
Structures: Who’s this? (It’s) my (mummy). Point to Lin and ask the children to identify her:
Who’s this? (It’s) Mummy.
Teacher’s language Story Card 4
Who’s this? / Oh no! Ani is out! / Find and point to Point to Zac and ask the children to identify him:
(Zac). / Which one? Who’s this? (It’s) Brother.
Story Card 5
Point to grandma and ask the children to identify her:
Who’s this? (It’s) Grandma.
Story Card 6
Point to grandpa and ask the children to identify him:
Who’s this? (It’s) Grandpa.
Extra materials checklist
Story Card 7
Point to Fin and ask the children to identify him:
For the lesson Who’s this? (It’s) Daddy.
Zac puppet Story Card 8
Point to Ani in picture 8 and say: Oh no! Ani is out.
Class CD1
Encourage the children to repeat after you.
Module 2 SCs 1–8
T ip !
For optional activities Use L1 after each SC and ask the children what they think the
ZZ 1: soft scarf/material to use as a blindfold story will be about or what they think will happen next.
ZZ 2: Zac puppet, cutouts (Ani, Ina, mummy,
daddy, grandpa, grandma), two soft scarves/ 3 Listening 1: Listen & look. [PB p. 22, Ex. 1]
SCs Hold up SC1. Play the audio for that SC on the IWB or CD1.
pieces of material to be used as blindfolds M2 (1–8) The children listen and look. Hold up the corresponding
ZZ 3: Module 2 SCs 2-6, Yes/No cards from SCs for each exchange as the audio plays.
WS2 (T’s p. 227) one pair per child CD1 Audio script
SC1 Ani: One, two, three! Are you ready for me?
T25 All: Yes!
SC2 Ani: Who’s this? It’s my sister!
Ina: That’s right!
SC3 Ani: Who’s this? Hmm… It’s my mummy!
Mummy: Yes! Well done!
SC4 Ani: Who’s this? It’s my brother!
Zac: Yes!
SC5 Ani: And who’s this? Hmm … it’s my grandma!
Grandma: Well done, Ani!
SC6 Ani: Who’s this? It’s my daddy!
SC7 Daddy: Uh-oh! Guess again!
Zac: You’re out, Ani!
SC8 Mummy: Look, Ani!
Ani: It’s my grandpa!

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 Lesson 5 Story
4 Discussion
OPTIONAL Ask the children, in L1, which part of the story they
liked best and why. Ask questions to elicit the value
of the story and explain why it is important to spend
time with our families.

EXTENSION: See Zac’s Zone activity 1–2 1 Circle Time Structure Revision/Consolidation
Game: Who’s this? (receptive & productive skills)
Invite a child to come to the centre of the circle and
be blindfolded. The child turns around and tries to touch
one of the other children. As in the story, the child asks:
Who’s this? and guesses the name of the child they have
Table Time touched. If s/he is correct, they go back to the circle
CD1 and the other child puts on the blindfold.
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.
2 Circle Time Story Consolidation: Play Name the
Character. (receptive & productive skills, fine &
5 Listening 2: Listen & point. [PB p. 22, Ex. 2] gross motor skills)
Hold up PB pp. 22–23. Say: Listen and point. Play the Choose a child to hold the Zac puppet.
audio for the first picture. Pause and point to the picture. CUTOUTS
CD1 Give the rest of the children one of the cutouts
Ask the children to do the same. Play the audio for the for mummy/daddy/sister/grandpa/grandma to
T25 second picture. The children listen and point. Repeat for hold. Use a scarf to blindfold the Zac puppet
all the pictures. Make sure the children are pointing to and another scarf to blindfold the child holding
the correct picture as they listen. the puppet. The child walks slowly around
the classroom and tries to catch one of the
6 Consolidation: Find & point. [PB p. 22, Ex. 3] other children. When s/he catches someone,
IWB Bring up pp. 22–33 on the IWB. Click on the audio button s/he uses Zac’s ‘voice’ and asks: Who’s this? and
and listen to an exchange from the story. Then point to the guesses who s/he has caught: It’s my (mummy).
SCs on the screen and ask: Which one? Invite a child to If the guess is correct, the children swap roles.
point to the correct SC on the screen. Resume the audio. If incorrect, the game continues with another
Repeat with other children for the rest of the SCs. child.
 Hold up PB pp. 22–23. Say: Find and point to Zac. Point
to Zac in all of the pictures. Encourage the children
to do the same in their books. Repeat with the other T ip !
characters. Make sure that the blindfolded child can move freely
around the classroom without hurting themselves.
EXTENSION: See Zac’s Zone activity 3

7 Tidy up & Bye-bye

3 Table Time Story Consolidation: Play Thumbs Up,
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. Thumbs Down. (receptive skills, fine motor skills)
T3 [T’s p. 227, Worksheet 2]

My family Worksheet 2

Cut out the cards. Use this card to say Yes and this one to say No.

YES NO YES NO

YES NO YES NO

YES NO YES NO

YES NO YES NO

222 © Express Publishing PHOTOCOPIABLE

SCs Give each child a set of Yes/No cards. Hold up

M2 (2–6) a SC (e.g. SC5) and say a sentence, e.g. It’s my
sister. If correct, the children hold up the card
WS2
(Yes). If wrong, they hold up the card (No).

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 My family
Circle Time
Lessons 5 – 6
1 2 5
AB, p. 14
6
Story
1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2
3 4 7 8

EXTENSION: See Zac’s Zone activity 1

2 Dialogue Revision: Play Story card shuffle. (receptive

22
1 Listen & look. 2 Listen & point. 3 Find & point. Structures: ‘Who’s this?’ (It’s) my (mummy).’ 1 Watch. Act out: ‘Who’s this?’ ‘It’s my mummy!’
23
& productive skills; thinking skills: ordering, memory
development)
SCs Put the SCs up on the board and play the audio. Point
M2 (1–8) to the characters as they speak. Then put the SCs in
random order. Say: Listen! Play the audio again and
Language CD1
pause after the exchange for the first SC is heard.
Children’s language T25 Make a thoughtful expression and point to the
different SCs. Say: Hmm … This one or this one? Keep
Vocabulary Revision from L1–3: brother, daddy,
pointing until the children identify the correct SC.
grandma, grandpa, mummy, sister Move it to the first position on the board. Repeat with
Structures: Who’s this? It’s my mummy! the rest of the SCs until they are all in the correct
order.
Teacher’s language
Who’s this? It’s my (sister)! / Listen! / Who is it? 3 Animation Presentation & Practice: Watch. [PB p. 23,
Ex. 1]
IWB Say: Watch and play the animation on the IWB without any
pauses. Then play it again. You can use the second viewing
to have the children listen and repeat individual lines from
the dialogue.
Play the animation again. Pause and ask the children to fill
in the word or response that follows (e.g. after Ani says:
Who’s this? pause for the children to say: It’s my sister).
Extra materials checklist Use gestures and point to the characters on the board to
give the children clues on what to say.

For the lesson 4 Consolidation: Play Listen to the line! (receptive

Zac puppet & productive skills; memory)
Class CD1 IWB Bring up pp. 22–23 on the IWB. Say: Listen! Read out a
random line from the audio script (see T’s pp. 62-63), and
Module 2 SCs 1–8 ask the children: Who is it? Point to the characters in the
Cutouts (Ani, mummy) pictures in random order. The children identify the character
who says the line, e.g. One, two, three. Are you ready? – Ani.
For optional activities Repeat with the rest of the characters.
ZZ 1: copies of PCs 5–11 (T’s pp. 253-254,
brother/daddy/mummy/sister/baby/ 5 Dramatic Play: Act out [PB p. 23]
grandma/grandpa) OPTIONAL Put SCs 2-6 up on the board. Point to SC 2. Say in
SCs Ani’s ‘voice’: Who’s this? It’s my sister! The
ZZ 2: Module 2 SCs 2–6, two coloured hula M2 (2–6) children repeat in chorus. Repeat with the rest of
hoops or different coloured yarn/ribbon the SCs.
CUTOUTS Hand out the cutouts for Ani, and Mummy. Put the
ZZ 3: Module 2 SCs 1–8
children into pairs and assign the role of mummy
to one child and the role of Ani to the other. The
children act out the exchange from SC3. Then they
swap roles and repeat the activity. Continue with
the rest of the SCs.

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 Lesson 6 Story
T ip !
Time permitting, have the children practise similar exchanges
using the cutouts and the rest of the SCs. Invite pairs to act
out their exchanges for the class.

EXTENSION: See Zac’s Zone activities 2–3 1 Circle Time Game: Play Snap. (receptive &
productive skills, fine motor skills, attention to
OPTIONAL: At this point, the children can do the task detail)
on AB p. 14. PCs Prepare multiple copies of the PCs. Shuffle the cards
5–11 and give the same number of cards to each child. A child
places a card in the centre of the circle and names it
(e.g. brother). The next child places a card on top of
Activity Book (p. 14) the first one and names it (e.g. grandma). When a child
places a card on the pile that matches the previous
Table Time Activity: Match. child’s (the card at the top of the pile), they both have
to try and slap their hands on the pile of cards and shout
Lessons 5 - 6 out: Snap! The child who yells Snap and slaps his/her
hand on the pile first, takes all the cards in the pile. The
game continues until one child has got all the cards and
wins the game.

2 Circle Time Consolidation: Play The jumping

game. (receptive & productive skills, gross motor
skills)
SCs Place two different coloured hula hoops (e.g. green,
M2 (2–6) red) in the centre of the circle. Alternatively, you can
make two lines using different coloured yarn or
14
Match.
ribbon. Divide the children into two teams, A and B.
Assign a colour to each team (e.g. green for Team A
and red for Team B). Have the teams make two
IWB Bring up AB p. 14 on the IWB. Point to the characters straight lines facing the hoops/lines. A player from
in the picture and elicit who they are: Who’s this? each team stands near their team’s coloured hoop/
(sister/daddy/brother/grandpa). Play the audio for line. Give both players a cutout of Ani. Hold up a
verification. Then point to the puzzle pieces and say: story card (e.g. SC4) and ask: Who’s this? The
Match. Ask a child to come to the board and help children jump/hop over their hoop/line and say,
him/her do the task. Repeat with the rest of the using Ani’s ‘voice’: It’s my brother. The first child to
pieces. answer correctly wins a point. The team with the
Hold up AB p. 14 and use the same procedure to most points wins.
explain the activity. Make sure the children trace a
line with their finger from the puzzle pieces to the
3 Circle Time Consolidation: Play Story
correct character before using a pencil. Allow the
children time to complete the task. Provide help
line-up. (receptive skills, fine motor skills)
when necessary. SCs Divide the children into groups. Ask a group to come
M2 (1–8) to the front. Shuffle the SCs and give one to each
child. Using the Audio script from the previous
lesson (T’s pp. 62-63) read out sentences, slowly
and one at a time. The children listen, look at their
6 Tidy up & Bye-bye cards and line up in the order of the sentences you
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. read. Repeat the activity until all of the groups have
T3 had a turn.

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 My family
Circle Time
Lesson 7 Values 1 Hello Routine
I love my family!
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary/Structure Revision: Play Catch and say.

(receptive & productive skills; fine motor skills)
FCs Use a foam ball or make a ball out of crumpled paper. Stand
1, 5, 6, in the centre of the circle and hold up a FC. Ask: Who’s this?
9, 10,
Toss or pass the ball to a child. The child catches the ball and
19–21
replies (e.g. It’s mummy). Ask the rest of the children to clap
their hands if the answer is correct or stamp their feet if the
answer is wrong.

24
1 Match. 2 Listen & sing. Structures: This is my (mummy). I love my (mummy.)
3 Value Presentation & Practice: Love your family.
CUTOUTS Draw 6 hearts on the board. Using some sticky
tack put the cutouts for Ani, Ina, daddy, mummy,
grandma, grandpa up on the board, one inside
each heart. Hold up the Zac puppet and point to
the cutouts. Say, in Zac’s ‘voice’: Look! This is my
Language family! I love my family! Draw another heart on
Children’s language the board and explain to the children, in L1, that
Vocabulary Revision: baby, brother, daddy, family, a heart stands for love. Point to the mummy cutout
grandma, grandpa, mummy, sister and in Zac’s ‘voice’, say: This is my (mummy). I love
my (mummy). The children repeat in chorus. Repeat
Structures: This is my (mummy). I love my with the rest of the cutouts.
(mummy).
EXTENSION: See Zac’s Zone activities 1–2
Teacher’s language
Look! This is my family! / I love my family! /This is
my (mummy). I love my (mummy). / Which one?
This one? This one or this one?
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

Extra materials checklist

4 Value Consolidation: Match. [PB p. 24, Ex.1]
IWB Bring up p. 24 on the IWB. In L1, ask the children to
For the lesson say what they can see (pictures of families). Point to the
Zac puppet blonde girl in the picture. Point to the families one at
a time and ask: Which one? This one or this one? Ask
FCs 1, 5, 6, 9, 10, 19–21 (brother/sister/ a child to come to the board and point to the correct
mummy/daddy/grandpa/grandma/baby) picture. Then say: Match. Help the child do the task.
a foam ball Repeat with the rest of the pictures. Point to the blonde
girl and her family. Ask the children to identify the
Cutouts (Ani, Ina, daddy, mummy, grandma, family members. Play the audio for each family member.
grandpa) Encourage the children to repeat the sentences. Repeat
Sticky tack the same procedure for the other two children. Repeat
as many times as necessary until the children are
Class CD1 comfortable with the structure.
Hold up PB p. 24. Follow the same procedure and present
For optional activities the activity. Have the children use their fingers to trace
ZZ 1: Cutouts (Ani, Ina, mummy, daddy, lines matching the children to their families before using
grandma, grandpa), Zac puppet, CD1 a pencil. Allow the children time to complete the task in
their books with their pencils. Walk round the class and
ZZ 2: Cutouts (Ani, Ina, Zac, mummy, daddy, offer help when necessary.
grandpa, grandma)
ZZ 3: copies of WS3 (T’s p. 228) one per child

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 Lesson 7 Values
I love my family!
5 Song: Listen & sing. [PB p. 24, Ex. 2]
IWB Say: Now, watch! Use the IWB and play the animated
video of the song.
FCs Say: Let’s sing! Put the family FCs up on the board.
1, 5, 6, Play the song and point to the corresponding FC as the 1 Circle Time Game: Play Pass the cutout.
9, 10, character is heard in the song. Encourage the children
19, 20 (productive skills, gross motor skills)
to repeat the key vocabulary, (underlined in the audio
Hand out the cutouts for Ani, Ina, daddy, mummy,
script) as they listen to the song. Play the song again CUTOUTS
grandpa and grandma to the children. Play the
and invite the children to come to the board and point
CD1 song from Ex. 2 (Track 26 CD1) and pass the Zac
to the cards as they sing along.
puppet to the child next to you. As the song plays,
T26
CD1 My Family Song the children pass the puppet around the circle.
This is my mummy! Pause the song. The child holding the Zac puppet
T26 I love my mummy! says a line from the song about their cutout (using
This is my daddy! Zac’s ‘voice’), e.g. I love my daddy. Resume the
I love my daddy, too! song and continue the game.
This is my brother!
I love my brother!
2 Circle Time Game: Play Find your family.
This is my sister!
I love my sister, too! (receptive & productive skills, gross motor skills)
Give half the children the Ani cutout and the
CHORUS: CUTOUTS
cutouts for Ina, Zac, mummy, daddy, grandma,
My family, my family! grandpa to the rest of the children. The children
I really love my family!
that have the Ani cutout stand up while the rest
My family, my family!
My family is great! remain seated. Explain to the children that you
will be playing the song from the lesson (Track
This is my grandma!
26 CD1). When you pause the song, the children
I love my grandma!
This is my grandpa! with the Ani cutout go and stand next to a
I love my grandpa, too! member of Ani’s family and say a sentence about
that family member, e.g. Ani stands next to the
Alternatively, the children open their books on p. 24. child with the Zac cutout and says: This is my
Play the song. The children point to the correct family brother. I love my brother.
member as they sing along. Play the song again as
many times as necessary.
3 Table Time Consolidation: Look, colour, say.
[T’s p. 228, Worksheet 3]
EXTENSION: See Zac’s Zone activity 3
My family Worksheet 3

6 Tidy up & Bye-bye Look. Colour. Say.

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.

T3

© Express Publishing PHOTOCOPIABLE 223

WS3 Give each child a copy of WS3. Point to the characters

and ask: Who’s this? Ani/Zac. Point to the picture and
say: Now, colour. Allow the children time to colour in the
picture. When they finish colouring, point to the sketch
of the heart and the picture of Zac and elicit what Ani is
saying: I love my brother.

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 My family
Circle Time
Lesson 8 CLIL: Science 1 Hello Routine
AB, p. 15

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary/Structure Revision: Play Freeze (receptive

& productive skills; gross motor skills)
CD1 Play the song from the previous lesson. Ask the children
to listen carefully as they dance to the song. Pause the
T26
song. The children have to freeze and complete the
phrase e.g. This is my (mummy) or say the phrase that
comes next e.g. I love my (mummy). Resume the audio
and play the game as many times as necessary.

EXTENSION: See Zac’s Zone activity 1

1 Point & say. 2 Colour the family members. Vocabulary: mummy, daddy, baby
Structures: Look! Mummy, Daddy, baby. 25

3 Structure Presentation & Picture Discussion: Point &

say. [PB p. 25, Ex.1]
Language IWB Bring up PB p. 25 on the IWB. Use the masking tool and
Children’s language hide all the animals apart from the male lion. Point to
Vocabulary Revision: baby, daddy, mummy the lion and explain, in L1, that this is a male lion. Ask:
Structures: Look! Mummy, Daddy, baby. Who’s this? Prompt the children to answer: Daddy. Play
the audio for verification. Repeat for mummy and baby.
Then unmask the rest of the animals to reveal the entire
Teacher’s language picture. Ask a child to come to the board and point to
Show me (daddy). / Look! Mummy, Daddy, baby. / the animals that make a family. Say: Show me (daddy/
Find the family members! / Now, colour! mummy/baby!). Point to the lioness, lion and baby lion
and say: Look! Mummy, Daddy, baby. The child repeats
after you. Repeat until all the children have had a turn
identifying the family. Alternatively, hold up PB p. 25.
Follow the same procedure to present the structure.

Extra materials checklist Table Time

CD1
Ask the children to go back to their seats using the
For the lesson Table Time Chant from Lesson 1.
T5
Zac puppet
Class CD1 4 Vocabulary/Structure practice: Colour the family
members. [PB p. 25, Ex. 2]
For optional activities IWB Keep p. 25 on the IWB screen as you point to the
ZZ 1: FCs 1, 5, 6, 9, 10, 19, 20 (brother/ animals again. Ask a child to come to the board. Say:
sister/mummy/daddy/grandpa/grandma), Find the family members! The child points to the family
members repeating the structure: Look! Mummy, Daddy,
a bag/box baby!. Then say: Now, colour! as you point to the colours
ZZ 3: copies WS4 (T’s p. 229) one per child on the screen. Help the child do the task using the same
colour to indicate that they are family members. As each
circle is coloured, the audio for that family member is
heard, e.g. mummy, daddy, baby. Ask the child to repeat
the words. Use the redo button and repeat the activity
until all the children have had a turn.
Hold up PB p. 25. Follow the same procedure and
present the task. Before the children colour the correct
pictures, ask them to take out one coloured pencil. Mime
colouring in the family members and have the children
do the same with their fingers. Allow the children time
to complete the task in their books.

EXTENSION: See Zac’s Zone activity 2

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 Lesson 8 CLIL: Science

”
5 VIDEO: Watch.
IWB Say: Now, watch! Use the IWB and play the video. Play NOTE:
the video again and ask the children to listen and repeat For the next lesson, ask the children to bring a picture
the key vocabulary underlined in the video script as they of their family or use the one they had previously
watch. brought to class.
Video script
It’s a family!
Mummy, daddy, baby!
Look again!
”
Mummy, daddy, ... and baby!
Oh, look!
Mummy, brother, sister!
And … daddy!
Look!
Mummy, daddy, baby!
Mummy, daddy, baby! 1 Circle Time Game: Play The card in the bag.
(productive skills, fine motor skills)
OPTIONAL: At this point, the children can do the task
FCs Put all the FCs in a bag/box. Give the Zac puppet to a
on AB p. 15. 1, 5, 6, child and ask him/her to pull out a FC out of the bag/
9, 10, box, e.g. mummy and show the class. Ask: Who’s this,
19, 21
Zac? The child holding the Zac puppet replies, mimicking
Zac’s ‘voice’: (It’s my mummy. I love my mummy.). Give
Activity Book (p. 15) the puppet to another child and repeat the activity until
all the children have had a turn.
Table Time Activity: Think & match.
Lessons 7 - 8
2 Table Time Consolidation: Colour the family. (fine
motor skills) [T’s p. 229 Worksheet 4]

My family Worksheet 4

Colour.

Think & match.

15

IWB Bring up AB p. 15 on the IWB screen. Point to the 224 © Express Publishing PHOTOCOPIABLE

animals and elicit their names in L1. Point to the bull

and ask: Who’s this? Elicit: (It’s) daddy. Repeat with
WS4 Give each child a copy of WS4. Point to the family
the cow. Ask a child to come to the board. Say: Find
members and say: Look! Mummy, Daddy, baby! The
the baby, please. The child points to the baby. Say: children repeat after you. Then say: Now, colour! Allow
Match! Help the child do the task. Repeat for the rest the children time to colour the family members. As
of the animals.
they are colouring in the picture, walk round the class
Hold up AB p. 15. Follow the same procedure to
holding the Zac puppet. Use the Zac puppet to point
present the task. Have the children use their fingers
to the family members and ask the children to identify
and trace a line matching the animals before using a
them.
pencil. Allow the children time to complete the task
in their books. Provide help when necessary.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My family
Circle Time
Lesson 9 Show the class! 1 Hello Routine
1 2
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

Before the lesson:

Prepare a model of the photo frame in advance.

3 4

Table Time
CD1 Ask the children to go to their seats using the Table
T5
Time Chant from Lesson 1.

26
1 Make a photo frame. 2 Show & say. Structures: This is my (mummy). I love my (mummy).
1 Craftwork: Make a photo frame. [PB p. 26, Ex. 1]
Hold up your finished model of the frame with a photo
inside and say: Look! This is my family. Point to each
member of your family and say: Who’s this? This is my
Language mummy. I love my mummy.
Hold up PB p. 26 and say: Now let’s make a photo frame!
Children’s language Point to each of the four pictures of the step-by-step
Vocabulary Revision: baby, brother, daddy, instructions for the craftwork. Follow the steps to make
grandpa, grandma, mummy, sister the craftwork and use L1 if necessary.
Structures: This is my (mummy). I love my
(mummy). T ip !
You may wish to show the step-by-step photos on the IWB
Teacher’s language while carrying out each step.
Look! This is my family! / Now let’s make a photo
frame!
Photo 1: Gathering materials [T’s p. 230,
Worksheet 5]
WS5 Give each child a copy of WS5. Have the children gather
their own tools (see Introduction, p. 13). Hold them up one
by one and say: Show me the (scissors). The children hold
Extra materials checklist up each item and place it on their desks. Ask: Are you ready?
Elicit: Yes.
For the lesson
© Express Publishing PHOTOCOPIABLE

Colour the picture.

Class CD1
My family

a model of the photo frame

scissors and glue
green paper
copies of WS5 (T’s p. 230) one per child
pictures of the children’s families
Worksheet 5

For optional activities

225

ZZ 1: copies of PCs 5–11 (T’s pp. 253-254,

brother/daddy/mummy/sister/baby/
grandma/grandpa) for each child Photo 2: Colouring the template
Hold up a coloured pencil. Point to the pictures and say:
ZZ 2: pieces of red and blue paper, CD1
Now, colour! Allow the children time to colour in the picture.
ZZ 3: the children’s photo frames, Zac puppet Provide help when necessary.

T ip !
Tell the children to decorate their frames in any way they like
(e.g. drawings, stickers, glitter, etc).

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 Lesson 9 Show the class!
Photo 3: Cutting and sticking
Hold up a piece of green paper. Say: Now, cut! Go round the
class and help the children cut the paper into small pieces.
Then hold up the model frame, point to the tree and say:
Now, stick. Allow the children some time to carry out the
task.
1 Table Time Game: Play Colourful Members.
T ip ! (productive skills, fine motor skills)
You may wish to pre-cut small pieces of paper to save time. PCs Hand out a set of PCs to each child. Ask the children to
5–11 colour them in using the colours they know. Say a colour,
e.g. yellow. The children that have used that colour, hold
Photo 4. Putting it all together
their PCs up and name the person (e.g. daddy). Repeat
Say: OK, children. Let’s make a photo frame. Hold up your
with other colours.
model frame and have the children stick the photo of their
family on the frame. Provide help when necessary.
2 Table Time Game: Play My Family. (receptive &
EXTENSION: Tap on the star on the IWB to access the productive skills, fine motor skills)
extra activity. Ask the children to say their mummy’s name and their
daddy’s name. Write the daddies’ names on blue paper
and the mummies’ names on red. Give each child a paper
2 Presentation Skills: Show & say. [PB p. 16, Ex. 2]
with a name on it. Play the My Family Song (Track 26
Hold up the model frame and say: Look! This is my family.
CD1). As the song is playing, the children pass the pieces
I love my family. Point to each person in your picture of paper around. Pause the song. Ask a child for his/her
and say: This is my (mummy). I love my (mummy). Then
piece of paper. Read the name on the paper aloud: e.g.
say: Your turn! One by one, the children stand up and
George and ask: Who’s this? The child or the children
present their frames and their family.
who recognise the name as their daddy say: e.g. It’s my
daddy. I love my daddy!

T ip s! 3 Table Time Game: Play Project: Family. (receptive

• Keep the frames in class as you will be using them in the & productive skills)
first lesson of the next module (see Module 3 Lesson 1 for
details). Collect the photo frames. Shuffle them and make a pile
• If a child has forgotten to bring in a photo, ask them to on your desk. Using the Zac puppet, draw a frame from
draw and colour a picture of their family on a piece of the pile, hold it up and ask, in Zac’s ‘voice’: Who’s this?
paper (cut to the appropriate size) and stick it the frame. The child whose frame it is, comes to the front and
introduces his/her family. Give praise for his/her effort.
Repeat until all the children have had a turn.
EXTENSION: See Zac’s Zone activities 1–3

3 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My family
Circle Time
Lesson 10 Now I can say ... 1 Hello Routine
AB,
AB, p.
pp.???
16-17

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Revision & Thinking Skills: Play Correct the Teacher.

(receptive skills; thinking skills: interpreting visual
information)
FCs Shuffle the FCs. Using the Zac puppet, choose a FC and show
1, 5, 6, it to the children, (e.g. grandpa) pretending that Zac can’t see
9, 10, it. Ask: Who’s this, Zac? Zac tries to guess: (It’s daddy). If Zac
19–21
is correct, the children say: Yay! If Zac is wrong, the children
correct the sentence/word, e.g. No, Zac. It’s (grandpa).

3 Revision: Play Family Hunt. (receptive skills; fine &

1 Point & say. 2 Find & stick. Vocabulary: mummy, daddy, brother, sister, grandma, grandpa, baby
Structures: ‘Who’s this?’ (‘Mummy.’) 27

gross motor skills)

FCs Divide the children into two teams, A and B. Ask them to
1, 5, 6, close their eyes. Hide the FCs around the classroom. The
9, 10, children open their eyes and walk round the classroom
Language 19–21
looking for the FCs. When a child finds a FC, they bring it to
Children’s language you. Ask: Who’s this? The child must answer correctly to get
a point. The team that finds the most cards and names them
Vocabulary Revision: baby, brother, daddy,
correctly, wins.
grandpa, grandma, mummy, sister
Structures: Who’s this? (Mummy.)

Teacher’s language
Please, find (grandma). / Find your stickers. / Now, Table Time
stick! / down, down, stop; round, round, stop. CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

4 Revision: Point & say. [PB p. 27, Ex. 1]

IWB Bring up PB p. 27 on the IWB. Point to the people in the
picture and ask the children to identify them, e.g. Who’s
this? (Baby). Play the audio for verification. Individual
Extra materials checklist
children come to the board, point to the family members
and identify them, e.g. brother.
For the lesson Alternatively, hold up PB p. 27 and follow the same
Zac puppet procedure to present the task with the children pointing
to the family members in their books.
Class CD1
FCs 1, 5, 6, 9, 10, 19–21 (brother/sister/ 5 Consolidation & Fine Motor Skills: Find & stick.
[PB p. 27, Ex. 2]
mummy/daddy/grandpa/grandma/baby)
IWB Bring up p. 27 on the IWB. Point to the people in the
For optional activities circles where the stickers will be placed and elicit the
family members. Point to the first missing sticker. Ask
Class CD2 (Phonics)
a child to identify it: Who’s this? Grandma. Say: Please
find (grandma). while pointing to all the stickers. A child
comes to the board and points to the correct sticker.
Say: Look! Tap on the sticker to drag and drop it into
place. Repeat for the rest of the stickers.
Hold up your sticker sheet and say: Find your stickers.
Hold up PB p. 27. Point to the missing grandma sticker
ask: Who’s this? Grandma. Ask the children to find
the corresponding sticker. Make sure all the children
are pointing to the correct sticker. Say: Now, stick! and
demonstrate how to remove the sticker and stick it on the
To further revise vocabulary, refer to the page. Repeat for the rest of the stickers.
picture dictionary on the IWB or in the Pupil’s
Book.

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 Lesson 10 Now I can say ...
EXTENSION: Tap on the toy ball to play the game on Phonics
the IWB.
(Optional) p. 89
OPTIONAL: At this point, the children can do the tasks
on AB pp. 16–17.
1 Pronunciation Practice: Listen & say. [PB p. 89, Ex. 1]
IWB Bring up PB p. 89 on the IWB. Say: Listen! and play the
Activity Book (pp. 16–17) audio. When the sound \d\ is heard, pause the audio. The
children repeat the sound. Play the audio and have the
Table Time Activity: Draw your family and colour. children repeat as many times as necessary. Provide help
and praise. Alternatively, play the audio (Track 31 CD2).
Lessons 9 - 10

CD2 Audio script

\d\, \d\
T31 \d\, dad, \d\, dad
dad, dad

2 Sound Discrimination: Listen for the sound and circle.

IWB Go to the extra activity on the IWB by tapping on the star.
Say: Listen! and play the audio for the first word (Daddy).
16
Draw your family and colour.

Repeat the word and say: Listen for \d\ -daddy. Is it the
same? (Yes). Repeat for the rest of the items. The children
IWB Bring up AB p. 16 on the IWB. Point to the picture of say no when the word does not match the sound. Have the
the family and say: Look! It’s a family! Point to the children come to the board and circle the pictures that
empty frame and with the pencil tool start drawing begin with the \d\ sound. Play the audio for verification.
and colouring your family. When you finish, point to Alternatively, carry out the task by saying the words
the final picture and say: This is my family! Look! It’s yourself.
my (mummy)! I love my (mummy).
Hold up AB p. 16. Use the same procedure to explain Audio script
the task. Provide help when necessary. When the tin, daddy, den, tap
children finish, have them present their work to the
rest of the class, e.g. This is my family! Look! It’s my 3 Letter Identification: Trace the letter. [PB p. 89, Ex. 2]
(mummy)! I love my (mummy). IWB Go back to PB p. 89 on the IWB. Zoom in on the letter d.
Say: Let’s trace! Show the children how to trace the letter in
Table Time Activity: Trace. the air. Describe the direction you are following while doing
Let’s play! this, e.g. (down, down, stop; round, round, round, stop). The
children trace the letter in the air with you. Invite individual
children to come and trace the letter on the IWB. Then ask
the children to trace the letter in their books, first with their
fingers and then with their pencils. Go round the class and
provide help when necessary.

4 Consolidation: Think, colour & say. [PB p. 89]

IWB Zoom in on the pictures on p. 89 on the IWB. Point
to the letter d and have the children identify it by
Trace.
17

repeating the sound \d\. Play the audio for verification.

IWB Bring up AB p. 17 on the IWB. Identify the characters Then point to the pictures and elicit the family
then say: Let’s trace! Show the children how to trace members: Who’s this? Mummy/Daddy. Ask the
the first line with a left-to-right stroke. Repeat with children (in L1 if necessary) to say which word has the
the rest of the lines. Use the redo button and have \d\ sound and repeat it (Daddy). Then say: Colour! Use
the children take turns tracing the lines. the colouring tool to colour in Daddy.
Hold up AB p. 17. Say: Trace! Have the children trace Have the children take out their coloured pencils (see
the lines with their fingers first before using a pencil. Introduction, p. 13). Hold up PB p. 89 and follow the
Allow the children time to complete the task. Provide same procedure to present the task. Allow the children
help when necessary. Check the children’s work. time to complete the task. Give praise for their effort.

OPTIONAL: At this point, the children can do the task

on AB p. 55 (see T’s p. 208)
6 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 s
My toy

Aims
• To learn toys and numbers; to revise • To practise listening and pronunciation of
colours key vocabulary and structures by listening
• To practise identifying toys and describing and repeating, whispering, etc.
them by colour and number • To learn the value of tidying up/being tidy
• To practise fine motor skills through • To practise mathematical intelligence
hand-eye coordination games, by by identifying numbers and musical
colouring, pointing to objects, circling, intelligence by understanding rhythm
tracing, matching, drawing lines, cutting, • To aid sensory development by playing
folding, and using the character cutouts games
• To practise gross motor skills through
movement games and TPR activities

Language
Children’s language
Teacher’s language
Vocabulary: ball, doll, teddy bear, blue,
green, red, yellow, one, two, three Instructions & questions:
Structures: What’s this? (It’s) a (ball). / What’s this? (It’s) a (ball). / A (red ball). / Find the
A (red ball)./ (Find a yellow doll, please.) (ball), please. / Here it is! / Find the toys! / Find a
Here it is! / (Count with me:) one, two, (blue teddy bear), please / Count with me: (One. One
three (teddy bears). / Count with me: one, ball). / Show me two / What a mess! / How many
two. Two (teddy bears)! / Find my (red ball), (balls) can you see? / Put it in the box! / Let’s tidy
please. / Look! A (ball). / Put it in the box. up! / Put the (doll) in the box. / Now, let’s make a toy
banner! / Look, this is my toy banner. Look! One, two,
three (red bears).

Polite language & praise:

Hello! / Bye- bye! / Thank you, children. / Well done!
Great!/ Good!/ Oh, no!/ Yes, that’s right! / Well
done, everyone!

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 Special features
VALUES SHOW THE CLASS!
THINK!
Be tidy! Making a toy banner
Focusing on detail;
identifying shapes (matching
toys with their silhouettes)

SOCIAL SKILLS
SONGS & CHANTS
Bonding with peers;
following class Routine Chants
routines; working in Count with me! Chant
teams What a mess! Song CLIL: MATHS
Counting toys

Skills

Communication Early Literacy

Listening: Pre-writing skills:
• Listening and repeating •Tracing / Colouring / Circling /
• Listening for detail and pointing/drawing lines/ Drawing lines
singing songs • Identifying and tracing letter ‘r’
Speaking: (optional)
• Responding to simple questions when discussing
a picture Phonics (Optional):
• Role-playing a short exchange • Identifying and producing initial \r\
• Building phrases to describe objects by counting, sound
e.g. Count with me: one,two. Two (teddy bears)!
Narrative skills:
Body language: •Predicting missing words/phrases
• Miming a scene when looking at pictures and
• Body movement when acting or doing TPR watching videos
activities

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 My toys
Circle Time
s
New words 1 Hello Routine
My toy1
Lesson CD1 Repeat the Hello routine as in Module 1.

T4, T2

2 Vocabulary Revision: Play The Relations game.

(productive skills; values revision)
REALIA Hand out the photo frames from the previous module to each
child. Invite a child to come to the front and hold up his/her
frame. Using the Zac puppet point to a person in the child’s
picture. Use Zac’s ‘voice’ and ask: Who’s this? Encourage
the child to answer using complete sentences: e.g. It’s my
(daddy). I love my (daddy). Repeat with the rest of the family
1 Listen & say. 2 Colour. 3 Point & say. Vocabulary: ball, doll, teddy bear
members in the picture. Continue the activity until all the
28
children have had a turn.
Structures: ‘What’s this?’ ‘(It’s) a (ball). A (red ball).’

3 Vocabulary Presentation: Listen & repeat. (receptive

IWB skills; picture-word association)
Language
FCs Use the IWB to present the new words on p. 28 (see
Children’s language 22–24 Introduction, p. 12). Alternatively, use the FCs to present the
New Vocabulary: ball, doll, teddy bear new vocabulary. (see Introduction, p. 12).
Structures: What’s this? (It’s) a (ball). A (red ball). 4 Vocabulary Practice: Listen & say. [PB p. 28, Ex.1]
IWB Bring up p. 28 on the IWB. Point to the (ball). Ask: What’s
Teacher’s language this? Ask individual children to answer. Elicit: (It’s a) (ball).
What’s this? (It’s a) (ball). / What colour is it? Play the audio for verification. Repeat with the rest of the
(Red) / It’s a (red ball). items. Alternatively, hold up PB p. 28 and follow the same
procedure to practise the vocabulary.
Suggested language: What’s this? (It’s a) (ball).

CD1 Audio script

Listen and say.
Extra materials checklist T27
ZAC: ball, doll, teddy bear

For the lesson EXTENSION: See Zac’s Zone activity 1

Zac puppet
5 Vocabulary Consolidation: Play Describe the card.
Class CD1
(receptive & productive skills; focusing on detail)
realia (photo frame from Module 2 Lesson 9) Sit somewhere in the circle so that all the children
OPTIONAL
FCs 22–24 (ball/doll/teddy bear) can see you. Hold up a FC, e.g. ball, and ask: What’s
FCs this? Ask individual children to answer. Encourage
For optional activities 22–24 them to use complete sentences, e.g. It’s a ball.
ZZ 1: FCs 1, 5,6, 9–24 (brother/sister/ Point to the ball and ask: What colour is it? Elicit
answers from round the circle: red, blue, yellow.
mummy/daddy/pencil/book/bag/crayon/ Repeat with the rest of the pictures.
blue/red/yellow/green/grandpa/grandma/
baby/ball/doll/teddy bear), Zac puppet. T ip !
ZZ 2: FCs 1, 5,6, 9–24 (brother/sister/ Ask the children to take your role and practise asking
questions. Give individual children a FC. They hold it up and
mummy/daddy/pencil/book/bag/crayon/ ask: What’s this? The rest of the children answer.
blue/red/yellow/green/grandpa/grandma/
baby/ball/doll/teddy bear)
ZZ 3: realia (doll, ball, teddy bear), Zac EXTENSION: See Zac’s Zone activity 2
puppet, a bag

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 Lesson 1 New words
Table Time
CD1 Ask the children to go back to their seats using the
Table Time Chant from Module 1.
T5

6 Consolidation & Fine Motor Skills: Colour. [PB p. 28,

Ex. 2] 1 Circle Time Consolidation: Play Categories.
(receptive & productive skills)
IWB Use the IWB to revise the items on p. 28. Point to each
item and ask: What’s this? Elicit the items: e.g. (It’s) a FCs Spread out the FCs, in jumbled order, in the centre of
1, 5, 6, the circle. Divide the children into groups. Say: Find the
(ball). Point to each colour and ask: What colour is it? 9–24 (colours), please. Ask a group to go to the centre of the
Elicit the colours: red, yellow, blue, green. Ask a child to
come to the board. Point to an item in the picture e.g. circle and find all the (colour) FCs. Give the Zac puppet
teddy bear, and say: Now, colour! Help the child do the to a child in a different group. The child uses the Zac
task. Once the toy is coloured in, you will hear the name puppet to point to a FC and asks the child holding it:
of the toy and the colour, e.g. A yellow teddy bear. The e.g. What colour is it? The child with the FC says the
child listens and repeats. Continue with the rest of the (colour), e.g. blue. Repeat with other groups and the
items. Repeat until all the children have had a turn. remaining FCs (family members, school objects, toys)
Hold up PB p. 28. Follow the same procedure and present
the task. Before the children colour the pictures, ask T ip !
them to take out their coloured pencils. Mime colouring For stronger classes, make the game a bit more
in the toys and have the children do the same with their challenging. Have one group name words that belong
fingers. Say: Your turn! Colour. Allow the children time to a category e.g. family (mummy, daddy, baby, etc) and
another group find and pick up the corresponding FC.
to complete the task in their books. Go round the class
and help the children when necessary. Have the children
present their work. Ask: What’s this? What colour is it?
Elicit answers from round the class.
2 Circle Time Game: Play Chinese Whispers.
7 Consolidation: Point & say. [PB, p. 28 Ex. 3] (receptive & productive skills, fine motor skills,
IWB Bring up p. 28 on the IWB. Point to the ball and ask: revision game, thinking skills: categorising)
What’s this? Elicit: (It’s) a ball. What colour is it? Elicit: FCs Ask the children to sit in a circle. Hand a FC to a child
Red. Say: It’s a (red ball). Play the audio for verification. 1, 5, 6, without the other the children seeing it. The child
9–24 whispers the name of the card to the next child and so
Have the children repeat in chorus. Invite a child to
come to the board, point to one of the toys and describe on around the circle. The last child calls out the word
it, e.g. (It’s a) yellow teddy bear. Play the audio for and the first child shows the FC for verification. Play the
verification. Repeat until all the children have had a turn. game until all the children have had a turn.
Alternatively, hold up PB p. 28. Follow the same
procedure to present the activity. The children take turns 3 Table Time Consolidation: Play Feel the toy.
pointing to the toys in their books and describing them. (receptive & productive skills, fine motor skills)
REALIA Put the toys in a bag. Give the Zac puppet to a child and
EXTENSION: See Zac’s Zone activity 3
hold the bag in front of him/her. The child puts his/her
hand in the bag and feels the toys. Ask: What’s this? The
8 Tidy up & Bye-bye child uses the Zac puppet to answer and takes the toy
CD1 Repeat the Tidy up and Bye-bye routine as in Module 1. out of the bag and shows it to the class. Repeat with the
T3 rest of the toys. Play the game until all the children have
had a turn.

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 My toys
Circle Time
Lesson 2
AB, p. 18
Let’s chat! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember and say (productive

skills; picture – word association)
IWB Use the IWB to revise the previous vocabulary (ball, doll,
teddy bear; see Introduction, p. 12).
FCs
22–24
Alternatively, use the FCs to revise the vocabulary from the
previous lesson (see Introduction, p. 12).

3 Structure Presentation & Practice: Here it is!

FCs Put the FCs up on the board. Hold the Zac puppet and say:
1 Look & circle the toys. 2 Point & say. Vocabulary: ball, doll, teddy bear, blue, green, red, yellow
Structures: (‘Find a yellow doll, please.’) ‘Here it is!’ 29

22–24 Zac, find the (doll), please. Use the Zac puppet to point to
the corresponding FC and say in Zac’s ‘voice’: Here it is! The
children repeat. Have individual children come to the board.
Ask the child in Zac’s ‘voice’ to find a toy. The child points to
Language it and says: Here it is! Repeat until all the children have had
Children’s language a turn.
Vocabulary Revision from L1: ball, doll, teddy
bear T ip !
You may wish to bring some toys to class to practise the
Vocabulary Revision from M1: blue, green, red, structure.
yellow
Structures: Find a (yellow doll), please. / Here it is!
EXTENSION: See Zac’s Zone activities 1–2
Teacher’s language
Find the (doll), please. Here it is! / Find the toys! /
Find a (blue teddy bear), please. Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

4 Consolidation & Thinking Skills: Look & circle the

toys. [PB p. 29, Ex. 1]
Extra materials checklist IWB Bring up p. 29 on the IWB. Point to the items in the
picture and ask individual children to identify them and
say what colour they are. Ask: What’s this? (A crayon.)
For the lesson
What colour is it? (Green.) Point to the teddy bear in
Zac puppet the bed. Ask: What’s this? Elicit: (It’s) a teddy bear.
Class CD 1 Ask: What colour is it? Elicit: Red. Say: A red teddy
bear. Point to the silhouettes on the right and elicit the
FCs 22–24 (ball/doll/teddy bear) toys and the colours. Ask a child to come to the board
For optional activities and say: Find a red ball, please. The child finds the red
ball and points to it: Once the child circles the toy the
ZZ 1 & 2: realia (toys), box/bin. audio will automatically say: Here it is! Encourage the
ZZ 3: copies of PCs 12–14 (T’s p. 255, ball/ child to repeat. Say: Now, circle! Help the child circle the
red ball. Repeat with the rest of the items until all the
doll/teddy bear) one set per child, Zac
children have had a turn.
puppet Hold up PB p. 29. Follow the same procedure and present
the task. Have the children trace a circle around the toys
with their finger first before using their pencil. Allow the
children time to complete the task. Provide help when
necessary.

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 Lesson 2 Let’s chat!
5 Consolidation: Point & say. [PB p. 29, Ex. 2]
IWB Bring up p. 29 on the IWB. Ask a child to come to the
board. Use the Zac puppet say in Zac’s ‘voice’: Find a
(blue teddy bear), please. The child points to the (blue
teddy bear) and says: Here it is! Play the audio for
verification. The child points to the toy again and repeats
the structure. Continue with the rest of the toys and 1 Circle Time Structure Practice & Consolidation:
colours. Repeat until all the children have had a turn. Play Lucky dip. (receptive & productive skills, fine
Alternatively, hold up PB p. 29. Say: Find a (blue teddy motor skills)
bear), please. Ask individual children to answer by REALIA Bring some toys (e.g. ball, doll, teddy bear) to class. Fill
pointing to the correct toy in their books and saying: a box/bin with crumpled paper and the toys. Divide the
Here it is! Go round the class and make sure the children children into two teams A and B. Ask a child from Team
are pointing to the correct toy. Repeat with the rest of A to come to the box/bin. Say: Find a (doll), please. The
the toys and colours. children searches through the crumpled paper for the
toy, hands it to you and says: Here it is! If the child finds
EXTENSION: Tap on the star on the IWB to access the the right toy and says the structure correctly, s/he get
extra activity. a point. Repeat with Team B. Play until all the children
have had a turn. The team with the most points wins.
EXTENSION: See Zac’s Zone activity 3
2 Circle Time Game: Play Toy hunt. (receptive &
OPTIONAL: At this point, the children can do the task
productive skills, gross motor skills)
on AB p. 18.
REALIA Bring some toys to class (e.g. ball, doll, teddy bear). Ask
the children to close their eyes. Hide a toy somewhere
in the classroom. The children open their eyes. Say: Find
Activity Book (p. 18) a (teddy bear), please! Allow the children time to look
for the hidden toy. The child that finds the toy, brings it
Table Time Activity: Circle the toys. to you and says: Here it is! That child takes your place
and hides another toy somewhere in the classroom. Play
s
Lessons 1 - 2 until all the children have had a turn.
My toy

3 Table Time Consolidation: Play Show me your toys.

(receptive & productive skills, fine motor skills)
PCs Hand out a set of PCs to each child and ask them to
12–14 colour in the cards using the colours they have learnt so
far (red, yellow, blue and green). Ask the children to use
one colour per toy. Use the Zac puppet and say in Zac’s
‘voice’: Show me a (yellow) toy. The children that have
used that colour stand up and present their toys to the
class, e.g. It’s a yellow (doll). Repeat with other colours.
Circle the toys.
18

IWB Bring up AB p. 18 on the IWB. Say: Look! Ask the

children to identify each item by asking: What’s this?
Then, say: Find all the toys! and have a child come
to the board and point to all the toys. Say: Now,
circle! Help the child do the task. Play the audio for
verification. Repeat with the rest of the toys.
Hold up AB p. 18. Follow the same procedure to
present the activity. Have the children trace a circle
around the toys with their finger first before using
their pencil. Allow the children time to complete
the task. Provide help when necessary. Check the
children’s work.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My toys
Circle Time
Lesson 3 Let’s sing! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Presentation: Listen & repeat.

(receptive skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lesson and present the new words on p. 30 (one, two, three;
FCs see Introduction, p. 12). Alternatively, use the FCs to revise
22–27
and present the new vocabulary (see Introduction, p. 12).

3 Vocabulary Practice: Listen & say. [PB p. 30, Ex.1]

30
1 Listen & say. 2 Trace. 3 Listen & sing. Vocabulary: ball, doll, teddy bear, one, two, three
Structures: (Count with me:) one, two, three (teddy bears). IWB Bring up p. 30 on the IWB. Point to the items in the picture.
Ask individual children to identify the toys and the numbers.
Play the audio for verification. The children listen and
repeat. Alternatively, hold up PB p. 30 and follow the same
procedure to practise the vocabulary.
Language
CD1 Audio script
Children’s language Listen and say.
Vocabulary Revision from L1-2: ball, doll, teddy T28 ZAC: one – one ball
two – two dolls
bear three – three teddy bears
New Vocabulary: one, two, three
Structures: (Count with me:) one, two, three EXTENSION: See Zac Zone’s activity 1
(teddy bears).
4 Vocabulary Consolidation (receptive & productive
skills; picture-word association)
Teacher’s language IWB Ask a child to come to the board and point to a picture:
Count with me: (One. One ball). (Point to the ball.). Then say: Count with me: (One. One
FCs ball.) Use your finger(s) while counting and encourage the
25–27
child to do the same. Continue with the rest of the items.
Repeat until all the children have had a turn. Alternatively,
put the FCs in the centre of the circle. Say a number and ask
individual children to pick the correct card.

Extra materials checklist EXTENSION: See Zac’s Zone activity 2

For the lesson

Zac puppet
Class CD1 Table Time
FCs 22–27 (ball/doll/teddy bear/one/two/ CD1
Ask the children to go back to their seats using the
three) T5 Table Time Chant from Lesson 1.

For optional activities 5 Fine Motor Skills: Trace. [PB p. 30, Ex. 2]
ZZ 1: The Numbers banner IWB Use the IWB to elicit the numbers and the items on
p. 30. Point to the ball and ask: What’s this? A ball. Say:
ZZ 3: Modelling clay in different colours, Zac Count with me: One. One ball. The children repeat after
puppet you. Then point to the number one and say: Let’s trace!
Show the children how to trace the number on the IWB.
Ask a child to come to the board and trace the number.
Repeat with the rest of the numbers.
Hold up PB p. 30. Point to the pictures and elicit the
items and the numbers: What’s this? Count with me.
Use your finger and pretend you are tracing number
one. Ask the children to do the same in their books. Then
ask them to trace the numbers using their pencils. Walk
round the class and help the children when necessary.

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 Lesson 3 Let’s sing!
6 Chant: Listen & sing. [PB p. 30, Ex. 3]
IWB Say: Now, watch! Use the IWB to play the animated
video of the chant.
FCs Say: Let’s sing! Put the number FCs up on the board. Go
22–27 through the chant, demonstrating the TPR actions. The
children copy your actions. Play the chant on CD1 or the
IWB. The children repeat the key vocabulary (underlined 1 Circle Time Consolidation: Play The numbers
in the script) as they carry out the actions. game. (receptive skills, fine motor skills, TPR)
Put the Numbers banner up on the board. Say a number:
CD1 Count with me! Chant e.g. one. Show the number using your finger. Encourage
One, two, three! (mime counting with your fingers) the children to do the same. Ask a child to come to the
T29 Count with me! front and point to the number on the banner. Repeat
How many balls can you see? (mime holding a ball with your with numbers two and three. Play the game until all the
hands) children have had a turn.
One! (point to the number one FC while holding one finger
up)
One, two, three! (mime counting with your fingers) 2 Circle Time Consolidation: Play Number on your
Count with me! back. (fine motor skills, guessing)
How many dolls can you see? (mime bending your head and Ask the children to form a circle. Ask a child to come
hands as if you were a doll) and stand with their back turned towards you. Trace a
One! Two! (point to the number two FC while holding two fingers number on the child’s back with your finger. The child
up)
tries to guess the number. Trace it again if necessary.
One, two, three! (mime counting with your fingers)
Count with me!
Repeat the activity until all the children have had a
How many teddy bears can you see? (mime hugging as if you turn.
were hugging a teddy bear)
One! Two! Three! (point to the number three FC while holding T ip !
three fingers up)
For stronger classes, divide the class into pairs. The
Alternatively, the children open their books at p. 30. children take turns drawing a number on their partner’s
back and guessing what it is.
Play the chant. The children point to the pictures and
count with you as they sing along. Use your fingers
while counting and have the children do the same. Play
the chant as many times as necessary.
3 Table Time Consolidation: Make numbers. (fine
EXTENSION: See Zac’s Zone activity 3 motor skills)
Give each child some modelling clay (if possible in 3
7 Tidy up & Bye-bye different colours) Have the children form the numbers
(1, 2, 3) using the modelling clay (a different colour
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
for each number). Walk round the class providing help
T3 when necessary. Give the Zac puppet to each child and
have him/her present the numbers using Zac’s ‘voice’.

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 My toys
Circle Time
Lesson 4
AB, p. 19
Think! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Play Gotcha! (receptive &

productive skills; fine motor skills; attention to detail)
FCs Spread out the FCs in the middle of the circle. Ask a child to
22–27 turn around and cover his/her ears. The rest of the children
quietly pick out a Gotcha! flash card e.g. the teddy bear.
The child turns around and points to the FCs, one at a time,
and names them. When the child points to and names the
Gotcha! FC, the rest of the children shout Gotcha! The child
1 Point, count & say. 2 Think & match. Vocabulary: ball, doll, teddy bear, one, two, three
sits back in the circle and it is another child’s turn to play.
31
Repeat until all the children have had a turn.
Structures: Count with me: one, two. Two (teddy bears)!

3 Structure Presentation: Count with me. (receptive &

productive skills)
REALIA Bring toys (ball, doll, teddy bear) to class. Bring up to three
Language items of each toy if possible. (e.g. one teddy bear, two dolls,
Children’s language three balls). Arrange the toys in jumbled order on your desk.
Vocabulary Revision from L1–3: ball, doll, teddy Ask a child to come to the front. Say: Find the (teddy bears),
bear, one, two, three please. The child points to the (teddy bears). Say: Count
with me! (One, two. Two teddy bears). The children repeat
Structures: Count with me: one, two. Two (teddy in chorus. Repeat with the rest of the toys. Use your fingers
bears)! while counting and have the children do the same.

Teacher’s language EXTENSION: See Zac’s Zone activities 1–2

Find the (teddy bears), please. / Count with me!
(One, two. Two teddy bears). / Show me two.

Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.
Extra materials checklist
4 Structure Practice: Point, count & say.
For the lesson [PB p. 31, Ex. 1]
Zac puppet IWB Bring up p. 31 on the IWB. Point to each coloured toy in
the second row and ask: What’s this? Elicit the toy and
Class CD1 ask: What colour is it? Point to the dolls and say: Count
FCs 22–27 (ball/doll/teddy bear/one/two/ with me: One, two, three. Three dolls. Play the audio
three) for verification. Repeat with ball and teddy bear. Ask
individual children to come to the board and count with
Realia (toys, balls, dolls, teddy bears) you until they have all had a turn.
For optional activities
5 Thinking Practice: Think & match. [PB p. 31, Ex. 2]
ZZ 1: FCs 22–27 (ball/doll/teddy bear/one/
IWB Keep p. 31 on the IWB, point to the first toy (green doll)
two/three) and ask: What’s this? What colour is it? Elicit: (It’s)
ZZ 3: copies of WS1 (T’s p. 231) one per child a doll. Repeat with the rest of the toys. Ask a child to
come to the board. Point to the first silhouette and ask:
What’s this? Elicit: A teddy bear. Point to the coloured
teddy bears in the second row. Ask: Which teddy bear?
This one or this one? Help the child find the coloured
teddy bear that matches the outline. Say: Now, match!
Help the child do the task. Repeat with the rest of the
items.

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 Lesson 4 Think!
Hold up PB p. 31. Carry out the task as above. Before
allowing the children to draw any lines to match the toys
to their outlines, have them trace lines with their fingers.
Allow the children time to complete the task in their
books. Provide help when necessary.
1 Circle Time Game: Play Quick touch. (receptive &
EXTENSION: Tap on the star on the IWB to access the
productive skills, gross motor skills)
extra activity.
FCs Put the FCs up on the board. Divide the children into
22–27 two teams, A and B. A child from each team comes to
EXTENSION: See Zac’s Zone activity 3
the board. Say a word/number (e.g. one). The children
OPTIONAL: At this point, the children can do the task quickly touch the FC and say the word/number. The
on AB p. 19. child who touches the FC first gets a point. The team
with the most points wins.

2 Circle Time Game: Play Mime the toys. (receptive

& productive skills, gross motor skills, TPR)
Activity Book (p. 19) Choose a child to come to the front of the class. Whisper
a toy to him/her (e.g. doll). The child mimes it for the
Table Time Activity: Match. rest of the children to guess, (e.g. bending their heads
and hands) Play the game until all the children have had
Lessons 3 - 4
a turn.

1 3 Table Time Consolidation: How many? Count and

match. Then colour. [T’s p. 231, Worksheet 1]

2 My toys
How many? Count and match. Then colour.
Worksheet 1

3
Match.
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Flibets Starter ActBk Unit 3.indd 19 2/19/20 7:04 PM

IWB Bring up AB p. 19 on the IWB. Elicit the toys and the

numbers. Ask a child to come to the board. Say: Find
the balls, please. The child points to the two balls.
Next say: Count with me. Encourage the child to 226 © Express Publishing PHOTOCOPIABLE

count and say the number (two balls). Play the audio
for verification. Then say: Show me two. The child WS1 Give each child a copy of WS1. Point to the pictures and
points to the number 2. Say: Now, match! Help the elicit the words and the numbers. Point to the balls. Ask:
child do the task. Repeat for the rest of the items How many balls? Count with me. Encourage the children
with different children. to count with you using their fingers: One, two. Two
Hold up AB p. 19. Follow the same procedure to balls. Point to and show the number 2 on the WS. The
present the activity. Before the children do the task children do the same. Then say: Match. Trace with your
in their books, have them trace a path matching the finger a line matching the balls with the number 2. Ask
toys and the numbers using their finger. Provide help the children to use their finger and do the same. Follow
when necessary. Check the children’s work. the same procedure with the rest of the items. Then
the children match the toys to the numbers using their
pencil. Provide help when necessary. Ask the children to
colour the toys and the numbers, using the same colour
6 Tidy up & Bye-bye for the matching items.
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My toys
Circle Time
Story
1 Hello Routine
Lessons 5 – 6
AB, p. 20
1 2 5 6

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2
3 4 7 8

2 Dialogue Warm-up: Picture discussion [PB, pp. 32–33]

CD1 Take out the SCs. Play the audio for the Storytime
Chant. Hold up the first SC and show it to the class. Ask
32
1 Listen & look. 2 Listen & point. 3 Find the teddy bears. Structures: ‘Find a (red ball,) please.’ ‘Here it is.’ 1 Watch. Act out: ‘Find my (red ball), please.’ ‘Here it is!’
33
T6 the children questions about the characters and objects
SCs they are familiar with. Follow the same procedure for
M3 (1–8) the rest of the SCs.

Suggested Questions for SCs

Language Story Card 1
Point to each character. Ask: Who’s this? (Zac/Grok/Plok/
Children’s language
Kit.) The children say: Hello. Elicit the toys and colours from
Vocabulary Revision from L1–3: ball, doll, teddy the children: What’s this? What colour is it?
bear Story Cards 2
Vocabulary Revision from M1: green, red, yellow Point to Zac’s room and say: What a mess! Explain in L1 and
Character Revision: Kit, Ploc point to the items all over the floor.
Structures: Here it is. Find a (red ball), please. Story Cards 3
Point to the red ball and ask: What’s this? (It’s a ball.) What
colour is it? (Red.)
Teacher’s language
Story Card 4
What a mess! / How many (balls) can you see? / Point to the balls and say: How many balls? Count with me:
Count with me! (One, two. Two balls). One. Two. Two balls! Point to each ball and ask: What colour
is it? Elicit: Red.
Story Card 5
Point to the teddy bear and ask: What’s this? (It’s a teddy
bear.) What colour is it? (Red.)
Story Card 6
Point to the toys in the box. Ask: How many teddy bears?
Count with me! One, two. Two teddy bears! Point to each
Extra materials checklist teddy bear and ask: What colour is it? (Red./Yellow.)
Story Card 7
For the lesson Point to the box. Say: Count with me! One teddy bear, two
Zac puppet teddy bears and then point to Kit. Say: three teddy bears!
Encourage the children to correct you and say: No. Two
Class CD1 teddy bears! Say: Two teddy bears? Point to Kit and ask:
Module 3 SCs 1–8 Who’s this? Elicit: Kit.
Story Card 8
For optional activities Point to the picture. Have the children identify the characters
ZZ 1: Zac puppet, Module 3 SCs 1–8 again.
ZZ 2: copies of WS2 (T’s p. 232) one per child
T ip !
Use L1 after each SC and ask the children what they think the
story will be about or what they think will happen next.

3 Listening 1: Listen & look. [PB p. 32, Ex.1]

IWB Hold up SC1 and play the audio for that SC. The
SCs children listen and look. Hold up the corresponding SC
M3 (1–8) for each exchange as the audio plays.

CD1 Audio script

SC1 Grok & Plok: Hi, Zac!
T30 Zac: Hi, Grok! Hi, Plok!
SC2 Grok: What a mess!
Plok: Let’s help Zac.
Grok: Yes, let’s tidy up!

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 Lesson 5 Story
SC3 Zac: Thank you! Find my red ball, please.
Grok: Here it is.
SC4 Zac: Thank you! Now, find my green ball.
Plok: Here it is.
Zac: Great! A red ball and a green ball – one, two. Two
balls!
SC5 Zac: OK … now find my red teddy bear, please.
1 Circle Time Structure Consolidation Game: Help
Grok: Here it is, Zac.
Zac. (receptive & productive skills, fine motor
Zac: Thank you.
skills)
SC6 Zac: And find my yellow teddy bear, please.
Plok: Here it is! SCs Put the SCs up on the board. Invite a child to the
Zac: OK – one, two. Two teddy bears! M3 (1–8) front of the class. Use the Zac puppet and in Zac’s
SC7 Grok: No, three teddy bears. Look – one, two, three ‘voice’ say: Find a yellow teddy bear, please. Allow
teddy bears! the child some time to look at the cards, find the
SC8 Zac: No, Grok. That’s Kit! (yellow teddy bear) and say: Here it is! The item
Kit: Miaow you ask for may be found in multiple SCs. Accept
All: (laughing) all correct answers. Repeat until all the children
have had a turn.
EXTENSION: See Zac’s Zone activity 1

4 Discussion
T ip !
Turn this into a pairwork activity. The children use their
OPTIONAL In L1, ask the children which part of the story they books and ask each other to find and point to different
liked best and why. Ask questions to elicit the value coloured toys.
of the story and explain why it is important to have
our rooms clean and/or to have friends who help us.

2 Table Time Consolidation: Find the toys. Colour.

(receptive & productive skills, thinking skills,
numeracy, fine motor skills) [T’s p. 232,
Table Time Worksheet 2]
CD1
Ask the children to go back to their seats using the
My toys
Table Time Chant from Lesson 1.
Worksheet 2
T5 Find the toys. Colour.

5 Listening 2: Listen & point. [PB p. 32, Ex. 2]

Hold up pp. 32–33 and say: Listen and point. Play the
CD1 audio for the first picture. Pause and point to the picture.
Ask the children to do the same. Play the audio for the
T30 second picture. The children listen and point. Repeat for
all the pictures. Make sure the children are pointing to
the correct picture as they listen.

6 Consolidation: Find the teddy bears. [PB p. 32, Ex. 3]

IWB Bring up pp. 32-33 on the IWB. Ask a child to come to
the board. Say: Find the teddy bears. Allow the child
time to look at the pictures and point to all the teddy © Express Publishing PHOTOCOPIABLE 227

bears. Then help the child circle them. Use the redo
button to repeat the activity several times with the rest WS2 Give each child a copy of WS2. Say: Find the toys, please.
of the children. Ask the children to point to all the toys in the picture.
Alternatively, use the PB and make sure the children Then say: Colour. Mime colouring in the toys with your
point to the correct pictures in their books. Ask questions finger. The children do the same. Allow the children time
about each teddy bear. (e.g. What’s this? A teddy bear. to colour in the toys. Walk round the class and provide
What colour is it? A (yellow) teddy bear. etc). help when necessary. Have the children present their
work to the class. Ask: What’s this? What colour is it?
EXTENSION: See Zac’s Zone activity 2
How many (balls)? Encourage them to answer using
complete sentences, e.g. It’s a ball. One ball.
7 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My toys
Circle Time
Story
1 Hello Routine
Lessons 5 – 6
AB, p. 20
1 2 5 6

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2
3 4 7 8

2 D . ialogue Revision: Play Story card shuffle. (receptive &

productive skills; thinking skills: ordering, memory
1 Listen & look. 2 Listen & point. 3 Find the teddy bears. Structures: ‘Find a (red ball,) please.’ ‘Here it is.’ 1 Watch. Act out: ‘Find my (red ball), please.’ ‘Here it is!’
development)
32 33

SCs Put the SCs up on the board and play the audio. Point
M3 (1–8) to the characters as they speak, as well as to the items
mentioned. Then put the SCs up on the board in a
CD1 random order. Say: Listen! Play the audio again and
Language T30
pause after the exchange for the first SC is heard. Make
a thoughtful expression and point to the different SCs.
Children’s language Say: Hmm … This one or this one? Keep pointing until
Vocabulary Revision: ball, doll, teddy bear the children identify the correct SC. Move it to the first
Structures: Find my (red ball), please. Here it is! position on the board. Repeat with the rest of the SCs
until they are all in the correct order.
Teacher’s language EXTENSION: See Zac’s Zone activity 1
Find my red ball, please! / Here it is! / Your turn! /
Circle! 3 Animation Presentation & Practice: Watch. [PB p. 33,
Ex. 1]
IWB Say: Watch! and play the animation on the IWB once
without any pauses. Then play it again. You can use the
second viewing to have the children listen and repeat
individual lines from the dialogue.
Play the animation a third time. This time pause and ask
Extra materials checklist the children to fill in the word or response that follows.
E.g. after Zac says: Find my red ball, please. Pause for
the children to say: Here it is. Use gestures and point to
For the lesson the characters on the board to give the children clues for
Zac puppet what to say.
Class CD1
4 Consolidation: Play Listen to the line! (receptive &
Module 3 SCs 1–8 productive skills; memory)
Cutouts (Zac, Grok) IWB Bring up pp. 32–33 on the IWB. Say: Listen! Read out a
random line from the audio script (see T’s pp. 84-85), and
For optional activities ask the children: Who is it? Point to the characters in the
ZZ 1: Module 3 SCs 1–8 pictures in random order. The children identify the character
who says the line, e.g. What a mess! (Grok.) Repeat with the
ZZ 2: copies of PCs 12,14 (T’s p. 255, ball/
rest of the characters.
teddy bear), Zac puppet
ZZ 3: realia (toys: balls, teddy bears, dolls in 5 Dramatic Play: Act out [PB p. 33]
different colours or pictures of these toys), OPTIONAL  Put SCs 3–8 on the board. Use the Zac puppet
and point to SC 3. In Zac’s ‘voice’ say: Find my
coloured paper, a big box, Zac puppet
red ball, please. Point to Grok, mimic his voice
SCs and say: Here it is! The children repeat after
M3 (3–8)
you. Repeat with the rest of the SCs.
CUTOUTS  Hand out the cutouts for Zac, Grok and Plok.
Put the children into pairs and assign roles,
e.g. Zac and Grok or Zac and Plok. In pairs the
children act out the exchange from SC3. Then
they swap roles and repeat the activity.

T ip !
Time permitting, have the children practise similar exchanges
based on the rest of the SCs. In that case hand out the
corresponding cutouts and assign roles as above. Invite pairs to
act out their exchanges for the class.

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 Lesson 6 Story
EXTENSION: See Zac’s Zone activities 2–3

OPTIONAL: At this point, the children can do the task

on AB p. 20.

Activity Book (p. 20) 1 Circle Time Game: Grab the card. (receptive skills,
fine & gross motor skills, thinking skills:
Table Time Activity: Find the differences. Circle. interpreting information)
SCs Divide the children into two teams, A and B. Put the
Lessons 5 - 6
M3 (1–8) SCs up on the board. Ask a child from each team
to come to the front of the class. Say a line or an
exchange from the story. The children have to run to
the board and grab the SC that corresponds with the
line or exchange. The first child to grab the correct
card, gets a point. Repeat until all the children have
had a turn. The team with the most points wins.

2 Circle Time Story Consolidation: Play The PCs

game. (receptive & productive skills)
PCs Prepare two copies of each PC (a green and a red
12, 14 ball/a red and a yellow teddy bear). Spread the PCs
Find the differences. Circle.
20

out in the centre of the circle. Use the Zac puppet

Bring up AB p. 20 on the IWB. Point to the pictures and say in his voice: Find my (red ball), please!
IWB
and ask questions: e.g. Who’s this? (Zac, Plok, Grok, Invite a child to find the corresponding PC give it to
Kit) What’s this? (It’s a ball.) What colour is it? you and say: Here it is! Repeat until all the children
(blue/green/red) How many balls? (three) Continue have had a turn.
asking questions until the children notice the first
difference, e.g. In the first picture, one ball is red, 3 Circle Time Story Game: Tidy Up with Zac.
but in the second picture it’s blue). Say: Circle. Ask (receptive & productive skills, fine motor skills)
a child to come to the board and help them do the REALIA Spread out the toys and/or pictures of the toys in
task. Repeat with the rest of the differences until all jumbled order in the middle of the circle. Throw some
the children have had a turn. crayons and coloured paper on top so it looks messy.
Hold up AB p. 20 and use the same procedure to Use the Zac puppet and in Zac’s ‘voice’, say: What a
explain the activity. Make sure the children trace the mess! Let’s tidy up! Call out an item that is in the middle
objects with their fingers before using a pencil. Allow of the circle and ask a child to bring it to you, e.g. Find
the children time to complete the task. Provide help a (green ball), please. Prompt the child to put the item
when necessary. in the box and say: Here it is. Say: Great! / OK! / Thank
you. Give the Zac puppet to the child and s/he calls out
Key
an item for another child to find. Continue the activity
Picture on left Picture on right until all the children have had a turn to practise the
Kit jumping off the chair. Kit isn’t in the picture. structures.
A green chair. A yellow chair.
A cap on the floor. A ball on the floor.
A small red ball. A small green ball.
A large green ball. A large blue ball.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

” NOTE:
For the next lesson, ask the children to bring their
favourite toy to class. You may wish to do a survey
and see what toys each child has from the ones
taught in the module. Send parents a note informing

”
them why you will need the toys.

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 My toys
Circle Time
Lesson 7 Values 1 Hello Routine
Be tidy!
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary/Structure Revision & Practice: Play Pick

and stick. (receptive skills; fine motor skills)
FCs Put the colour FCs (red, yellow, green) up on the
16–18 board and the SCs on the floor. Say a sentence from
SCs the story: Find the (yellow teddy bear). Ask a child to
M3 (3–7) find the corresponding SC. The child finds it and says:
Here it is! Ask the child to stick the story card under
the corresponding colour FC on the board, e.g. yellow.
1 Look & say. 2 Listen & draw lines. 3 Listen & sing. Structures: Look! A (ball). Put it in the box.
Repeat until all the children have had a turn.
34

EXTENSION: See Zac’s Zone activity 1

3 Value Presentation & Practice: Be tidy. (receptive

Language skills; encouraging responsibility; gross motor skills)
REALIA Bring various toys (dolls, teddy bears, balls) to class or use
Children’s language the children’s own toys. Collect the toys and put them in
Vocabulary Revision: doll, ball, teddy bear the centre of the circle along with a large box. Use the Zac
Vocabulary Revision from M1: book, crayon, puppet and say in Zac’s ‘voice’: Look! A (ball). Say: Put it
pencil in the box. Mime putting the toy in the box and repeat the
Structures: Look! A (ball). Put it in the box. phrase. The children repeat after you. Ask individual children
to put different toys in the box. Repeat until all the children
have had a turn. Alternatively, ask the children to take your
Teacher’s language role and practise the structure.
Put it in the box! / Let’s tidy up! / Put the (doll) in
the box.
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

Extra materials checklist 4 Value Consolidation: Play Put it in the box. (receptive
skills; gross motor skills)
For the lesson FCs Scatter the FCs on your desk so that it looks messy. Draw a
11–14, toy box and a school bag on the board. Point to your desk
Zac puppet 22–24 and say: What a mess! Let’s tidy up! Show the children a FC
Class CD1 (e.g. crayon). Ask a child to come to the front of the class and
FCs 11–14, 16–18, 22–24 (pencil/book/ give him/her the FC. Point to the toy box and the school bag
on the board. Ask: Which one? This one or this one? Help the
bag/crayon/red/yellow/green/ball/doll/ child point to the correct drawing and then stick the FC under
teddy bear) it. Explain in L1 if necessary that the toys go in the toy box
Module 3 SCs 3–7 and the school items in the school bag. Repeat with the rest
of the FCs. Play until all the children have had a turn.
Realia (the children’s own toys, toys: dolls,
teddy bears, balls), a large box 5 Vocabulary Revision/Consolidation: Look & say.
[PB p. 34, Ex. 1]
For optional activities IWB Bring up p. 34 on the IWB. Point to each item in and ask:
ZZ 1: realia (toys), a large box, a soft scarf/ What’s this? Ask individual children to answer. Play the
material to be used as a blindfold audio for verification.
Hold up PB p. 34. Follow the same procedure to revise
ZZ 2: realia (classroom objects: crayons, and practise each item. Alternatively, say an item. The
coloured pencils, books), Zac puppet children point to it in their books and repeat after you.

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 Lesson 7 Values
Be tidy!
6 Listening 1: Listen & draw lines. [PB p. 34, Ex. 2] CD1 What a Mess! Song
IWB Bring up p. 34 on the IWB. Point to each item and ask What a mess! Tidy up! (mime holding your face with both
questions, e.g. What’s this? (A book.) What colour is it? T32 hands and make a horrified expression)
(Blue.) Say: Now, listen! Play the audio. Pause the audio Put it in the box! (mime making a square with your hands)
Look – a teddy bear! (mime hugging as if you were holding a
after the first item (doll) is ‘put in the box’. Ask a child to
teddy bear)
come to the board and point to the correct item (doll). Pick it up! Pick it up! (mime picking sth up)
Say: Let’s tidy up! Put the doll in the box. Help the child Put it in the box! (mime making a square and putting
do the task. Resume the audio and repeat with the rest something in it)
of the items. OK!
Hold up PB p. 34. Say: Listen and draw lines! Play the What a mess! Tidy up! (mime holding your face with both
audio from the IWB or CD1. Have the children trace lines hands and make a horrified expression)
with their finger, from the items to the toy box, before Put it in the box! (mime making a square with your hands)
using a pencil. Allow the children time to complete the Look – a ball! (mime holding a ball with your hands)
task. Provide help when necessary. Pick it up! Pick it up! (mime picking sth up)
Put it in the box! (mime making a square and putting
CD1 Audio script something in it)
Listen and draw lines. Yay!
T31 What a mess! Tidy up! (mime holding your face with both
Woman: W  hat a mess! Let’s tidy up! Look! A doll! Pick the doll hands and make a horrified expression)
up! Pick it up! Put the doll in the box. Thank you. Put it in the box! (mime making a square with your hands)
Look! A teddy bear! Pick the teddy bear up! Pick it Look – a doll! (mime bending your head and hands as if you
up! Put the teddy bear in the box. Thank you. were a doll)
Look! A ball! Pick the ball up! Pick it up! Put the ball Pick it up! Pick it up! (mime picking sth up)
in the box. Thank you. Put it in the box! (mime making a square and putting
Listen again. (Recording is repeated) something in it)
Cool!
7 Listening 2: Listen & sing. [PB p. 34, Ex. 3] Alternatively, the children open their books on PB on
IWB Say: Now, watch! Use the IWB and play the animated p. 34. Play the song on the CD. The children point to
video of the song. the toys as they sing along. Play the song again as
Say: Let’s sing! Go through the song demonstrating the many times as necessary.
TPR actions. The children copy your actions. Play the
song on CD1 or the IWB. The children repeat the key EXTENSION: See Zac’s Zone activity 2
vocabulary (underlined in the script) as they listen and
carry out the actions. 8 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Game/Structure Consolidation: Play 2 Table Time Game/Value Consolidation: Play Be
The secret item. (gross & fine motor skills) tidy! (receptive skills, fine motor skills)
REALIA Place a large box in the centre of the circle. Invite a child REALIA Spread out different items on your desk (e.g. crayons,
to come to the front and be blindfolded. Hand a toy or coloured pencils, books). Ask the children to put the
classroom object to the child. Allow them some time to same items on their desks. Hold up your bag and put it on
hold it and feel it. Ask: What’s this? The child names the your desk. Ask the children to do the same. Use the Zac
item and takes the blindfold off. If s/he guessed correctly, puppet and say in Zac’s ‘voice’: Be tidy! Put the (crayons)
say: Good! Put it in the box. The child puts the item in the in the bag. Carry out the task and encourage the children
box and sits down. If the child did not guess correctly, to do the same. Use the Zac puppet and repeat with the
choose another child and play with a different item. rest of the items on your desk.
Repeat until all the children have had a turn.

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 My toys
Circle Time
Lesson 8
AB, p. 21
CLIL: Maths! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.
1 2 3
T4, T2
1 2 3
2 Vocabulary/Structure Revision: What a Mess Song!
1 2 3 (receptive & productive skills; TPR activity)
IWB Bring up p. 34 on the IWB. Point to each item and ask:
1 2 3 What’s this? Elicit answers from individual children. Play the
song from the previous lesson on the IWB or CD1 (Track 32).
1 2 3 As the song is playing, mime the TPR actions and encourage
the children to do the same.
1 2 3
1 Point & say. 2 Count & circle. Vocabulary: ball, doll, teddy bear, book, crayon, pencil, one, two, three
Structures: Count with me: one, two. Two (crayons). 35
3 Vocabulary/Structure Practice: Play Pick and
say. (receptive & productive skills; thinking skills:
mathematical thinking).
REALIA Put various toys and classroom objects in the middle of the
FCs circle, e.g. three crayons, one teddy bear, two dolls, two
Language 25–27 books etc. Put the number FCs face up next to the items.
Ask: How many crayons? Count with me! Ask a child to
Children’s language count the crayons, pick up the corresponding number FC
Vocabulary Revision: ball, doll, teddy bear, one, and answer: (three crayons). Encourage the child to count
two, three using his/her fingers (One, two, three. Three crayons).
Vocabulary Revision from M1: book, crayon, Repeat with the rest of the items. Play until all the children
have had a turn.
pencil
Structures: Count with me: one, two. Two (crayons). 4 Vocabulary Revision: Point & say. [PB p. 35, Ex. 1]
IWB Bring up p. 35 on the IWB. Point to the items and
Teacher’s language ask: What’s this? [(It’s a) crayon.] Play the audio for
How many (crayons)? / Find the (crayons). verification. Repeat with the rest of the items. Follow
the same procedure for the numbers. Play the audio for
verification. Ask individual children to come to the board
and point to and say the items/numbers.

EXTENSION: See Zac’s Zone activity 1

Extra materials checklist

For the lesson

Zac puppet Table Time
Class CD1 CD1
Ask the children to go back to their seats using the
Realia (classroom objects: crayons, books, T5 Table Time Chant from Lesson 1.
pencils, toys: dolls, teddy bears, balls)
5 Vocabulary/Structure Practice: Count and circle.
FCs 25-27 (one/two/three) [PB p. 35, Ex. 2]
IWB Bring up p. 35 on the IWB. Elicit the items: What’s this?
For optional activities
What colour is it? Point to the crayons and ask: How many
ZZ 1: 4 large pieces of paper crayons? Count with me. One, two. Two crayons. Point
ZZ 2: realia (classroom objects, toys), to the circle around number two in the first row. Mime
tracing around it. Ask a child to come to the board. Say:
FCs 11–14, 22–24 (pencil/book/bag/ Find the balls. The child points to the balls. How many
crayon/ball/doll/teddy bear) balls? Count with me. One, two. Two balls. Point to the
ball and the numbers on the right. Say: Now, circle! Help
the child do the task. Repeat for the rest of the items.

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 Lesson 8 CLIL: Maths!
Hold up PB p. 35 and follow the same procedure to
present the task. Have the children circle the numbers
Activity Book (p. 21)
with their finger before using a pencil. Allow the children Table Time Activity: Count & circle.
time to complete the task in their books. Provide help
when necessary.
Lessons 7 - 8

6 VIDEO: Watch.
IWB Say: Now, watch! Use the IWB and play the CLIL video.
Play the video again and ask the children to listen and
repeat the key vocabulary underlined in the video script
below as they watch.
Video script
One, two, three. Count with me.
One, two, three. What’s this?
It’s a doll. Count with me.
Count & circle.
21

One! One doll!

Look! Teddy bears! Bring up AB p. 21 on the IWB. Elicit the items: What’s
Count with me. One, two! this? Point to the doll on the right and say: How many
Two teddy bears! dolls? Count with me! Point to the dolls in the main
Look at the balls! Count with me. picture and say: One, two. Two dolls. Point out the
One, two, three! Three balls!
two circled dots under the doll on the right. Say: Two
Look! A book.
It’s a blue book. Count with me.
dolls. Ask a child to come to the board and repeat the
One! One book! One blue book! same process for the ball. Then point to the ball and
Look at the pencils! The yellow pencils! numbers on the right and say: Circle! Help the child do
Count with me. One, two. the task. Repeat with the rest of the items.
Two pencils! Two yellow pencils! Hold up AB p. 21. Follow the same procedure to
Look at the crayons! The red crayons! present the activity. Have the children circle the
Count with me. One, two, three! numbers with their finger before using a pencil.
Three crayons! Three red crayons!
Allow the children time to complete the task. Provide
help when necessary. Check the children’s work.
EXTENSION: See Zac’s Zone activity 2

OPTIONAL: At this point, the children can do the task

on AB p. 21. 7 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Game: Colour the Circles. (gross & fine 2 Table Time Game: Look and count. (receptive &
motor skills) productive skills)
Draw a large circle on four pieces of paper using a REALIA Put a lot of different items on your desk, (e.g. two
different colour for each circle (blue, green, red, yellow). FCs crayons, three books, one doll etc). Hold up a FC (e.g.
Put the circles up on different walls in the classroom. 11–14, book)and ask: What’s this? Elicit: (It’s) a book. Point
Say: Blue – two. Walk to the blue circle and using a blue 22–24 to the items on your desk and ask: How many (books)?
crayon/pencil draw two blue dots in the circle. Repeat Ask a child to come to your desk, count the books and
for the remaining circles. Explain to the children, in L1 answer. Prompt the child by saying: Count with me. One,
if necessary, that they will draw (1, 2, 3) coloured dots two, three. Three books. Count on your fingers and have
inside the circles. Say: e.g. Red – one. Ask a child to go the child do the same. Repeat with the rest of the items.
to the red circle and draw one dot. Repeat until all the Play until all the children have had a turn.
children have had a turn.

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 My toys
Circle Time
Lesson 9 Show the class! 1 Hello Routine
1 2 CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

Before the lesson:

Prepare a model of the toy banner in advance. Make sure you use
3 4
different colours.

Table Time
CD1 Ask the children to go to their seats using the Table
T5
Time Chant from Lesson 1.
1 Make a toy banner. 2 Show & say. Structures: One, two, three. Three (balls).
36

2 Craftwork: Make a toy banner. [PB p. 36, Ex. 1]

Hold up the finished model of the toy banner and say:
Look! Point to each toy and ask: What’s this? (A ball.)
Hold up PB p. 36 and say: Now, let’s make a toy banner!
Language Point to each of the four pictures of the step-by-step
instructions for the craftwork. Follow the steps to start
Children’s language the craftwork and use L1 if necessary.
Vocabulary Revision from M1: bag, book, pencil,
blue, green, red, yellow
T ip !
Structures: One, two, three. Three (balls).
You may wish to show the step-by-step photos on the IWB
while carrying out each step.
Teacher’s language
Now, let’s make a toy banner! / Look! This is my toy
Photo 1: Gathering materials [T’s p. 233,
banner. Look! One, two, three red bears.
Worksheet 3]
WS3 Give each child one or more copies of WS3. Have the
children gather their own tools (see Introduction, p. 13).
Hold them up one by one and say: Show me the (scissors).
The children hold up each item and place it on their desks.
Ask: Are you ready? Elicit: Yes.
Extra materials checklist
My toys Worksheet 3

For the lesson

Colour. Then cut.

Zac puppet
Class CD1
A model of the toy banner
scissors and glue
copies of WS3 (T’s p. 233) one per child
yarn or twine
For optional activities
ZZ 1: copies of PCs 12–17, (T’s pp. 255-256, 228 © Express Publishing PHOTOCOPIABLE

ball/doll/teddy bear, one/two/three), Zac

puppet
ZZ 3: copies of WS4 (T’s p. 234) one per child
Photo 2: Colouring the template
Hold up a coloured pencil. Point to the toys and say: Now,
colour! The children choose any colour(s) they like. Allow
the children time to colour in the toys. Provide help when
necessary.

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 Lesson 9 Show the class!
Photo 3: Cutting 3 Presentation Skills: Show & say. [PB p. 36, Ex. 2]
Hold up WS3. Point to the toys and the outlines. Then hold Hold up your finished model of the banner and say:
up the scissors and say: Now, cut! Make sure the children Look! This is my toy banner. Look. (One, two, blue and
cut along the dotted lines, around the toys. With your green balls.) Then say: Your turn! One by one, the
finger, trace the outline of a toy and then start cutting it out. children stand up and present the toy banners using the
Repeat with the rest of the toys. Allow the children time to same structures. Help the children when necessary.
do the cutting. Provide help when necessary.
T ip !
Photo 4. Putting it all together
You may wish to allow the children to take their craftwork
Say: OK, children, let’s make a toy banner. From this point on, home or display it on the class noticeboard.
hold up each piece and demonstrate what the children need
to do, step-by-step, providing help when necessary.
EXTENSION: Tap on the star on the IWB to access the
1) Fold along the dotted line between the two parts of the extra activity.
toy.
2) Take a piece of yarn or twine and place it inside along EXTENSION: See Zac’s Zone activities 1-3
the fold of the toys.
3) Glue the two sides of the toys together. You may also use
4 Tidy up & Bye-bye
sticky tape if you prefer. CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Table Time Game: Play Cards Up. (productive 3 Table Time Game: Count and colour the number.
skills, fine motor skills) (productive skills, thinking skills: mathematical
PCs Make multiple copies of the PCs according to the size thinking, fine motor skills) [T’s p. 234,
12–17 of your class. Keep 6 PCs on your desk (three toy PCs Worksheet 4]
and three number PCs). Hand out the cards one card
My toys
per child. Use the Zac puppet and hold up one of the Look. Count and colour the number.
Worksheet 4

PCs. Say, in Zac’s ‘voice’: What’s this? The children

that have the same, hold it up and name it. When
Zac holds up a number, say: Count with me. Ask the
children to count on their fingers.

2 Table Time Game: Play The Number in the air.

(productive skills, fine motor skills, sensory
skills)
Mime writing a number in the air. Then choose a
child to say the number. Repeat with the rest of the 1 2 3 1 2 3 1 2 3
children. Play until all the children have had a turn. © Express Publishing PHOTOCOPIABLE 229

T ip s! WS4 Give each child a copy of WS4. Elicit the different toys:
• You may wish to have the children write the number ball, doll, teddy bear. Ask: How many (dolls)? Elicit:
in the air as well before saying it as a way to enhance One, two. Two dolls. Point to the drawing of the doll with
pre-writing skills. the numbers under it. Point to the number 2 and say:
• You may wish to use PCs to make it more interesting. In
that case, hand out the corresponding PCs (15-17). As Colour number two. Mime colouring the number with
you write the number in the air, have the children hold your finger and have the children do the same. Repeat
up the corresponding number card. with the rest of the toys (teddy bear, ball). Allow the
children time to complete the task. Provide help when
necessary. If you wish, you can have the children colour
both the toys and the corresponding number using the
same colour (e.g. dolls and number 2 coloured red). Time
permitting, ask the children to present their work to the
class e.g. What’s this? (A doll.) What colour is it? (Red.)
How many (dolls)? (One. Two. Two red dolls.) Repeat until
all the children have had a turn.

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 My toys
Circle Time
Lesson 10
AB, pp. 22-23
Now I can say ... 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Thinking Skills: Play Match.

(receptive & productive skills; attention to detail)
FCs Shuffle the FCs. Hold up a flash card and show it to the
1, 5, 6, children. Say a word. If the word you say matches the FC,
9–24 the children raise their thumbs up. If it doesn’t match, they
turn their thumbs down.

3 Vocabulary Revision: Play What’s missing? (memory

1 Point, count & say. 2 Find & stick. Vocabulary: ball, doll, teddy bear, one, two, three
development; paying attention; observing)
Structures: Look! (One) (teddy bear). 37

FCs Draw a house, a school bag and a toy box on the board. Stick
1, 5, 6, the corresponding FCs (family, school items, toys) under each
9–24 drawing. Ask the children to look at them for one minute and
then close their eyes. Turn a FC over so the picture is hidden.
The children open their eyes. Point to the card and ask:
Language What’s missing? Explain the question, in L1 if necessary. The
Children’s language children guess which flash card is missing. Play the game as
many times as you feel necessary.
Vocabulary Revision: ball, doll, teddy bear, one,
two, three
Structures: Look! (One) (teddy bear).
Table Time
Teacher’s language CD1
Ask the children to go back to their seats using the
How many (dolls)? / Find your stickers. / down, Table Time Chant from Lesson 1.
T5
down, down, stop: up, round, stop
4 Vocabulary/Structure Revision: Point, count & say.
[PB p. 37, Ex. 1]
IWB Bring up p. 37 on the IWB. Point to items in the picture.
Point to the teddy bear and say: Look! Ask: What’s this?
Elicit: (It’s a teddy bear.) How many (teddy bears)? (One.
Extra materials checklist One teddy bear.) Click on the correct answer and play
the audio for verification. Individual children come to the
board, count the toys and click on the correct number.
For the lesson Alternatively, hold up PB p. 37 and follow the same
Zac puppet procedure to present the task. The children point to the
Class CD1 toys and count them. Then they say how many of each
they can see.
FCs 1, 5, 6, 9–24 (brother/sister/mummy/
daddy/pencil/book/bag/crayon/blue/red/ 5 Consolidation & Fine Motor Skills: Find & stick.
yellow/green/grandpa/grandma/baby/ball/ [PB, p. 37, Ex. 2]
IWB Bring up p. 37 on the IWB. Point to the objects in the
doll/teddy bear) circles where the stickers will be placed and elicit the toys.
Point to the first missing sticker. Ask a child to identify it:
For optional activities
e.g. What’s this? (A teddy bear.) Say: Please find the teddy
Class CD2 (Phonics) bear. while pointing to all the stickers. The child comes to
the board and points to the correct sticker. Say: Look! Tap
on the sticker to drag and drop it into place. Repeat for
the rest of the stickers.
Hold up your sticker sheet and say: Find your stickers.
Hold up PB p. 37. Pointing to the missing teddy bear.
Ask: What’s this? (A teddy bear.) Ask the children to find
the corresponding sticker. Make sure all the children
are pointing to the correct sticker. Say: Now, stick! and
To further revise vocabulary, refer to the demonstrate how to remove the sticker and stick it on
picture dictionary on the IWB or in the Pupil’s the page. Repeat for the rest of the stickers.
Book.

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 Lesson 10 Now I can say ...
EXTENSION: Tap on the toy ball to play the game on
the IWB. Phonics
OPTIONAL: At this point, the children can do the tasks
(Optional) p. 90
on AB pp. 22-23.
1 Pronunciation Practice: Listen & say. [PB p. 90, Ex. 1]
IWB Bring up p. 90 on the IWB. Say: Listen! and play the audio.
Activity Book (pp. 22–23) When the sound \r\ is heard, pause the audio. The children
repeat the sound. Play the audio again and have the
Table Time Activity: Circle the odd one out. children repeat as many times as necessary. Provide help
and praise. Alternatively, play the audio (Track 32 CD2).
Lessons 9 - 10

A B
CD2 Audio script
\r\, \r\
T32 \r\, red, \r\, red
red, red

2 Sound Discrimination: Listen for the sound and circle.

IWB Go to the extra activity on the IWB by tapping on the star.
Say: Listen! and play the audio for the first word (doll).
22
Circle the odd one out. Repeat the word and say: Listen for \r\. \r\- doll. Is it the
Flibets Starter ActBk Unit 3.indd 22 2/19/20 7:04 PM

same? (No). Repeat for the rest of the items. The children
IWB Bring up AB p. 22 on the IWB. Point to the toys in say Yes when the word matches the sound. Have the children
picture A. Have the children identify them: What’s come to the board and circle the pictures that begin with
this? What colour is it? Point to the dice in picture B. the \r\ sound. Play the audio for verification. Alternatively,
Elicit how many dots are on each dice. Ask a child to carry out the task by saying the words yourself.
come to the board and look carefully at the first row in
Audio script
picture A. Tell them to point to the odd one out. Explain
doll, robot, ball, red
in L1 if necessary. Say: Circle! Help the child do the
task. Repeat with the rest of the items in both pictures.
Holding up AB p. 22. Follow the same procedure 3 Letter identification: Trace the letter. [PB p. 90, Ex. 2]
to present the activity. Have the children circle the IWB Go back to p. 90 on the IWB. Point to the letter r. Say: Let’s
answers with their fingers before using a pencil. trace! Show the children how to trace the letter. Describe
Provide help when necessary. Check children’s work. the direction you are following while doing so (down, down,
down, stop; up, round, stop). Have the children trace the
Table Time Activity: Colour the shapes with the
letter in the air with you. Invite individual children to trace
dots. What is it?
the letter on the IWB. Then, ask the children to trace the
Let’s play! letter in their books, first with their fingers and then with
their pencils. Go round the class and provide help when
necessary.

4 Consolidation: Colour & say. [PB p. 90, Ex.3]

IWB Zoom in on the picture on p. 90 on the IWB. Point to
the letter r and have the children identify it by repeating
the sound \r\. Play the audio for verification. Then point
Colour the shapes with the dots. What is it?
to the coloured splodge and ask the children to identify
the colour: What colour is it? (Red.) Say: Look! as you
23

point to the white area. Say: Colour! and colour the area
IWB Bring up AB p. 23 on the IWB. Point to the dots and the
red.
shapes. Say: Let’s colour! Invite a child to the board.
Have the children take out their red pencils/crayons.
Help the child choose a colour and then colour in the
(see Introduction, p. 13). Hold up PB p. 90 and follow
shapes. Repeat until all the children have had a turn.
the same procedure to present the task. Allow the
Then ask: What’s this? Elicit: A yellow teddy bear.
children time to complete the task. Give praise for their
Hold up AB p. 23. Follow the same procedure to
effort.
present the activity. Have the children trace the
shapes with their fingers before colouring them in. OPTIONAL: At this point, the children can do the task
Allow the children time to complete the task. Provide on AB p. 54 (see T’s p. 209).
help when necessary. Check children’s work.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My food

Aims
• To learn food items • To practise listening and pronunciation of
• To practise identifying food items, key vocabulary and structures by listening
expressing preferences and repeating, whispering, etc.
• To practise fine motor skills through • To learn the value of saying sorry
hand-eye coordination games, and by • To practise musical intelligence by
tracing, pointing to objects, colouring, understanding rhythm
sticking, matching, circling and using • To aid sensory development by playing
character cutouts games
• To practise gross motor skills through
movement games and TPR activities

Language
Children’s language
Vocabulary: apples, bananas, cake, ice
Teacher’s language
cream, juice, milk, pears, hungry, thirsty Instructions and questions:
Structures: Mmm … (cake). I like (cake)! / Let’s make food! / Mmm... ( cake). I like (cake)! /
I’m (hungry)! Here’s some (cake). / (Pears) I’m hungry! Here’s some cake. /I’m thirsty! Here’s
or (apples)? (Apples)! I don’t like (pears). / some milk. / Find the ice cream. / Point to the
I like (apples)! I don’t like (pears). / I’m apples. / Pears or apples? / I don’t like (pears). /
hungry/thirsty. Here you are. / Thank you! / Apples or bananas? /Listen and circle! /Yummy ...
Sorry! / Look! (Apples)! / Mmm ... (milk)! I apples. /Apples! Yuck! / Your turn! Think and say! /
like (milk)! Yummy! Let’s make a fruit salad / Now, let’s make a lunch
box. / Do you like (apples)? /Milk?

Polite language & praise:

Yes, that’s right! Well done! / Sorry! / Listen again.

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 Special features
VALUES SHOW THE CLASS!
Saying sorry Make a lunch box THINK!
Focusing on detail (identifying
food from extreme close ups)

SOCIAL SKILLS
Communication SONGS & CHANTS
skills, listening skills, Routine chants
working with others, CLIL: SCIENCE
I’m so thirsty! Chant
developing empathy, I like bananas! Chant Understanding what
learning non-verbal food comes from nature
skills

Skills
Communication Early Literacy
Listening: Pre-writing skills:
• Listening and repeating • Colouring
• Listening for detail • Identifying and tracing the letter
Speaking: ‘m’ (optional)
• Responding to simple questions when discussing
a picture Phonics (Optional):
• Role-playing a short exchange • Identifying and producing initial
• Building phrases to describe objects \m\ sound

Body language: Narrative skills:

• Miming • Predicting missing words/phrases
• Body movement (acting or doing TPR activities) when looking at pictures and
videos

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 My food
Circle Time
od New words 1 Hello Routine
My fon 1
Lesso CD1 Repeat the Hello routine as in Module 1.
T4, T2

2 Vocabulary Revision: Play Pass the card. (productive

skills)
FCs Revise the vocabulary from the previous module. Hand out
22–27 the FCs to the children in the circle. Play the chant from
the previous module (Track 29 CD1) and have the children
pass the FCs around the circle. Pause the song and ask
the children holding a flash card to hold it up and name
it. Resume the chant and continue the game until all the
1 Listen & say. 2 Trace. 3 Point & say. Vocabulary: cake, ice cream, milk
children have had a turn.
38 Structures: Mmm … (cake). I like (cake)!

Flibets Starter Unit 4.indd 38 20/02/2020 13:07

3 Vocabulary Presentation: Listen & repeat. (receptive

skills; picture-word association)
IWB Use the IWB to present the new words on p. 38 (see
Language FCs Introduction, p. 12). Alternatively, use the FCs to present the
28–30 new vocabulary (see Introduction, p. 12).
Children’s language
Vocabulary: cake, ice cream, milk 4 Vocabulary Practice: Listen & say. [PB p. 38, Ex. 1]
Structures: Mmm … (cake). I like (cake)! IWB Bring up p. 38 on the IWB. Point to the (cake). Ask: What’s
this? Ask individual children to answer. Elicit: (Cake.) Play
Teacher’s language the audio for verification. Repeat with the rest of the items.
Mmm … (cake). I like (cake)! Alternatively, hold up PB p. 38 and follow the same procedure
to practise the vocabulary.
Audio script
CD1
Listen & say.
T33
ZAC: cake, milk, ice cream

5 Vocabulary Consolidation/Structure Presentation:

Extra materials checklist Mmm … (cake). I like (cake)! (receptive & productive
skills)
For the lesson Mime holding and eating a big slice of cake. Ask: What’s this?
Elicit: Cake. Smile (and rub your tummy) and say: Mmm …
Zac puppet (cake). I like (cake)! (Explain in L1 if necessary.) Have the
Class CD1 children copy your actions and repeat after you. Follow
FCs 22–27 (ball/doll/teddy bear/1/2/3) the same procedure with the rest of the food items. Invite
individual children to come to the front of the class and mime
FCs 28–30 (cake/ice cream/milk) eating a food item. Ask the rest of the children to guess the
food item and say: e.g. Mmm... (ice cream). I like (ice cream)!
For optional activities
Repeat until all the children have had a turn.
ZZ 2: FCs 28–30 (cake/ice cream/milk)
ZZ 3: modelling clay in different colours EXTENSION: See Zac’s Zone activities 1–2

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 Lesson 1 New words
Table Time
CD1 Ask the children to go back to their seats using the
T5
Table Time Chant as in Module 1.

6 Consolidation & Fine Motor Skills: Trace. [PB p. 38,

1 Circle Time Game: Play the Whispering game.
Ex. 2]
(productive & receptive skills)
IWB Bring up p. 38 on the IWB. Point to the cake and ask:
Whisper a word (cake, ice cream, milk) into a child’s
What’s this? Elicit: Cake. Then, say: Let’s trace. Ask a
ear. Have him/her whisper it to the next child and so
child to come to the board and help him/her trace the
on. When the word reaches the last child, he/she says
cake. Individual children come to the board and trace
the word.
the rest of the items. Repeat until all the children have
had a turn.
Hold up PB p. 38. Point to the picture of the cake and 2 Circle Time Game: Play Touch the flash card.
elicit the word by asking: What’s this? Use your finger (productive skills, gross motor skills, observation)
and pretend you are tracing around the cake. Ask the FCs Put the FCs on three walls in the classroom. Go around
children to do the same. Then, ask them to trace the 28–30 the classroom and randomly assign a word (cake, milk,
items using their pencils. Walk round the class and ice cream) to each pupil. Say a word (e.g. cake). All the
provide help when necessary. children assigned cake run to that FC, touch it and say:
Mmm … (cake). I like (cake)! Repeat as many times as
7 Consolidation: Point & say. [PB p. 38, Ex. 3] you feel necessary.
IWB Bring up PB p. 38 on the IWB. Use the Zac puppet and
say in Zac’s ‘voice’: Mmm ... (cake). I like cake. The 3 Table Time Consolidation: Let’s make food.
children repeat after you. Play the audio for verification. (productive skills; fine motor skills)
Give the Zac puppet to a child and ask him/her to point Give the children different coloured lumps of modelling
to a food item and repeat the structure mimicking Zac’s clay. Say: Let’s make food! Encourage the children to
‘voice’. Repeat until all the children have had a turn. make a cake, a carton of milk or a bowl of ice cream
Alternatively, hold up PB p. 38, point to each item using the modelling clay. Walk round the class and
and name them. Say: Mmm ... (milk) I like (milk). The provide help when necessary. Praise children for their
children take turns pointing to an item in their books effort. Then have individual children describe their food
and repeating the structure. to the class e.g. Cake! Mmm … I like cake!
EXTENSION: See Zac’s Zone activity 3 T ip !
If the activity seems too difficult, have the children
8 Tidy up & Bye-bye work in pairs or in small groups.
CD1 Repeat the Tidy up and Bye-bye routine as in Module 1.
T3

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 My food
Circle Time
Lesson 2
AB, p. 24
Let’s chat! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember and say (productive

skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lesson (cake, ice cream, milk; see Introduction, p. 12).
FCs
28–30
Alternatively, use the FCs to revise the vocabulary.

3 Structure Presentation: I’m (hungry)! Here’s some

(cake). (productive skills)
1 Match. 2 Point & say. 3 Listen & sing. Vocabulary: cake, ice cream, milk, hungry, thirsty
Structures: ‘I’m (hungry)!’ ‘Here’s some (cake).’ 39 FCs Spread the FCs in the centre of the circle. Use the Zac
Flibets Starter Unit 4.indd 39 20/02/2020 13:07 28–30 puppet, rub his tummy and say, in Zac’s ‘voice’: I’m hungry.
Pick up a food FC (e.g. cake) give it to Zac and say: Here’s
some cake. Have children repeat in chorus. Follow the same
procedure and present I’m thirsty! Here’s some milk! The
Language children repeat after you. Then invite two children to come
Children’s language to the front. Give the Zac puppet to one child and the FCs to
Vocabulary Revision from L1: cake, ice cream, the other child. Encourage the children to act out a similar
exchange to practice the new structure. Repeat with other
milk
pairs of children until all the children have had a turn.
New Vocabulary: hungry, thirsty
Structures: I’m (hungry)! Here’s some (cake). EXTENSION: See Zac’s Zone activities 1-2

Teacher’s language
I’m hungry! Here’s some cake. / I’m thirsty! Here’s Table Time
some milk. CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

4 Consolidation & Thinking Skills: Match. [PB p. 39, Ex. 1]

IWB Bring up p. 39 on the IWB. Point to the first item on the
Extra materials checklist right (milk) and ask the children to identify it: What’s
this? (Milk). Play the audio for verification. Repeat with
the rest of the items. Ask a child to come to the board.
For the lesson Point to the first silhouette and ask: What’s this? Elicit:
Milk. Ask the child to point to the item that matches the
Zac puppet silhouette. Then say: Now, match. Help the child do the
Class CD1 task. Repeat with the rest of the items and until all the
children have had a turn.
FCs 28–30 (cake/ice cream/milk)
Hold up PB p. 39. Follow the same procedure to present
For optional activities the task. Have the children use their finger to trace a line
from the silhouettes to the matching items. Allow the
ZZ 2: a soft ball/bean bag children time to complete the task using their pencils.
ZZ 3: copies of PCs 18–20 (T’s p. 257, cake/ Provide help when necessary.
ice/cream/milk) one set per child 5 Consolidation: Point & say. [PB p. 39, Ex. 2]
IWB Bring up p. 39 on the IWB. Ask a child to come to the
board. Use the Zac puppet and say in Zac’s ‘voice’:
I’m hungry! Ask the child to point to the cake and say:
Here’s some cake! Play the audio for verification. Repeat
until all the children have had a turn.
Alternatively, hold up PB p. 39 and follow the same
procedure to revise the vocabulary and structure. Time
permitting, put the children in pairs. One child points to
a food item, e.g. milk, and says: I’m thirsty. The other
child pretends giving him/her some milk and says: Here
you are!

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 Lesson 2 Let’s chat!
EXTENSION: Tap on the star on the IWB to access the
extra activity.

6 Chant: Listen & sing. [PB p. 39, Ex. 3]

IWB Say: Now watch! Use the IWB and play the animated
video of the chant.
Say: Let’s sing! Go through the chant, demonstrating 1 Circle Time Consolidation: Play At the restaurant
the TPR actions. The children copy your actions. Play the (productive skills, role play)
chant on CD1 or the IWB. The children repeat the key Divide the children into pairs. In L1, assign one child the
vocabulary (underlined in the audio script) as they carry role of waiter and the other child the role of customer.
out the actions. Have the customer sit down and have the waiter come
up to them. Have the customer say: I’m hungry/thirsty!
CD1 I’m so thirsty! Chant Then have the waiter say: Here’s some (cake/ice cream/
I’m so thirsty! (hold your throat with two hands)
milk). Have the children act out the exchange and then
T34 Here’s some milk! (offer a glass)
Thank you, Mummy! (place a palm on your chest and nod your
swap roles to repeat the activity.
head)
Gulp, gulp, gulp! (mime drinking)
I’m so hungry! (rub your tummy with your hands) T ip !
Here’s some cake! (offer a plate)
You can use props if available to make the role play
Thank you, Daddy! (place a palm on your chest and nod your more fun (e.g. a tea towel over the waiter’s arm, a
head) plastic spoon, glass, etc).
Om nom nom! (mime eating)
Alternatively, the children open their books at p. 39. Play
the chant. The children point to the correct item as they
sing along. Play the chant again as many times as you 2 Circle Time Game: Play Ball toss (productive skills,
feel necessary. gross motor skills)
The children stand in a circle. Give a child the ball/bean
EXTENSION: See Zac’s Zone activity 3
bag. The child throws the ball to another child and says:
OPTIONAL: At this point, the children can do the task I’m hungry/thirsty. The child that catches the ball says:
on AB p. 24. Here’s some (cake, ice cream milk). and throws the ball to
another child who says: I’m hungry/thirsty. and the game
Activity Book (p. 24) continues. Make sure every child has a turn at saying both
of the structures.
Table Time Activity: Match.

od
Lessons 1 - 2 3 Table Time Consolidation: Play Feed me!
My fo
(productive skills)
PCs Divide the class into pairs and give each child a set of
18–20 PCs. One child in each pair is hungry and the other is
thirsty. The children give each other the correct PCs
and practise the structures: I’m (hungry)! Here’s some
(cake). Walk round the class and offer help where
necessary. Then have the children swap roles and repeat.

Match.
24

Flibets Starter ActBk Unit 4.indd 24 20/2/20 15:31

IWB Bring up AB p. 24 on the IWB. Point to the pictures.

Ask the children to identify the objects: What’s this?
(Ice cream.) Play the audio for verification. Then, say:
Find the ice cream. Have a child come to the board
and point to the picture that contains its silhouette.
Say: Now, match! Help the child do the task. Repeat
with other children for the rest of items.
Hold up AB p. 24. Follow the same procedure to
present the task. Before the children do any matching,
have them trace it using their fingers. Allow the
children time to complete the task. Provide help when
necessary. Check children’s work.

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My food
Circle Time
Lesson 3 Let’s sing! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Presentation: Listen & repeat.

(receptive skills; picture-word association)
IWB Use the IWB to revise vocabulary from the previous lessons
FCs
and present the new words on p. 40 (apples, bananas, juice,
31–34 pears; see Introduction, p. 12). Alternatively, use the FCs
and follow the same procedure to revise and present the
new vocabulary (see Introduction, p. 12).

40
1 Listen & say. 2 Listen & circle. 3 Listen & sing. Vocabulary: apples, bananas, pears, juice, cake, milk, ice cream
Structures: ‘(Pears) or (apples)?’ ‘(Apples)! I don’t like (pears).’
3 Vocabulary Practice: Listen & say. [PB p. 30, Ex.1]
Flibets Starter Unit 4.indd 40 20/02/2020 13:07
IWB Bring up p. 40 on the IWB. Point to the food items in the
picture. Ask individual children to name them. Play the audio
for verification. The children listen and repeat. Alternatively,
hold up PB p. 40 and use the same procedure to practise the
Language vocabulary.
Children’s language CD1 Audio script
Vocabulary Revision from L1–2: cake, ice cream, Listen and say.
T35
milk ZAC: bananas, apples, pears, juice
New Vocabulary: apples, bananas, pears, juice
Structures: (Pears) or (apples)? (Apples)! I don’t EXTENSION: See Zac’s Zone activity 1
like (pears).
4 Vocabulary Consolidation (productive skills; picture –
Teacher’s language word association)
IWB Ask a child to come to the board. Point to an item and say:
Point to the apples. / Pears or apples? / I don’t like
(pears). / Apples or bananas? / Listen and circle! / FCs Point to the apples. Repeat with the rest of the items until
31–34 everyone has had a turn. Alternatively, lay out the FCs in
Yummy ... apples. / Apples! Yuck! the centre of the circle, name an item and ask individual
children to pick the correct card.

5 Structure Presentation & Practice: (Pears) or

(apples)? (Apples)! I don’t like (pears). (receptive &
productive skills; picture-word association)
Extra materials checklist FCs Put the apples and pears FCs up on the board. Point to
31–34 them and say: (Pears) or (apples)? The children repeat in
chorus. Say: (Apples)! I don’t like (pears). and point to the
For the lesson corresponding FC. The children repeat in chorus. Explain the
Zac puppet sentence in L1 if necessary. Then say: (Pears) or (apples)?
and point to the FC. Say: (Pears)! I don’t like (apples). The
Class CD1
children repeat in chorus. Repeat with the rest of the FCs.
FCs 31–34 (bananas/pears/ apples/juice) Hold up two FCs. Ask a child to say which they prefer, e.g.
Apples or bananas? Bananas! I don’t like apples! Repeat
For optional activities until all the children have had a turn.
ZZ 1: copies of PCs 21–24 (T’s pp. 257-258,
apples/bananas/pears/juice) T ip !
You can use a happy expression or a frown at the appropriate
ZZ 2 & 3: FCs 28–34 (cake/ice cream/milk/ time while speaking to emphasise what you are saying and give
bananas/pears/apples/juice) non-verbal clues to the children about the meaning.

EXTENSION: See Zac’s Zone activity 2

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 Lesson 3 Let’s sing!
Table Time Alternatively, the children open their books at p. 40.
Play the song. The children point to the correct item as
CD1
Ask the children to go back to their seats using the they sing along. Play the song again as many times as
T5 Table Time Chant from Lesson 1. necessary.

6 Listening: Listen & circle. [PB p. 40, Ex. 2] 8 Tidy up & Bye-bye
IWB Bring up p. 40 on the IWB. Say: Look! as you point to CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
each item and elicit the words. Then say: Listen! Play
the first exchange and pause the audio. Ask: Pears or T3

apples? Ask a child to come to the board and point to

the correct item (apples). Then say: Now, circle! Help
the child do the task. Resume the audio and repeat with
other children for the rest of the items.
Hold up PB p. 40. Say: Listen and circle! Play the audio.
The children listen and circle the items in their books.
Walk around the classroom and provide help when
necessary.
CD1 Audio script 1 Circle Time Consolidation: Play Guess my drawing.
Listen & circle. (productive skills, fine motor skills, shape
T36
GIRL: I’m hungry. recognition)
BOY: Pears or apples?
PCs Give each child a PC (apples, bananas, juice, pears) and
GIRL: Apples, please. I don’t like pears. 21–24 tell them not to show it to anyone. Draw a food item
BOY: Here you are.
GIRL: Thank you. Mmm … apples! I like apples. on the board and have the children shout out what they
think it is. The first child to hold up a PC matching the
GIRL: I’m hungry.
item on the board and name the word correctly comes
BOY: Cake or bananas?
GIRL: Bananas, please. I don’t like cake. to the board and draws a food item for the other children
BOY: Here you are. to guess. Play the game until all the children have had a
GIRL: Thank you. Bananas! Yummy! I like bananas. turn.
GIRL: I’m thirsty.
BOY: Milk or juice? 2 Circle Time Consolidation: Play: Yummy or Yuck?
GIRL: Juice, please. I don’t like milk. (productive skills, gross motor skills, expressing
BOY: Here you are. preference)
GIRL: Thank you. Juice. I like juice.
FCs Put the FCs up on different walls of the classroom. Say:
NARRATOR: Listen again. 28–34 Yummy … apples. I like apples. The children who like
EXTENSION: See Zac’s Zone activity 3 apples should repeat after you and run to the apples FC.
Then say: Apples! Yuck! The children who don’t like apples
should say: I don’t like apples. Repeat with the other
7 Chant: Listen & sing. [PB p. 40, Ex. 3]
food items. Repeat as many times as you feel necessary.
IWB Say: Now, watch! Use the IWB and play the animated
video of the chant.
3 Table Time Consolidation: Play the I like/don’t like
Say: Let’s sing! Put up a flash card on each wall of the
classroom. Go through the song, demonstrating the TPR
game. (productive skills, expressing preference)
actions. The children copy your actions. Play the song on FCs Hold up any two FCs (e.g. milk, juice) and say: Milk or
28–34 juice? Ask individual children to state their preference:
CD1 or the IWB. The children repeat the key vocabulary
(underlined in the script) as they carry out the actions. e.g. I like milk. I don’t like juice. Continue the activity
with different FCs until all children have had a turn.
CD1 I like bananas! Song
Bananas, bananas! (point to the bananas FC)
T37
I like bananas! (mime smiling)
I like bananas! (mime smiling)
Yum, yum, yum! (mime rubbing your tummy and smiling)
Pears, pears! (point to the pears FC)
I don’t like pears! (mime making a big frown)
I don’t like pears! (mime making a big frown)
Yuck, yuck, yuck! (mime tasting something unpleasant and
shaking your head no)
Apples, apples! (point to the apples FC)
I like apples! (mime smiling)
I like apples! (mime smiling)
Yum, yum, yum! (mime rubbing your tummy and smile)
Juice, juice! (point to juice FC)
I don’t like juice! (mime making a big frown)
I don’t like juice! (mime making a big frown)
Yuck, yuck, yuck! (mime tasting something unpleasant and
shaking your head no)

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 My food
Circle Time
Lesson 4
AB, p. 25
Think! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary & Structure Revision: ‘I’m (hungry)!’

‘Here’s some (cake).’ (receptive & productive skills;
picture-word association)
FCs Spread out the FCs in the centre of the circle. Point to each
28–34 one and elicit the food items. Then turn the FCs face down
and mix them up. Say: I’m (hungry). Ask a child to turn
over FCs and name them. When they find a food item, they
give it to you and say: Here’s some (cake). Follow the same
1 Point & say. 2 Think & say . Vocabulary: apples, bananas, cake, ice cream, juice, milk, pears
procedure to revise/practice: I’m thirsty. Repeat until all the
41
children have had a turn.
Structures: I like (apples)! I don’t like (pears).

Flibets Starter Unit 4.indd 41 21/02/2020 17:35

3 Structure Revision: I like (apples). I don’t like (pears).

PCs Hand out different PCs to the children. Use the Zac puppet
Language 18–24 and hold up a card, e.g. apples. Say in Zac’s ‘voice’: I like
Children’s language apples. Hold up the pears FC and say: I don’t like pears. Give
Vocabulary Revision from L1–3: apples, bananas, the Zac puppet to a child. The child holds up his/her PC and in
Zac’s ‘voice’ says a sentence: e.g. I like/don’t like (bananas).
cake, ice cream, juice, milk, pears Repeat until all the children have had a turn.
Structures: I’m (hungry). Here’s some (cake). I like
(apples). I don’t like (pears). Here’s some (cake). EXTENSION: See Zac’s Zone activity 1

4 Vocabulary Practice: Point & say. [PB p. 41, Ex. 1]

Teacher’s language
IWB Bring up p. 41 on the IWB. Ask a child to come to the
I’m (hungry). / I like (cake). / I don’t like board. Point to the cake and ask the child to identify it.
(apples). / Your turn! / Think and say! Play the audio for verification. Repeat with the rest of the
items. Alternatively, hold up PB p. 41 and follow the same
procedure to revise/practise the vocabulary.
EXTENSION: See Zac’s Zone activity 2

Extra materials checklist Table Time

CD1
Ask the children to go back to their seats using the
For the lesson T5 Table Time Chant from Lesson 1.
Zac puppet
Class CD1 5 Thinking Skills Presentation & Structure Practice:
Model food (productive skills; fine motor skills;
FCs 28–34 (cake/ice cream/milk/bananas/ expressing preference)
pears/apples/juice) Put the FCs of the food items up on the board. Give each
copies of PCs 18–24 (T’s pp. 257-258, cake/ child a red and a blue piece of modelling clay. Ask them to
make a food item that they like with the red modelling clay
ice cream/milk/apples/bananas/pears/ and an item that they don’t like with the blue modelling clay.
juice) Use the Zac puppet and go round the class, look at their
red and blue modelling clay models and ask in Zac’s ‘voice’: (Bananas) or (pears)? Elicit:
(Bananas!) I don’t like (pears)!
For optional activities
6 Consolidation: Think & say . [PB p. 41, Ex. 2]
ZZ 1: FCs 28–34 (cake/ice cream/milk/ Point to the first picture and elicit: Cake. Point to the
IWB
bananas/pears/apples/juice) happy face in the picture and say: I like cake. Smile
ZZ 2: a soft bean bag and play the audio for verification. Point to the sad
face, frown and say: I don’t like cake. Play the audio for
verification. Have the children repeat in chorus. Ask a
child to come to the board and choose a food item. The
child says if they like/don’t like the food item. Help the
child choose a happy/sad face and mime the appropriate
action. Repeat until all the children have had a turn.

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 Lesson 4 Think!
Hold up PB p. 41. Say: Your turn! Think and say!
Follow the same procedure to present the activity. Ask
individual children to point to a picture in their book and
make a sentence about one of the food items. Provide
help when necessary.
EXTENSION: See Zac’s Zone activity 3 1 Circle Time Consolidation Game: Play Relay race.
(productive skills, gross motor skills)
EXTENSION: Tap on the star on the IWB to access the FCs Divide the children into two teams, A and B. Team A is
extra activity. 28–34 the ‘I like...’ team. Team B is the ‘I don’t like ...’ team.
Put the FCs up on the board and line the children up
OPTIONAL: At this point, the children can do the task
in their teams. Explain the activity in L1 if necessary.
on AB p. 25.
The children run to the board, touch a FC and make
a sentence using the item on the flash card and their
Activity Book (p. 25) team's structure, e.g. Team A: I like bananas. Team B:
I don’t like ice cream. Then they go to the back of the
Table Time Activity: I’m thirsty. Circle. line and the next child runs to the board and touches
a (different) FC. Play until all the children have had a
Lessons 3 - 4 turn. At the end of the first round the teams can switch
structures.

T ip !
Make it clear that the children don’t have to actually
like or dislike the item on the flash card, they just have
to use the corresponding structures.

2 Circle Time Activity: Play Walk & Talk. (productive

skills, gross motor skills, balance)
I’m thirsty. Circle.
Have the children line up. Give the first child a bean bag
and ask them to balance it on their head. The child has
25

Flibets Starter ActBk Unit 4.indd 25 2/19/20 7:06 PM

to walk in a straight line and say food items they like/

IWB Bring up AB p. 25 on the IWB. Point to the pictures don’t like (e.g. I (don’t) like cake, ice cream, milk, etc).
and elicit the items. Play the audio for verification. As long as the bean bag stays on their head the child
Ask a child to come to the board. Say: I’m thirsty. keeps walking and making sentences. If the bean bag
Point to the first picture and say: I’m thirsty! falls off the child stops and another child takes their
Bananas? Elicit: No. Point to the juice and say: I’m place. Continue until all the children have had a turn.
thirsty! Juice? Elicit: Yes. Say: Now, circle. Help the
child do the task. Repeat with the rest of the items. 3 Table Time Consolidation: Play Likes/Dislikes.
Hold up AB p. 25 and follow the same procedure to (productive skills, memory)
present the task. Allow the children time to complete Start the game by saying: I like (apples). Point to a
the task. Provide help when necessary. Check children’s child and say: Your turn! Explain in L1 that the child
work. must repeat your phrase and add a new word (e.g. I like
apples and bananas.) The next child must repeat that
phrase and add another item. The game continues until
7 Tidy up & Bye-bye a child forgets a word or can’t think of a new item to
add to the list. Play the game again using the structure
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
I don’t like (cake). Help the children when necessary.
T3 Repeat until all children have had a turn.

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 My food
Circle Time
Lessons 5 - 6 1 Hello Routine
1 2
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Dialogue Warm-up: Picture discussion [PB pp. 42–43]

CD1 Take out the SCs. Say or play the audio for the
3 4 Storytime Chant. Hold up the first SC and show it
T6
to the class. Ask questions about the characters
SCs and objects they are familiar with. Follow the same
M4 (1–8) procedure with the rest of the SCs.

Suggested Questions for SCs

Story Card 1
Point to each character in turn and ask: Who’s this? (Mum/
1 Listen & look. 2 Listen & point. 3 Colour. Structures: ‘I’m hungry/thirsty.’ ‘Here you are.’
42

Dad/Ani/Ina/Zac/Kit). Encourage the children to say: Hello.

Flibets Starter Unit 4.indd 42 20/02/2020 13:07

Story Card 2
Point to the picture, mime and say: I’m thirsty! Say: Look!
Language What’s this? Elicit: Milk. Then say: I like milk. The children
repeat after you.
Children’s language
Story Card 3
Vocabulary Revision: apples, bananas, cake, ice
Point to the picture, mime and say: I’m hungry! Say: Look!
cream, juice, milk, pears What’s this? Elicit: Banana. Then say: I like bananas. The
Character Revision: Mum, Dad, Ani, Ina, Zac, Kit children repeat after you.
Structures: I’m hungry/thirsty. Here you are. Story Card 4
Point to the picture and say: Look! Cake/Bananas/Milk/
Teacher’s language Pears. The children repeat after you. Ask: Where’s Kit?
Look at the cake! / No cake today! / Let’s make a (Here!) Say: OK. Let’s play!
fruit salad! / Listen and point. Story Card 5
Point to the cake/ball and ask: What’s this? Elicit: Cake/Ball.
Point to Zac/Ani/Ina looking shocked and say: Oh no! Make a
shocked expression. Encourage the children to repeat: Oh, no!
Story Card 6
Point to the picture and say: Look at the cake! No cake today!
Encourage the children to repeat after you: No cake today!
Story Card 7
Extra materials checklist
Point the picture and ask: Who’s this? Elicit: Mummy. Say:
Look! Apples, bananas and pears. Encourage the children to
For the lesson repeat after you: Apples, bananas and pears.
Zac puppet Story Card 8
Class CD1 Point to the picture of the fruit salad and say: Let’s make
a fruit salad! The children repeat after you. Then raise your
Module 4 SCs 1–8 hands in the air and say: Yay! Encourage the children to
repeat after you.
For optional activities
ZZ 1: a balloon T ip !
ZZ 2: FCs 28–34 (cake/ice cream/milk/ Use L1 after each SC and ask the children what they think the
story will be about or what they think will happen next.
bananas/pears/apples/juice)
ZZ 3: modelling clay (yellow, red, green), a
3 Listening 1: Listen & look. [PB p. 42, Ex. 1]
bowl, a safe plastic toy knife IWB Hold up SC1 and play the audio for that SC on the
IWB or CD1. The children listen and look. Hold up the
SCs
M4 (1–8) corresponding SCs for each exchange as the audio
plays.

CD1 Audio script

SC1 ANI: Zac, Ina – let’s play!
T38 ZAC & INA: OK!
SC2 ANI: Mummy, I’m thirsty!
MUMMY: Here you are.
ANI: Thank you! Mmm … milk! I like milk!

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 Lesson 5 Story
SC3 ZAC: I’m hungry, Mummy!
MUMMY: Here you are.
ZAC: Thank you! Mmm … bananas! I like bananas!
Yummy!
SC4 GIRLS: Zac, let’s play!
ZAC: OK!
SC5 KIDS: Kit! NO! 1 Circle Time Game: Keep it up! (productive skills,
SC6 INA: Sorry! gross motor skills)
DADDY: Oh-oh! No cake today! Explain the activity in L1. Tell the children that they will
SC7 MUMMY: L ook – apples, bananas and pears. Let’s make knock a balloon to each other and they must keep it up
a fruit salad! in the air. The first child says: I’m hungry/thirsty! and
SC8 KIDS: Fruit salad! Yay! knocks the balloon to another child. That child says a
food/drink item (e.g. banana) and says: I like (bananas)!
EXTENSION: See Zac’s Zone activity 1 And the process starts again. If the balloon falls, that
child sits down and the game continues. Continue until
all the children have had a turn or until there is only one
4 Discussion
child left standing.
OPTIONAL In L1, ask the children which part of the story they
liked best and why. Ask questions to elicit the value T ip s!
of the story and explain why it is good to apologise • Have spare balloons ready in case one pops.
and to not get upset when things go wrong. Discuss • Dispose of any popped balloons safely as they are a
why it is good to eat fruit and not too many sweets. choking hazard for small children.

EXTENSION: See Zac’s Zone activity 2 2 Circle Time Consolidation: Play Feed Zac
(receptive & productive skills, fine motor skills)
FCs Use the Zac puppet. In his ‘voice’ say: I’m hungry/
Table Time 28–34 thirsty. Pick up a FC and give it to Zac: Here you are.
CD1 In Zac’s ‘voice’ say: (Milk). Thank you. I like (milk). Give
Ask the children to go back to their seats using the
the Zac puppet to a child and say: Your turn! The child
T5 Table Time Chant from Lesson 1.
repeats the activity using the FCs. Then they pass the
Zac puppet to the next child. Continue the game until
5 Listening 2: Listen & point. [PB p. 42, Ex. 2] all the children have had a turn. Provide help when
Hold up PB pp. 42–43. Say: Listen and point. Play the necessary.
CD1 audio for the first picture. Pause and point to the picture.
Ask the children to do the same. Play the audio for the 3 Table Time Game: Make a fruit salad (productive
T38 second picture. The children listen and point. Follow skills, fine motor skills)
the same procedure for the rest of the pictures in the
Give the children modelling clay (yellow, red, green)
story. Make sure the children are pointing to the correct
and have them make models of bananas, apples and
picture as they listen.
pears. When they are finished, have the children say:
Look! Apples/Bananas/Pears! Then give them a safe toy
6 Consolidation: Colour. [PB p. 42, Ex. 3] plastic knife and have them cut them into pieces and put
IWB Bring up SC 7 (p. 43) on the IWB. Point to the fruit and them in the bowl. Say: Look! A fruit salad!
ask individual children to name them (apples, bananas,
pears). Ask a child to come to the board. Say: Now,
colour! and point to the colours and the fruit. Help the
child choose the correct colour and do the task. Repeat
with the rest of the items. Encourage the children to
repeat the exchange heard.
Hold up PB p. 43 and point to picture 7. Follow the same
procedure and explain the activity. Have the children
take out the coloured pencils they will need for the task
(red, yellow, green). Before allowing the children to do
any colouring, have them mime colouring the items with
their fingers. Allow the children time to complete the
task in their books. Provide help when necessary and
check the children’s work.
EXTENSION: See Zac’s Zone activity 3

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My food
Circle Time
AB, p. 26
Story 1 Hello Routine
5 6
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Dialogue Revision: Play Story card shuffle. (receptive

7 8 & productive skills; thinking skills: ordering, memory
development)
SCs Put the SCs up on the board and play the audio. Point
M4 (1–8) to the characters as they speak, as well as to the
items/characters mentioned. Then put the SCs in
CD1
random order. Say: Listen! Play the audio again and
1 Watch. Act out: ‘I’m (hungry).’ ‘Here you are.’ ‘Thank you!’
T38 pause after the exchange for the first SC is heard.
43
Make a thoughtful expression and point to the different
SCs. Say: Hmm … This one or this one? Keep pointing
Flibets Starter Unit 4.indd 43 20/02/2020 13:07

until the children identify the correct SC. Move it to

the first position on the board. Repeat with the rest of
Language the SCs until they are all in the correct order.
Children’s language
3 Animation Presentation & Practice: Watch. [PB p. 43,
Vocabulary Revision: apples, bananas, cake, ice
Ex. 1]
cream, juice, milk, pears Say: Watch! and play the animation on the IWB once
IWB
Structures: I’m hungry/thirsty! Here you are. without any pauses. Then play it again. You can use the
Thank you! second viewing to have the children listen and repeat
individual lines from the dialogue.
Teacher’s language Play the animation a third time. Pause and ask the
children to fill in the word or response that follows.
Listen! / Hmm … This one or this one? / Who is it?
e.g. after Ani says: Mummy, I’m thirsty! pause for the
children to say: Here you are. Use gestures and point to
items on the screen to give the children clues for what
to say.

EXTENSION: See Zac’s Zone activity 1

Extra materials checklist 4 Consolidation: Play Listen to the line! (receptive

skills; memory)
For the lesson IWB Bring up pp. 42–43 on the IWB. Say: Listen! Read out a
random line from the audio script (see T’s pp. 106-107), and
Zac puppet ask the children: Who is it? Point to the characters in the
Class CD1 pictures in random order. The children identify the character
Module 4 SCs 1–8 who says the line, e.g. I’m thirsty! – Ani. Repeat with the rest
of the characters.
Cutouts (Ani, Zac, mummy)
For optional activities 5 Dramatic Play: Act out [PB p. 43; giving something &
expressing thanks]
ZZ 1: FCs 28–34 (cake/ice cream/milk/
OPTIONAL  Put SCs 2–3 up on the board. Point to mummy
bananas/pears/apples/juice), sticky tack and say in her voice: Here you are! Mime giving
SCs
ZZ 2: realia (apples/bananas/pears), a juice M4 (2–3)
something to a child and repeat the phrase.
The children repeat after you. Then, point to
bottle and a milk carton Ani, place your hand over your heart, and with a
ZZ 3: copies of PCs 18–24 (T’s pp. 257-258, slight bow or a nod say in her voice: Thank you!
cake/ice cream/milk/apples/bananas/ The children repeat in chorus. Repeat for SC 3
with mummy and Zac.
pears/juice)

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 Lesson 6 Story
CUTOUTS  Hand out the cutouts for mummy, Ani and Zac.

Put the children into pairs and assign the role
of mummy to one child and the role of Ani or
Zac to the other. The children act out the
exchanges from SCs 2–3. Then they swap roles
and repeat the activity. 1 Circle Time Consolidation Game: Feed the teacher
(productive skills, gross motor skills)
EXTENSION: See Zac’s Zone activities 2-3
FCs Put the FCs up on the board with sticky tack. The
28–34 children make a line facing the board. Say: I’m hungry/
OPTIONAL: At this point, the children can do the task thirsty. The first child in line goes to the board and gets
on AB p. 26. a FC showing an appropriate item. The child brings you
the flash card and says: Here you are. Reply: Thank you.
Continue the game until all the children have had a turn.
Activity Book (p. 26)
Table Time Activity: Match.
T ip !
To make the game more interesting, have each child
Lessons 5 - 6 take the role of ‘teacher’.

2 Circle Time Game: Play Guess what it is

(productive skills, fine motor skills)
REALIA Have a child say: I’m hungry/thirsty and close their eyes.
Hand him/her a fruit or drink item according to what
he/she said. Say: Here you are. The child guesses what
the item is, opens their eyes and says: e.g. (Banana.)
Thank you. Continue the game until all the children have
had a turn.
Match.
26

Flibets Starter ActBk Unit 4.indd 26 2/19/20 7:06 PM

3 Circle Time Game: I’m hungry! Game (productive
skills, body language - meaning, observation)
IWB Bring up AB p. 26 on the IWB. Say: Look! Point to PCs Hand out the PCs to the children. Explain the activity in
the pictures and explain in L1 that the picture at 18–24 L1 if necessary. Mime being hungry (hold your tummy
the top is the missing part of one of the pictures at and scrunch up your face). The children mime your
the bottom. Tell the children to look for clues in the actions and shout out: I’m hungry! Point to a child.
pictures (e.g. point to mummy and Kit). Ask a child The child holds up a PC showing a food item and says:
to come to the board and point to the pictures that Here you are. Say: Thank you. Mime being thirsty (hold
match. Say: Now, match! Help the child do the task. your throat and stick out your tongue). The children
Hold up AB p. 26 and follow the same procedure mime your actions and shout out: I’m thirsty! Point to a
to present the activity. Allow the children time to child. The child holds up a PC showing a drink item and
complete the task. Provide help when necessary. says: Here you are. Say: Thank you. Repeat until all the
Check children’s work. children have had a turn.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My food
Circle Time
Lesson 7 Values
Saying sorry
1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary/Structure Revision & Practice: ‘I’m

hungry/thirsty! Here you are. Thank you!’
FCs Place the FCs in the centre of the circle. Hold each FC up
28–34 and elicit the items. Use the Zac puppet and, in Zac’s ‘voice’,
say: I’m hungry! Ask a child to pick up a flash card, say: Here
you are. and give it to Zac. In Zac’s ‘voice’ reply: Thank you.
Repeat with other children. Follow the same procedure with
the drink items. Repeat the activity until all the children
1 Look & circle. Structure: Sorry!
have had a turn.
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3 Vocabulary/Value Presentation: Saying Sorry.

(receptive & productive skills; moral awareness; gross
motor skills)
Language REALIA Put some food or drink items in the centre of the circle, (e.g.
Children’s language some bananas, apples, pears, milk, etc). Use the Zac puppet
Structure: Sorry! and in Zac’s ‘voice’ say: I’m (hungry/thirsty). Pick up an
item, pretend you are giving it to Zac and then ‘accidentally’
drop it. Look at Zac and say: Sorry! Have the children repeat
Teacher’s language in chorus. Pick the item up and give it to Zac. Say: Here you
Sorry! / Now, circle! / I’m sorry. are. In Zac’s ‘voice’ say: Thank you. Explain, in L1, when we
say sorry. Then, use Zac and go round the circle saying in
Zac’s ‘voice’: I’m (hungry/thirsty). Individual children pick
up a food/drink item to give to Zac and accidentally drop it.
Encourage the children to say sorry, pick up the item again
and say: Here you are. Continue until all the children have
Extra materials checklist had a turn.
EXTENSION: See Zac’s Zone activities 1–2
For the lesson
Zac puppet 4 Value Practice: Sorry! (productive skills; moral
Class CD1 awareness)
FCs Hand out the FCs to the children. A child gives a FC to
realia (real or plastic food/drink items: 28–34 another child and says: (Cake.) Here you are (John). but
bananas, apples, pears, milk, juice) says the wrong child’s name. Then s/he says: Sorry. and the
FCs 28–34 (cake/ice cream/milk/bananas/ correct name (Jim). This child passes the card to another
child and repeats the pattern. Continue until all the children
pears/apples/juice) have had a turn.
a soft ball/bean bag
T ip !
For optional activities To help the children better understand the concept of
ZZ 1: soft scarves/material to use as apologising, ask the children, in L1, to talk about the last time
they said sorry to someone. Ask them who it was to, what the
blindfolds situation was and how they felt before and after the incident.
ZZ 2: Cutouts (Ani, Ina, Zac, Grok, Plok,
Dan, mummy, daddy, grandma, grandpa,
Miss Klop); copies of PCs 18–24 (T’s pp. 257-
258, cake/ice cream/milk/apples/bananas/
pears/juice)
ZZ 3: A4 paper

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 Lesson 7 Values
Saying sorry
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

5 Value Consolidation: Play Saying sorry (productive 1 Circle Time Game: Play Sorry! (productive skills,
skills; moral awareness; fine motor skills) gross motor skills)
The children stand in a circle and toss the ball/bean bag to Use soft scarves to blindfold the children. Then the
each other. (They can say: Here you are. as they do this.) children walk around the class, slowly and quietly. When
If/When the ball/bean bag falls, the child who threw it says: they bump into another child they say: Sorry!
Sorry! Repeat as many times as you feel necessary.

T ip ! T ip !
In L1, discuss why it is important to say sorry and also to feel This activity can be carried out without the blindfolds,
sorry for something we did which upset another person. Discuss but having them ensures the children are cautious and
what else we can do to make that person feel better. Encourage do not get carried away when bumping into others.
empathy by asking the children how they would feel in the other
person’s position.
2 Circle Time Consolidation: Let’s say sorry
6 Consolidation & Thinking skills: Look & circle. [PB (productive skills)
p. 44 Ex. 1] CUTOUTS Give a character cutout, one food and one drink
IWB Bring up p. 44 on the IWB. In L1, ask the children to PC to each child. Explain the activity in L1 if
describe what they can see in the picture. Elicit how they necessary. The children play in pairs. They try
think the children in the picture feel. Point to the first and mimic the ‘voice’ of their cutout. Using the
child on the left and say: Sorry? Yes or no? Elicit: No! ‘voice’ of their cutout, a child says: I’m hungry!
Point to the next child and say: Sorry? Yes or no? Elicit: Their partner (using the ‘voice’ of their cutout)
Yes! Play the audio for verification. Repeat with the other says: Here you are. and gives him/her the drink
children in the picture and elicit the structures/phrases PC by mistake. Then s/he says: Sorry! and gives
the children use each time accordingly (Here you are!, the correct PC. Repeat with the drink item.
Sorry!). Play the audio for verification and have the Then the children swap roles. Time permitting,
children repeat in chorus. Invite a child to come to the have the children swap partners and repeat the
board. Ask the child to find all the pairs in the picture that activity.
use the word Sorry! and point to them. Say: Now, circle!
Help the child do the task. Play the audio for verification. 3 Table Time Consolidation: Make a Sorry card
Use the redo button and have other children come to the (productive skills, fine motor skills)
board and circle. Repeat until all the children have had a Give each child a sheet of blank white paper. Tell them
turn. they are going to make a card to say sorry to someone.
Hold up PB p. 44 and follow the same procedure to Ask them to use their coloured pencils/crayons to
present the task. Make sure the children trace a circle draw a picture of anything they want that they think is
with their fingers before using a pencil to complete the appropriate (e.g. flowers, heart, smiley face, etc). Then
task. Provide help when necessary. have each child give their card to another child in the
EXTENSION: See Zac’s Zone activity 3 class and say: Sorry.

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My food
Circle Time
Lesson 8
AB,p.
AB, p.???
27
CLIL: Science 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Look & say! (receptive &

productive skills)
IWB Use the IWB to revise the vocabulary from the previous
FCs lessons (apples, bananas, cake, ice cream, juice, milk,
35–41 pears). Point to each item on the screen and elicit quick
responses from individual children. Alternatively, use the FCs
and the Zac puppet to revise the vocabulary.

1 Point & say. 2 Think & circle. Vocabulary: apples, bananas, cake, ice cream, pears
Structures: Look! (Apples)! 45 3 Presentation & Picture Discussion: Point & say.
Flibets Starter Unit 4.indd 45 20/02/2020 13:07 [PB p. 45, Ex. 1]
IWB Draw a tree on the board. Point to it and say: Look!
What’s this? A tree! Have the children repeat after you.
Bring up p. 45 on the IWB. Point to the trees in the
Language picture. Point to the apple tree and say: Look! Apples!
Children’s language Point to each tree and have the children identify what
Vocabulary Revision: apples, bananas, cake, ice is on each one. Play the audio for verification. Have
individual children come to the board, point to each tree
cream, pears
and say what is on it.
Structures: Look! (Apples)!
EXTENSION: See Zac’s Zone activities 1–2
Teacher’s language
Look! A tree! / Pear tree! / Now, draw a line.
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

4 Thinking Skills & Fine Motor Skills: Think & circle.

Extra materials checklist [PB p. 45, Ex. 2]
IWB Bring up p. 45 on the IWB. Point to the trees and, in L1,
have a short discussion about trees and what grows on
For the lesson them. Point to the pear tree and say: Look! Pears! The
Zac puppet children repeat after you. Say: Pear tree! The children
Class CD1 repeat after you. Repeat for the rest of the trees. Then
with a puzzled expression point to the pear tree and
FCs 28–34 (cake/ice cream/milk/bananas/ ask: Pears? Here? Elicit: Yes! Point to the next tree
pears/apples/juice) and ask: Ice cream? Here? Elicit: No! Follow the same
procedure for the rest of the trees. Repeat as many times
For optional activities as necessary and make sure the children can distinguish
ZZ 1: copies of PCs 18–24 (T’s pp. 257-258, between the real fruit trees and those that are not real.
Ask a child to come to the board. Have him/her point to
cake/ice cream/milk/ apples/bananas/ the real fruit trees. Then say: Now, circle. and help the
pears/juice) child do the task. Repeat until all the children have had a
ZZ 3: copies of WS1 (T’s p. 235) one per turn.
Hold up PB p. 45. Follow the same procedure to present
child, a sheet of (red, green or yellow) tissue the activity. Have the children circle the answers with
paper per child, glue their fingers before using their pencils. Allow the children
time to complete the task in their books. Provide help
when necessary. Ask individual children to point to the
trees they have circled and say: (e.g. Look! Pears! ).

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 Lesson 8 CLIL: Science
5 VIDEO: Watch.
IWB Say: Now, watch! Use the IWB to play the CLIL video.
Play the video again and invite the children to listen and
repeat the key vocabulary below as they watch.
Video script
Look! Apples! I like apples! 1 Circle Time Game: Play Which fruit? (receptive &
An apple tree! I like pears! productive skills, gross motor skills)
I like apples! Yummy! I like bananas! PCs Give each child a PC of fruit (apples, bananas, pears).
What’s this? Oh, I’m hungry! 18–24 In L1, tell the children to mingle. Say: Go! The children
It’s a pear tree! Let’s make a fruit salad! get into groups with other children who have the same
I like pears! Yummy! Yummy! PC as them. Then ask: Which fruit? The children in each
Apple tree! Pear tree! group show their PCs and say the name of the fruit e.g.
Look! Apples! Collect the PCs and repeat as many times as you
Bananas! feel necessary.
It’s a banana tree!
I like bananas! Yummy! 2 Circle Time Game: Play Musical trees (productive
Apple tree! Pear tree! Banana tree! skills)
Play some music and have the children dance/move
EXTENSION: See Zac’s Zone activity 3
around the classroom. Pause the music at regular
intervals and have the children freeze in the shape of a
OPTIONAL: At this point, the children can do the task
tree (arms extended). Point to each child and have them
on AB p. 27.
say a type of tree (apple, pear, banana). If they say a
wrong type of tree (ice cream, cake) they are out. Play
Activity Book (p. 27) the game as many times as you feel necessary.

Table Time Activity: Think and draw lines. 3 Table Time Consolidation: Play Make a fruit tree.
(productive skills, fine motor skills) [T’s p. 235,
Lessons 7 - 8 Worksheet 1]

My food Worksheet 1

Colour the tree and then stick your ‘fruit’ on it.

Think and draw lines.

27

Flibets Starter ActBk Unit 4.indd 27 2/19/20 7:06 PM

IWB Bring up AB p. 27 on the IWB. Say: Look! Point to

the juice carton and ask: What’s this? Elicit: juice!
Point to each fruit on the carton and ask: What’s 230 © Express Publishing PHOTOCOPIABLE

this? (Apple/Banana). Then point to two diagonally

WS1 Give each child a copy of WS1 and a sheet of either
opposite trees and ask: Which tree? This one or this red, yellow or green tissue paper. Tell the children to
one? Elicit the correct tree and say: Now, draw a line. colour the top part of their trees green and make fruit
Ask a child to come to the board and help him/her by tearing up the tissue paper, rolling small amounts
do the task. Use the redo button and repeat with the of tissue into balls and sticking them on their trees.
rest of the children until they have all had a turn. Explain that each colour represents a different fruit
Hold up AB p. 27. Follow the same procedure to (red = apples, yellow = bananas, green = pears). When
present the activity. Have the children trace lines they have finished their trees ask the children in L1 what
using their fingers before drawing lines with their kind of tree they have made. Elicit: Look! Apple tree/
pencils. Allow the children time to compete the Banana tree/Pear tree! from the children.
task. Walk round the class and provide help when
necessary. Check children’s work.
T ip !
You may have the tissue paper fruit pre-prepared so
6 Tidy up & Bye-bye the children simply have to stick them on their trees.
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My food
Circle Time
Lesson 9 Show the class! 1 Hello Routine
1 2
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

Before the lesson:

Prepare a model of the lunch box in advance.
3 4
Table Time
CD1 Ask the children to go to their seats using the Table
T5
Time Chant from Lesson 1.

1 Make a lunch box. 2 Show & say. Structures: Mmm ... (milk)! I like (milk)! Yummy!
2 Craftwork: Make a lunch box! [PB p. 46, Ex. 1]
46

Flibets Starter Unit 4.indd 46 20/02/2020 13:08

Hold up your model lunch box and say: Look! Point to the
different food/drink items and ask: What’s this? Elicit:
apple/banana/cake/ice cream/juice/milk/pear. For each
item, say: e.g. Mmm ... (apples)! I like (apples)! Yummy!
Language Hold up PB p. 46 and say: Now, let’s make a lunch
box! Point to each of the pictures of the step-by-step
Children’s language
instructions for the craftwork. Follow the steps to make
Vocabulary Revision: apples, bananas, cake, ice the craftwork and use L1 if necessary.
cream, juice, milk, pears
Structures: Mmm ... (milk)! I like (milk)! Yummy! T ip !
You may wish to show the step-by-step photos on the IWB
while carrying out each step.
Teacher’s language
Now, let’s make a lunch box. / Do you like (apples)?
Photo 1: Gathering materials [T’s p. 236, Worksheet 2]
WS2 Give each child a copy of WS2 and a piece of blue card. Have
the children gather their own tools (see Introduction, p. 13).
Hold them up one by one and say: Show me the (scissors).
The children hold up each item and place it on their desks.
Extra materials checklist
Ask: Are you ready? and elicit: Yes.

For the lesson

Zac puppet My food Worksheet 2

Class CD1
Colour and cut out the pictures.

model of the lunch box

copies of WS2 (T’s p. 236) one per child,
a piece of blue card, one per child
scissors and glue
For optional activities
ZZ 1: copies of PCs 18–24 (T’s pp. 257-258,
cake/ice cream/milk/ apples/bananas/
pears/juice), FCs 28–34 (cake/ice cream/
milk/bananas/pears/apples/juice)
ZZ 2: your model lunch box

© Express Publishing PHOTOCOPIABLE 231

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 Lesson 9 Show the class!
T ip s!
• You can draw handles on the blue card to make it resemble
a lunch box.
• If pieces of blue card are hard to find, you can use a large
piece of paper and paint or colour it blue before the lesson.
• To develop teamwork skills, you can have children work in
pairs or small groups and make their lunch boxes together.
1 Table Time Game: Do you like …? (productive
& receptive skills)
Photo 2: Colouring the template PCs Give each child a PC and ask them not to show it to
18–24 anyone. Hold the FCs in your hands. Show a FC to a child
Hold up a coloured pencil. Point to the items on WS2, and
say: Now, colour! Allow the children time to colour in the and ask: Do you like (apples)? If the child has a different
items. Provide help when necessary. FCs PC, he or she replies: No, I don’t like (apples). If the
28–34 child has the apples PC, he or she replies: Yes, I like
Photo 3: Cutting (apples). Continue the game until the card is found and
Hold up a copy of WS2. Point to the items. Then hold up then give a different card to another child and continue.
the scissors and say: Now, cut! With your finger, trace the
outline of the item you have selected on the template and 2 Table Time Game: Play Guess the food. (productive
then start cutting it out. Repeat with the rest of the items skills)
on the template. Allow the children time to do the cutting. Explain to the children, in L1 if necessary, that you
Provide help when necessary. are going to say a sound and they have to say a
word from the module that begins with that sound.
Photo 4: Putting it all together Say: \œ\. The children shout out Apples! Say:
Say: Let’s make a lunch box! Hold up the model lunch box Well done! Continue for all the vocabulary items
and have the children stick the items on the blue card (lunch (\b\ – bananas, \k\ – cake, \aI\ – ice cream, \dZ\ – juice,
box). Explain in L1 that if they want, they can only stick the \m\ – milk, \p\ – pears).
items they like to eat/drink. Provide help when necessary.
1) Stick the food and drink items on the blue card. 3 Table Time Game: Play Match the lunch box.
2) Fold the card so that it resembles a lunch box. (productive skills, observation)
Hold up your lunch box and ask a child to do the same.
EXTENSION: Tap on the star on the IWB software to Point to an item in your lunch box and say: Look! (Apple)!
access the extra activity. Say: Mmm! Apple! I like apples! Point to an item in the
child’s lunch box that is not in your lunch box and say:
3 Presentation Skills: Show & say. [PB p. 46, Ex. 2] Look! (Apple). I don’t like (apples). Repeat for the rest
IWB Hold up the finished model of the lunch box. Point to of the items. Ask the children to compare their lunch
the milk and say: Mmm … (milk). I like (milk). Yummy! box with the lunch box of the child sitting next to them,
Repeat with other items in your lunch box. Then, say: using the same pattern to talk about them. Walk around
Your turn! One by one, the children stand up and present the class and provide help when necessary.
their lunch boxes using the same structures. Prompt the
children if necessary.

T ip !
You may wish to allow the children to take their craftwork
home or display it on the class noticeboard.

EXTENSION: See Zac’s Zone activities 1–3

4 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My food
Circle Time
Lesson 10
AB, p.
AB, pp.???
28-29
Now I can say ... 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Revision & Thinking Skills: Play Show & tell

(productive skills; visual skills; memory)
PCs Put the children into pairs and give them each a set of PCs.
18–24 The children take turns showing a PC to their partner who
names it, e.g. Child A holds up the cake PC. Child B says
Cake!)/The children repeat the activity for all the vocabulary
items.

1 Point & say. 2 Find & stick. Vocabulary: apples, bananas, cake, ice cream, juice, milk, pears
Structures: ‘Mmm ... (cake)! I like (cake)!’ ‘(Milk)! I don’t like (milk)!’ 47
3 Revision: Play the I like/don’t like game. (receptive &
Flibets Starter Unit 4.indd 47 20/02/2020 13:08
productive skills)
FCs Spread out the FCs face down in the middle of the circle
28–34 and mix them up. Pick one up, show it to the children and
say: Mmm ... (cake)! I like (cake)! Pick up another, show it
Language and say: (Milk)! I don’t like (milk)! Put the cards back. Mix
Children’s language them up again and say: Your turn! The children take turns
Vocabulary Revision: apples, bananas, cake, ice picking up the FCs and using the structures. Repeat until all
the children have had a turn.
cream, juice, milk, pears
Structure Revision: Mmm ... (cake)! I like (cake)!
(Milk)! I don’t like (milk)!
Table Time
Teacher’s language CD1
Ask the children to go back to their seats using the
Milk? Yummy or yuck? / Find your stickers. / T5 Table Time Chant from Lesson 1.
Yummy? Yes or no? / down, stop. round, down,
stop, round, down, stop. 4 Revision: Point & say. [PB p. 47, Ex. 1]
IWB Bring up p. 47 on the IWB. Point to the picture and ask the
children to identify the food items. Then point to the first
child and ask: Milk? Yummy or Yuck? (Rub your tummy
to show yummy or make a face as if tasting something
Extra materials checklist unpleasant for yuck.) Elicit: Yuck! and the structure (I
don’t like milk). Play the audio for verification and have
children repeat in chorus. Repeat with the rest of the
For the lesson
children in the picture. Have individual children come to
Zac puppet the board, point to a child and use the structure to make a
Class CD1 sentence. Repeat until all the children have had a turn.
Alternatively, hold up PB. p. 47 and follow the same
FCs 28–34 (cake/ice cream/milk/bananas/ procedure to present the task. The children point to the
pears/apples/juice) items in their books and make sentences.
copies of PCs 18–24 (T’s pp. 257-258, cake/
ice cream/milk/ apples/bananas/pears/ 5 Consolidation & Fine Motor Skills: Find & stick.
[PB p. 47, Ex. 2]
juice) IWB Bring up p. 47 on the IWB. Point to the items in the
circles where the stickers will be placed and elicit the
For optional activities
food/drink items. Point to the first missing sticker. Ask a
Class CD2 (Phonics) child to identify it. Elicit: Milk. Say: Please find the milk.
while pointing to all the stickers. The child comes to the
board and points to the correct sticker. Say: Look! Tap on
the sticker to drag and drop it into place. Repeat for the
rest of the stickers.
Hold up your sticker sheet and say: Find your stickers.
Hold up PB p. 47. Point to the missing milk and say:
Mmm... milk. Find the milk, please. Ask the children to
To further revise vocabulary, refer to the
find the corresponding sticker. Make sure all the children
picture dictionary on the IWB or in the Pupil’s
are pointing to the correct sticker. Say: Now, stick! and
Book.
demonstrate how to remove the sticker and stick it on
the page. Repeat for the rest of the stickers.

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 Lesson 10 Now I can say ...
EXTENSION: Tap on the toy ball to play the game on
the IWB. Phonics
(Optional) p. 91
OPTIONAL: At this point, the children can do the tasks
on AB pp. 28–29.
1 Pronunciation Practice: Listen & say. [PB p.91, Ex. 1]
Activity Book (pp. 28–29) IWB Bring up PB p. 91 on the IWB. Say: Listen! and play the
audio. When the sound \m\ is heard, pause the audio. The
Table Time Activity: Colour the faces. children repeat the sound. Provide help and praise (e.g. No,
sorry. Listen again: \m\. Your turn! Yes, that’s right – great
Lessons 9 - 10
work! etc). Alternatively, play the audio (Track 33 CD2).

CD2 Audio script

\m\, \m\
T33 \m\, milk, \m\, milk
milk, milk

2 Sound Discrimination: Listen for the sound and circle.

IWB Go to the extra activity on the IWB by tapping on the star.
28
Colour the faces.
Say: Listen! and play the audio of the first word (milk).
Flibets Starter ActBk Unit 4.indd 28 2/19/20 7:06 PM

Repeat the word and say: Listen for \m\, \m\ – milk. Is it the
IWB Bring up AB p. 28 on the IWB. Point to the first same? (Yes.) Repeat for the rest of the items. The children
picture (apples) and ask: Yummy? Yes or no? Point say No when the word does not match the sound. Have
to the happy face and say: Yummy! Yes! Then point the children come to the board and circle the pictures that
to the sad face and say: Yuck! No! Invite a child to begin with the \m\ sound. Play the audio for verification.
the board. Help the child do the task according to Alternatively, carry out the task by saying the words yourself.
his/her preference. Encourage the child to say: I like
apples! Yummy! or I don’t like apples! Yuck! Repeat Audio script
milk, bed, mask, bin
until all the children have had a turn.
Hold up AB p. 28. Follow the same procedure to 3 Letter Identification: Trace the letter. [PB p. 91, Ex. 2]
present the task. Provide help when necessary.
IWB Go back to PB p. 91 on the IWB. Zoom in on the traced letter
Check children’s work.
m. Say: Let’s trace! Show the children how to trace the letter.
Table Time Activity: Colour your favourite food. Describe the direction you are following while doing this,
e.g. (down, stop. round, down, stop. round, down, stop). The
Let’s play!
children trace the letter in the air with you. Invite individual
children to trace the letter on the IWB. Ask the children to
trace the letter in their books, first with their fingers and
then with their pencils. Go round the class and provide help
when necessary.

4 Consolidation: Match, colour & say. [PB p. 91, Ex 3]

IWB Zoom in on the picture on p. 90 on the IWB. Point
to the letter m and have the children identify it by
repeating the sound \m\. Play the audio for verification.
Colour your favourite food.
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Flibets Starter ActBk Unit 4.indd 29 2/19/20 7:06 PM

Point to the milk and ask children to identify it. Play

IWB Bring up AB p. 29 on the IWB. Point to all the food
the audio. Point to the silhouette. Say: Match! Help
items. Say: e.g. Mmm … I like (ice cream)! Repeat
the child do the task. Click on the carton of milk and
for another item. Explain that you can have more than
say: Now, colour! Help the child colour in the picture.
one favourite food. Ask a child to come to the board
Repeat until they have all had a turn.
and use the structure to name an item they like and
Have the children take out their coloured pencils (see
then colour it on the IWB.
Hold up AB p. 29 and follow the same procedure
Introduction, p. 13). Hold up PB p. 91. Follow the same
procedure to present the task. Allow the children time
to explain the activity. Allow the children time to
to complete the task in their books. Give praise for
complete the task. Provide help when necessary.
their effort.
Check children’s work.
OPTIONAL: At this point, the children can do the task
on AB p. 57 (see T’s p. 209).
6 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My face

Aims
• To learn parts of the face • To practise listening and pronunciation of
• To practise identifying and counting parts key vocabulary and structures by listening
of the body and repeating, etc.
• To practise fine motor skills through • To learn the value of keeping clean
hand-eye coordination games, and by • To practise musical intelligence by
circling, matching, pointing to objects, understanding rhythm
colouring, drawing lines, cutting, sticking • To aid sensory development by playing
and using the character cutouts games
• To practise gross motor skills through
movement games and TPR activities

Language
Children’s language
Vocabulary: ears, eyes, face, hair, mouth,
Teacher’s language
nose, teeth Instructions & questions:
Structures: One nose, two ears, two Tell Zac. / Find one! / One nose. / Zac says, touch
eyes. / Touch your (ears). / I’ve got (green your (ears)! / I’ve got (a) (green mouth)! / I’ve got red
hair). / I’ve got (yellow hair). / I’ve got nice hair. / Hair! / What colour? / Look! (Hair). / What’s
(hair). / I’ve got clean (teeth). / Time for missing? / Brush your hair, Ani! / I’ve got nice hair. /
school! Get ready! OK! / Brush your (hair/ Brush your teeth, Ina! / I’ve got clean teeth. / Time for
teeth). / Look! I’ve got (yellow eyes)!/I’ve school Zac! / Oh, no! Wrong brush! / Keeping clean! /
got (blue eyes). Let’s keep clean. / Clean (hair)? Yes or no? / Is it
clean? / Let’s make a mask! / Let’s make a (crazy) face!

Polite language & praise:

Yes, that’s right! / Well done! / Good. / Great! /
Sorry! Try again! / Well done, everyone! / Good
match! Well done. / Sorry. No match!

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 Special features
VALUES SHOW THE CLASS!
THINK!
Keeping clean Making a mask.
Focusing on detail;
identifying; discriminating
(parts of the body)

SOCIAL SKILLS
SONGS & CHANTS
Observing body
language Routine chants
One, two, three! Chant CLIL: PSHE
My Name is Clare! Song
Learning about
hygiene &
understanding
the importance of
cleanliness

Skills

Communication Early Literacy

Listening: Pre-writing skills:
• Listening and repeating • Counting/ Circling / Drawing
• Listening for detail and pointing/colouring/ lines/ Colouring
playing games • Identifying and tracing the letter
Speaking: ‘n’ (optional)
• Responding to simple questions when discussing
a picture Phonics (Optional):
• Role-playing a short exchange • Identifying and producing initial \n\
• Building phrases to describe parts of the face, sound
e.g. I’ve got (blue eyes).
Narrative skills:
Body language: • Predicting missing words/phrases
• Body movement when acting/doing TPR when looking at pictures and
activities watching videos

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 My face
Circle Time
ce New words 1 Hello Routine
My fan 1
Lesso CD1 Repeat the Hello routine as in Module 1.

T4, T2

2 Vocabulary Revision: Play Tap on my shoulder.

(receptive & productive skills; memory)
FCs Revise the vocabulary from the previous module. Have the
28–34 children stand in a line, one behind the other. Tap the last
child in the line on the shoulder and have them turn around.
Give the child a FC (e.g. cake). The child names the food
item. Then, s/he turns around and taps the child in front of
him/her on the shoulder and repeats the activity using the
1 Listen & say. 2 Count & say. Vocabulary: ears, eyes, face, nose
same FC. Continue along the line until all the children have a
48
turn. The child at the front goes to the end of the line and a
Structure: One nose, two ears, two eyes.

Flibets Starter Unit 5.indd 48 20/02/2020 13:11

new round starts with a different FC. Play as many times as

you feel necessary.

Language 3 Vocabulary Presentation: Listen & repeat. (receptive

Children’s language skills; picture-word association)
Vocabulary: ears, eyes, face, nose IWB Use the IWB to present the new words on p. 48 (see

Structures: One nose, two ears, two eyes. FCs Introduction, p. 12). Alternatively, use the FCs to present
35–38 the new vocabulary (see Introduction, p. 12).

Teacher’s language 4 Vocabulary Practice: Listen & say. [PB p. 48, Ex. 1]
Tell Zac. / One nose. IWB Bring up p. 48 on the IWB. Point to the corresponding parts
of the face in the picture. Ask individual children to identify
them. Play the audio for verification. Repeat until all the
children have had a turn. Alternatively, hold up PB p. 48 and
follow the same procedure to practise the vocabulary.

CD2 Audio script

Extra materials checklist Listen and say.
T1
ZAC: face, ears, eyes, nose

For the lesson EXTENSION: See Zac’s Zone activity 1

Zac puppet
5 Consolidation: Play See it, say it. (productive skills;
Class CD1, CD2
focusing on detail; predicting)
FCs 28–38 (cake/ice cream/milk/bananas/ Have the children close their eyes and using the Zac
OPTIONAL
pears/apples/juice/face/ears/eyes/nose) puppet, touch a part of a child’s face (e.g. eyes). Say:
Tell Zac. The child that feels Zac touching his/her
For optional activities eyes shouts out Eyes. Continue with the different
ZZ 1: soft balls parts of the face. Play until all the children have had
a turn.
ZZ 2: FCs 35–38 (face/ears/eyes/nose),
copies of PCs 25–28 (T’s p. 259, ears/eyes/ EXTENSION: See Zac’s Zone activity 2
face/nose) one set per child, Zac puppet
ZZ 3: A4 paper, small soft balls

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 Lesson 1 New words
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from module 1.

6 Number Revision: Play Number Hunt. (receptive & 1 Circle Time Game: Play Back tracing (productive
productive skills; visual/observation skills, gross skills, hand-eye coordination, body movement)
motor skills)
Put the children into pairs. One child traces a ‘shape’
IWB Go to the picture dictionary section of the IWB and bring up
on the other child’s back. That child guesses and shouts
FCs the pictures for Module 3. Point to and elicit each number out the word. If s/he is correct, they get to trace on
25–27 from individual children. Then hide the number FCs around the other child’s back. Demonstrate how to trace the
the classroom. Alternatively, you can use copies of the ‘shapes’ in the air or draw them on the board before
corresponding number PCs. Call out a number, (e.g. Find the children play the game, (e.g. a circle (in the air) =
one!) Have the children look around the classroom for the face, two small circles = eyes, two semi-circles = ears,
card, and, once they find it, bring it back to you. Repeat for an ‘L’ shape = nose).
two and three. Play as many times as you feel necessary.
2 Table Time Consolidation: Play Quick response.
7 Structure Presentation & Practise: Count & say. (productive skills, fine motor skills)
[PB p. 48, Ex. 2]
PCs Give a set of PCs to each child and keep a set for
IWB Bring up p. 48 on the IWB. Point to the child’s nose and 25–28 yourself. The children hold up their cards one by one
say: One nose. The children repeat after you. Play the and name them. Then ask them to turn their cards
audio for verification. Repeat for two ears and two eyes. face down in front of them. Hold up the Zac puppet
Then invite individual children to stand up and repeat and count to three. When you say: Three! use the Zac
the structures as they point to their own faces. Repeat puppet to hold up one of the cards on your table (e.g.
until all the children have had a turn. ears). Ask the children to hold up one of their cards at
Alternatively, hold up PB p. 48, and present/elicit the the same time as you do. The children who pick the
structures as you point to the picture in your book. The same card as Zac (by chance) win the round and say
children take turns to point to the face in their books or the word together. Repeat the activity for the rest of
their own face and repeat the structures. Repeat until all the cards. Play as many times as you feel necessary.
the children have had a turn.
EXTENSION: See Zac’s Zone activity 3 3 Table Time Revision: Number match (receptive
& productive skills, gross motor skills, counting,
8 Tidy up & Bye-bye numerical ability)
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. Write the numbers 1, 2 & 3 on pieces of paper and
place one in front of each child. Offer a bag/box of soft
T3 balls to the children. Tell the children to take the same
number of balls as written on the paper and place them
on the table. Encourage the children to count the balls
while placing them next to each paper: e.g. 3-1, 2, 3
– Three! Repeat until all the children have had a turn.
T ip !
This activity can be done with small soft toys/items,
or even small pieces of paper.

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 My face
Circle Time
Lesson 2
AB, p. 30
Let’s chat! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember and say (productive

skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lesson. (face, eyes, ears, nose; see Introduction, p. 12).
FCs
35–38
Alternatively, use the FCs to revise the vocabulary (see
Introduction, p. 12).

3 Structure Presentation: Touch your (ears). (productive

1 Listen & do. 2 Point & say. 3 Listen & sing. Vocabulary: ears, eyes, face, nose
Structure: Touch your (ears). 49 & receptive skills; listening for detail; fine motor
Flibets Starter Unit 5.indd 49 20/02/2020 13:11
skills)
Use the Zac puppet and say in Zac’s ‘voice’: Touch your
(ears). Mime touching your ears. The children copy the
Language action and repeat the structure in chorus. Repeat with other
parts of the face. Ask individual children to come up and use
Children’s language the Zac puppet to say sentences and touch different parts of
Vocabulary Revision from L1: ears, eyes, face, their face.
nose
4 Structure Practice & Listening: Listen & do.
Structures: Touch your (ears).
[PB p. 49, Ex. 1]
IWB Bring up p. 49 on the IWB. Point to the boy on the left.
Teacher’s language Say: Listen and do. Play the audio for the children to listen
Touch your (ears)! / Listen and do. and do the actions. Do the actions along with the children.
Follow the same procedure with the other two children in
the picture. Alternatively, carry out the task by reading the
phrases (see Audio script) and having the children touch the
correct part of their face.

CD2 Audio script

Extra materials checklist Listen & do.
T2 Ears. Touch your ears.
Eyes. Touch your eyes.
For the lesson Nose. Touch your nose.
Zac puppet Face. Touch your face.

Class CD1, CD2 EXTENSION: See Zac’s Zone activity 1

FCs 35–38 (face/ears/eyes/nose)
5 Structure Consolidation: Point & say. [PB p. 49, Ex. 2]
For optional activities IWB Keep p. 49 on the IWB. Point to the boy on the left. Say:
Touch your nose. Yes or No? Elicit: No. and ask the children
ZZ 1: Zac puppet to correct you by pointing to the correct part of the face and
ZZ 2: Zac puppet saying: Ears. Touch your ears. Play the audio for verification.
ZZ 3: copies of PCs 25-28 (T’s p. 259, ears/ Repeat with the other two pictures, deliberately saying the
wrong part of the face. Ask the children each time and have
eyes/face/nose) them correct you while pointing to the correct items. Play
the audio for verification.
Alternatively, hold up PB p. 49. Follow the same
procedure to present the activity. Point to the parts of
the face and the children say the correct phrase, e.g.
Face. Touch your face.
EXTENSION: See Zac’s Zone activity 2

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 Lesson 2 Let’s chat!
Table Time Activity Book (p. 30)
CD1
Ask the children to go back to their seats using the Table Time Activity: Trace & colour.
T5 Table Time Chant from Lesson 1.
Lessons 1 - 2
ce
My fa
6 Chant: Listen & sing. [PB p. 49, Ex. 3]
IWB Say: Now, watch! Use the IWB to play the animated
video of the chant.
Say: Let’s sing! Go through the chant, demonstrating
the TPR actions. The children copy your actions. Play the
chant on CD2 or the IWB. The children repeat the key
vocabulary (underlined in the audio script) as they carry
out the actions.

CD2 One, two, three! Chant

One, two, three! (count on your fingers) 30
Trace & colour.

T3 Now follow me! (mime beckoning with your hand) Flibets Starter ActBk Unit 5.indd 30 2/19/20 7:08 PM

Touch your ears (touch your ears)

and shout ‘wee!’ (cup your hands around your mouth) IWB Bring up AB p. 30 on the IWB. Point to Plok’s eyes
Touch your eyes, (touch your eyes) and say: Let’s trace. Show the children how to trace
just like me! (tap both hands on your chest) the outline of the eyes. Repeat with the rest of the
Touch your nose (touch your nose) parts of Plok’s face. When you finish tracing, say:
and shout ‘wee!’ (cup your hands around your mouth)
Now, colour! and colour in the parts of Plok’s face.
Alternatively, the children open their books on p. 49. Use the redo button and ask individual children to
Play the chant. The children point to and touch the parts come to the board, trace the outlines and colour in
of their face as they sing along. Play the chant as many the parts of the face.
times as necessary. Hold up AB p. 30. Follow the same procedure to
present the task. Have the children trace the lines
EXTENSION: Tap on the star on the IWB to access the with their finger before using their pencils. Allow the
extra activity. children time to complete the task in their books.
Provide help when necessary.
EXTENSION: See Zac’s Zone activity 3

OPTIONAL: At this point, children can do the task on 7 Tidy up & Bye-bye
AB p. 30. CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Consolidation: Play Zac says 3 Table Time Consolidation Make a pair! (productive
(receptive skills, listening for detail, gross motor skills, fine motor skills, thinking skills)
skills) PCs Divide the class into groups (of four). Use two sets of PCs
Explain, in L1, that the children must do what Zac tells 25–28 (ears, eyes, face, nose) per group. Give each child a PC.
them, but only if he says: Zac says, first. For example Make sure that they get different cards. Shuffle and put
Zac says, touch your nose. Mime touching your nose. the other set of PCs face down on the table. Children take
Then say: Touch your nose. Remain still and don’t touch turns to pick up a card from the pile. If it matches their
anything. Demonstrate this several times if necessary. card, they say the word, e.g. nose, and put both cards face
Use the Zac puppet and give a command. The children up on the table. If they don’t match, they put the card
who carry out an action not preceded by Zac says, are out back down on the pile and the next child has a turn. The
and sit down. Play the game until there is only one child game continues until all the cards in the pile are turned
standing. face up. Repeat as many times as you feel necessary.

2 Circle Time Game: Look and say. (receptive &

productive skills, fine motor skills)
Use the Zac puppet and invite a child to come to the
front of the class. Whisper an action to the child, e.g.
Touch your nose. The child mimes the action. The rest of
the children guess and call out the action. Repeat until
all the children have had a turn.

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 My face
Circle Time
Lesson 3 Let’s sing! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Presentation: Listen & repeat.

(receptive skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lessons and present the new words on p. 50 (hair, mouth,
FCs teeth; see Introduction p. 12). Alternatively, use the FCs to
35–41
revise and present the vocabulary.

3 Vocabulary Practice: Listen & say. [PB p. 50, Ex. 1]

50
1 Listen & say. 2 Listen & circle. 3 Listen & sing. Vocabulary: ears, eyes, face, nose, hair, mouth, teeth
Structure: I’ve got (green hair). IWB Bring up p. 50 on the IWB. Point to the parts of the
Flibets Starter Unit 5.indd 50 20/02/2020 13:11 monster’s face, one at a time, and ask individual children
to name them. Play the audio for verification. The children
listen and repeat. Alternatively, hold up PB p. 50 and follow
the same procedure to practise the vocabulary.
Language CD2 Audio script
Listen & say.
Children’s language T4 ZAC: hair, mouth, teeth
Vocabulary Revision from L1-2: ears, eyes, face,
nose 4 Vocabulary Consolidation (receptive skills; picture-
New Vocabulary: hair, mouth, teeth word association)
Structures: I’ve got (green hair). IWB Ask a child to come to the board and point to a part of
the face: (Point to the teeth). Continue with the rest of
FCs the items. Repeat until all the children have had a turn.
Teacher’s language 39–41 Alternatively, put the FCs in the centre of the circle. Say a
I’ve got (a) (green hair/mouth/teeth!) / Hair! What word and ask individual children to pick the correct card.
colour?
5 Structure Presentation & Practice: I’ve got (green hair).
(receptive & productive skills)
IWB Bring up p. 50 on the IWB. Point to the monster in the white
frame and in a monster-like voice say: I’ve got green hair.
The children repeat after you. Explain the sentence in L1.
Do the same for the rest of the monsters. Point to the first
Extra materials checklist monster again and say: I’ve got a green mouth. The children
repeat after you. Repeat with the rest of the monsters.
Then point to the first monster again and say: I’ve got blue
For the lesson
teeth. The children repeat after you. Continue with the other
Zac puppet monsters.
Class CD1, CD2
EXTENSION: See Zac’s Zone activities 1–2
FCs 35–41 (face/ears/eyes/nose/hair/
mouth/teeth)
For optional activities
ZZ 1: copies of PCs 29–31 (T’s p. 260, hair/
mouth/teeth)
ZZ 2: realia: coloured yarn (red, green,
yellow, blue)
ZZ 3: copies of WS1 (T’s p. 237) one per child

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 Lesson 3 Let’s sing!
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

6 Structure Consolidation, Listening & Fine Motor

Skills: Listen & circle. [PB p. 50, Ex. 2] 1 Circle Time Consolidation: Play I’m a monster.
IWB Bring up p. 50 on the IWB. Point to the green monster’s (receptive skills, gross motor skills, picture-word
hair and say: Hair! What colour? Elicit: Red. Point to association)
the monster again and in a monster-like voice say: PCs Go around the classroom and have the children pick a PC
I’ve got red hair. The children repeat after you. Repeat 29–31 without showing it to the other children. Ask the children
for the monster’s teeth. Follow the same procedure to to stand up. Choose a card (e.g. hair) and hold it up. Say:
talk about the other monsters in the picture. Then say: Look! Hair. The children with the (hair) PC, say the word
Now, listen. Play the audio for the first monster. Pause and sit down. Repeat until all the children are sitting
the audio after the description and ask a child to come down.
to the board. Ask him/her Which one? as you point to
the three monsters. When the child points to the correct 2 Circle Time Game: Play Monster hair! (productive
monster, say: Now, circle! Help the child do the task. skills, gross motor skills)
Resume the audio and follow the same procedure with REALIA Put a pile of different coloured yarn (green, red, blue, etc)
another child for the second monster. in the four corners of the classroom. Have the children
Hold up PB p. 50. Follow the same procedure and present make a line. Say a colour (e.g. green). The first child runs
the activity. Point to the monsters in the picture. Point to to the corner with the green yarn, puts the ‘hair’ on his/
parts of their faces and elicit the words and the colours. her head and says: I’ve got (green) hair! Play the game
Then say: Listen and circle! Play the audio on the IWB until all the children have had a turn.
or CD2. Allow the children time to circle the correct
monsters in their books. Provide help when necessary. 3 Table Time Consolidation: Draw a monster.
(productive skills, fine motor skills) [T’s p. 237,
Audio script Worksheet 1]
CD2 Listen & circle.
MONSTER 1: Look at me! I’ve got red hair and yellow teeth. /
My face
T5 Red hair and yellow teeth. Worksheet 1

MONSTER 2: Look at me! I’ve got yellow hair and a blue

Give the monster hair, a mouth and teeth using your coloured pencils or crayons.

mouth. / Yellow hair and a blue mouth.

7 Song: Listen & sing. [PB p.50, Ex. 3]

IWB Say: Now. watch! Use the IWB to play the animated
video of the song.
Say: Let’s sing! Go through the song demonstrating the
TPR actions. The children copy your actions. Play the
song on the IWB or CD2. The children repeat the key
vocabulary (underlined in the audio script) as they carry
out the actions.

CD2 My name is Clare! Song 232 © Express Publishing PHOTOCOPIABLE

I’ve got blue eyes, (point to your eyes)

T6 I’ve got green hair! (point to your hair) WS1 Give each child a copy of WS1 and ask them to take out
Look at me! (point to yourself) their coloured pencils or crayons. Hold up a model of
My name is Clare! the WS. Show the children the different colours used
I’ve got one mouth. (point to your mouth) for the hair, mouth and teeth. Allow them some time
I’ve got three teeth. (point to your teeth) to complete their monsters. Go round the class and
Count with me:
provide help when necessary. Then hold up your picture
One, two, three! (count with your fingers)
and in a monster-like voice Say: I’ve got (green/red/
blue/yellow) hair and a (green/red/blue/yellow) mouth
Alternatively, hold up PB p. 50. Point to the monster
and (green/red/blue/yellow) teeth. Invite individual
on the left and play the song. The children point to the
children to present their monsters. Give praise for their
correct parts of the monster’s face as they sing along.
effort. Repeat until all the children have had a turn
Play the song as many times as you feel necessary.
presenting their monsters.
EXTENSION: See Zac’s Zone activity 3

8 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My face
Circle Time
Lesson 4
AB, p. 31
Think! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary & Structure Revision: I’ve got (yellow hair).

(productive & receptive skills)
CUTOUTS Hand out the cutouts for Dan, Grok, Ani, Ina, mummy
and daddy. Hold up a cutout (e.g. Ina) and say: I’ve
got yellow hair. Use the Zac puppet and go around
the circle. Use the Zac puppet to point to each
cutout and ask in Zac’s ‘voice’: What colour hair?
The children use the structure to answer: e.g. I’ve
1 Point & say. 2 Think & match. Vocabulary: ears, eyes, face, hair, mouth, nose, teeth
got (red hair). Prompt the children when necessary.
51
Repeat until all the children have had a turn.
Structure: I’ve got (yellow hair).

Flibets Starter Unit 5.indd 51 20/02/2020 13:11

EXTENSION: See Zac’s Zone activity 1

Language 3 Structure Consolidation: Point & say. [PB p. 51, Ex. 1]

IWB Bring up p. 51 on the IWB. Point to the first monster’s hair.
Children’s language Elicit the word from the children (hair) and say, in a monster-
Vocabulary Revision from L1–3: ears, eyes, face, like voice, I’ve got yellow hair. The children repeat after you.
hair, mouth, nose, teeth Play the audio for verification. Point to the monster’s eyes
Structures: I’ve got (yellow hair). and invite a child to say: I’ve got blue eyes. Play the audio
for verification. Invite individual children to come to the
board. Point to the different parts of the monsters’ faces
Teacher’s language and elicit sentences from the children. Repeat until all the
What’s missing? Find (teeth,) please. / Touch your children have had a turn.
(mouth).
EXTENSION: See Zac’s Zone activity 2

Table Time
CD1
Ask the children to go back to their seats using the
Extra materials checklist T5 Table Time Chant from Lesson 1.

For the lesson 4 Thinking Skills Presentation: Play What’s missing?

Zac puppet (receptive & productive skills; attention to detail)

Class CD1, CD2 OPTIONAL Put your hand over one eye and ask: What’s missing?
Explain the question, in L1 if necessary and then
Cutouts (Dan/Grok/Ani/Ina/Lin/Fin) elicit the answer (eye). Repeat for ear, nose and
mouth. Ask individual children to stand up and cover
For optional activities parts of their faces with their hand. The rest of the
ZZ 2: a paper plate, a scarf/material for a children call out which part is ‘missing’. Repeat until
all the children have had a turn.
blindfold, sticky tack, a small ball
ZZ 3: a mirror, A4 paper EXTENSION: See Zac’s Zone activity 3

5 Thinking Skills Practice & Fine Motor Skills: Think &

match. [PB p. 51, Ex. 2]
IWB Bring up p. 51 on the IWB. Point to the first monster and
say: Look! What’s missing? Elicit the answer (teeth). Ask
a child to come to the board. Say: Find teeth, please.
When the child points to the correct puzzle piece, say:
Match! Help the child do the task. Play the audio for
verification and have the child repeat the sentence, e.g.
I’ve got yellow teeth. Repeat with the rest of the puzzle
pieces.

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 Lesson 4 Think!
Hold up PB p.51. Say: Your turn! Match! Have the
children use their fingers to match the puzzle pieces to
the monsters before using their pencils to complete the
activity. Allow the children time to do the task in their
books. Provide help when necessary.
EXTENSION: Tap on the star on the IWB to access the 1 Circle Time Consolidation Play: Listen and do.
extra activity. (receptive & productive skills, listening for detail)
Stand in front of the children. Explain that you will say
OPTIONAL: At this point, children can do the task on
a sentence (e.g. Touch your mouth) and perform an
AB p. 31.
action at the same time (e.g. mime touching your ears).
The children should listen carefully and do what you
say, not what you are doing. Demonstrate the activity.
Activity Book (p. 31) Say: e.g. Touch your nose. while you touch your mouth.
The children should touch their noses. Give praise and
Table Time Activity: Match. encouragement. Repeat the game until the children
show that they can pay attention to what they hear.
Lessons 3 - 4

2 Circle Time Game: Play Stick the nose on the

face. (receptive skills, fine motor skills, memory,
balance)
Draw a face on a paper plate and put it on the wall. Invite
a child to come and demonstrate the activity. Blindfold
the child and give him/her a small ball with some sticky
tack on it. Point the child towards the ‘face’ (plate). The
child tries to place the ‘nose’ (ball) in the middle of the
‘face’ without looking. Remove the blindfold and say:
Match.
Look! Nose! If it is in the correct place (or close) say:
31

Flibets Starter ActBk Unit 5.indd 31 2/19/20 7:08 PM

Well done! If not say: Nice try!

IWB Bring up AB p. 31 on the IWB. Point to the first 3 Table Time Consolidation: Self-portrait
balloon head. Ask: What colour is it? Elicit: Red! (productive skills, fine motor skills)
Repeat for the other balloon heads. Point to the parts Walk around the classroom with a mirror and have each
of the face under the pictures. Elicit the words and child look at their reflection. Give each child a sheet of
the colours from individual children. Ask a child to paper. The children use their pencils/crayons and draw
come to the board. Point to the red balloon head a self-portrait. Allow the children to draw and colour in
again and ask: What’s missing? Explain in L1 if their faces. Go round the class with the mirror and let
necessary. Elicit: Ears! Say: Find red ears. Have the the children look at their reflections again. Provide help
child point to the correct picture and then help him/ when necessary. Then ask the children to present their
her do the task. Follow the same procedure with the portraits.
rest of the items.
Hold up AB p.31 and follow the same procedure to
present the task. Have the children trace lines with
their fingers before using their pencils to match the
parts of the face to the balloon heads. Allow the
children time to complete the task. Provide help
when necessary. Check children’s work.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My face
Circle Time
Lessons 5 – 6 1 Hello Routine
1 2
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Dialogue Warm-up: Picture discussion [PB pp. 52–53]

CD1 Take out the SCs. Say or play the audio for the
3 4 Storytime Chant. Hold up the first SC and show it to
T6
the class. Ask questions about the characters and
SCs objects they are familiar with. Continue with the rest
M5 (1–8) of the SCs.

Suggested Questions for SCs

Story Card 1
Point to each character in turn and ask: Who’s this? (Mummy/
1 Listen & look. 2 Listen & point. 3 Look & find Zac. Structures: ‘I’ve got nice (hair).’ ‘I’ve got clean (teeth).’
52

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Daddy/Ani/Ina) Encourage the children to say Hello.

Story Card 2
Point to the picture and ask: Who’s this? (Ani/Mummy)
Language Point to Ani’s hair. Elicit the word (hair) and the colour
(yellow). Say in Ani’s ‘voice’: I’ve got yellow hair. Then point
Children’s language to mummy and the brush. Say: Brush your hair, Ani! and
Vocabulary Revision from L1–3: ears, eyes, face, mime brushing your hair.
hair, mouth, nose, teeth Story Card 3
Character Revision: Mummy, Daddy, Ani, Ina, Zac Point to the picture and ask: Who’s this? (Ani) Point to Ani’s
Structures: I’ve got nice (hair). I’ve got clean hair and say: Nice hair! Ask the children to repeat in chorus.
Then say in Ani’s ‘voice’: I’ve got nice hair! The children
(teeth). repeat after you.
Story Card 4
Teacher’s language Point to the picture and ask: Who’s this? (Ina/Daddy) Point
Brush your hair, Ani! / I’ve got nice hair. / Brush to Ina’s mouth the toothbrush. Say: Brush your teeth, Ina!
your teeth, Ina! / I’ve got clean teeth. / Time for and mime brushing your teeth.
school Zac!/ Oh, no! wrong brush! Story Card 5
Point to the picture and ask: Who’s this? (Ina/Daddy). Point
to Ina’s teeth and say: Look! Teeth! Clean teeth! Ask the
children to repeat after you. Say in Ina’s ‘voice’: I’ve got clean
teeth! The children repeat after you.
Story Card 6
Point to the picture and ask: Who’s this? (Mummy/Zac) Say
Extra materials checklist in Mummy’s voice: Time for school Zac!
Story Card 7
For the lesson Point the picture and ask: Who’s this? (Zac) Point to the
Zac puppet two brushes and say: Brush your teeth! Brush your hair! The
children repeat after you.
Class CD1, CD2 Story Card 8
Module 5 SCs 1–8 Point to the picture and ask: Who’s this? (Ani/Ina/Zac).
Point to Zac and say: Look! Hair brush! Teeth! Oh, no! Wrong
For optional activities brush! The children repeat after you.
ZZ 1: Zac puppet
T ip !
ZZ 3: Module 5 SCs 3,5 Use L1 after each SC and ask the children what they think the
story will be about or what they think will happen next.

3 Listening 1: Listen & look. [PB p. 52, Ex. 1]

SCs Hold up SC1 and play the audio for that SC on the
M5 (1–8) IWB or CD2. The children listen and look. Hold up
the corresponding SC for each exchange as the audio
plays.

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 Lesson 5 Story
CD2 Audio script
SC1 Daddy: Time for school! Get ready!
T7 Ani & Ina: OK!
SC2 Mummy: Time to brush your hair!
Ani: Yes, Mummy.
SC3 Ani: Look, Mummy. I’ve got nice hair!
Mummy: Well done! 1 Circle Time Game: Play Find Zac! (productive
SC4 Daddy: Time to brush your teeth! skills, gross motor skills)
Ina: OK, Daddy. Hide the Zac puppet in the class and say: Where’s Zac?
SC5 Ina: Look, Daddy. I’ve got clean teeth now! Find Zac! Give the children time to look around the class.
Daddy: Well done! The first child to find Zac, says: Here’s Zac! Have that
SC6 Mummy: Zac! Get ready! Time for school! child hide the puppet again somewhere in the classroom
Zac: OK. and the game continues. Repeat as many times as you
SC7 Ina: Brush your teeth! feel necessary.
Ani: Brush your hair!
SC8 Zac: Ouch!
Ani: No, silly! Wrong brush!
2 Circle Time Game: Play At the salon. (productive
Ina: Time to wash your face, Zac! skills, fine motor skills)
Zac: Oh! Divide the children into pairs. In L1, explain that they are
going to pretend that they are at the hairdresser’s. One
EXTENSION: See Zac’s Zone activities 1–2 child stands behind the other and gently touches their
hair or mimes styling their hair with a brush or pretend
4 Discussion hairdryer. When they have finished, the first child stands
OPTIONAL In L1, ask the children which part of the story they up and says: Look! I’ve got nice hair. Say: Lovely! Then
liked best and why. Ask questions to elicit the value the children swap roles and repeat the activity.
of the story and explain why brushing your hair and keeping
your teeth clean are important. Time permitting, ask the 3 Table Time Game: Lucky pick! (productive skills)
children to tell you what they do to get ready in the morning. Hold up SC 3 and say: I’ve got nice hair! Hold up
SCs
M5 (3, 5) SC 5 and say: I’ve got clean teeth! Walk round
the class with the SCs and offer them, face down,
Table Time to a child. The child turns over the card, looks at
the picture and says the correct structure: (I’ve
CD1 got clean teeth!/ I’ve got nice hair!). Repeat until
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1. all the children have had a turn. Give praise for
each correct answer and encourage children to try
5 Listening 2: Listen & point. [PB p. 52. Ex. 2] again if they give an incorrect answer.
Hold up PB p. 52–53. Say: Listen and point. Play the
CD2 audio for the first picture. Pause and point to the picture.
Ask the children to do the same. Play the audio for the
T7 second picture. The children listen and point. Follow the
same procedure for the rest of the pictures in the story.
Make sure the children are pointing to the correct
picture as they listen.

6 Consolidation: Look & find Zac. [PB p. 52. Ex. 3]

IWB Bring up p. 52-53 on the IWB. Ask: Where’s Zac? (Here!)
Invite individual children to come to the board and point
to Zac in the three separate pictures (6, 7 & 8). Say:
Show me Zac! and give praise when the children point
to him.
Hold up PB p. 53 and follow the same procedure to
present the activity. Repeat until all the children have
shown you Zac.
EXTENSION: See Zac’s Zone activity 3

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My face
Circle Time
AB,
AB, p.
p.???
32
Story 1 Hello Routine
5 6
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Dialogue Revision: Play Which one? (receptive skills;

sequencing; memory; observation skills)
7 8 SCs Put the SCs up on the board and play the audio. Point
M5 (1–8) to the characters as they speak, as well as to the
items/characters mentioned. Then put the SCs in
CD2
random order. Say: Listen! Play the audio again and
T7 pause after the exchange for the first SC is heard.
Make a thoughtful expression and point to the different
1 Watch. Act out: ‘Time for school! Get ready!’ ‘OK!’
SCs. Say: Hmm … This one or this one? Keep pointing
53
until the children identify the correct SC. Move it to
the first position on the board. Repeat with the rest of
Flibets Starter Unit 5.indd 53 20/02/2020 13:12

the SCs until they are all in the correct order.

Language 3 Animation Presentation & Practice: Watch. [PB p. 53,

Children’s language Ex. 1]
IWB Say: Watch! and play the animation on the IWB once without
Vocabulary Revision from L1–3: ears, eyes, face,
any pauses. Then play it again. You can use the second
hair, mouth, nose, teeth viewing to have the children listen and repeat individual
Structures: REVISION: I’ve got nice (hair). I’ve lines from the dialogue.
got clean (teeth). Play the animation a third time. Pause and ask the children
NEW: Time for school! Get ready! OK! to fill in the word or response that follows, e.g. After Ani
says: Look Mummy! pause for children to say: I’ve got nice
hair! Use gestures and point to items on the screen to give
Teacher’s language children clues for what to say.
Hmm … This one or this one? / Time for school! Get
ready! / Look! I’ve got nice hair! / Look! I’ve got EXTENSION: See Zac’s Zone activity 1
clean teeth!
4 Consolidation: Play Listen to the line! (receptive
skills; memory)
IWB Bring up pp. 52–53 on the IWB. Say: Listen! Read out a
random line from the audio script (see T’s p. 129), and ask
the children Who is it? Point to the characters in the pictures
in random order. Children identify the character who says
Extra materials checklist the line, e.g. Time to brush your hair! – Mummy. Repeat with
the rest of the characters.
For the lesson EXTENSION: See Zac’s Zone activity 2
Zac puppet
Class CD1, CD2 5 Dramatic Play: Act out [PB p. 53; giving instructions
Module 5 SCs 1–8 & agreeing]

OPTIONAL Put SC 6 on the board. Point to Mummy and say in

For optional activities her voice: Time for school! Get ready! The children
ZZ 1: realia (hairbrush, toothbrush), Zac SC repeat after you. Then, point to Zac in the SC and in
6 his voice say: OK! The children repeat after you.
puppet
Hand out the cutouts for Mummy and Zac. Put the
CUTOUTS
children into pairs and assign the role of Mummy
to one child and the role of Zac to the other. The
children act out the exchange from SC 6. Then they
swap roles and repeat the activity.
EXTENSION: See Zac’s Zone activity 3
OPTIONAL: At this point, children can do the task on
AB p. 32.

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 Lesson 6 Story
Activity Book (p. 32)
Table Time Activity: Look & colour.
Lessons 5 - 6

1 Circle Time Consolidation: Play Brush Zac!

(productive skills, fine motor skills)
REALIA Use the Zac puppet and mime brushing his hair with the
hairbrush. Say in Zac’s ‘voice’: Look! I’ve got nice hair!
The children repeat after you. Then using the toothbrush,
mime brushing Zac’s teeth and in Zac’s ‘voice’ say: Look!
I’ve got clean teeth! The children repeat after you.
Pass the Zac puppet to a child and have him/her mime
brushing Zac’s hair and teeth. Encourage the children
to mimic Zac’s ‘voice’ and repeat the structures. Repeat
until all the children have had a turn.
Look & colour.
32

Flibets Starter ActBk Unit 5.indd 32 2/19/20 7:08 PM

IWB Bring up AB p. 32 on the IWB. Say Look! Point to the 2 Circle Time Game: Play Time for school. (receptive
picture and ask: Who’s this? Elicit: Zac. What colour skills, gross motor skills, body language)
is he? (Blue). Use the pencil tool to colour Zac blue. Say: Time for school! Get ready! and mime waking up,
Repeat with the two brushes. Use the redo button brushing your teeth, and brushing your hair. Then say
and invite children to the board to colour in the Your turn! Say: Time for school! Get ready! and point to
picture. a child. The child mimes the actions and says: I’ve got
Have the children take out the coloured pencils/ nice hair! I’ve got clean teeth! Give praise and continue
crayons they will need for this task (blue, red, yellow; the game until all the children have had a turn.
see Introduction, p. 13). Hold up AB p. 32 and follow
the same procedure to present the task. Allow the 3 Table Time Consolidation: What have I got?
children time to complete the task. Provide help (productive skills, body language, memory &
when necessary. Check the children’s work. observation)
Mime one of the actions (brushing your teeth, brushing
your hair) and point to a child in the class. The child
copies the action and says a sentence using the correct
6 Tidy up & Bye-bye structure, (I’ve got nice hair! I’ve got clean teeth!). Play
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. the game until all the children have had a turn.
T3
T ip !
You can put SCs 3 and 5 up on the board as visual
prompts and point to them to help the children
remember the structures.

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 My face
Circle Time
Lesson 7 Values
Keeping clean
1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Structure Revision & Practice: ‘I’ve got (clean hair)./

I’ve got a (clean mouth).’ (productive & receptive
skills)
Hold a mirror in front of you. Point to your hair and say: I’ve
got clean hair. Then point to your mouth and say: I’ve got a
clean mouth. Have the children repeat after you. Give the
mirror to a child and have him/her repeat the actions and say
the sentences. Repeat the activity until all the children have
1 Listen & colour. Structures: I’ve got (clean hair). I’ve got a (clean mouth).
had a turn.
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3 Value Presentation & Practice: Keeping clean.

(productive & receptive skills)
Mime washing and then brushing your hair. Say: Look!
Language I’ve got clean hair! Have the children mime the action and
Children’s language repeat the sentence. Mime brushing your teeth. Look! I’ve
Vocabulary Revision: hair, mouth, teeth got clean teeth! The children mime the action and repeat
the sentence. Mime washing your hands and face and
Structures: I’ve got (clean hair). I’ve got a (clean say: Keeping clean! Explain the phrase in L1, if necessary.
mouth). The children repeat after you. Have the children mime the
actions and repeat the structures as many times as you feel
Teacher’s language necessary.
Keeping clean! / Let’s keep clean. / Clean hair? Yes EXTENSION: See Zac’s Zone activities 1–2
or no? / A clean mouth? Yes or no? / Is it clean?

Table Time
Extra materials checklist CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.
For the lesson
Zac puppet 4 Value Consolidation: Play Keeping clean (fine motor
Class CD1, CD2 skills)
a mirror Give each child an antibacterial hand wipe and say: Let’s
keep clean! Demonstrate cleaning your hands and have
a pack of antibacterial hand wipes the children do the same. In L1, have a discussion with the
children about how important it is to keep clean and why we
For optional activities should wash our hands regularly.
ZZ 1: A4 paper, finger paints, soap and water
ZZ 2: Zac puppet, chalk, baby wipes T ip !
ZZ 3: a copy of WS 2 (T’s p. 238) per child Use antibacterial/baby wipes that are child-friendly and
permitted in your school.

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 Lesson 7 Values
Keeping clean
5 Listening: Listen & colour. [PB p. 54, Ex. 1] Hold up PB p. 54. Follow the same procedure and
IWB Bring up p. 54 on the IWB. Point to the two children. present the task. Play the audio from the IWB or CD2.
Ask: Clean? Yes or No? Point to the first picture and ask: The children listen and colour. Allow them some time
Clean hair? Yes or no? Elicit: No! Point to the second to complete the task. Ask individual children to hold up
picture and say: Clean hair? Yes or no? Elicit Yes! Point their books and point to the correct answer.
to the first picture again and ask: A clean mouth? Yes
or no? Elicit: No! Point to the second picture and ask: A Audio script
CD2
clean mouth? Yes or no? Elicit: Yes! Say: Listen! and play BOY: Look, Mummy! I’ve got clean hair. I’ve got a
the audio. Then point to the two pictures and ask: This T8 clean mouth. I’m ready!
one or this one? Invite a child to come to the board and NARRATOR: Listen again.
point to the correct picture. Then say: Colour! Point to
the white frame around the picture and help the child EXTENSION: See Zac’s Zone activity 3
colour it in. Use the redo button and repeat the activity
until all the children have had a turn. 6 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Consolidation: Keeping clean! 3 Table Time Game: Let’s match! (observation
(productive skills, observation) skills, memory, fine motor skills) [T’s p. 238,
Ask the children to come to your desk and, using finger Worksheet 2]
paints, paint a face on a piece of paper using just WS2 Cut out the cards from WS2. Place them face up in
one finger. Ask them to look at their finger using L1 if random order on your desk making a 4x3 grid formation.
necessary and ask: Is it clean? Elicit: No. Then show the Ask the children to look at them for a minute. Then
children how to wash their hands properly using soap turn the cards face down. Explain the game in L1. The
and water. Ask the children to look at their finger again children match the tools (hairbrush, toothbrush) to the
and ask: Is it clean? Elicit: Yes. part of the body they use them to keep clean/tidy (hair/
teeth). Say: Lets’ match! A child comes and turns over
2 Circle Time Game: Play Dirty Zac – Clean Zac. two cards. If the child makes a correct match say: Good
(productive skills, fine motor skills) match! Well done! If the child does not make a match,
Use the chalk and put some around Zac’s mouth. Say: say: Sorry. No match! and another child tries to make a
Oh no! Zac! Then use the cleaning wipe to clean it off. match. Play until all the matches are made and repeat as
Say in Zac’s ‘voice’: I’ve got a clean mouth! Give the many times as you feel necessary.
Zac puppet to a child. Put the chalk and baby wipe on
the table. Ask the child to repeat the activity. It might My face Worksheet 2

be difficult for the child to hold the Zac puppet, use the Cut out the cards and use them to play the game.

chalk and wipe. Provide help if necessary. Repeat, until

all the children have had a turn.

T ip !
You can crush a piece of chalk and dab the dust
around the mouth of the puppet.
If you prefer, you can make the marks with the chalk
and then give the puppet to the children to simply
clean him.

© Express Publishing PHOTOCOPIABLE 233

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 My face
Circle Time
Lesson 8
AB, p. 33
CLIL: PSHE 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember and say. (productive

skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
FCs lessons (ears, eyes, face, hair, mouth, nose, teeth.) Point
35–41 to each part of the face and elicit quick responses from
individual children. Alternatively, use the FCs and the Zac
puppet to revise the vocabulary (see Introduction, p. 12).
EXTENSION: See Zac’s Zone activity 1
1 Point & say. 2 Draw a line. Vocabulary: ears, eyes, face, hair, mouth, nose, teeth
Structure: Brush your (hair/teeth). 55

3 Presentation & Picture Discussion: Point & say.

Flibets Starter Unit 5.indd 55 21/02/2020 17:36

[PB p. 55, Ex. 1]

IWB Bring up p. 55 on the IWB. Use L1 to ask questions about
Language where the girl in the picture is and what she is doing. Point to
the brushes. Say: Brush your ... and have the children complete
Children’s language the phrase (teeth/hair). Play the audio for verification. Then
Vocabulary Revision: ears, eyes, face, hair, mouth, point to each part of the face and elicit the words from around
nose, teeth the classroom. Play the audio for verification.
Structures: Brush your (hair/teeth). EXTENSION: See Zac’s Zone activity 2

Teacher’s language
Brush your … / Hair or teeth?
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

4 Consolidation: Play Hair or Teeth. (productive &

receptive skills)
Extra materials checklist REALIA Hold up a hairbrush and ask: Hair or teeth? Mime brushing
your teeth with the hairbrush and then brushing your
hair with the hairbrush and say: Hair! Repeat with the
For the lesson toothbrush. Then give the hairbrush to a child and say: Hair
Zac puppet or teeth? Elicit: Hair. Encourage the child to mime brushing
his/her hair. Repeat with both brushes and actions until all
Class CD1
the children have had a turn.
Realia (Hair brush, toothbrush)
FCs 35–41 (face/ears/eyes/nose/hair/ 5 Structure Practice: Draw a line. [PB p. 55, Ex. 2]
mouth/teeth) IWB Bring up p. 55 on the IWB. Point to a hairbrush and ask:
Hair or teeth? Elicit: Hair. Point to the girl’s hair. Ask a
For optional activities child to come to the board and help him/her do the
ZZ 1: Zac puppet, realia: (hair brush, task. Repeat with the rest of the items.
Hold up PB. p. 55. Follow the same procedure and
toothbrush) present the task. Have the children trace lines with
ZZ 3: FCs 35–41 (face/ears/eyes/nose/ their fingers before using a pencil. Allow children time
to complete the task in their books. Provide help when
hair/mouth/teeth)
necessary. Ask individual children to stand up and point
to the brushes and say the correct structure, e.g. Brush
your (hair/teeth).

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 Lesson 8 CLIL: PSHE
6 VIDEO: Watch.
IWB Say: Now, watch! Use the IWB to play the CLIL video. Play
the video again and invite the children to listen and repeat
the key vocabulary underlined below as they watch.
Video script
Time for school! 1 Circle Time Game: Tell Zac! (productive skills, fine
Brush your hair! motor skills)
Be clean!
REALIA Give the Zac puppet to a child. The child on the left,
Look! Nice hair!
Well done! tells Zac what to do, e.g. Zac, brush your teeth/hair. The
child picks up the toothbrush/hairbrush and pretends
Time for cake! Yummy!
Oh, no!
to brush Zac’s teeth/hair. Then the child passes the Zac
Wash your face! Be clean! puppet to the next child in the circle and the activity
Look! Clean face! Clean mouth! continues until all the children have had a turn.
Well done!
Time for bed! 2 Circle Time Consolidation: Play Guess the mime.
Brush your teeth, up and down, round and round! (productive skills)
Brush your teeth, up and down, round and round! Mime brushing your teeth and have the children shout
Brush your teeth! Be clean! out: Brush your teeth! Mime brushing your hair and have
Look! Clean teeth!
the children shout out: Brush your hair! Ask a child to
Well done!
stand up and mime brushing their teeth or hair for the
EXTENSION: See Zac’s Zone activity 3 class to shout out the correct structure. Repeat until all
the children have had a turn.
OPTIONAL: At this point, children can do the task on
AB p. 33.
3 Table Time Consolidation: Play Flash the card.
(productive skills, memory)
Activity Book (p. 33) FCs Show a FC to the children very quickly so they only catch
35–41 a quick glimpse of the card. Then, invite children to guess
Table Time Activity: Circle.
what part of the face is on the FC (ears, eyes, face, hair,
Lessons 7 - 8 mouth, nose, teeth). Repeat using only the hair and teeth
FCs and elicit: Brush your (hair/teeth).

Circle.
33

Flibets Starter ActBk Unit 5.indd 33 2/19/20 7:08 PM

Bring up AB p. 33 on the IWB. Say: Look! Point to

the pictures and make a disapproving face and noise.
Then point to the brushes and ask: This one or this
one? Elicit the correct brush and say: Circle! Mime
circling in the air. Repeat for the second picture.
Have individual children come to the board and help
them do the task.
Hold up AB p. 33 and follow the same procedure to
present the task. Have the children circle around the
correct brush with their fingers before using their
pencils. Allow the children time to complete the task.
Provide help when necessary. Check the children’s
work.

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My face
Circle Time
Lesson 9 Show the class! 1 Hello Routine
1 2 CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

Before the lesson:

Prepare a model of the mask in advance.
3 4

Table Time
CD1 Ask the children to go to their seats using the Table
Time Chant from Lesson 1.
T5
1 Make a mask. 2 Show & say. Structures: Look! I’ve got (yellow eyes)!
56

Flibets Starter Unit 5.indd 56 21/02/2020 17:36

2 Craftwork: Make a mask! [PB p. 56, Ex. 1]
Hold up your model mask and say: Look! Point to the
whole face and ask: What’s this? Elicit: Face. Point to
and elicit the other parts of the face, (ears/eyes/face/
Language hair/mouth/nose/teeth). (For plural words just say:
Children’s language Look! and elicit answers by pointing) Say: Now, let’s
Vocabulary Revision: ears, eyes, face, hair, mouth, make a mask!
Hold up PB p. 56. Point to each of the pictures of the
nose, teeth step-by-step instructions for the craftwork. Follow the
Structures: Look! I’ve got (yellow eyes)! steps to make the craftwork and use L1 if necessary.

Teacher’s language T ip !
Let’s make a mask! Let’s make a (crazy) face! You may wish to show the step-by-step photos on the IWB
while carrying out each step.

Photo 1: Gathering materials [T’s p. 239,

Worksheet 3]
WS3 Give each child a copy of WS3, a paper plate, some yarn
Extra materials checklist (blue, red, green) and some wooden sticks. Have the
children gather their own tools (scissors, crayons and glue
see Introduction, p. 13). Hold them up one by one and say:
For the lesson Show me the (scissors). The children hold up each item and
Zac puppet place it on their desks. Ask: Are you ready? Elicit: Yes.
Class CD1
a model of the mask My face Worksheet 3

Colour and cut out the face parts to use in the craft activity and the game.

paper plates (one per child)

scissors
glue, yarn
thin wooden sticks (chopsticks/tongue
depressors, etc)
copies of WS3 (T’s p. 239) one per child
For optional activities
ZZ 1: A4 paper or paper plates, parts of the
face from WS3 (T’s p. 239) 234 © Express Publishing PHOTOCOPIABLE

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 Lesson 9 Show the class!
Photo 2: Colouring and cutting
Hold up a coloured pencil. Point to the items on WS3 and
say: Now, colour! Allow the children time to choose the items
they like and colour in the items. Then hold up the scissors
and say: Now, cut! With your finger trace the outline of the
part you have selected on the template and start cutting it
out. Allow the children time to do the cutting. Provide help 1 Table Time Game: Crazy Faces (productive skills,
when necessary. hand-eye coordination, fine motor skills)
WS3 Give the children a blank piece of paper or a paper plate.
Photo 3: Putting it all together Ask them to use the extra eyes, ears, nose and mouth
Say: OK, children. Let’s make a mask! Hold up your model from WS3 to make a crazy face. Say: Let’s make a (crazy)
mask and, in L1 if necessary, show the children where and face! Explain the activity in L1. Encourage the children
how to stick their items to make their mask. Provide help to make the faces as silly as possible, e.g. jumbled
when necessary. features, two noses, three eyes, etc. Then say: Show me!
Invite individual children to present their faces to the
1) Stick the parts of the face (eyes, ears, nose, mouth) on class and describe them, e.g. Look! I’ve got three eyes!
the plate.
2) Point to the top of the plate and the yarn (hair).
3) Cut short pieces of yarn and glue them to the top part of 2 Table Time Game: Play This is me! (productive
the plate. skills, memory)
Say: I’ve got two eyes. I’ve got nice hair. I’ve got clean
T ip ! teeth. I’ve got one nose. I’ve got one mouth. Then
To help with this activity, you may wish to cut the pieces of say: Your turn! Invite individual children to use the
yarn beforehand so the children can just glue them on the structures and describe themselves. Prompt the children
plate. when necessary so they use as many of the structures as
possible. Repeat the activity until all the children have
had a turn. Remember to give praise to the children for
Photo 4: Attaching the sticks their effort.
Show the children how to glue the wooden sticks to the back
of the paper plate. Provide help when necessary.
3 Table Time Game: Play You say, I touch!
EXTENSION: Tap on the star on the IWB to access the (productive skills)
extra activity. Divide the class into pairs. Explain the game in L1. One
child says: Touch your (nose)! The other child has to
3 Presentation Skills: Show & say. [PB p. 56, Ex. 2] touch the correct part of their face. Prompt the children
Hold up the finished mask in front of your face and say: if they forget a part of the face. Then, the children swap
Look! I’ve got blue hair. I’ve got yellow ears, etc. Then, roles and repeat the activity.
say: Your turn! One by one, the children stand up and
present their masks to the rest of the class using the
same structures. Prompt the children if necessary.

T ip !
You may wish to allow children to take their craftwork home
or display it on the class noticeboard.

EXTENSION: See Zac’s Zone activities 1–3

4 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My face
Circle Time
Lesson 10
AB, pp. 34-35
Now I can say ... 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Revision & Thinking Skills: Play Point & say.

(productive skills; visual skills; memory)
Explain the game. The first child points to a part of their face
and turns to the child sitting on their right. The child on the
right has to name the part of the face and then touch a part
on his/her face for another child to name. The game continues
in the same manner until all the vocabulary has been revised
and all the children have had a turn.
Vocabulary: ears, eyes, face, hair, mouth, nose, teeth

T ip !
1 Point & say. 2 Find & stick.
Structure: I’ve got (blue eyes). 57

You may wish to have the children play the game in pairs.
Flibets Starter Unit 5.indd 57 20/02/2020 13:12

Language
Children’s language Table Time
Vocabulary Revision: ears, eyes, face, hair, mouth, CD1
Ask the children to go back to their seats using the
nose, teeth T5 Table Time Chant from Lesson 1.
Structures: I’ve got (blue eyes).
3 Revision: Point & say. [PB p. 57, Ex. 1]
Teacher’s language IWB Bring up p. 57 on the IWB. Point to the pictures and elicit
Same? / Teeth! Find the teeth please! the parts of the face. Invite a child to come to the board.
Play the audio on the IWB. Ask: What colour? and point
to the different icons. Elicit (red) and help the child circle
the correct mouth. Encourage the child to repeat the
phrase: I’ve got a red mouth! Repeat with the rest of the
characters until all the children have had a turn.
Alternatively, hold up PB. p. 57. Follow the same
Extra materials checklist procedure to present the task. The children point to the
parts of the face on the characters and say the correct
structure.
For the lesson
Zac puppet 4 Consolidation & Fine Motor Skills: Find & stick.
Class CD1 [PB p. 57, Ex. 2]
IWB Bring up p. 57 on the IWB. Point to the parts of the face
For optional activities in the picture where the stickers will be placed. Elicit the
Characters banner parts of the face. Point to the first missing sticker. Ask
a child to identify it. Elicit: Teeth! Say: Find the teeth,
Class CD2 (Phonics) please. while pointing to all the stickers. The child comes
to the board and points to the correct sticker. Say: Look!
Tap on the sticker to drag and drop it into place. Repeat
for the rest of the stickers.
Hold up your sticker sheet and say: Find your stickers!
Hold up PB p. 57. Point to the potato man on the left
and the missing part of the face and say: Teeth! Find the
teeth, please. Ask the children to find the corresponding
sticker. Make sure all children are pointing to the correct
sticker. Say: Now, stick! and demonstrate how to remove
the sticker and stick it on the page. Repeat for the
rest of the stickers. Then ask the children to take the
roles of the members of the potato family and present
To further revise vocabulary, refer to the themselves, e.g. Mr Potato: I’ve got a blue nose.
picture dictionary on the IWB or in the Pupil’s
Book. EXTENSION: Tap on the toy ball to play the game on
the IWB.

OPTIONAL: At this point, children can do the tasks on

AB pp. 34–35.
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 Lesson 10 Now I can say ...
Activity Book (pp. 34–35) Phonics
Table Time Activity: Circle the same. (Optional) p. 92
Lessons 9 - 10

1 Pronunciation Practice: Listen & say. [PB p.92, Ex. 1]

IWB Bring up PB p. 92 on the IWB. Say: Listen! and play the audio.
When the sound \n\ is heard, pause the audio. The children
repeat the sound. Provide help and praise. Alternatively, play
the audio on (Track 34 CD2).
34
Circle the same.

CD2 Audio script

\n\, \n\
Flibets Starter ActBk Unit 5.indd 34 2/19/20 7:08 PM

IWB Bring up AB p.34 on the IWB. Point to the first girl T34 \n\, nose, \n\, nose
on the left in the top row and ask: What colour hair? nose, nose
Elicit: Red. What colour eyes? (Green) Point to the
next girl on the top row and ask: What colour hair? 2 Sound Discrimination: Listen for the sound and circle.
(Yellow) What colour eyes? (Green) Point to the two IWB Go to the extra activity on the IWB by tapping on the star.
girls and ask: Same? Elicit: No. Repeat the same Say: Listen! and play the audio of the first word (man).
procedure with the third girl. Then point to the first Repeat the word and say: Listen for \n\, \n\ – nose. Is it
girl and the third girl and ask: Same? Elicit: Yes. the same? (No.) Repeat for the rest of the items. The
Circle the two matching girls with your finger. Then children say Yes when the word matches the sound. Have
invite a child to the board and help him/her do the the children come to the board and circle the pictures that
task. Follow the same procedure with the girls in the begin with the \n\ sound. Play the audio for verification.
second row. Alternatively, carry out the task by saying the words
Hold up AB p. 34 and follow the same procedure to yourself.
present the activity. Have the children trace a circle
around the matching pictures before using their Audio script
pencils. Allow them some time to complete the man, net, nose, mix
activity. Check their answers.
3 Letter Identification: Trace the letter. [PB p. 92, Ex. 2]
Table Time Activity: Draw your Flibet.
IWB Go back to PB p. 92 on the IWB. Zoom in on the traced
Let’s play! letter n. Say: Let’s trace! Show the children how to trace
the letter. Describe the direction you are following while
doing so (down, stop. round, down, stop). The children
trace the letter in the air with you. Invite individual children
to trace the letter on the IWB. Ask the children to trace the
letter in their books, first with their fingers and then with
their pencils. Go around the class and provide help when
Draw your Flibet.
35
necessary.
Flibets Starter ActBk Unit 5.indd 35 2/19/20 7:08 PM

Bring up AB p. 35 on the IWB. Use the pencil tool 4 Consolidation: Colour & say. [PB p. 92 Ex.3]
and draw a simple drawing of Zac. Then point to IWB Zoom in on the picture. Point to the letter n and have
the drawing and ask: Who’s this? Elicit: Zac. Repeat the children identify it by repeating the sound \n\. Play
and make simple drawings of a couple of other the audio for verification. Point to the picture and ask
characters. the children to identify the part of the face that is not
Hold up AB p. 35 and put the Characters banner coloured. Ask: What’s this? Elicit: (A) nose. Use the
up on the board for reference. Say: Your turn! Ask pencil tool to colour in the nose (any colour). Invite
the children to choose a character from the banner children to come to the board and do the same.
and draw him/her in their books. Allow the children Have the children gather their colouring pencils/
time to complete the activity. Provide help when crayons (see Introduction, p. 13). Hold up PB p. 92.
necessary. Follow the same procedure to present the task. Allow
the children time to complete the activity in their
books. Give praise for their effort.
5 Tidy up & Bye-bye
OPTIONAL: At this point, children can do the task on
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
AB p. 58 (see T’s p. 210).
T3

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 My pet

Aims
• To learn about and identify animals • To practise listening and pronunciation of
• To practise fine motor skills through key vocabulary and structures by listening
hand-eye coordination games, by tracing, and repeating, etc.
pointing to objects, colouring, matching, • To learn the value of caring for animals
circling, cutting and by using the • To practise musical and mathematical
character cutouts intelligence by understanding rhythm
• To practise gross motor skills through • To aid sensory development by playing
movement games and TPR activities games

Language
Children’s language Teacher’s language
Vocabulary: bird, cat, dog, fish, frog, Instructions and questions:
mouse, big, small What’s this? A (dog). / A (yellow) cat. / (It’s)
Structures: What’s this? A (dog). / This a (cat)! / Big or small? / It’s (big). / A big
is a (dog). / It’s a (frog). / Look! It’s dog. / A small mouse. / It’s got (big eyes). /Let’s
(big). / It’s got (big teeth). / I love my take a photo! / You’ve got big ears now! / Find the
(dog). / (Where does the mouse live?) animals with big eyes. / And this is a fish. /Wow! It’s
Here. / It’s got a (small mouth). / This is a got big eyes! / Number (3). / I love my (dog). / Now,
(small/big dog). feed! / Where does the (bird) live? Here. / Now,
let’s make a bird! / Look! this is my (bird). It’s got a
(small mouth).

Polite language & praise:

Well done! Great! / Good! / No, sorry. / Yes,
that’s right! / Great work! / Nice work. Well done,
everyone. / Try again!

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 Special features
VALUES SHOW THE CLASS!
Making a paper cup THINK!
Caring for animals
animal Discriminating/Sorting by
size; (identifying big and small
animals)

SOCIAL SKILLS SONGS & CHANTS

taking turns; Routine Chants
observing body What’s this? Chant
language; taking This is Kit. Song
responsibility for CLIL: SCIENCE
actions; being caring Learning about where
towards others animals live

Skills
Communication Early Literacy
Listening: Pre-writing skills:
• Listening and repeating • Tracing / Drawing lines /
• Listening for detail and pointing/colouring/ Colouring / Circling
tracing/circling/playing games • Identifying and tracing letter ‘c’
Speaking: (optional)
• Responding to simple questions when discussing
a picture. Phonics (Optional):
• Role-playing a short exchange. • Identifying and producing initial
• Building phrases to describe animals, e.g. a big \k\ sound
dog
Narrative skills:
Body language: • Predicting missing words/phrases
• Miming a scene when looking at pictures and
• Body movement when acting or doing watching videos
TPR activities

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 My pet
Circle Time
New words 1 Hello Routine
My pet1
Lesson CD1 Repeat the Hello routine as in Module 1.
T4, T2

2 Vocabulary Revision: Play Toss the ball (productive

skills; gross motor skills; hand-eye coordination)
FCs Revise the vocabulary from the previous module. Put the
35–41 FCs in the middle of the circle so that everyone can see
them. Have a child toss or throw a soft ball to another child.
The child who catches the ball chooses a FC and names it.
Play the game until all the children have had a turn. Make
sure the children toss the ball to someone who has not
1 Listen & say. 2 Colour. 3 Point & say. Vocabulary: bird, cat, dog
spoken yet and guide the children to choose different FCs.
58 Structures: ‘What’s this?’ ‘A (dog).’

Flibets Starter Unit 6.indd 58 21/02/2020 17:36

3 Vocabulary Presentation: Listen & repeat. (receptive

skills; picture-word association)
IWB Use the IWB to present the new words on p. 58 (see
Introduction, p. 12). Alternatively, use the FCs to present the
Language FCs
42–44 new vocabulary (see Introduction, p. 12).
Children’s language
Vocabulary: bird, cat, dog 4 Vocabulary Practice: Listen & say. [PB p. 58, Ex.1]
Structures: What’s this? A (dog). IWB Bring up p. 58 on the IWB. Point to the (cat). Ask: What’s
this? Ask individual children to answer. Elicit the answer:
(A) (dog). Play the audio for verification. Repeat with the
Teacher’s language rest of the pets. Alternatively, hold up PB p. 58 and follow the
What’s this? A (dog). / A (yellow) cat. / Doggy. same procedure to practise the vocabulary.
doggy! Where is your bone?
Audio script
CD2 Listen & say.
ZAC: cat, dog, bird
T9

5 Consolidation: Play Pet Parade. (receptive

& productive skills; fine & gross motor skills)
Go round the circle and give each child the name of a
pet. Ask the children to form a line. Appoint a leader. The
leader walks round the class and the other children follow
Extra materials checklist making sounds and movements like the pet they have been
assigned. Provide help when necessary and give the children
praise for their efforts.
For the lesson
Zac puppet
Class CD1, CD2 T ip !
FCs 35–44 (face/ears/eyes/nose/hair/ You may play a round with the children imitating just the sounds.
mouth/teeth/cat/dog/bird)
a soft ball
For optional activities EXTENSION: See Zac’s Zone activities 1–2
ZZ 2: a soft ball
ZZ 3: copies of WS1 (T’s p. 240), tape or glue

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 Lesson 1 New words
Table Time
CD1 Ask the children to go back to their seats using the
T5
Table Time Chant as in Module 1.

6 Consolidation & Fine Motor Skills: Colour. [PB p. 58,

Ex. 2] 1 Circle Time Consolidation: Pet buddies (receptive
skills, fine & gross motor skills)
IWB Bring up p. 58 on the IWB. Point to each pet and ask:
What’s this? Elicit the names of the pets. Then, say: Now Whisper the name of a pet to each child. Explain, in L1 if
colour. Invite a child come to the board, choose a pet necessary, that there is at least one other child with the
and name it. Then help the child colour it in. Play the same pet. The children ask each other Yes/No questions
audio for confirmation. Ask individual children to come to find out who their ‘Pet Buddy’ is, e.g. Cat? Yes!/Dog?
and colour in the rest of the pets. Repeat until all the No! The children with the same pet, form pairs/groups
children have had a turn. and sit next to each other. Have the children mime the
Hold up PB p. 58. Ask the children to identify the pets. movements and make the sound their pets make.
Ask the children to take out their coloured pencils (blue,
red, yellow, green). Then say: Your turn – colour. Allow 2 Circle Time Game: Doggy, doggy, where’s your
the children time to complete the task in their books. bone? (receptive skills, gross motor skills)
Provide help when necessary. Ask individual children to Invite a child to pretend they are a dog and come and
stand up and prompt them to present their pets. e.g. sit on a chair with his/her back to the other children.
What’s this? (A dog). What colour is it? (Red). Explain the game in L1 if necessary. Under the chair is
an object (soft ball) that represents a bone. A child takes
7 Consolidation: Point & say. [PB p. 58, Ex. 3] the bone and hides it behind them. Say: Doggy, doggy!
Bring up p. 58 on the IWB. Point to the cat and ask: Where is your bone? The child on the chair turns around
IWB
What’s this? Elicit: A cat. What colour is it? Yellow. Say: and has three guesses to say who took the bone. If s/he
A yellow cat. Play the audio for verification. Have the guesses correctly, s/he plays again. If not, the child who
children repeat in chorus. Then ask a child to come to took the bone comes, sits on the chair and pretends to
the board, point to the pets, and describe them by name be the dog. Play until all the children have had a turn.
and colour. Repeat until all the children have had a turn.
Alternatively, hold up PB p. 58, point to each pet and 3 Table Time Game: Pet jumble! (fine motor skills)
name them. The children take turns to point to a pet [T’s p. 240, Worksheet 1]
in their own books and say its name and colour, e.g. A
green bird. My pet Lesson 1 Worksheet 1

Colour and cut out the parts of the pets’ bodies. Stick the different parts together with tape or glue. Come up with a fun
name for the new pet (bird-cat or cat-bird).

EXTENSION: See Zac’s Zone activity 3

8 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Module 1.
T3

© Express Publishing PHOTOCOPIABLE 235

WS1 Give each child a copy of WS1. The children colour in

and cut out the parts of the animals. Then they glue or
tape the parts together any way they wish to make an
interesting new pet - a cat with wings or a bird with a
cat’s tail and paws, etc. Ask them to name their new pet,
e.g. bird-cat, cat-bird, etc.

T ip s!
• To save time, cut out the different parts of the
animals’ bodies in advance.
• Have the children work in small groups or pairs. Each
child can colour a different part of the body.

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 My pet
Circle Time
Lesson 2
AB, p. 36
Let’s chat! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember and say. (productive

skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lesson (bird, cat, dog; see Introduction, p. 12).
FCs
42–44
Alternatively, use the FCs to revise the vocabulary (see
Introduction, p. 12).

1 Match. 2 Point & say. 3 Listen & say. Vocabulary: bird, cat, dog
Structure: This is a (dog). 59
3 Structure Presentation & Practice: This is a (dog).
Flibets Starter Unit 6.indd 59 20/02/2020 13:51
(receptive & productive skills)
FCs Lay out the FCs in the centre of the circle. Use the Zac puppet
42–44 and point to the (cat) FC. In Zac’s ‘voice’ ask: What’s this?
Say: This is a (cat). The children repeat after you. Follow the
same procedure and present the other pets. Point to a FC
Language and ask: What’s this? Have individual children answer using
Children’s language the structure. Repeat until all the children have had a turn.
Vocabulary Revision from L1: bird, cat, dog EXTENSION: See Zac’s Zone activities 1–2
Structures: This is a (dog).

Teacher’s language
What’s this? (it’s) a (cat)! / Find the (dog)!
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

4 Consolidation & Thinking Skills: Match. [PB p. 59,

Ex. 1]
IWB Bring up p. 59 on the IWB. Point to the puzzle pieces and
Extra materials checklist
elicit the pets. Invite a child to come to the board. Point
to the first puzzle piece and say: Find the dog! Point to
For the lesson the other puzzle pieces. The child points to the correct
Zac puppet piece. Say: Now, match! Help the child do the task. Play
the audio for verification. Follow the same procedure
Class CD1, CD2 with the rest of the pets.
FCs 42– 44 (cat/dog/bird) Hold up PB p. 59. Ask the children to identify the pets by
a soft ball asking: What’s this? Say: Now, match! Mime tracing a
line with your finger and matching the pieces. Have the
For optional activities children do the same. Allow the children time to complete
the task in their books. Provide help when necessary.
ZZ 1: a soft ball, FCs 42–44 (cat/dog/bird)
ZZ 3: FCs 42–44 (cat/dog/bird) 5 Consolidation: Point & say. [PB p. 59, Ex. 2]
IWB Bring up p. 59 on the IWB. Using the Zac puppet, point to
a pet (dog). Ask in Zac’s ‘voice’: What’s this? Ask a child
to come to the board and answer: This is a (dog). Play
the audio for verification. Repeat until all the children
have had a turn.
Alternatively, hold up PB p. 59. Follow the same procedure
to present the activity.

6 Listening: Listen & say. [PB p. 59, Ex. 3]

IWB Bring up p. 59 on the IWB. Point to the animals and ask
the children to identify them: What’s this? Ask a child
to come to the board. Play the audio for the first pet.
Pause the audio after the cat miaowing is heard. Ask:

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 Lesson 2 Let’s chat!
What’s this? Elicit: (This is) a cat! Resume the audio for
verification. Follow the same procedure with the rest of
the pets. Use the redo button and repeat the activity until
all the children have had a turn.
Alternatively, hold up PB p. 59. Play the recording on the
IWB or CD2 and follow the same procedure to present
the activity. 1 Circle Time Consolidation: Pet Sounds. (productive
skills, fine motor skills)
Audio script
CD2 FCs Throw/Pass a soft ball to a child. Point to a FC and ask:
Listen & say. 42–44 What’s this? The child says: This is a (cat). and makes
T10 What’s this?
A cat! a cat sound (miaow). The child throws/passes the ball
What’s this? to another child. Point to another FC and the activity
A dog! continues. Repeat until all the children have had a turn.
What’s this?
A bird! 2 Circle Time Consolidation: Run Cat Run (gross
Listen again. (Recording is repeated)
motor skills)
EXTENSION: Tap on the star on the IWB to access the Divide the class into two teams, The Cats and The Dogs.
extra activity. Explain the game in L1 if necessary. Have The Cats stand
at one end of the classroom which is their ‘home’. The
EXTENSION: See Zac’s Zone activity 3 Dogs take positions around the classroom. Both teams
have a leader. The leader of The Cats takes his/her team
OPTIONAL: At this point, the children can do the task
for a walk in the classroom. The leader of The Dogs says:
on AB p. 36.
Run Cat Run! The Dogs try to catch The Cats before they
can run back to their ‘home’. Then the teams switch and
the game continues.

Activity Book (p. 36) 3 Table – Time Game: What’s missing? (receptive
skills, memory, observation, fine motor skills)
Table Time Activity: Circle the pets. FCs Put the FCs up on the board. Ask the children to look at
42–44 them for one minute before they close their eyes. Take
y pet t
Lessons 1 - 2 one of the FCs away. Ask the children to open their eyes
Mysspoe
M n1
Le and tell you which one is missing. Repeat as many times
as necessary until everyone has had a turn.

Circle the pets.

36

Flibets Starter ActBk Unit 6.indd 36 20/2/20 15:25

IWB Bring up AB p. 36 on the IWB. Point to the picture

and ask: What’s this? Identify all the objects they
know in the picture using the structure: This is a
doll/bird. etc. Then say: Now circle the pets! Invite a
child to come to the board and help him/her do the
task.
Hold up AB p.36. Follow the same procedure to
present the task. Have the children use their finger to
circle the pets. Allow the children time to complete
the task using their pencils. Provide help when
necessary. Check the children’s work.

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My pet
Circle Time
Lesson 3 Let’s sing! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Presentation: Listen & repeat.

(receptive skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lessons and then present the new words on p. 60 (fish, frog,
mouse, see Introduction, p. 12).
FCs
42–47
Alternatively, use the FCs to revise and present the new
vocabulary (see Introduction, p. 12).

60
1 Listen & say. 2 Listen & trace. 3 Listen & sing. Vocabulary: fish, frog, mouse
Structures: ‘What’s this?’ ‘It’s a (frog).’
3 Vocabulary Practice: Listen & say. [PB p. 60, Ex. 1]
Flibets Starter Unit 6.indd 60 20/02/2020 13:51
IWB Bring up p. 60 on the IWB. Point to the (frog). Ask: What’s this?
Elicit: Frog. Play the audio for verification. The children listen
and repeat. Repeat with the rest of the pets. Alternatively, hold
up PB p. 60 and follow the same procedure to practise the
vocabulary.
Language
Audio script
Children’s language CD2
Listen and say.
New Vocabulary: fish, frog, mouse T11 ZAC: frog, fish, mouse
Vocabulary Revision from L1-L2: bird, cat, dog
Structures: What’s this? It’s a (frog). 4 Vocabulary Consolidation (receptive skills;
picture-word association)
Teacher’s language IWB Ask a child to come to the board. Point to the (fish). Ask:
What’s this? Elicit: (A) fish. Repeat with the other animals
What’s this? It’s a (frog). / Now watch! FCs
until all the children have had a turn. Alternatively, put the
45–47
FCs in the centre of the circle. Name an animal (mouse) and
ask individual children to pick the correct card.
EXTENSION: See Zac’s Zone activity 1

Extra materials checklist 5 Structure Presentation & Practice: What’s this? It’s a
(frog). (receptive & productive skills)
IWB Bring up p. 60 on the IWB. Point to the picture of the frog.
For the lesson Ask the children to identify it. Point to the frog again and
Zac puppet say: What’s this? It’s a (frog). The children repeat after you.
Class CD1, CD2 Ask individual children to come to the board and follow the
same procedure with the rest of the animals. Repeat until all
FCs 42–47 (cat/dog/bird/frog/fish/mouse) the children have had a turn.
For optional activities EXTENSION: See Zac’s Zone activity 2
ZZ 1: FCs 42–47 (cat/dog/bird/frog/fish/
mouse)
ZZ 2: realia [small stuffed/plastic animals:
bird/cat/dog/fish/frog/mouse], a bag/box Table Time
CD1
ZZ 3: copies of WS2 (T’s p. 241) one per child Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

6 Listening: Listen & trace. [PB p. 60, Ex. 2]

IWB Bring up p. 60 on the IWB. Point to and elicit each
animal. Say: Listen! Play the first exchange and pause
the audio. Ask a child to come to the board and point to
the correct animal. Say: Now, trace! Help the child do
the task. Resume the audio and repeat for mouse and
frog.

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 Lesson 3 Let’s sing!
Hold up PB p. 60. Ask the children to identify the pets
and take out their crayons (blue, red, yellow). Say:
Listen and trace. Play the audio using the IWB or CD2.
The children listen and complete the task in their books.
Provide help when necessary.
Audio script 1 Circle Time Consolidation: What’s this? (receptive
CD2 Listen and trace. skills, gross motor skills)
GIRL 1: Look! A fish! Take your blue crayon. Trace the fish FCs Put the FCs up on the walls around the classroom. Explain
T12 with the blue crayon. 42–47 the game in L1 if necessary. Play the What’s this? song.
GIRL 2: Look! A mouse! Take your red crayon. Trace the The children listen to the song and walk around the class.
mouse with the red crayon.
Pause the audio and say an animal: Fish! The children
GIRL 3: Look! A frog! Take your yellow crayon. Trace the frog
must run and touch the fish FC. The children who run and
with the yellow crayon.
touch the wrong FC must pay a forfeit, e.g. name a pet,
Narrator: Listen again.
make an animal sound, etc.

7 Chant: Listen & sing. [PB p. 60, Ex.3]

2 Circle Time Consolidation: Feely Bag (receptive
IWB Say: Now, watch! Use the IWB and play the animated skills, gross motor skills)
video of the chant. REALIA Place the small stuffed animals (bird, cat, dog, fish, frog,
Say: Let’s sing! Put up the FCs on three of the walls of
mouse) in a bag or a box. Divide the children into two
FCs the classroom. Go through the song, demonstrating the
teams, A and B. One child from team A, closes his/her
42–47 TPR actions. The children copy your actions. Play the
eyes and feels around in the bag. The child tells his/her
song on CD2 or the IWB. The children repeat the key
team what animal s/he is holding. The team makes the
vocabulary (underlined in the script) as they carry out
movements/sounds of that animal. The child pulls out
the actions.
the stuffed animal. If s/he was correct, their team gets
CD2
What’s this? Song a point. Now it is team B’s turn. Play until all the children
What’s this? Woof, woof, woof! It’s a dog! Yes, that’s right! have had a turn.
T13 (mime a dog by holding your hands up as paws in front of
your mouth and sticking your tongue out)
What’s this? Miaow, miaow, miaow! It’s a cat! Yes, that’s right! T ip !
(mime a cat showing its claws or cleaning itself) Alternatively, use FCs (42-47). Ask a child to pick a FC
What’s this? Tweet, tweet, tweet! It’s a bird! Yes, that’s right! from the bag and mime the animal for his/her team
(mime a bird by moving your hands as if you were flying) to guess.
‘Woof, woof, woof’, goes the dog.
‘Miaow, miaow, miaow’, goes the cat.
3 Table Time Consolidation: Match the twins! (fine
‘Tweet, tweet, tweet’, goes the bird. motor skills) [T’s p. 241, Worksheet 2]
‘Woof! Miaow! Tweet!’
What’s this? Ribbit, ribbit! It’s a frog! Yes, that’s right! (mime
My pet Worksheet 2
jumping like a frog) Look and match!

What’s this? Blub, blub, blub! It’s a fish! Yes, that’s right!
(mime swimming like a fish)
What’s this? Squeak, squeak, squeak! It’s a mouse! Yes, that’s
right! (mime eating cheese like a mouse)
‘Ribbit, ribbit’, goes the frog.
‘Blub, blub, blub’, goes the fish.
‘Squeak, squeak, squeak’, goes the mouse.
‘Ribbit! Blub! Squeak!’

Alternatively, the children open their books on p. 60.

Play the song. The children sing along and point to
the animals on p. 60 (frog, fish, mouse) when they
are mentioned. Play the song again as many times as 236 © Express Publishing PHOTOCOPIABLE

necessary.
EXTENSION: See Zac’s Zone activity 3 WS2 Give each child a copy of WS2. Explain, in L1 if necessary,
that they have to match the pets that are the same in
each column. The children draw lines to match. They can
8 Tidy up & Bye-bye
use any colours they wish to draw the lines.
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3
T ip !
You may also ask the children to colour in the animals
any colours they wish.

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 My pet
Circle Time
Lesson 4
AB, p. 37
Think! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision (receptive skills; picture-word

association)
FCs Hold up a FC from the previous lessons. Ask: What’s this?
42–47 Elicit the animals. Repeat with the rest of the FCs until all the
children have had a turn.

3 Vocabulary & Structure Presentation: Listen & repeat.

(receptive & productive skills)
1 Point & say. 2 Listen & say. 3 Listen & circle. Vocabulary: bird, cat, dog, fish, frog, mouse, big, small
Structures: Look! This is a (bird). It’s (big). 61 IWB Bring up p. 61 on the IWB. Present the new words (big,
Flibets Starter Unit 6.indd 61 20/02/2020 13:51

FCs small). Explain the concept of big and small in L1 if

48–49 necessary. Alternatively, use the FCs to present the new
vocabulary. Point to the animals and elicit their names. Point
to the big bird and ask: What’s this? Elicit: This is a bird. Big
Language or small? Elicit: Big. Then say: This is a bird. It’s big. The
children repeat after you. Follow the same procedure with
Children’s language
the rest of the animals in the picture. Repeat as many times
New Vocabulary: big, small as you feel necessary.
Vocabulary Revision from L1–3: bird, cat, dog,
EXTENSION: See Zac’s Zone activity 1
fish, frog, mouse
Structures: Look! This is a (bird). It’s (big).
4 Thinking Skills Presentation: Big or Small? (receptive
skills; sequencing; sorting by size)
Teacher’s language PCs Give each child a PC. Call out the animals on the PCs: (A big
Big or small? / It’s (big). / A big dog. A small mouse. 32–37 dog. A small mouse. etc). The children stand up and arrange
themselves in the order you call out the animals. Repeat the
activity with different children.
EXTENSION: See Zac’s Zone activity 2
Extra materials checklist

For the lesson

Zac puppet Table Time
Class CD1, CD2 CD1
Ask the children to go back to their seats using the
FCs 42–49 (bird/cat/dog/fish/frog/mouse/ T5 Table Time Chant from Lesson 1.
big/small)
copies of PCs 32–37 (T’s p. 261, big-small 5 Structure Consolidation: Point & say. [PB p. 61, Ex. 1]
IWB Bring up p. 61 on the IWB. Point to the animals and ask
bird/big-small cat/big-small dog/big-small the children to describe them, e.g. Look! This is a (bird).
frog/big-small fish/big-small mouse) It’s (big). Ask individual children to come to the board,
point to an animal and describe it. Play the audio for
For optional activities verification. Repeat with the rest of the animals until all
ZZ 1: realia (small stuffed animals: bird/cat/ the children have had a turn.
dog/fish/frog/mouse, toy camera)
6 Thinking Skills Consolidation: Listen & say. [PB p. 61,
ZZ 2: copies of PCs 32–37 (T’s p. 261, Ex. 2]
big-small bird/big-small cat/big-small dog/ IWB Bring up p. 61 on the IWB. Say: Listen and say. Point
to each animal and elicit if it is big or small. Play the
big-small frog/big-small fish/big-small
audio for verification. The children repeat in chorus.
mouse) Alternatively, you can hold up PB p. 61, play the audio
ZZ 3: copies of WS3 (T’s p. 242) one per child and follow the same procedure to do the task.
Audio script
CD2 Listen & say.
ZAC: big, small
T14

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 Lesson 4 Think!
EXTENSION: See Zac’s Zone activity 3

7 Thinking Skills Practice: Listen & circle. [PB p. 61,

Ex. 3]
IWB Bring up p. 61 on the IWB. Point to the dog and ask:
What’s this? Elicit: This is a dog. Then ask: Big or small? 1 Circle Time Consolidation: Animal Photographer!
Listen and circle. Play the audio for dog and ask a child to (productive skills, gross motor skills)
come to the board and point to it. Help the child tap on REALIA Give one child a stuffed animal (e.g. frog) and another
the big dog to circle the correct animal. Follow the same a toy camera. The photographer runs around and tags
procedure with the fish (small) and the mouse (small). the children to ‘freeze’ them so s/he can take a picture.
Hold up PB p. 61. Ask the children to identify the pets. The child with the stuffed animal runs around, touches
Say: Your turn – listen and circle. Play the audio from the children and ‘unfreezes’ them. The children mime
the IWB or CD2. The children listen and circle the the movements/sounds of the frog (stuffed animal) and
correct answers. Provide help when necessary. try to get away from the photographer. When they are
caught again, they stay frozen. The photographer takes
Audio script a picture. Repeat as many times as you feel necessary
CD2 Listen & circle.
with a new photographer and a different stuffed animal.
GIRL: I’ve got a dog. It’s big. It’s a big dog.
T15
I’ve got a fish. It’s small. It’s a small fish.
I’ve got a mouse. It’s small. It’s a small mouse. T ip !
A big dog. A small fish and a small mouse. I love my pets! This game is even more fun if you have two
Narrator: Listen again. photographers and two animals.

EXTENSION: Tap on the star on the IWB to access the

extra activity. 2 Circle Time Consolidation: Guess! (productive
skills, observation & memory)
OPTIONAL: At this point, the children can do the task PCs Cut the PCs so that the big and small animals are
on AB p. 37. 32–37 separate. Place some of them in the centre of the circle
and ask the children to look at them for one minute
before you turn them over face down. The children try
Activity Book (p. 37) to remember as many cards as they can, e.g. a small cat,
a big dog, a small frog, etc. Rearrange and also use the
Table Time Activity: Think & match. other PCs. Repeat as many times as you feel necessary.

Lessons 3 - 4
3 Table Time Consolidation: Look! This is a …
(fine motor skills, thinking skills) [T’s p. 242,
Worksheet 3]

My pet Worksheet 3

Look andcarefully at the animals and match them to their footprints.

Think & match.

37

Flibets Starter ActBk Unit 6.indd 37 20/2/20 15:25

IWB Bring up AB p. 37 on the IWB. Ask the children to

identify the animals in the picture. Then, say: Find the
frog! and have a child point out the back part of the
frog in the picture. Next, say: Now, match! Help the
child do the task. Repeat with the rest of the items.
237

Hold up AB p.37 and point to the pictures. Follow

© Express Publishing PHOTOCOPIABLE

the same procedure to present the activity. Have

the children trace lines using their fingers before
WS3 Give each child a copy of WS3. Explain to the children, in
matching using their pencils. Allow the children time L1 if necessary, that they have to match the animals to
to complete the task. Provide help when necessary. their footprints. The children look at the animals’ feet on
Check the children’s work. the right and match them to their footprints by drawing
a line. Time permitting, have the children colour in their
WSs.
8 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My pet
Circle Time
Lessons 5 – 6 1 Hello Routine
1 2
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Dialogue Warm-up: Picture discussion [PB pp. 62–63]

CD1 Take out the SCs. Play the audio for the Storytime
3 4 Chant. Hold up the first SC and show it to the class.
T6
Ask questions about the characters, animals and parts
SCs of the body they are familiar with. Follow the same
M6 (1–8) procedure and present the rest of the SCs

Suggested Questions for SCs

Story Card 1
Point to each character in turn and ask: Who’s this? (Dan,
1 Listen & look. 2 Listen & point. 3 Find the animals with big eyes. Structures: This is a (cat). It’s got (big teeth).
62

Flibets Starter Unit 6.indd 62 20/02/2020 13:51

Grok, Miss Klop, Plok, Zac). Point to the cat and ask: What’s
this? Elicit: This is a cat. Then point to its teeth and say:
Look! It’s got big teeth. The children repeat after you.
Story Card 2
Language Point to the fish and ask: What’s this? (This is a fish.) Then
Children’s language say: Look! It’s got big eyes. The children repeat after you.
Vocabulary Revision from M5: ears, eyes, nose, Story Card 3
Point to the bird and ask: What’s this? (This is a bird.) Then
mouth, teeth
say: Look! It’s got small eyes. The children repeat after you.
Vocabulary Revision from L1–4: bird, cat, dog, Story Card 4
fish, frog, mouse, big, small Point to the frog and ask: What’s this? (This is a frog.) Then
Characters Revision: Dan, Grok, Miss Klop, Plok, say: Look! It’s got a big mouth. The children repeat after
Zac you.
Structures: REVISION: What’s this? It’s a (frog). Story Card 5
Look! This is a (bird). It’s (big). Point to the mouse and ask: What’s this? (This is a mouse.)
Then say: Look! It’s got a small nose. The children repeat
NEW: This is a (cat). It’s got (big teeth).
after you.
Story Card 6
Teacher’s language Point to the dog and ask: What’s this? (This is a dog.) Then
Look! It’s got (big eyes). / Let’s take a photo! / say: Look! It’s got big ears. The children repeat after you.
You’ve got big ears now! / Find the animals with big Story Card 7
eyes. Point to the shadow behind Zac and ask: What’s this? (This
is a dog.) Then say: Look! It’s got big ears. Mime posing for
a photo and say: Let’s take a photo! The children repeat after
you. Explain in L1 if necessary.
Story Card 8
Extra materials checklist Point to the photo. Use L1 and ask the children why they
think Zac looks funny. Then, point to Zac and say: Look, Zac!
For the lesson You’ve got big ears now! Encourage the children to repeat
after you.
Zac puppet
Class CD1, CD2
Module 6 SCs 1–8
T ip !
For optional activities Use L1 after each SC and ask the children what they think the
ZZ 1: FCs 42–49 (bird/cat/dog/fish/frog/ story will be about or what they think will happen next.

mouse/big/small)
ZZ 2: FCs 42–47 (bird/cat/dog/fish/frog/ 3 Listening 1: Listen & look. [PB p. 62, Ex.1]
SCs Hold up SC1 and play the audio for that SC on the
mouse) M6 (1–8) IWB or CD2. The children listen and look. Hold up the
ZZ 3: copies of WS4 (T’s p. 243) one per child corresponding SCs for each exchange as the audio plays.

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 Lesson 5 Story
CD2 Audio script
SC1 All: Wow!
T16 Zac: What’s this, Miss Klop?
Miss Klop: This is a cat.
Zac: Wow! It’s got big teeth!
SC2 Miss Klop: And this is a fish.
Grok: Wow! It’s got big eyes!
1 Circle Time Consolidation: Match the cards.
All: Oh, yes!
(productive skills, fine motor & thinking skills)
SC3 Miss Klop: This is a bird.
Dan: Look! It’s got small eyes! PCs Make two copies of the PCs (e.g. bird, cat, dog, fish,
Zac: Uh-huh! 32–37 frog, mouse). Use only the big animals. Put them up
SC4 Miss Klop: Look at this. This is a frog. on the board, face down. Divide the children into two
Plok: Ha ha! It’s got a big mouth! teams, A and B. Choose a child from Team A to go to the
SC5 Miss Klop: And this is a mouse. board and turn over two PCs so everyone can see them.
Grok: It’s got a small nose! Ask the child to name the animals on the PCs. If the PCs
All: Oh! are the same, his/her team gets a point and the child
SC6 Miss Klop: What’s this? removes the PCs from the board. If they are different,
Zac: It’s a dog! Look, it’s got big ears! turn them over again and continue the game with a child
SC7 Dan: Let’s take a photo, Miss Klop. from Team B. The team with the most points wins.
Miss Klop: OK!
SC8 Dan: Look, Zac! You’ve got big ears now! 2 Circle Time Consolidation: Run & shout!
Zac: Ha ha ha! I look funny!
(productive skills, fine & gross motor skills)
FCs Put the FCs (42–47) on different walls of the room.
4 Discussion 42–47 Play some music or clap your hands. The children walk
OPTIONAL In L1, ask the children which part of the story they around the classroom. Pause the audio or stop clapping.
liked best and why. Ask questions to elicit the value Name an animal. The children run to the FC and shout
of the story and explain why it is important to take out the name. Repeat as many times as necessary.
care of animals.
EXTENSION: See Zac’s Zone activities 1–2 3 Table Time Consolidation: Look at my farm! (fine
motor skills) [T’s p. 243, Worksheet 4]

My pet Worksheet 4

It’s time to eat! Help the animals go to the farmer so he can feed them. Colour the animals and name them.

Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

5 Listening 2: Listen & point. [PB p. 62, Ex. 2]

Hold up PB pp. 62–63 and say: Listen and point. Play
CD2 the audio for the first picture. Pause and point to the
picture. Ask the children to do the same. Play the audio
T16
for the second picture. The children listen and point.
Repeat for all the pictures. Make sure the children are 238 © Express Publishing PHOTOCOPIABLE

pointing to the correct picture as they listen.

WS4 Give each child a copy of WS4. Point to the farmer and
6 Consolidation: Find the animals with big eyes. the barn at the top of the picture. Explain in L1 what a
[PB p. 62, Ex.3] farmer does and where he lives. Explain that it is time to
IWB Bring up pp. 62–63 on the IWB. Ask a child to come to eat and the animals have to follow the path from where
the board. Say: Find the animals with big eyes. Allow they are to the farmer. They draw a line, in any colour
the child to look at the pictures and point to the fish. they wish, along the correct path from each animal to
Alternatively, use the PB and have children point to the the farmer. Time permitting, have them colour in the
animal(s) in their books. animals, barn and farmer.
EXTENSION: See Zac’s Zone activity 3

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My pet
Circle Time
AB, p. 38
Story 1 Hello Routine
5 6
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

EXTENSION: See Zac’s Zone activity 1

2 Dialogue Revision: Play Story card shuffle. (receptive

7 8

& productive skills; thinking skills: ordering, memory

development)
SCs Put the SCs up on the board and play the audio. Point
M6 (1–8) to the characters as they speak, as well as to the
animals mentioned. Then put the SCs in random order.
CD2
1 Watch. Act out: ‘What’s this?’ ‘It’s a (frog).’
63
Say: Listen! Play the audio again and pause after the
Flibets Starter Unit 6.indd 63 20/02/2020 13:51

T16 exchange for the first SC is heard. Make a thoughtful

expression and point to the different SCs. Say:
Hmm … This one or this one? Keep pointing until the
children identify the correct SC. Move it to the first
Language position on the board. Repeat with the rest of the SCs
Children’s language until they are all in the correct order.
Vocabulary Revision from M5: ears, eyes, nose,
mouth, teeth 3 Animation Presentation & Practice: Watch. [PB p. 63,
Vocabulary Revision: bird, cat, dog, fish, frog, Ex. 1]
IWB Say: Now, watch! and play the animation on the IWB without
mouse, big, small
any pauses. Then play it again. You can use the second
Structures: What’s this? It’s a (frog). viewing to have the children listen and repeat individual
lines from the dialogue.
Teacher’s language Play the animation a third time. Pause and ask the children
And this is a fish. / Wow! It’s got big eyes! / to fill in the word or response that follows. e.g. after Miss
Number (3). It’s got (small eyes). Klop says: This is a cat. pause for the children to say: Wow!
It’s got big teeth! Use gestures and point to the cat’s teeth
to give the children clues on what to say.

4 Consolidation: Play Listen to the line! (receptive

skills; memory)
Extra materials checklist IWB Bring up pp. 62–63 on the IWB. Say: Listen! Read out a
random line from the audio script (see T’s p. 151) and ask
For the lesson the children Who is it? Point to the characters in the pictures
in random order. The children identify the character who
Zac puppet says the line, e.g. Wow! It’s got big eyes! – Grok. Repeat
Class CD1, CD2 with the rest of the characters.
Module 6 SCs 1–8
5 Dramatic Play: Act out [PB p. 63; asking about and
Cutouts (Miss Klop, Grok) identifying animals]
For optional activities OPTIONAL Put SCs 1 & 6 up on the board. Point to Zac and the
cat and ask in his ‘voice’: What’s this? The children
ZZ 1: FCs 42–47 (cat/dog/bird/frog/fish/ SCs
repeat after you. Then point to Miss Klop and say in
M6 (1–6)
mouse), Module 6 SCs 1–6 her ‘voice’: It’s a cat. The children repeat after you.
ZZ 2: FCs 42–49 (cat/dog/bird/frog/fish/ CUTOUTS Hand out the cutouts for Miss Klop and Zac. Put the
children into pairs and assign the role of Miss Klop
mouse/big/small), a bag to one child and the role of Zac to the other. The
ZZ 3: square pieces of plain or coloured children act out the exchanges from SCs 1 & 6. Then
paper they swap roles and repeat the activity.

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 Lesson 6 Story
EXTENSION: See Zac’s Zone activity 2

OPTIONAL: At this point, the children can do the task

on AB p. 38.

1 Circle Time Extension: Line Up the animals

(receptive skills, gross motor skills, thinking skills:
Activity Book (p. 38) recalling information)
SCs Write numbers 1–3 on separate pieces of paper
Table Time Activity: Find & colour. M6 (1–6) and use them to cover three of the SCs. Place the

FCs covered SCs in a line in the centre of the circle.

Lessons 5 - 6
42–47 Hand out the 3 FCs that correspond to the animals
in the SCs in the centre of the circle. Say: e.g.
Number (3). It’s got (small eyes).The child with
the correct FC (small eyes – bird) goes and places
it on Number (3). Prompt the child if necessary or
ask the rest of the children to help. When all the
FCs have been placed, remove the pieces of paper
and verify the answers. Repeat the game until all
the children have had a turn.

2 Circle Time Consolidation: Pass the card!

38
Find & colour. (productive skills, fine & gross motor skills)
Flibets Starter ActBk Unit 6.indd 38 20/2/20 15:25
FCs Put the FCs in a bag and play some music. The children
42–49 pass the bag around the circle. Pause the music. The
IWB Bring up AB p. 38 on the IWB. Point to the picture and child who has the bag, takes out a FC and names it. If
say: Look! Ask the children to identify the animals on the child is correct all the children say: Yay! If the child
the left side of the picture: What’s this? A (fish). Then is wrong, the children say: No. Sorry! Resume the music
point to its eyes and elicit: It’s got big eyes. Follow and continue playing. Repeat until all the children have
the same procedure with the rest of the animals in had a turn.
the pictures. Ask a child to the board, point to the
sketch of the frog and say: Find the frog. The child 3 Table Time Consolidation: Make a cat or a dog
points to the frog on the left. Say: Now, colour! Help (productive skills, hand-eye coordination, fine
the child do the task and colour the frog red. motor skills)
Hold up AB p. 38 and point to the pictures. Follow the Show the children your models of the cat and dog.
same procedure and present the activity. Before the Explain the activity in L1 if necessary. Give each child a
children do any colouring, have them take out their piece of paper. Choose one of the animals. Follow the
red coloured crayon/pencil. Allow the children time instructions on the diagrams and demonstrate each step
to complete the task. Provide help when necessary. slowly and clearly. After each step, go around and make
Check the children’s work. sure the children have understood how to fold the paper
and provide help when necessary. When the children are
done folding, have them draw the animal’s face. Time
permitting, make the other animal as well.

EXTENSION: See Zac’s Zone activity 3

A Cat A Dog
6 Tidy up & Bye-bye
A A
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. B B

T3
Fold in half to make a crease
Fold in half to make a crease

Fold in half C Fold in half C

D
D Fold on the dotted lines Fold on the dotted line

Fold on the dotted line F Fold on the dotted line F

E
E Draw a dog’s face
Draw a cat’s face
Turn over Fold on the dotted line

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 My pet
Circle Time
Lesson 7 Values 1 Hello Routine
Caring for animals
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary/Structure Revision & Practice: Play Catch

the ball. (receptive & productive skills; fine motor
skills)
FCs Place the FCs in the centre of the circle. Throw/pass a ball to
42–47 a child. Choose a FC and hold it up. Ask: What’s this? The child
replies, e.g. It’s/This is a (dog). Ask the rest of the children to
clap their hands if the answer is correct or stamp their feet if
the answer is wrong. If the answer is correct, the child throws/
1 Look & colour. Structure: I love my (dog).
passes the ball to another child, chooses a different FC and
64

Flibets Starter Unit 6.indd 64 21/02/2020 17:36

asks: What’s this? Repeat until all the children have had a turn.
EXTENSION: See Zac’s Zone activity 1

3 Value Presentation & Practice: Caring for animals

(receptive & productive skills)
Language Draw sketches of 6 hearts on the board. Put the FCs up on
Children’s language the board, one FC in each heart. Use the Zac puppet and
Structures: I love my (dog). point to the hearts and the FCs. In Zac’s ‘voice’, say: Look!
A dog! I love my dog! The children repeat after you. Use the
same procedure to present the rest of the animals and elicit
Teacher’s language the structure from the children.
A dog! / I love my (dog). / Now, feed! / Dog. /
Cat. / Mouse. / Frog. EXTENSION: See Zac’s Zone activity 2

Table Time
Extra materials checklist CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.
For the lesson
4 Value Consolidation: Play Feed the animal (caring for
Zac puppet animals; fine motor skills)
Class CD1, CD2 FCs Divide the class into six groups. Give each group a FC
42–47
FCs 42–47 (cat/dog/bird/frog/fish/mouse) and two pieces of paper per child. In L1, explain that
on one sheet of paper they will draw and colour in the
soft ball
animal shown on the group’s FC. On the other sheet of
A4 paper, coloured pencils/crayons paper they will draw food to feed their animal. Go round
the class and provide any necessary help. Then say: Now,
For optional activities feed! The children cut out the food and glue it around
ZZ 3: one paper plate per child, coloured the drawing of their animal to show they are ‘feeding’
pencils, A4 paper, glue, plastic straws, it. The children then hold up their work and present it to
the class, e.g. I love my (bird).
coloured card

T ip !
As an extension, in L1, discuss the different ways we show our
affection to animals besides feeding them. Ask the children
if they have pets and what they do with them (e.g. play with
them, take them for a walk with their parents etc). You may
use phrases such as That’s OK/not OK to get the children
thinking about appropriate behaviour.

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 Lesson 7 Values
Caring for animals
5 Consolidation & Fine Motor Skills: Look & colour.
[PB p. 64, Ex. 1]
IWB Bring up p. 64 on the IWB. Point to the first picture and
say: Look! In L1, ask the children to describe what they
can see in the picture. Then point to the second picture
and do the same. In L1, discuss the difference between
the two pictures. Ask a child to come to the board and 1 Circle Time Game: Join hands! (receptive skills,
point to the picture showing the right way to care for gross motor skills)
our pets. Then say: Now, colour! Help the child colour Have the children join hands in a circle. When you say:
the dot under the correct picture. The audio plays for dog they move to the left, when you say: cat they move
verification (I love my dog). Ask the child to repeat the to the right, when you say: mouse they sit down. Repeat
phrase. Use the redo button and repeat until all the as many times as you feel necessary, using different
children have had a turn. animals.
Hold up PB p. 64. Follow the same procedure to present
the task. Then, ask the children to colour in the correct 2 Circle Time Game: Play animal race. (productive
circle using a coloured pencil/crayon. Allow the children skills, gross motor skills, body movement)
time to complete the task. Provide help when necessary. Divide the children into two teams, A and B. Put a chair
Then ask individual children to point to the picture in next to each team and a chair at the other end of the
their books and say: I love my dog. room. A child from each team stands next to their chair.
Name an animal, e.g. Frog. The children must jump like
EXTENSION: See Zac’s Zone activity 3 a frog to the chair on the other side of the room and
back again. The first child to sit down on their chair and
6 Tidy up & Bye-bye say: I love my frog gets a point for his/her team. Repeat
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. until all the children have had a turn.
T3
3 Table Time Extension: Cats or dogs? (productive
skills, fine motor skills, hand-eye coordination)
Give each child a paper plate and a piece of paper. The
children decide if they want to make a cat or a dog. Ask
them to colour in their plates and draw and colour the
eyes, the nose and the mouth of the cat or the dog. Then
have them draw and colour in ears (and whiskers for the
cat) from the paper. Provide help with the cutting and
gluing of the ears (whiskers). Say: Cats! The children
who have made a cat, hold it up and say miaow. Repeat
with the dog.

T ip !
Have cat and dog plates ready in advance for the
children to use as a model.

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 My pet
Circle Time
1 Hello Routine
Lesson 8 CLIL: Science CD1 Repeat the Hello routine as in Lesson 1.
AB, p. 39

T4, T2

2 Vocabulary/Structure Revision: Look and say.

(receptive skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lessons (bird, cat, dog, fish, frog, mouse) Point to each
FCs
42–47 item and ask: What’s this? Elicit: This is a (dog). It’s (big).
Alternatively, use the FCs and the Zac puppet to revise the
vocabulary.

3 Vocabulary Revision: Point & repeat. (receptive &

productive skills)
IWB Bring up p. 65 on the IWB. Point to the animals in the
1 Point & say. 2 Look & draw lines. 3 Listen & sing. Vocabulary: bird, cat, dog, fish, frog, mouse
Structures: (‘Where does the mouse live?’) ‘Here.’ 65

picture and have individual children come to the board and

Flibets Starter Unit 6.indd 65 20/02/2020 13:51

name them. Play the audio for verification. Alternatively,

hold up PB p. 65 point to the animals and have the children
Language name them.
Children’s language
4 Structure Presentation & Picture Discussion: Point
Vocabulary Revision: bird, cat, dog, fish, frog,
and say. [PB p. 65, Ex. 1]
mouse IWB Bring up p. 65 on the IWB again. Point to the bird and ask:
Structures: Where does the mouse live? Here. Where does the bird live? Explain the question in L1, if
necessary. Ask a child to come to the board and point to the
Teacher’s language tree. Point to the tree and say: Here. The children to repeat
Where does the (bird) live? Here. after you. Follow the same procedure with the rest of the
animals in the picture. mouse = ground, cat, dog = house,
frog, fish = pond, bird = tree. Repeat until all the children
have had a turn.
EXTENSION: See Zac’s Zone activities 1–2

Extra materials checklist

For the lesson Table Time

Zac puppet CD1
Ask the children to go back to their seats using the
Class CD1, CD2 T5 Table Time Chant from Lesson 1.
FCs 42-47 (cat/dog/bird/frog/fish/mouse)
5 Structure Practice: Look & draw lines. [PB p. 65, Ex.2]
For optional activities IWB Bring up p. 65 on the IWB. Elicit the animals by asking:
ZZ 2: FCs 42–47 (cat/dog/bird/frog/fish/ What’s this? Ask a child to come to the board. Point to
the bird and ask: Where does the bird live? The child
mouse) points to the tree and says: Here. Mime tracing a line
from the bird to the tree. Help the child do the task.
Repeat for the rest of the animals.
Hold up PB p. 65. Follow the same procedure to present
the activity. Have the children trace lines with their
fingers before using a pencil. Allow the children time
to complete the task in their books. Provide help when
necessary.

6 VIDEO: Watch.
IWB Say: Now, watch! Use the IWB to play the CLIL video. Play
the video again. The children answer all the questions
asked in the video script.

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 Lesson 8 CLIL: Science
This is Dee!
Video script Dee is a dog!
Dee speaks like this: ‘woof, woof, woof’,
Bird, … cat, … dog, … What’s this? And runs like that! (mime running like a dog)
fish, … frog, … mouse! It’s a dog!
Where do animals live? This is Max the dog. OPTIONAL: At this point, the children can do the task
Wow! It’s got big teeth! on AB p. 39.
What’s this?
It’s a bird! And this is Max’s house!
This is Binks the bird! What’s this?
And this is Binks’s house. It’s a mouse!
This is Maki the mouse.
Activity Book (p. 39)
What’s this?
It’s a cat! And this is Maki’s house!
This is Coco the cat! What’s this? Table Time Activity: Trace.
Wow! It’s got green eyes. It’s a frog! Lessons 7 - 8
Where does Coco live? This is Flippy the frog!
Coco lives in my house! Wow! It’s got a big mouth!
What’s this? And this is Flippy’s house!
It’s a fish!
Wow! It’s got a small
mouth.
It’s Finn the fish.
And this is Finn’s house!

Trace.
39
7 Song: Listen & sing. [PB p. 65, Ex. 3] Flibets Starter ActBk Unit 6.indd 39 20/2/20 15:25

IWB Say: Now, watch! Use the IWB to play the animated video
of the chant. IWB Bring up AB p. 39 on the IWB. Ask the children to
Say: Let’s sing! Go through the song, demonstrating identify the pets. Ask a child to come to the board.
the TPR actions. Play the song on the IWB or CD2. The Point to the bird and ask: Where does the (bird)
children mime the movements of the animals as they live? Have the child point to the correct picture and
sing along. reply by saying: Here! Say: Let’s trace! Help the child
trace the line and do the task. Repeat with individual
CD2 This is Kit! Song children for the rest of the animals.
This is Kit!
T17 Hold up AB p. 39. Say: Your turn! Trace! Trace each
Kit is a cat!
Kit speaks like this: ‘miaow, miaow, miaow’, line on the page with your finger. The children do the
and walks like that! (mime walking like a cat) same. Then, they trace the lines with their pencils.
This is Belle! Allow the children time to complete the task in
Belle is a bird! their books. Provide help when necessary. Check the
Belle speaks like this: ‘tweet, tweet, tweet’, children’s work.
and flies like that! (mime flying like a bird)
This is Flop!
Flop is a frog!
Flop speaks like this: ‘ribbit, ribbit’, 8 Tidy up & Bye-bye
and jumps like that! (mime jumping like a frog) CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Game: Statues (receptive skills, gross 2 Circle Time Game: Which corner? (productive
motor skills) skills, fine & gross motor skills)
Divide the class into two teams, A and B. Name each team FCs Put the FCs in different corners of the room. Explain
after an animal, e.g. Team A – Cats and Team B – Frogs. The 42–47 that each corner is ‘home’ to one or two animals. Ask a
children line up on one side of the classroom. Stand on the child Where does the cat live? The child goes to correct
opposite side with your back to the children. They move corner and says: Here! Repeat until all the children have
like their assigned animal and make their way across the had a turn. Alternatively, play the game in teams.
room. Count: 1, 2, 3 and turn. The children must freeze in
the posture of the animal they are assigned. If they don’t,
they are out. Repeat the game as many times as necessary.

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 My pet
Circle Time
Lesson 9 Show the class! 1 Hello Routine
1 2 CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

Before the lesson:

Prepare a model of the animal craft in advance.
3 4

Table Time
CD1 Ask the children to go to their seats using the Table
T5
Time Chant from Lesson 1.
1 Make an animal. 2 Show & say. Structures: This is a (bird). It’s got a (small mouth).
66

Flibets Starter Unit 6.indd 66 20/02/2020 13:52

2 Craftwork: Make an animal! [Pb p. 66, Ex. 1]

Hold up the finished model of the bird and say: Look!
Point to the mouth and ask: What’s this? Elicit: Mouth.
Ask: Big or small? Elicit: Small.
Language Hold up PB p. 66 and say: Now, let’s make a (bird)!
Point to each of the four pictures of the step-by-step
Children’s language instructions for the craftwork. Follow the steps to make
Vocabulary Revision from M5: eyes, ears, mouth, the craftwork and use L1 if necessary.
nose
Vocabulary Revision: bird, cat, dog, fish, frog,
mouse
T ip !
Structures: This is a (bird). It’s got a (small mouth). You may wish to show the step-by-step photos on the IWB
while carrying out each step.
Teacher’s language
Now, let’s make a bird! / Look! this is my (bird). It’s
got a (small mouth). Photo 1: Gathering materials [T’s p. 244, Worksheet 5]
WS5 Give each child a copy of WS5 and a paper cup. Have the
children gather their own tools (see Introduction, p. 13).
Hold them up one by one and say: Show me the (scissors).
The children hold up each item and place it on their desks.
Ask: Are you ready? Elicit: Yes.

My pet
Extra materials checklist Colour. Then cut.
Worksheet 5

For the lesson

Zac puppet
Class CD1
a model of the bird
paper cups and crayons
scissors and glue
copies of WS5 (T’s p. 244) one per child
For optional activities © Express Publishing PHOTOCOPIABLE 239

ZZ 2: FCs 42–49 (cat/dog/bird/frog/fish/

mouse/big/small), a box
Photo 2: Colouring
Hold up a coloured pencil. Point to one of the eyes on WS5
and say: Now, colour! The children can use any colours they
like. Allow the children time to do the colouring. Provide
help when necessary.

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 Lesson 9 Show the class!
T ip !
If there are some children who wish to make the dog, explain
the different parts of the WS and help when needed.

Photo 3: Cutting 1 Table Time Game: Add words fun! (receptive &
Hold up WS5. Point to the eyes, wings, etc. Hold up the productive skills, memory, maintaining focus, fine
scissors and say: Now, cut! With your finger, trace the motor skills)
outline of an eye and then start cutting it out. Repeat for
Say: I love my dog. Then ask a child to repeat your
mouth, wings, hair and nose. Allow the children time to do
sentence and add one more animal, e.g. I love my dog
the cutting. Provide help when necessary.
and my cat. The next child adds one more and so on.
Repeat the game until all the children have had a turn.
T ip ! Play as many times as you feel necessary.
To prevent mishaps, have all the children trace the shape with
their fingers before they start cutting.
T ip !
You may add more words to this game and it can also
Photo 4. Putting it all together be played in groups or pairs.
Say: OK, the children. Let’s make a bird! From this point on,
hold up each piece and demonstrate what the children need
to do, step-by-step, providing help when necessary.
2 Table Time Game: In my box. (productive skills,
1 Put the paper cup upside down. gross motor skills)
2 Glue the parts of the animal (bird/dog) on the paper cup FCs Divide the children into two teams. Put half the FCs in
42–49 front of the first child in each team and put a box next
EXTENSION: Tap on the star on the IWB to access the
to the best child in each team. The first child picks up
extra activity.
a FC, names it and passes to the child next to/behind
him/her and so on until it reaches the last child. The last
3 Presentation Skills: Show & say. [PB p. 66, Ex. 2] child in each team names the FC and puts it in the box.
Hold up your finished model and say: Look! This is a Explain to the children that they have to be careful when
(bird). It’s got a (small mouth). Then, say: Your turn! they are passing the FC because if it falls down, they will
One by one, the children stand up and present their have to start all over again. When the FC is in the box,
birds using the same structures. Prompt the children if the first child in each team can pass the next FC. The
necessary. first team to get all the FCs in the box is the winner.

T ip ! 3 Table Time Game: Zoo game! (productive skills,

You may wish to allow the children to take their craftwork fine motor skills)
home or display it in the classroom. Assign a different animal (that makes a noise) to each
child. Walk around the classroom and say: Hello, (Mary)!
The child replies: (Miaow)! Play the game until all the
EXTENSION: See Zac’s Zone activities 1–3 children have had a turn.

4 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My pet
Circle Time
Lesson 10
AB, pp. 40-41
Now I can ... 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Revision & Thinking Skills: Play What’s missing?

(productive skills; thinking skills: observation &
memory)
FCs Put the FCs up on the board. Ask the children to look at them
42–49 for one minute and then close their eyes. Turn a FC over so
the picture is hidden. The children open their eyes. Point to
the card and ask: What’s missing? The children guess which
FC is missing. Play the game as many times as you feel
1 Point & say. 2 Find & stick. Vocabulary: bird, cat, dog, fish, frog, mouse, big, small
necessary.
Structures: This is a (small dog). This is a (big dog). 67

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Language Table Time

Children’s language CD1
Ask the children to go back to their seats using the
Vocabulary Revision: bird, cat, dog, fish, frog, Table Time Chant from Lesson 1.
T5
mouse, big, small
Structures: This is a (small dog). This is a (big dog). 3 Revision: Point & say. [PB p. 67, Ex.1]
IWB Bring up p. 67 on the IWB. Point to the animals and ask
Teacher’s language the children to identify them, e.g. What’s this? Elicit: A
What’s this? / Big or small? / Please find the cat. (dog). Ask: Big or small? Elicit: This is a big dog. Play
the audio for verification. Invite individual children to
come to the board, point to an animal and describe it.
Alternatively, hold up PB. p. 67 and follow the same
procedure to present the task. The children point to the
animals in their books and describe them.

4 Consolidation & Fine Motor Skills: Find & stick.

Extra materials checklist [PB p. 67, Ex. 2]
IWB Bring up p. 67 on the IWB. Point to the circles where
For the lesson the stickers will be placed and elicit the animals. Point
Zac puppet to the first missing sticker. Ask a child to identify it, e.g.
What’s this? (This is a cat.) Say: Please find the cat.
Class CD1, CD2 while pointing to all the stickers. Ask a child to come to
FCs 42–49 (cat/dog/bird/frog/fish/mouse/ the board and point to the correct sticker. Say: Look! Tap
on the sticker to drag and drop it into place. Repeat for
big/small)
the rest of the items.
For optional activities Hold up your sticker sheet and say: Find your stickers.
Hold up the PB on p. 67. Pointing to the missing cat.
Class CD2 (Phonics) Ask: What’s this? (This is a cat.) Ask the children to find
the corresponding sticker. Make sure all the children
are pointing to the correct sticker. Say: Now, stick! and
demonstrate how to remove the sticker and stick it on
the page. Repeat for the rest of the stickers.
EXTENSION: Tap on the toy ball to play the game on
the IWB.

OPTIONAL: At this point, the children can do the tasks

To further revise vocabulary, refer to the on AB pp. 40–41.
picture dictionary in the IWB or in the Pupil’s
Book.

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 Lesson 10 Now I can say ...
Activity Book (pp. 40–41) Phonics
(Optional) p. 88
Table Time Activity: Circle & colour the next one.
Lessons 9 - 10

1 Pronunciation Practice: Listen & say. [PB p. 93, Ex. 1]

IWB Bring up PB p. 93 on the IWB. Say: Listen! and play the
audio. When the sound \k\ is heard, pause the audio. The
children repeat the sound. Play the audio again and have
the children repeat as many times as you feel necessary.
Provide help and praise. Alternatively, play the audio (Track
35 CD2).
Audio script
Circle & colour the next one.
40

Flibets Starter ActBk Unit 6.indd 40 20/2/20 15:26 CD2

\k\, \k\
IWB Bring up AB p. 40 on the IWB. Point to the first animal T35 \k\, cat, \k\, cat
in the first row and ask: What’s this? Elicit: A cat. cat, cat
Ask: What’s next? Point to and elicit: A dog. Continue
with the rest of the animals in the row and elicit the
pattern. Point to the outlines of the dog and cat. Ask: 2 Sound Discrimination: Listen for the sound and circle.
What’s next? Elicit: A cat. With the pencil tool, colour IWB Go to the extra activity on the IWB by tapping on the star.
in the cat. Repeat with the other rows. Have individual Say: Listen! and play the audio for the first word (goat).
children come to the board and do the task. Repeat the word and say: Listen for \k\. \k\ – goat. Is it the
Hold up AB p.40. Follow the same procedure to same? (No.) Repeat for the rest of the items. The children
present the activity. Provide help when necessary. say Yes when the word matches the sound. Have children
Check children’s work. come to the board and circle the pictures that begin with
the \k\ sound. Play the audio for verification. Alternatively,
Table Time Activity: Find the differences. Circle. carry out the task by saying the words yourself.
Let’s play! Audio script
goat, game, cat, cake

3 Letter Identification: Trace the letter. [PB p. 93, Ex. 2]

IWB Go back to PB p. 93 on the IWB. Point to the letter c. Say:
Let’s trace! Show the children how to trace the letter.
Describe the direction you are following while doing so
(round, round, round, stop). The children trace the letter
in the air with you. Invite individual children to trace the
letter on the IWB. Then, ask the children to trace the
Find the differences. Circle.
41

Flibets Starter ActBk Unit 6.indd 41 20/2/20 15:26

letter in their books, first with their fingers and then with
IWB Bring up AB p. 41 on the IWB. Point to the two their pencils. Go round the class and provide help when
pictures and ask questions, e.g. What’s this? (A bird.) necessary.
What colour is it? (Yellow.) Continue asking questions
until the children notice the first difference , (e.g. first
picture – the bird has got a big beak, second picture – 4 Consolidation: Colour & say. [PB p. 93 Ex.3]
it has got a small beak; explain that a bird’s beak is its IWB Zoom in on the picture on p. 93 on the IWB. Point to
nose/mouth.). Say: Circle. Ask a child to come to the the letter c and have the children identify it by repeating
board. Help them do the activity. Repeat with the rest the sound \k\. Play the audio for verification. Then point
of the differences until all the children have had a turn. to the cat and ask: What colour is the cat? Elicit: Yellow.
Hold up AB p. 41 and follow the same procedure to Point to the cat’s tail and say: Let’s colour! Choose the
present the activity. yellow colour and colour the tail yellow.
Have children take out their yellow pencil/crayon (see
Key
Introduction p. 13). Hold up PB p. 93 and follow the
Picture on left Picture on right same procedure to present the task. Allow the children
The dog’s got a big mouth. The dog’s got a small mouth. time to complete the task. Give praise for their effort.
The cat’s got big eyes. The cat’s got small eyes.
EXTENSION: At this point, the children can do the
The mouse’s got big ears. The mouse’s got small ears.
task on AB p. 59. (see T’s, p. 210)
The fish is red. The fish is green.

5 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 c l o t h es
My

Aims
• To learn items of clothing • To practise listening and pronunciation of
• To practise identifying items of clothing key vocabulary and structures by listening
• To practise fine motor skills through and repeating, etc.
hand-eye coordination games, and by • To learn the value of helping others
tracing, pointing to objects, matching, • To practise musical intelligence by
circling, colouring, sticking, and using the understanding rhythm
character cutouts • To aid sensory development by playing
• To practise gross motor skills through games
movement games and TPR activities

Language
Children’s language Teacher’s language
Vocabulary: dress, hat, T-shirt, shoes, Instructions & questions:
shorts, socks 1, 2, 3 Go! / Find the blue T-shirt! / I’ve got a
Structures: A (yellow T-shirt). / I’ve got (red dress). / I like your (red dress). / Put on
(a red dress). I like your (red dress). / Put your shoes. / Simon says: put on (your hat). / A
on your (shoes). / I’ve got (a new dress). / yellow T-shirt. / Woof! What’s this? (dog) / New
Look at me! Wow! I like your new (dress)! / or old? / Think and find the new clothes! / This
Help me, please. Here you are. Thank is Mary. Look at Mary’s clothes. Is this Mary’s
you! / How many (dresses)? Count. (One (hat)? / Are they ready? / Oh no! Zac you aren’t
dress.) / Look – I’ve got (blue shoes) and a ready! / Look at me! I’ve got a new T-shirt! / Wow!
(yellow dress.) I like your new T-shirt! / I spy with my little eye,
something (blue). / Help me, please! / Look! My
wardrobe! / Helping? Yes or no? / How many
(dresses)? / Let’s make a wardrobe! / Please find the
socks! / Find the clothes.

Polite language & praise:

Yes, that’s right! Well done! / Sorry! Try again! /
Thank you.

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 Special features
VALUES SHOW THE CLASS!
THINK!
Helping others Making a paper
wardrobe Discriminating;
making associations (sorting
old and new clothes)

SOCIAL SKILLS
SONGS & CHANTS
Communication skills,
Routine chants
offering assistance,
I’ve got a new dress Song
developing empathy, CLIL: MATHS
Put on your dress Chant
being polite, Counting clothing
cooperation skills items

Skills

Communication Early Literacy

Listening: Pre-writing skills:
• Listening and repeating • Colouring
• Listening for detail • Identifying and tracing the letter
‘h’ (optional)
Speaking:
• Responding to simple questions when discussing Phonics (Optional):
a picture • Identifying and producing initial
• Role-playing a short exchange \h\ sound
• Building phrases to describe objects
Narrative skills:
Body language: • Predicting missing words/phrases
• Miming a scene when looking at pictures and
• Body movement (acting or doing TPR activities) videos

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 My clothes
Circle Time
hes New words 1 Hello Routine
My clot
AB

Lesson 1 CD1 Repeat the Hello routine as in Module 1.

T4, T2

2 Vocabulary Revision: Play Animal noises & mimes.

(productive skills; memory; gross motor skills)
FCs Revise the vocabulary from the previous module. Make a pet
42–49 sound (e.g. woof, miaow, tweet, ribbit, squeak). Give a FC to
a child, e.g. dog. Say: Woof. What’s this? Elicit: (It’s) a dog.
The child then passes the card to the child on their left and
repeats the animal noise and the word, e.g. Woof! Dog. (For
the fish mime opening and closing your mouth, for big stand
1 Listen & say. 2 Trace. 3 Point & say. Vocabulary: dress, hat, T-shirt
tall and raise your arms, for small squat down.) The children
68
pass the FC around until they have all had a turn. Start a new
Structure: A (yellow T-shirt).

round with a different FC and pet sound/mime. Play until all

the vocabulary has been revised.

3 Vocabulary Presentation: Listen & repeat. [receptive

Language skills; picture-word association]
Children’s language IWB Use the IWB to present the new words on p. 68 (see
New Vocabulary: dress, hat, T-shirt FCs
Introduction, p. 12). Alternatively, use the FCs to present the
50–52 new vocabulary (see Introduction, p. 12).
Structures: A (yellow T-shirt).
4 Vocabulary Practice: Listen & say. [PB p. 68, Ex. 1]
Teacher’s language IWB Bring up p. 68 on the IWB. Point to the T-shirt. Ask: What’s
Woof! What’s this? (dog) / A yellow T-shirt. / 1, 2, 3 this? Ask individual children to answer. Elicit: T-shirt. Play
Go! the audio. The children listen and repeat. Repeat for dress
and hat. Alternatively, hold up PB p. 68 and follow the same
procedure to practise the vocabulary.

CD2 Audio script

Listen and say.
T18 ZAC: T-shirt, dress, hat

Extra materials checklist 5 Vocabulary Consolidation: Play My clothes!

(productive skills; gross motor skills)
For the lesson Mime putting on a hat. Ask the children, What’s this? Elicit:
Zac puppet A hat. Repeat with dress and T-shirt. Have individual children
take your role and mime putting on the items for the others
Class CD1, CD2 to guess. Repeat until all the children have had a turn.
FCs 42–52 (cat/dog/bird/frog/fish/mouse/
big/small, T-shirt/dress/hat) 6 Structure Presentation: A (yellow T-shirt). (productive
skills)
For optional activities
FCs Put the FCs in the middle of the circle. Hold a FC up (e.g.
ZZ 1: realia: a hat, FCs 50–52 (T-shirt/dress/ 50–52 T-shirt) and ask: What’s this? Elicit: (A T-shirt). Then ask:
hat) What colour is it? Elicit: Yellow. Say: A yellow T-shirt. The
children repeat after you. Follow the same procedure with
ZZ 2: FCs 50–52 (T-shirt/dress/hat);
the rest of the FCs and elicit the structure. Repeat until all
PCs 38–40 (T’s p. 262, dress/hat/T-shirt) the children have had a turn.
ZZ 3: copies of PCs 38–40 (T’s p. 262, dress/ EXTENSION: See Zac’s Zone activities 1–2
hat/T-shirt) one set per child, FCs 50–52
(T-shirt/dress/hat)

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 Lesson 1 New words
Table Time
CD1 Ask the children to go back to their seats using the
Table Time Chant from Module 1.
T5

7 Consolidation & Fine Motor Skills: Trace.

1 Circle Time Game: Play The hat game. (productive
[PB p. 68, Ex. 2]
skills, gross motor skills)
IWB Bring up p. 68 on the IWB. Point to each item and ask:
REALIA Play some music and have the children pass a hat around
What’s this? Elicit the items. Ask a child to come to
the circle. Pause the music. The child that has the hat
the board. Say: Let’s trace. Help the child do the task. FCs
Repeat with the rest of the items until all the children 50–52 in their hands must put it on their head, shout: Hat!
and name the FC you show them. If the child answers
have had a turn.
correctly, resume the music and continue the game. If
Hold up PB p. 68. Ask the children to identify the clothing
the answer is wrong, the child is out. Play the game as
items. Say: Let’s trace. Use your finger and pretend you
many times as necessary until there is only one child left
are tracing around the T-shirt. Ask the children to do the
or until all the children are out.
same. Then, the children trace around the images using
their pencils. Provide help when necessary.
2 Circle Time Consolidation: Play Clothing race.
EXTENSION: See Zac’s Zone activity 3 (receptive & productive skills, gross motor skills)
FCs Spread the FCs or PCs in the centre of the circle in
8 Consolidation: Point & say. [PB p. 68, Ex. 3] 50–52 random order. The children line up at the opposite end
IWB Bring up p. 68 on the IWB. Using the Zac puppet, point PCs of the classroom in two teams. Say: A (T-shirt). 1, 2, 3
to the first item in the picture and say in Zac’s ‘voice’: A 38–40 Go! One child from each team races to the centre, finds
yellow T-shirt. Give the Zac puppet to a child and have the correct FC or PC, names it, and runs back to their
him/her point to another item and describe it by name team. The fastest child scores a point. Make sure the
and colour using the same structure. Repeat until all the children name the item before they return to their team.
children have had a turn. Help and praise as necessary. Repeat as many times as necessary with the rest of the
Alternatively, hold up PB p. 68, and use the structure to clothing items until all the children have had a turn. The
describe the items. Then the children take turns pointing team with the most points is the winner.
to an item in their books and repeating the structure.
Repeat until all the children have had a turn.
T ip !
9 Tidy up & Bye-bye To make the game a bit more interesting, use 3 sets of
PCs 38–40. Colour the cards using the three colours
CD1 Repeat the Tidy up and Bye-bye routine as in Module 1. from the lesson (red, green, yellow). Name a clothing
item (e.g. A red hat). The children choose the correct
T3
item in the correct colour.

3 Table Time Consolidation: Play Make the clothes

match. (receptive & productive skills, fine motor
skills)
FCs Give each child a set of PCs and ask them to take out
50–52 their coloured pencils (green, red, yellow). Then hold
PCs up a FC (e.g. T-shirt) Say: A (yellow T-shirt). The children
38–40 colour in the corresponding PC. Ask individual children
to hold up their PC and say the phrase. Repeat for the
rest of the PCs.

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 My clothes
Circle Time
Lesson 2
AB, p. 42
Let’s chat! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember & say. (productive

skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lesson (T-shirt, dress, hat) (see Introduction, p. 12).
FCs
50–52
Alternatively, use the FCs to revise the vocabulary (see
Introduction, p. 12).

3 Structure Presentation: I’ve got (a red dress). I like

1 Listen & colour. 2 Point & say. 3 Listen & sing. Vocabulary: dress, hat, T-shirt
Structures: ‘I’ve got (a red dress).’ ‘I like your (red dress).’ 69 your (red dress).
FCs Use the Zac puppet and hold up the dress FC. Say in Zac’s
50–52 ‘voice’: I’ve got a red dress. Have the children repeat after you.
Reply in Zac’s ‘voice’: I like your red dress. The children repeat
after you. Repeat for the rest of the FCs. Give the Zac puppet
Language to a child and a FC to another child. The child with the FC says,
e.g. I’ve got a (yellow T-shirt). The child holding the Zac puppet
Children’s language replies: I like your (yellow T-shirt). Repeat the activity until all
Vocabulary Revision from L1: dress, hat, T-shirt the children have had a turn with the Zac puppet.
Structures: I’ve got (a red dress). I like your (red
EXTENSION: See Zac’s Zone activity 1
dress).

Teacher’s language
I’ve got a (red dress.) / I like your (red dress).

Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

Extra materials checklist 4 Structure Practice & Listening: Listen & colour.
[PB p. 69, Ex. 1]
IWB Bring up p. 69 on the IWB. Point to the clothes and ask
For the lesson the children to identify them. Then say: Listen! and play
Zac puppet the audio. Pause the audio after the first exchange is
Class CD1, CD2 heard and invite a child to come to the board. Ask the
child to point to the item (T-shirt). Ask: What colour?
FCs 50–52 (T-shirt/dress/hat) Elicit: Blue. Say: Now, colour! Help the child do the task.
Cutouts (Zac, Ina, mummy, daddy) Hold up PB p. 69. Follow the same procedure and
present the task. Play the audio from the IWB or CD2.
For optional activities The children listen and colour. Provide help when
ZZ 1: realia: pictures from cut out magazines necessary and praise.

of a dress, a hat, a T-shirt, string/cord, CD2 Audio script

Listen & colour.
clothes pegs T19 Zac: I’ve got a new T-shirt. It’s blue!
ZZ 2: copies of PCs 38–40 (T’s p. 262, dress/ Mummy: A blue T-shirt. I like your blue T-shirt.
Ina: I’ve got a new dress. It’s red!
hat/T-shirt) one set per child Mummy: A red dress! I like your red dress.
Daddy: I’ve got a new hat. It’s green!
Mummy: A green hat! I like your green hat.
Narrator: Listen again.

5 Structure Consolidation: Point & say. [PB p. 69, Ex. 2]

IWB Bring up p. 69 on the IWB. Point to the T-shirt. Ask: What
colour is it? Elicit: Blue. Say in Zac’s ‘voice’: I’ve got a blue
T-shirt. The children repeat after you. Then say in mummy’s

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 Lesson 2 Let’s chat!
‘voice’: I like your blue T-shirt. The children repeat after you
again. Play the audio for verification. Repeat for the other
Activity Book (p. 42)
items, mimicking the characters’ voices. Then ask a child
Table Time Activity: Look & circle.
to come to the board, point to another item (e.g. hat) and
make a sentence, (e.g. I’ve got a green hat). Reply to the Lessons 1 - 2
thes
child by saying: I like your (green hat). Repeat until all the My clo

children have had a turn. Alternatively, you can assign pairs

and invite them to the board. The pairs take turns pointing
to the items on the screen and acting out the exchange. Play
the audio for verification each time.

6 Song: Listen & sing. [PB p. 69, Ex. 3]

IWB Say: Now, watch! Use the IWB to play the animated
video of the song.
Say: Let’s sing! Go through the song and demonstrate
the TPR actions. Encourage the children to copy your 42
Look & circle.

actions. Play the song on CD2 or the IWB. The children

repeat the key vocabulary (underlined in the audio
script) as they carry out the actions. IWB Bring up AB p.42 on the IWB. Point to the clothes and
say: Look! Ask the children to identify the clothes.
I’ve got a new dress! Song Say: What’s this? (A T-shirt.) What colour? (Blue).
CD2
Repeat for all the items. Then, point to the blue
I’ve got a new dress! (put My hat is green. T-shirt in the circle and say: Find the blue T-shirt!
both hands on waist and Look at me! (hold both
T20 Invite a child to come to the board and point out the
sway) hands up to your head)
Come and see. (beckon)
blue T-shirt. Say: Now, circle! Help the child do the
I’ve got a T-shirt! (tap your task. Repeat with the rest of the items.
My dress is red.
chest) Hold up AB p. 42. Follow the same procedure to
Look at me! (do a twirl)
Come and see. (beckon) present the task. Have the children circle the correct
I’ve got a new hat! (mime My T-shirt’s blue.
putting on a hat) answers with their fingers before using their pencils.
Look at me! (do a twirl)
Come and see. (beckon) Allow the children time to complete the task. Provide
help when necessary. Check the children’s work.
Alternatively, the children open their books at p. 69. Play
the song. The children point to the clothes as they sing
along. Play the song again as many times as you feel
necessary. 7 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
EXTENSION: See Zac’s Zone activity 2.
T3
EXTENSION: Tap on the star on the IWB to access the
extra activity.

OPTIONAL: At this point, the children can do the task

on AB p. 24.

1 Circle Time Consolidation: Play Hang the clothes. 2 Table Time Consolidation: I like your clothes.
(productive skills, gross motor skills) (productive skills, fine motor skills)
REALIA Hang a piece of thick string or cord somewhere in the PCs Hand out a set of PCs to each child. Then ask the
classroom. Mime washing the pictures of clothes. Hold 38–40 children to take out three coloured pencils/crayons and
FCs
50–52 up an item (e.g. a red T-shirt). Hang it on the line using colour the cards in (one colour for each clothing item).
a clothes peg and say: Look! A (red) T-shirt. Invite the Call out a colour (e.g. red). The children that have used
children, one at a time, to hang an item of clothing, that colour hold up their PCs and present them, e.g. I’ve
name it and say what colour it is. Make sure that each got a (red hat). Reply: I like your (red hat). Repeat until
picture you have brought to class shows clothing items all the children have had a turn. Alternatively, give the
in the colours the children already know. Play until all Zac puppet to a child who uses the structure: I like your
the children have had a turn. (red hat). Pass Zac around until all the children have had
a turn.

cont on last page 167

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 My clothes
Circle Time
Lesson 3 Let’s sing! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Presentation: Listen & repeat.

(receptive skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lessons and present the new words on p. 70 (shoes, shorts,
FCs socks; see Introduction p. 12). Alternatively, use the FCs to
50–55
revise and present the vocabulary (see Introduction, p. 12).

3 Vocabulary Practice: Listen & say. [PB p. 70, Ex.1]

70
1 Listen & say. 2 Look & match. 3 Listen & sing. Vocabulary: dress, hat, T-shirt, shoes, shorts, socks
Structure: Put on your (shoes).
IWB Bring up p. 70 on the IWB. Ask individual children to identify
the clothing items. Play the audio for verification. The
children listen and repeat. Alternatively, hold up PB p. 70 and
follow the same procedure to practise the vocabulary.
Language CD2 Audio script
Children’s language Listen and say.
T21 ZAC: shoes, socks, shorts
Vocabulary Revision from L1–2: dress, hat, T-shirt
New Vocabulary: shoes, shorts, socks 4 Vocabulary Consolidation (receptive skills;
Structures: Put on your (shoes). picture-word association)
IWB Ask a child to come to the board and point to a picture:
Teacher’s language Point to the shoes. Repeat with the rest of the items until
FCs
Point to the shoes. / Put on your shoes. 50–55
all the children have had a turn. Alternatively, put the FCs
in the centre of the circle. Name an item and ask individual
children to pick the correct card.

5 Structure Presentation & Practice: Put on your

Extra materials checklist (shoes). (receptive skills)
REALIA Give out the shoe coverings to the children and explain
that they are pretend shoes. Use the Zac puppet to point to
For the lesson the ‘shoes’ and say in Zac’s ‘voice’: Put on your shoes. The
Zac puppet children put the ‘shoes’ on their feet. Repeat as many times
as you feel is necessary.
Class CD1, CD2
Realia: Plastic/paper elasticated shoe EXTENSION: See Zac’s Zone activities 1–2
coverings
FCs 50–55 (T-shirt/dress/hat/shoes/socks/
shorts)
For optional activities
ZZ 1: Plastic/paper elasticated shoe
coverings
ZZ 2: realia (a large cardboard doll shape,
clothes’ shapes cut out of paper: dress, hat,
shoes, shorts, socks, T-shirt), sticky tack

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 Lesson 3 Let’s sing!
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

6 Consolidation & Fine Motor Skills: Look & match.

[PB p. 70, Ex 2) 1 Circle Time Consolidation: Play Shoe race.
IWB Bring up p. 70 on the IWB. Point to the silhouettes and (receptive skills, gross & fine motor skills)
elicit the clothing items. Point to the first picture and REALIA Use the elasticated shoe coverings. Put them in a pile
say: Put on your ... Elicit the answer (shoes) and play at one end of the classroom. Gather the children at the
the audio for verification. Ask a child to come to the other end of the classroom and tell them they are going
board and point to the corresponding silhouette. Then to race to put their ‘shoes’ on. Say: 1, 2, 3 Go! Put on
say: Now, match. Help the child do the task. Repeat your shoes. The children race to put on their shoes. The
with other children for the rest of the items. Use the red fastest child is the winner. Give praise for their effort.
button and repeat the activity until all the children have Repeat as many times as you feel necessary.
had a turn.
Hold up PB p. 70. Ask the children to identify all the 2 Circle Time Consolidation: Play Dress the doll.
items and their silhouettes by asking: What’s this? Have (productive skills, fine motor skills)
the children use their finger to trace a line from the REALIA Pin the cardboard doll shape up on the board. In pairs,
silhouettes to the matching items before they use their the children come to the board. The first child says, e.g.
pencils. Allow the children time to complete the task in Put on your (shorts). The other child finds the paper
their books. Provide help when necessary. clothing item and sticks it on the cardboard doll with
sticky tack. They switch roles and repeat the activity.
7 Chant: Listen & sing. [PB p. 70, Ex. 3] Repeat the activity until all the children have had a turn
IWB Say: Now, watch! Use the IWB to play the animated dressing the doll.
video of the chant.
Say: Let’s sing! Go through the chant, demonstrating 3 Table Time Consolidation: Play Simon says.
the TPR actions. The children copy your actions. Play the (receptive & productive skills, fine motor skills)
chant on CD2 or the IWB. The children repeat the key Explain to the children, in L1 if necessary, how to play the
vocabulary (underlined in the script) as they carry out game. Explain that they should carry out an action only
the actions. when you say: “Simon says”. Say: Simon says: ‘Put on
CD2 Put on your dress! Chant your hat’. and mime putting on a hat. The children do the
Put on your dress! (mime putting on a dress) same. Then say: Put on your T-shirt. Any child that mimes
T22 Put on your shoes! (mime putting on shoes) the action is out. Demonstrate the game again, until all
Put on your hat! (mime putting on a hat) the children feel comfortable. Play the game as many
Get ready! times as you feel necessary.
Put on your shorts! (mime putting on shorts)
Put on your socks! (mime putting on socks)
Put on your shoes! (mime putting on shoes)
Let’s go for a walk! (mime walking)

Alternatively, the children open their books at p. 70. Play

the chant. The children point to the correct items as
they sing along. Play the chant again as many times as
you feel necessary.
EXTENSION: See Zac’s Zone activity 3

8 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My clothes
Circle Time
Lesson 4
AB, p. 43
Think! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary/Structure Revision: Play Put on your ...

(receptive & productive skills; fine motor skills)
FCs Put the FCs in the centre of the circle. Hold up a FC (shoes).
50–55 Say: Put on your ... . Ask a child to look at the FC and
complete the phrase (shoes). Have the child repeat the
complete sentence again. Ask the child to take your place.
The child picks a FC, turns and shows it to another child and
says: Put on your ... . The child responds and the activity
1 Point & say. 2 Think & find the new clothes. Vocabulary: dress, hat, T-shirt, shoes, shorts, socks
continues. Repeat until all the children have had a turn.
Structure: I ‘ve got (a new dress). 71

EXTENSION: See Zac’s Zone activity 1

3 Thinking Skills Presentation: New or old? (productive

skills; sensory perception)
Language REALIA Pass a new sock around the class and have the children feel
Children’s language it. Ask: New or old? (Explain the meaning of the words in L1
if necessary.) Elicit: (New). Then pass a worn out sock around
Vocabulary Revision from L1–3: dress, hat,
the class and have the children feel it. Ask: New or old?
shoes, shorts, socks, T-shirt Elicit: (Old). Repeat as many times as you feel necessary.
Structures: I’ve got (a new dress).
T ip !
Teacher’s language You can use other items of new and used clothing. The old
New or old? / Find the new clothes. clothes must be obviously so (e.g. with holes, worn out, etc)
so that the children can clearly understand the concept.

4 Structure Presentation & Practice: I’ve got (a new

dress).
FCs Hold up a FC (e.g. T-shirt) and say: I’ve got (a new T-shirt).
50–55 The children repeat after you. Repeat for the rest of the
Extra materials checklist FCs. Then give each child a FC and have them practise the
structure.
For the lesson
EXTENSION: See Zac’s Zone activity 2
Zac puppet
Class CD1
Realia (a pair of new socks and a pair of worn Table Time
socks) CD1
Ask the children to go back to their seats using the
FCs 50–55 (T-shirt/dress/hat/shoes/socks/ T5 Table Time Chant from Lesson 1.
shorts)
5 Vocabulary Consolidation: Point & say. [PB p. 71, Ex. 1]
For optional activities IWB Bring up p. 71 on the IWB. Point to the dress and
ZZ 1: Realia: 2 picture books or magazines ask: What’s this? Elicit: (A) dress. Play the audio for
ZZ 2: FCs 50–55 (T-shirt/dress/hat/shoes/ verification. Repeat with the rest of the items. Ask
individual children to come to the board, point to an item
socks/shorts), copies of PCs 38–43 (T’s, and name it. Repeat until all the children have had a turn.
pp. 258-259, dress/hat/T-shirt/shoes/
6 Consolidation & Thinking Skills: Think & find the new
shorts/socks)
clothes. [PB p. 71 Ex. 2]
ZZ 3: FCs 50–55 (T-shirt/dress/hat/shoes/ IWB Bring up p. 71 on the IWB. Point to the dress and ask:
socks/shorts), modelling clay New or old? Elicit: New. Say: I’ve got a new dress. Play
the audio for verification. Point to the rest of the items
and elicit if they are new or old. Ask a child to come to
the board. Say: Find the new clothes. Help the child do
the task. The audio plays for verification. Use the redo
button and repeat the activity until they have all had a
turn.

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 Lesson 4 Think!
Hold up PB p. 71 and follow the same procedure to
present the activity. The children take turns pointing to
the clothing items in their books and naming them.
EXTENSION: See Zac’s Zone activity 3
EXTENSION: Tap on the star on the IWB to access the
1 Circle Time Consolidation: Play Picture race.
extra activity.
(receptive & productive skills, gross motor skills,
OPTIONAL: At this point, the children can do the task observation)
on AB p. 43. REALIA Put two picture books or magazines at one end of the
classroom on a table. Divide the children into two teams
and have them line up at the other end of the classroom.
Say a word (e.g. hat). The first child in each team runs
to the book/magazine and finds a picture of a hat and
Activity Book (p. 43) shouts out: Hat! The first child to find and name an item
correctly wins a point. Follow the same procedure for
the rest of the clothes. The team with the most points
Table Time Activity: Look & circle her clothes.
wins the game.
Lessons 3 - 4

2 Circle Time Consolidation: Play New clothes.

(productive skills, observation skills)
FCs Hold up the FCs one at a time and say: I’ve got (a) new
50–55 (dress, hat, shoes, shorts, socks, T-shirt). Then give each
PCs child a PC and say: Your turn! Invite individual children
38–43 to stand up and repeat the structure using the item on
their PC. Repeat until all the children have had a turn.
Then collect the PCs, give them out again and repeat the
activity. Play as many times as you feel necessary.

3 Table Time Consolidation: Play Make clothes.

Look & circle her clothes.
43

(productive skills, fine motor skills)

IWB Bring up AB p. 43 on the IWB. Point to the girl and FCs Put the FCs up where all the children can see them. Then
50–55 give the children some modelling clay and tell them to
say: This is Mary. Elicit the clothes Mary is wearing:
hat, dress, socks, shoes. Play the audio for verification. make the shape of an item of clothing from the lesson.
Say: Look at Mary’s clothes. Elicit the clothing items Provide help when necessary. When they finish, have
in the wardrobe. Ask a child to come to the board. each child present their clothing item to the class using
Explain in L1 if necessary, that the children look at the structure from the lesson (e.g. I’ve got (a) new
what Mary is wearing and circle the similar items in dress.).
the wardrobe. Ask: Is this Mary’s T-shirt? Elicit: No.
Ask: Is this Mary’s hat? Elicit: Yes. Help the child use
the pencil tool and circle the hat. Repeat with the rest
of the items until all the children have had a turn.
Hold up AB p. 43. Follow the same procedure to
present the task. Have the children circle the items
with their finger first before using their pencils. Allow
the children time to complete the task in their books.
Provide help when necessary. Check children’s work.

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My clothes
Circle Time
Story
1 Hello Routine
Lessons 5 - 6
AB, p. 44
1 2 5 6

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2
3 4 7 8

2 Dialogue Warm-up: Picture discussion. [PB pp. 72–73]

SCs Take out the SCs. Play the audio for the Storytime
M7 (1–8) Chant. Hold up the first SC and show it to the class. Ask
72
1 Listen & look. 2 Listen & point. 3 Colour. Structures: Look at me. I’ve got (a new T-shirt). 1 Watch. Act out: ‘Look at me! I’ve got (a new dress)!’
‘Wow! I like your new (dress)!’ 73 questions about the characters and objects they are
CD1
familiar with. Continue with the rest of the SCs.
T6

Suggested Questions for SCs

Language Story Card 1
Point to each character in turn and ask: Who’s this? (Daddy/
Children’s language Ani/Ina/Zac.) Encourage the children to say: Hello.
Vocabulary Revision from L1–4: dress, hat, Story Card 2
shoes, shorts, socks, T-shirt Point to the picture and ask: Who’s this? (Ani.) Point to
Character Revision: Mum, Dad, Ani, Ina, Zac the T-shirt and ask: What’s this? (A shirt.) Ask: New or old?
Structure: Look at me. I’ve got (a new T-shirt). (New.) Say: A new T-shirt.
Story Card 3
Point to the picture and ask: Who’s this? (Ina.) Point to
Teacher’s language
the dress and ask: What’s this? (A dress.) Ask: New or old?
Are they ready? / Oh no! Zac you aren’t ready! (New.) Say: A new dress.
Story Card 4
Point to the picture and ask: Who’s this? (Zac.) Say: Look!
Shorts! Ask: New or old? (New.) Say: New shorts!
Story Card 5
Point to the picture and ask: Who’s this? (Daddy.) Point to
Extra materials checklist the hat and ask: What’s this? (A hat.) Ask: What colour is it?
(Green.) Ask: New or old? (New.) Say: A new green hat.
For the lesson Story Card 6
Point to the picture and say: Are they ready? Elicit: (Yes.)
Zac puppet
Explain the meaning of the question, in L1 if necessary.
Class CD1, CD2 Story Card 7
Module 7 SCs 1–8 Point to the picture. Ask: Who’s this? (Daddy/Zac). Point to
Zac and ask: Hmm. Is Zac ready? Let’s see!
For optional activities Story Card 8
ZZ 1: Realia: clothing items: dresses, hats, Point to the picture and say: Oh no! Zac, you’re not ready!
Put on your shoes! Encourage the children to repeat: Put on
shoes, shorts, socks, T-shirts
your shoes!
ZZ 2 & 3: copies of coloured in PCs 38-43
(T’s p. 262, dress/hat/T-shirt/shoes/shorts/ T ip !
Use L1 after each SC and ask the children what they think the
socks) story will be about or what they think will happen next.

3 Listening 1: Listen & look. [PB p. 72, Ex. 1]

SCs Hold up SC1 and play the audio for that SC on the
M7 (1–8) IWB or CD2. The children listen and look. Hold up the
corresponding SCs for each exchange as the audio plays.
CD2 Audio script
SC1: Kids: OK, Daddy. We’re ready!
T23
Daddy: Really? Let’s see.
SC2: Ani: Look at me, Daddy. I’ve got a new T-shirt!
Daddy: Wow! I like your new T-shirt!
Ani: Thank you, Daddy!
SC3: Ina: Look at me, Daddy. I’ve a got a red dress!
Daddy: Wow! I like your red dress!
Ina: Thank you, Daddy!
SC4: Zac: Look at me, Daddy. I’ve got yellow shorts!
Daddy: Wow! I like your yellow shorts!

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 Lesson 5 Story

Zac: Thank you, Daddy!

SC5: Daddy: And look at me now. I’ve got a new hat!
Zac: Wow! I like your new hat!
Daddy: Thank you, Zac.
SC6: Girls: We’re all ready.
Zac: Yes. Let’s go. 1 Circle Time Game: Play Dress up! (receptive &
SC7: Daddy: Erm … Zac. productive skills, gross motor skills)
Zac: Yes, Daddy? REALIA Put the clothes in a pile. Make sure you have at least
Daddy: You are not ready. 2 of each item. Divide the class into two teams. Name
SC8: Daddy: Put on your shoes, please. a clothing item (e.g. T-shirt!) The first child from each
Zac: Oh! team runs to the pile of clothes, finds a T-shirt, picks it
up and runs back to his/her team and says: Look at me!
EXTENSION: See Zac’s Zone activities 1–2
I’ve got (a) new T-shirt! The first child to get back to his/
4 Discussion her team and say the sentence correctly gets a point.
Follow the same procedure with the rest of the clothing
OPTIONAL In L1, ask the children which part of the story they
items. The team with the most points wins.
liked best and why. Ask questions to elicit the value
of the story and explain why it is good to help others
make sure they are properly dressed before you 2 Circle Time Consolidation: Play Colourful clothes.
leave the house. (productive skills, memory)
PCs Give each child a PC with one of the clothing items. Ask a
38–43 child to stand up and say: I’ve got a (hat). The next child
repeats the structure and adds a colour, e.g. I’ve got a
(red) hat. The next child should repeat the structure and
the colour and add another colour, e.g. I’ve got a (red)
Table Time and (green) hat. Repeat with the rest of the PCs.
CD1
Ask the children to go back to their seats using the
Table Time Chant from Lesson 1. 3 Table Time Game: Guess what colour (productive
T5
skills, observation)
5 Listening 2: Listen & point. [PB p. 72, Ex. 2] PCs Divide the class into two teams, A and B. Give one child
Hold up PB p. 72–73 and say: Listen and point. Play the 38–43 from each team a PC each (already coloured in). The
CD2 audio for the first picture. Pause and point to the picture. child from Team A says what is on their card and asks
Ask the children to do the same. Play the audio for the the child from Team B to guess the colour, e.g. I’ve got
T23 second picture. The children listen and point. Follow the new (socks). What colour? The child from Team B says
same procedure for the rest of the pictures in the story. a random colour, e.g. Green. If the guess is correct,
Make sure the children are pointing to the correct Team B gets the PC which counts as a point. Then the
picture as they listen. child from Team B says what is on their card and asks
the child from Team A to guess. Play the game until all
6 Consolidation: Colour. [PB p. 72, Ex. 3] the children have had a turn. The team with the most
IWB Bring up pictures 3 and 4 (p. 72) on the IWB. Point to points wins.
Ani’s dress and ask: What colour is it? Elicit the colour
(red). Ask a child to come to the board and help him/her
colour the dress red. The exchange from the story plays
for verification. Follow the same procedure for Zac’s
yellow shorts.
Hold up PB p. 72 and point to pictures 3 and 4. Have
the children take out the coloured pencils they will need
for the task (red, yellow). Follow the same procedure to
present the task. Before allowing the children to do any
colouring, have them point to the corresponding items
in their books and mime colouring them in with their
fingers. Allow the children time to complete the task in
their books. Provide help when necessary.
EXTENSION: See Zac’s Zone activity 3

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 My clothes
Circle Time
Story
1 Hello Routine
Lessons 5 - 6
AB, p. 44
1 2 5 6

CD1 Repeat the Hello routine as in Lesson 1.

T4, T2
3 4 7 8

2 Dialogue Revision: Play Story card shuffle. (receptive &

productive skills; thinking skills: ordering, memory
1 Listen & look. 2 Listen & point. 3 Colour. Structures: Look at me. I’ve got (a new T-shirt). 1 Watch. Act out: ‘Look at me! I’ve got (a new dress)!’
development)
72 73

Put the SCs up on the board and play the audio. Point
‘Wow! I like your new (dress)!’

SCs
M7 (1–8) to the characters as they speak, as well as to the items/
characters mentioned. Then put the SCs in random
CD2 order. Say: Listen! Play the audio again and pause after
Language T23
the exchange for the first SC is heard. Make a thoughtful
expression and point to the different SCs. Say: Hmm …
Children’s language This one or this one? Invite the children to point to the
Vocabulary Revision from L1–4: dress, hat, correct SC. Move it to the first position on the board.
shoes, shorts, socks, T-shirt Repeat with the rest of the SCs until they are all in the
correct order.
Structures: ‘Look at me! I’ve got (a new dress)!’
‘Wow! I like your new (dress)!’ 3 Animation Presentation & Practice: Watch. [PB p. 73,
Ex. 1]
Teacher’s language IWB Say: Watch! and play the animation on the IWB without
Listen! / This one or this one? / Watch. / Look at any pauses. Then play it again. You can use the second
me! I’ve got a new T-shirt! / Wow! I like your new viewing to have the children listen and repeat individual
lines from the dialogue.
T-shirt!
Play the animation a third time. This time pause and
ask the children to fill in the word or response that
follows, e.g. after Ani says: I’ve got a new T-shirt! pause
for the children to say: Wow! I like your new T-shirt! Use
gestures and point to items on the screen to give the
children clues on what to say.

Extra materials checklist EXTENSION: See Zac’s Zone activities 1–2

4 Consolidation: Play Listen to the line! (receptive

For the lesson skills; memory)
Zac puppet IWB Bring up pp. 72–73 on the IWB. Say: Listen! Read out a
Class CD1, CD2 random line from the audio script (see T’s pp. 172-173), and
ask the children: Who is it? Point to the characters in the
Module 7 SCs 1–8 pictures in random order. The children identify the character
Cutouts (Ina, Ani, Zac, daddy) who spoke that line, e.g. I’ve got a new T-shirt – Ani. Repeat
with the rest of the characters.
For optional activities
ZZ 1:realia: (clothing items: dress, hat, 5 Dramatic Play: Act out [PB p. 73]

shoes, shorts, socks, T-shirt), a soft scarf/

OPTIONAL Put SCs 2 & 5 on the board. Point to Ani and say
in her ‘voice’: Look at me! I’ve got a new T-shirt!
material to be used as a blindfold Use both hands to mime putting on/wearing a
SCs new T-shirt and repeat the phrase. The children
ZZ 2:FCs 50-55 (T-shirt/dress/hat/shoes/ M7 (2 & 5)
repeat after you. Then point to daddy and say in
socks/shorts) his ‘voice’: Wow! I like your new T-shirt! Repeat
ZZ 3: copies of WS 1 (T’s p. 245) one per the same procedure with daddy and Zac for SC 5.
child CUTOUTS Hand out the character cutouts for daddy, Ani,
and Zac. Put the children into pairs and assign
the role of daddy to one child and the role of
Ani or Zac to the other. The children act out the
exchanges from SCs 2 & 5. Then they swap roles
and repeat the activity.

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 Lesson 6 Story
EXTENSION: See Zac’s Zone activity 3

OPTIONAL: At this point, the children can do the task

on AB p. 44.

1 Circle Time Game: Play Guess the clothes.

(productive skills, fine motor skills)
Activity Book (p. 44) REALIA Put the clothing items next to you. Blindfold a child and
give him/her a clothing item. The child feels the item
Table Time Activity: Look & colour. and tries to guess what it is. Give praise for each correct
Lessons 5 - 6
guess. Play the game until all the children have had a
turn.

2 Circle Time Consolidation: Play Colour spy.

(productive skills, gross motor skills)
FCs Place the FCs in the middle of the circle. Say: I spy with
50–55 my little eye something (blue). Invite a child to look at
the FCs and pick up one that is (blue). Ask the child to
name the clothing item (e.g. blue shorts). Repeat with
the rest of the FCs. Play the game until all the children
have had a turn.
Look & colour.
44

3 Table Time: My T-shirt. (productive skills, fine

motor skills) [T’s p. 245, Worksheet 1]
IWB Bring up AB p. 44 on the IWB. Say: Look! Point to
daddy’s hat and ask: What’s this? (A hat)! Refer the My clothes Worksheet 1

pupils to the picture insert and ask: What colour is Colour the T-shirt.

it? (Green). Invite a child to come to the board and

point to the hat. Say: Colour the hat green. Help the
child to colour the hat with the pencil tool. Repeat
with the rest of the items and until all the children
have had a turn.
Hold up AB p. 44 and follow the same procedure
to present the activity. Before the children do any
colouring, have them take out their coloured pencils/
crayons. Allow the children time to complete the
task. Provide help when necessary.
240 © Express Publishing PHOTOCOPIABLE

WS1 Give each child a copy of WS1. Allow them some time to
6 Tidy up & Bye-bye colour the T-shirt any colour they like. When they finish
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. colouring, ask individual children to present their work
to the rest of the class: e.g. Look! I’ve got a (red) T-shirt.
T3

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 My clothes
Circle Time
Lesson 7 Values 1 Hello Routine
Helping others
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary/Structure Revision & Practice: Here you

are. Thank you! (productive skills)
Using the Zac puppet, revise the structure by pretending
to give different objects to Zac (a pencil, a book, etc) and
saying: Here you are. and responding in Zac’s ‘voice’: Thank
you! Have the children repeat after you. Then give the Zac
puppet to a child and have them repeat the activity. Pass the
Zac puppet around the circle and continue until every child
1 Look & colour. Structures: ‘Help me, please.’ ‘Here you are.’ ‘Thank you!’
has had a turn.
74

3 Value Presentation & Practice: Helping others.

(receptive & productive skills; gross motor skills)
REALIA Place the clothes in a pile in the centre of the circle. Use the
Language Zac puppet and make a puzzled/troubled expression. Hold
up the puppet as you say in Zac’s ‘voice’: Help me, please!
Children’s language Explain what the phrase means, in L1 if necessary. In Zac’s
Structures: REVISION: Here you are. Thank you! ‘voice’ say: Help me, please! Find my (T-shirt)! The children
NEW: Help me, please. repeat after you. Invite a child to look for the clothing item
in the pile. The child picks up the item and brings it to Zac
and says: Here you are. Reply in Zac’s ‘voice’: Thank you!
Teacher’s language Repeat the same procedure with the rest of the clothing
Help me, please! / Helping? Yes or no? items. Repeat until all the children have had a turn. Allow
them to take your place and give them the Zac puppet.
Provide help when necessary. Alternatively, the children
practise the exchange in pairs.

Extra materials checklist T ip !

To make it more interesting you might wish to use old and new
For the lesson clothes. In that case, ask the children to find your new clothes
by saying: Find my new (shoes).
Zac puppet
Class CD1
Realia: new or old clothes
cotton thread or yarn (enough for a 15 cm
EXTENSION: See Zac’s Zone activities 1–2
piece per child)
For optional activities
ZZ 1: Class CDs; tissues/wipes
ZZ 2: Class CDs; red & green cards

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 Lesson 7 Values
Helping others
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

4 Value Consolidation: Play Helping others. (productive 1 Circle Time Consolidation: Play Help me!
skills; fine motor skills) (productive skills, fine & gross motor skills)
Divide the class into pairs and give each child a piece of cotton Give each child a tissue to place on their head. Play some
thread or yarn. Tell the children they have to tie the piece of music from the Class CDs and tell the children to move
thread or yarn around their wrist. The children in each pair around as the music plays while keeping the tissue on
help each other and practise the structures: Help me, please. their heads. If a tissue falls off, the child must freeze and
Here you are. Thank you! Walk round the class and help where say: Help me, please. The nearest child helps the frozen
necessary. child by placing the tissue back on their head and saying:
Here you are. The child responds: Thank you! and then
5 Consolidation & Thinking Skills: Look & colour. they can rejoin the game. Play as many times as you feel
[PB p. 74, Ex. 1] necessary for the children to practise the structures.
IWB Bring up p. 74 on the IWB. Using L1, ask the children
to describe what they can see in the first picture. Then 2 Circle Time Game: Play Musical statues!
point to the second picture and do the same. Point (productive skills, gross motor skills)
to the child standing up in the first picture and ask: Give one child a green card and the rest of the children
Helping? Yes or no? Elicit: No! Point to the same child a red card. Play some music from the Class CDs. The
in the second picture and ask: Helping? Yes or no? Elicit: children move around to the tune of the music. Pause
Yes! Ask a child to come to the board and point to the the music. The children with the red card raise them up
picture which shows someone helping someone else. and stand still like a statue. The child with the green card
Say: Now colour! Help the child colour the circle under goes up to a child with a red card. The child with the
the correct picture. The audio plays for verification. Use red card says: Help me, please. The child with the green
the redo button and repeat until all the children have card gives him/her the green card and says: Here you
had a turn. are. Then s/he takes the red card and freezes. The child
Hold up PB p. 74. Follow the same procedure and responds with: Thank you! Resume the music. Repeat
present the task. Then ask the children to colour in the until all the children have had a turn with the green card.
correct circle. Allow the children time to complete the
task. Provide help when necessary. Then, in pairs, ask
3 Table Time Consolidation: Let’s help each other.
them to take roles and practise the exchange.
(productive skills, fine motor skills)
EXTENSION: See Zac’s Zone activity 3 This activity can be incorporated into the Tidy up and
Bye-bye routine or done separately beforehand. Ask
6 Tidy up & Bye-bye the children to help the child sitting next to them to
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. put their books, pencils, etc, into their bags. Have the
children use the structures: Help me, please. Here you
T3
are. Thank you! You can also have the children help each
other to put on their backpacks and/or their coats/
jackets. Walk around the class, and as each child helps
another, praise them for their effort.

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 My clothes
Circle Time
Lesson 8
AB, p. 45
CLIL: Maths 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember and say. (productive

skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
FCs
lessons (dress, hat, shoes, shorts, socks, T-shirt) (see
50–55 Introduction, p. 12). Point to each item and elicit the
words quickly from individual children. Alternatively, use
the FCs and the Zac puppet to revise the vocabulary (see
Introduction, p. 12).
1 Point & say. 2 Count & circle. Vocabulary: dress, hat, shorts, shoes, socks, T-shirt
75
EXTENSION: See Zac’s Zone activity 1
Structures: ‘How many (dresses)? Count.’ (‘One dress.’)

3 Presentation & Picture Discussion: Point & say.

[PB p. 75, Ex. 1]
Language IWB Bring up p. 75 on the IWB. Point to the pictures of the clothes
Children’s language in grey and have the children identify them. Play the audio for
Vocabulary Revision: dress, hat, shorts, shoes, verification. Point to the dots and follow the same procedure
socks, T-shirt to elicit the numbers. Alternatively, have individual children
come to the board and name the clothes as they point to
Structures: How many (dresses)? Count. (One them. Repeat until all the children have had a turn.
dress.)
4 Structure Presentation & Practice: Play Count
Teacher’s language the clothes. (productive skills; observation skills,
How many (dresses)? / Count! counting skills)
PCs Prepare three copies of each of the PCs. Lay out some PCs in
38–43 the centre of the circle. (e.g. one dress, two hats, three socks,
etc). Ask: How many (socks)? Explain in L1 if necessary. The
children repeat after you. Then repeat the question, point to
a child and say: Count! Elicit: Three (socks). Repeat with the
Extra materials checklist rest of the items. Play using a different number of PCs of each
item and until all the children have had a turn.
For the lesson EXTENSION: See Zac’s Zone activity 2
Zac puppet
Class CD1
copies of PCs 38-43 (T’s p. 262, dress/hat/T- Table Time
shirt/shoes/shorts/socks) CD1
Ask the children to go back to their seats using the
For optional activities T5 Table Time Chant from Lesson 1.
ZZ 1: FCs 50–55 (T-shirt/dress/hat/shoes/
5 Consolidation: Count & circle. [PB p. 75, Ex. 2]
socks/shorts)
IWB Bring up p. 75 on the IWB. Point to the grey-scaled
ZZ 2: a sock and some small items (erasers, clothing items and have the children identify them.
blocks, plastic toys, etc) Repeat with the dots to elicit the numbers. Point to the
grey dress and ask: How many dresses? Say: Count.
ZZ 3: FCs 25–27 (one/two/three); some
Point to the circled dot next to the dress. Ask a child to
modelling clay come to the board. Point to the grey T-shirt and ask: How
many T-shirts? Count and circle. Help the child do the task
and play the audio for verification. Repeat with the rest of
the items until all the children have had a turn.
Hold up PB p. 75. Follow the same procedure to elicit
the items and the numbers. Have the children circle the
correct number of dots with their fingers before using
their pencils. Allow the children time to complete the
task in their books. Provide help when necessary.

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 Lesson 8 CLIL: Maths!
6 VIDEO: Watch.
IWB Say: Now watch! Use the IWB to play the CLIL video.
Activity Book (p. 45)
Play the video again. The children answer the questions
asked in the video script. Table Time Activity: Count the same & circle.
Video script Lessons 7 - 8

Oh, no! How many pairs of shorts?

12 3
What a messy room! Count.
Look! One. One pair of shorts.
12 3
One dress! How many shoes?
Two socks. Count. 12 3
Three T-shirts. One, two. Two shoes.
One pair of shorts. How many hats? 12 3
Two shoes. Count.
Three hats. One, two, three. Three hats. 12 3
Look again! Let’s count again!
How many dresses? One dress. Two socks. Three Count the same & circle.
45

Count. T-shirts. One pair of shorts. Two

One. One dress. shoes. Three hats. Bring up AB p. 45 on the IWB. Point to the first picture
How many socks?
on the top row. Say: Let’s count! Count the T-shirts.
Count.
Elicit: Three. Then ask: How many red/yellow T-shirts?
One, two. Two socks.
How many T-shirts? Elicit: two/one. Ask a child to come to the board.
Count. Point to the red T-shirt next to the numbers. Ask: How
One, two, three. Three many red T-shirts? Elicit: Two. Say: Circle. Point to the
T-shirts. circled number (2) on the screen. Repeat with the rest
of the items until all the children have had a turn.
Hold up AB p. 45. Follow the same procedure to
EXTENSION: See Zac’s Zone activity 3 present the activity. Have the children circle the
correct numbers with their fingers before using a
OPTIONAL: At this point, the children can do the task pencil. Allow the children time to complete the task
on AB p. 45. in their books. Provide help when necessary. Check
the children’s work.

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Game: Play Memory game. (productive items into the sock without letting the other child see
skills, memory) how many. The other child reaches into the sock without
FCs Put four FCs up on the board. Point to the FCs and name peeking, counts the items by feeling them, and says the
50–55 them. The children repeat after you. Remove one FC number. The children can then take the items out of the
and repeat the activity. Make sure to point to the empty sock to see if the answer was correct.
space and invite the children to name the flashcard that
was removed as well. Remove another FC and do the 3 Table Time Consolidation: Play Press the number.
same until all the FCs have been removed. The children (productive skills, fine motor skills)
try to remember and say all the FCs that were on the FCs Give each child some modelling clay. Put a number FC
board. Then put up four more FCs (some different or in a 25–27 (e.g. 2) on the board and have the children use their
different order) and repeat the game. fingers to make the correct number of finger impressions
in the modelling clay. Help when necessary. Go round
2 Circle Time Game: Play Guess the number. the class and check the children’s work. Repeat as many
(productive skills, fine motor skills) times as you feel necessary.
Divide the children into pairs and give each pair a sock
and three small items. One child places 1–3 of the small

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 My clothes
Circle Time
Lesson 9 Show the class! 1 Hello Routine
1 2 CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

Before the lesson:

Prepare a model of the wardrobe and clothes in advance

Table Time
3 4

CD1 Ask the children to go to their seats using the Table

T5
Time Chant from Lesson 1.

1 Make a wardrobe. 2 Show & say. Structure: Look – I’ve got (blue shoes) and a (yellow dress).
2 Craftwork: Make a wardrobe! [PB p. 76, Ex. 1]
76
Hold up your model wardrobe and say: Look! My
wardrobe! Elicit/Explain the word in L1 if necessary.
Point to the different clothing items and say: Look! I’ve
got (a dress, a hat, shoes, shorts, socks, a T-shirt).
Hold up PB p. 76. Say: Now, let’s make a wardrobe! Point
Language to each of the pictures of the step-by-step instructions for
the craftwork. Follow the steps to make the craftwork and
Children’s language use L1 if necessary.
Vocabulary Revision: dress, hat, shoes, shorts,
socks, T-shirt
Structures: Look – I’ve got (blue shoes) and a T ip !
You may wish to show the step-by-step photos on the IWB
(yellow dress). while carrying out each step.

Teacher’s language WSs Photo 1: Gathering materials [T’s pp. 246-248,

Look! My wardrobe! / OK, children. Let’s make a 2–4 Worksheets 2-4]
wardrobe! Give each child a copy of WSs 2–4 and have the children
gather their own tools (see Introduction, p. 13). Hold them
up one by one and say: Show me the (scissors). The children
hold up each item and place it on their desks. Ask Are you
ready? Elicit: Yes.

T ip !
Extra materials checklist
You can have the children work in pairs or small groups to
make the wardrobes instead of individually.
For the lesson
Zac puppet Photo 2: Colouring the templates
Class CD1 Hold up WSs 2–4 one at a time and point to the clothing
copies of WS2–WS4 (T’s pp. 246-248) one items. Show the two sides of the wardrobe. Say: Now colour!
The children can use any colours they like. Allow the children
per child; glue, sticky tack or sticky tape time to do the colouring. Provide help when necessary. Make
sure that the children colour both sides of the wardrobe on
For optional activities the templates.
ZZ 1: copies of the PCs 38-43 (T’s p. 262,
My clothes My clothes
dress/hat/T-shirt/shoes/shorts/socks);
Worksheet 2 Worksheet 3

Colour and cut out the clothes. Colour and cut out the wardrobe.

FCs 50–55 (T-shirt/dress/hat/shoes/socks/

shorts)

© Express Publishing PHOTOCOPIABLE 241 242 © Express Publishing PHOTOCOPIABLE

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 Lesson 9 Show the class!
T ip !
My clothes Worksheet 4
The children don’t have to put all the clothing items in the
wardrobe. They can choose the ones they want to present to
Colour and cut out the wardrobe.

the class.

EXTENSION: See Zac’s Zone activity 1

EXTENSION: Tap on the star on the IWB to access the

extra activity.

3 Presentation Skills: Show & say. [PB p. 76, Ex. 2]

© Express Publishing PHOTOCOPIABLE 243
Hold up your finished wardrobe, open the doors, and
say: Look! I’ve got (blue shoes) and a (yellow dress).
Then, say: Your turn! One by one, the children stand up
and present their wardrobes using the same structure.
Photo 3: Cutting Prompt the children if necessary.
Hold WS2. Point to the clothing items and the wardrobe
template. Hold up the scissors and say: Now, cut! With
your finger, trace the outline of one of the clothing items
T ip !
and then start cutting it out. Repeat for the wardrobe. Allow You may wish to allow the children to take their craftwork
home or display it on the class noticeboard.
the children time to do the cutting. Provide help when
necessary.
EXTENSION: See Zac’s Zone activity 2
Photo 4: Sticking
Point to the clothing items and the wardrobe. Show the
4 Tidy up & Bye-bye
children how to glue the two sides of the wardrobe together.
Then show them how to use sticky tack to stick the clothing
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
items to the inside of the wardrobe. Say: Now stick! Allow T3
the children time to stick the items. Provide help when
necessary.

Photo 5: Putting it all together

Say: OK, children. Let’s make a wardrobe! From this point
on, hold up each piece and demonstrate what the children
need to do, step-by-step, providing help when necessary.
1) Hold up the wardrobe and show the children how to fold
the left side along the dotted line to make a door.
2) Use the same procedure and show how to fold the right
side along the dotted line to make the other door.
3) The children can stand the wardrobe up on their desks
before showing it to the class.

1 Table Time Game: Have you got …? (productive & 2 Table Time Game: Compare wardrobes. (productive
receptive skills) skills, observation skills)
PCs Give each child a PC and ask them not to show it to Hold up your wardrobe. Point to the items in your
38–43 anyone else. Hold up a FC, choose a child and ask: Have wardrobe and say: Look! I’ve got a (T-shirt). Repeat for all
FCs you got a (dress)? If the child has a different PC, he or the items. Then point to the items in a child’s wardrobe
50–55 she replies: No. I’ve got a (T-shirt). If the child has the and say, e.g. I like your (dress)! Continue for all the items.
dress PC, s/he replies: Yes. I’ve got a (dress). Repeat the Then tell the children to look at their wardrobe and
activity with the rest of the children until they have all compare it with the wardrobe of the person sitting next
had a turn. to them following the same pattern. Walk round the class
and provide help when necessary.

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 My clothes
Circle Time
Lesson 10
AB, pp. 46-47
Now I can say ... 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Revision & Thinking Skills: Play Flash the card.

(productive skills; thinking skills: attention to detail)
FCs Hold up a FC and flash (show it quickly) it to the children. Tell
50–55 the children: Say the word! Repeat with the rest of the FCs.

3 Structure Revision: Play FC hunt relay. (receptive &

productive skills, fine & gross motor skills)
FCs Place the FCs around the classroom. Say: I like your (hat).
1 Point & say. 2 Find & stick. Vocabulary: dress, hat, shoes, shorts, socks, T-shirt
50–55 and have a child walk around the room and look for the
Structure: I like your (shoes). 77
hat FC. When the child finds it, s/he must return the card
to you. Then have that child say another sentence: I like
your (dress). and the child next to it goes to find that FC.
Continue until all the FCs have been found. Repeat until all
Language the children have had a turn.
Children’s language
Vocabulary Revision: dress, hat, shoes, shorts,
socks, T-shirt
Structures: I like your (shoes). Table Time
CD1
Ask the children to go back to their seats using the
Teacher’s language
Table Time Chant from Lesson 1.
Find the clothes. / Please find the socks! T5

4 Revision: Point & say. [PB p. 77, Ex. 1]

IWB Bring up p. 77 on the IWB. Point to the pictures and
ask the children to identify the clothing items. Play the
audio for verification. Invite individual children to come
Extra materials checklist to the board, point to a clothing item and name it.
Alternatively, hold up PB p. 77 and follow the same
procedure to present the task. The children point to the
For the lesson clothing items in their books and name them.
Zac puppet
5 Consolidation & Fine Motor Skills: Find & stick.
Class CD1 [PB p. 77, Ex. 2]
FCs 50-55 (T-shirt/dress/hat/shoes/socks/ IWB Bring up p. 77 on the IWB. Point to the circles where
shorts) the stickers will be placed and elicit the clothing items.
Point to the first missing sticker. Ask a child to identify the
For optional activities clothing item. Elicit: Socks. Say: Please find the socks!
Class CD2 (Phonics) while pointing to all the stickers. Invite a child to come to
the board and point to the correct sticker. Say: Look! Tap
on the sticker to drag and drop it into place. Repeat for
the rest of the items.
Hold up your sticker sheet and say: Find your stickers.
Hold up PB p. 77. Point to the missing socks in the
circle. Ask: What’s this? Elicit: Socks! Ask the children to
find the corresponding sticker. Make sure all the children
are pointing to the correct sticker. Say: Now, stick! and
demonstrate how to remove the sticker and stick it on
the page. Repeat for the rest of the stickers.
EXTENSION: Tap on the toy ball to play the game on
the IWB.

To further revise vocabulary, refer to the OPTIONAL: At this point, the children can do the tasks
picture dictionary in the IWB or in the Pupil’s on AB pp. 46–47
Book.

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 Lesson 10 Now I can say ...
Activity Book (pp. 46–47)
Table Time Activity: Circle the clothes.
Phonics
Lessons 9 - 10
(Optional) p. 94

1 Pronunciation Practice: Listen & say. [PB p. 94, Ex. 1]

IWB Bring up PB p. 94 on the IWB. Say Listen! and play the
audio. When the sound \h\ is heard, pause the audio. The
children repeat the sound. Play the audio again and have
the children repeat as many times as you feel necessary.
Alternatively, play the audio (Track 36 CD2).
Audio script
Circle the clothes.
46

CD2
\h\, \h\
IWB Bring up AB p.46 on the IWB. Point to the items and T36 \h\, hat, \h\, hat
have individual children name them. Ask a child to hat, hat
come to the board. Say: Find the clothes. When the
child points to all the clothing items on the screen, 2 Sound Discrimination: Listen for the sound and circle.
say: Now, circle! Help the child do the task. IWB Go to the extra activity on the IWB by tapping on the star.
Hold up AB p. 46. Follow the same procedure to Say: Listen! and play the audio of the first word (hat).
present the activity. Allow children time to complete Repeat the word and say: Listen for \h\. \h\ – hat. Is it the
the task. Check their work. same? (Yes.) Repeat for the rest of the items. The children
Table Time Activity: Look & colour. say: No when the word does not match the sound. Have
individual children come to the board and circle the pictures
Let’s play!
that begin with the \h\ sound. Play the audio for verification.
Alternatively, carry out the task by saying the words yourself.
Audio script
hat, fan, hello, fish

3 Letter Identification: Trace the letter. [PB p. 94, Ex. 2]

IWB Go back to PB p. 94 on the IWB. Point to the letter h. Say: Let’s
trace! Show the children how to trace the letter. Describe the
direction you are following while doing so (down, stop. round,
Look & colour.
47

down, stop.). The children trace the letter in the air with you.
IWB Bring up AB p.47 on the IWB. Point to the coloured Invite individual children to trace the letter on the IWB. Then
clothes items at the top left of the page. Elicit what ask the children to trace the letter in their books, first with
they are and what colour they are: e.g. What’s this? their fingers and then with their pencils. Go around the class
A T-shirt. What colour is it? (Blue and yellow.) Ask a and provide help when necessary.
child to come to the board and use the pencil tool to
colour in an item. Repeat with the rest of the items. 4 Consolidation: Join, colour & say. [PB p. 94, Ex. 3]
Hold up AB p. 47. Follow the same procedure to IWB Zoom in on the picture on p. 94 on the IWB. Point to
present the activity. Ask the children to take out the letter h and have the children identify it by repeating
the coloured pencils/crayons they will need. Allow the sound \h\. Play the audio for verification. Point to
children time to complete the task in their books. the picture and ask: What’s this? Elicit: A hat. Say: Let’s
Check children’s work. trace. Show the children how to join the dots and trace
the hat. Invite individual children to come to the board
and join the dots. Then zoom in on the picture, point to
letter h and have the children identify it by repeating
6 Tidy up & Bye-bye its sound \h\. Play the audio for verification. Say: Let’s
colour! Ask individual children to come to the board and
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
colour in the hat.
T3 Have the children take out their coloured pencils (see
Introduction p. 13). Hold up PB p. 94 and follow the
same procedure to present the task. Allow the children
time to complete the task. Give praise for their effort.
OPTIONAL: At this point, the children can do the task
on AB p. 57 (see T’s p. 211).

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 e b e a c h
At t h

Aims
• To learn beach objects and features • To practise listening and pronunciation of
• To practise identifying beach objects and key vocabulary and structures by listening
features and repeating, etc.
• To practise fine motor skills through • To learn the value of working together
hand-eye coordination games, and by • To practise musical and mathematical
pointing to objects, tracing, colouring, intelligence by understanding rhythm
circling, sticking and using character • To aid sensory development by playing
cutouts games
• To practise gross motor skills through
movement games and TPR activities

Language
Children’s language Teacher’s language
Vocabulary: bucket, spade, umbrella, sun Instructions and questions:
boat, castle, sand, sea What’s this? / What colour is the spade? / Look – a
Structures: What’s this? (It’s) a (bucket). / spade, a bucket, the sun, an umbrella. / Where’s
Where’s the umbrella? Here. / Where’s the (umbrella)? Here! / Find the (spade). / Point
Grandpa? He’s in the (castle). / Where’s to the castle. / (Where’s grandpa)! He’s in the
the (bucket)? In the sea. / Where’s (Plok)? castle. / A bucket, in the sea? Yes or No?/ Where’s
He’s in the sea. / Let’s make a (castle)! the castle, Zac? / No, Zac! It’s in the sea! / Where’s
Yes! / (Does it float)? Yes./No. / This is my Daddy / Zac/ Plok / Grok? / Look! It’s Kit! / Where’s
(castle). / Where’s the (boat)? Here. Kit? / Let’s work together! / Working together? Yes
or No? / Let’s make a boat. / Does it float? / Now,
let’s make a castle on the beach! / Look! this is
my castle on the beach! This is the (sand). It’s
(yellow). / Find! / Snap!

Polite language & praise:

Thank you, children. / Well done! Great! / Good! /
No, sorry. / Yes, that’s right! / Great work! /

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 Special features
VALUES SHOW THE CLASS!
Working together Making a model of a THINK!
castle on the beach Identifying; discriminating;
making associations
(what belongs/doesn’t belong
in the sea)
SOCIAL SKILLS
SONGS & CHANTS
Taking turns;
observing body Routine Chants
language; practising Let’s go to the beach! Song CLIL: SCIENCE
patience and Together, together! Song
Understanding the
self-control; working concept of floating;
with others experimenting

Skills

Communication Early Literacy

Listening: Pre-writing skills:
• Listening and repeating • Colouring
• Listening for detail • Identifying and tracing the letter ‘s’
Speaking: (optional)
• Responding to simple questions when discussing
a picture Phonics (Optional):
• Role-playing a short exchange • Identifying and producing initial \s\
• Building phrases to describe objects sound

Body language: Narrative skills:

• Miming a scene • Predicting missing words/phrases
• Body movement (acting or doing TPR activities) when looking at pictures and
watching videos

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 At the beach
Circle Time
e bea
ch New words 1 Hello Routine
At th sson 1
Le CD1 Repeat the Hello routine as in Module 1.
T4, T2

2 Vocabulary Revision: Play Clothes for the beach.

(receptive & productive skills; memory)
FCs Revise the vocabulary from the previous module. Hold up a
50–55 FC of one of the clothing items and say: What’s this? (Hat).
Have the children repeat in chorus. Then ask: (Hat?) At the
beach? Explain the question, in L1 if necessary. Elicit: Yes.
The children say No when an item is not suitable for the
beach. Repeat with the other items. Alternatively, use L1 to
1 Listen & say. 2 Listen & colour. 3 Point & say. Vocabulary: bucket, spade, sun, umbrella
elicit which clothes you can wear at the beach or not. Have
78
the children repeat the vocabulary in chorus.
Structures: ‘What’s this?’ ‘(It’s) a (bucket).’

Flibets Starter Unit 8.indd 78 20/02/2020 13:45

EXTENSION: See Zac’s Zone activity 1

3 Vocabulary Presentation: Listen & repeat. (receptive

Language skills; picture-word association)
Children’s language IWB Use the IWB to present the new words on p. 78 (see
Vocabulary: bucket, spade, sun, umbrella FCs Introduction, p. 12). Alternatively, use the FCs to present the
56–59 new vocabulary (see Introduction, p. 12).
Structures: What’s this? (It’s) a (bucket).
4 Vocabulary Practice: Listen & say. [PB p. 78, Ex. 1]
Teacher’s language IWB Bring up p. 78 on the IWB. Point to the bucket. Ask: What’s
What colour is the spade? this? Elicit: (It’s) a bucket. Play the audio for verification.
The children listen and repeat. Repeat with the rest of the
items. Alternatively, hold up PB p. 78 and follow the same
procedure to practise the vocabulary. Make sure that when
you point to the sun you elicit: It’s the sun.
CD2 Audio script
Listen & say.
Extra materials checklist T24 ZAC: spade, bucket, sun, umbrella

For the lesson 5 Vocabulary Consolidation: Play Guess what it is

(productive skills; focusing on detail & predicting)
Zac puppet
OPTIONAL Draw a picture of an item (bucket, spade, sun,
Class CD1, CD2 umbrella) on the board. Pause frequently to ask the
FCs 50–59 (T-shirt/dress/hat/shoes/socks/ children: What’s this? The children guess and say the
word. Play the game until all the children have had
shorts/bucket/spade/umbrella/sun)
a turn.
For optional activities
EXTENSION: See Zac’s Zone activity 2
ZZ 3: FCs 56–59 (bucket/spade/umbrella/
sun)

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 Lesson 1 New words
Table Time
CD1 Ask the children to go back to their seats using the
T5
Table Time Chant as in Module 1.

6 Listening: Listen & colour. [PB p. 78, Ex. 2]

1 Circle Time Revision: Play Getting dressed!
IWB Bring up p. 78 on the IWB. Point to each item and ask: (receptive & productive skills, gross motor skills,
What’s this? Elicit: (It’s) a (spade). Then say: Listen! Play hand-eye coordination)
the audio and pause after the first exchange is heard.
Say: Watch me! Mime putting on an item of clothing.
Ask a child to come to the board and point to the spade.
Ask: What’s this? Children say which item of clothing
Ask: What colour is the spade? Elicit: Red. Say: Now,
they think it is. Repeat for all the clothing items from the
colour! Help the child do the task. Resume the audio and
previous module. Then invite individual children to stand
repeat with the rest of the items. Use the redo button
up and mime putting on an item of clothing for the other
and repeat the activity until all the children have had a
children to guess.
turn. Resume the audio and repeat the process for the
rest of the items.
Hold up PB p. 78. Follow the same procedure and present 2 Circle Time Consolidation: Play Beach charades.
the task. Play the audio using the IWB or CD2. The (receptive & productive skills, gross & fine motor
children listen and colour. Provide help when necessary. skills)
Ask individual children to point to and present an object, Mime an action using one of the words learned in the
e.g. Look! A blue bucket. lesson (e.g. spade – digging, bucket – carrying water,
umbrella – opening and holding it, sun – squinting and
CD2 Audio script putting on sunglasses). Ask: What is it? The children
Listen & colour.
T25 guess the correct word. Repeat with the rest of the
GIRL 1: Look! This is a spade. It’s red. Colour the spade red.
A red spade.
words. If you wish, you can have the children play the
BOY 1: Look! This is a bucket. It’s blue. Colour the bucket game in pairs or small groups taking turns to mime and
blue. A blue bucket. guess. Walk around the class and help the children when
GIRL 2: Look! This is an umbrella. It’s green. Colour the necessary.
umbrella green. A green umbrella.
BOY 2: Look! This is the sun. It’s yellow. Colour the sun 3 Table Time Consolidation: Play Guess it, say it!
yellow. Yellow sun.
(productive skills, memory)
NARRATOR: Listen again.
FCs Cover a FC with a piece of card and slowly reveal it. As it
56–59 is being revealed, encourage the children to guess what
7 Consolidation: Point & say. [PB p. 78, Ex. 3] the item on the FC is.
IWB Bring up p. 78 on the IWB. Point to the (spade) and
ask: What’s this? Elicit: It’s a (spade). Play the audio
for verification. Continue with the rest of the items. Ask T ip !
individual children to come to the board, point to an As a follow-up, repeat the word many times using silly
item and name it. Repeat until all the children have had voices and have the children copy your voice.
a turn.
Hold up PB p. 78. Follow the same procedure to present
the task. The children take turns pointing to the items
in their books and naming them. Repeat until all the
children have had a turn.

EXTENSION: See Zac’s Zone activity 3

8 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Module 1.
T3

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 At the beach

Lesson 2
AB, p. 48
Let’s chat! Circle Time
1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Remember, & say (productive

skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
lesson (bucket, spade, sun, umbrella; see Introduction, p. 12).
FCs
56–59
Alternatively, use the FCs to revise the vocabulary (see
Introduction, p. 12).
1 Find, point & say. 2 Ask & answer. Vocabulary: bucket, spade, umbrella, sun
Structures: ‘Where’s the umbrella?’ ‘Here.’ 79

Flibets Starter Unit 8.indd 79 20/02/2020 13:45 3 Structure Presentation & Practice: Where’s the
(umbrella)? Here. (receptive & productive skills;
memory; observation; fine motor skills)
FCs Divide the class into small groups or pairs and give each
56–59 group/pair a set of PCs. Show the FCs to the children
Language
PCs (Look – a spade, a bucket, the sun, an umbrella). Place the
Children’s language 44–47 FCs face down and mix them up. Ask the children: Where’s
Vocabulary Revision from L1: bucket, spade, the (umbrella)? Turn a FC face up. Continue until the
umbrella FC is found and say: Here! Continue with the rest
umbrella, sun
of the FCs. Then ask the groups/pairs to use the structures
Structures: Where’s the (umbrella)? Here. and do the same with the PCs. Go around the classroom and
provide help when necessary.
Teacher’s language
Look – a spade, a bucket, the sun, an umbrella. / EXTENSION: See Zac’s Zone activities 1–2
Where’s the (umbrella)? Here! / Find the (spade).

Table Time
CD1
Ask the children to go back to their seats using the
Extra materials checklist T5 Table Time Chant from Lesson 1.

For the lesson 4 Consolidation & Thinking Skills: Find, point & say.
Zac puppet [PB p. 79, Ex. 1]
Class CD1 IWB Bring up p. 79 on the IWB. Hold up a FC (e.g. spade),
point to it and say: It’s a (spade). The children repeat
FCs 56–59 (bucket/spade/umbrella/sun) FCs
56–59 after you. Ask a child to come to the board. Say: Find the
copies of PCs 44–47 (T’s pp. 263-264, (spade). The child points to the spade and says: It’s a
bucket/spade/umbrella/sun) (spade). Play the audio for verification. Repeat with the
rest of the items until all the children have had a turn.
For optional activities Alternatively, hold up PB p. 78. Follow the same
ZZ 1: copies of PCs 44–47 (T’s pp. 263-264, procedure to present the task. Hold up the FCs one at a
time and ask individual children to find the item in their
bucket/spade/umbrella/sun) book, point to it and use the structure.
ZZ 2: FCs 56–59 (bucket/spade/umbrella/sun)
ZZ 3: copies of PCs 44–47 (T’s pp. 263-264,
T ip !
bucket/spade/umbrella/sun) one set per Do not overcorrect mispronunciations as the sp letter combination
child, Zac puppet in particular is difficult for very young children to pronounce and
it may affect their confidence.

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 Lesson 2 Let’s chat!

5 Consolidation: Ask & answer. [PB p. 79, Ex. 2]

IWB Bring up p. 79 on the IWB. Point to the picture and ask:
Where’s the (ball)? Invite a child to the board. Ask him/
her to point to the item and reply by saying: Here. Play
the audio for verification. Repeat with the rest of the 1 Circle Time Consolidation: Play The New Circle
items until all the children have had a turn. game (receptive skills, gross motor skills)
Hold up PB p. 79. In pairs, the children ask and answer
PCs Prepare copies of the PCs in advance. Give one card to
questions about the items in the picture. Invite pairs to 44–47 each child and keep one for yourself. Ask the children
act out their exchanges.
to scatter round the classroom. Hold your PC up so the
children can see it, name the item on the card and sit
EXTENSION: See Zac’s Zone activity 3
down. Point to a child. They hold up their card, name
the item and sit next to you. Repeat the same procedure
EXTENSION: Tap on the star on the IWB to access the
until all the children are sitting down next to you.
extra activity.

OPTIONAL: At this point, children can do the task on 2 Circle Time Consolidation: Play Where is the card?
AB p. 48. (receptive & productive skills, gross motor skills)
FCs Hide the FCs around the classroom. Ask: Where’s the
56–59 (spade)? The children walk around the classroom looking
for the hidden FC. When a child finds the card, s/he calls
Activity Book (p. 48) out: Here! Repeat with the rest of the FCs. Play the game
as many times as you feel necessary.
Table Time Activity: Trace.
3 Table Time Consolidation: Play Find the picture
the b
each
Lessons 1 - 2
(productive skills, memory, observation, fine
At
motor skills)
PCs Prepare copies of the PCs. Give a set to each child and
44–47 keep one for yourself. Lay out the PCs on your table. Ask
the children to do the same. Hold up the Zac puppet
and ask in Zac’s ‘voice’: Where’s the (spade)? Lift up
the (spade) PC and say: Here! Go round the class and
use the Zac puppet to ask the children about their PCs
using the structure of the lesson. The children point and
say: Here! Play the game until all the children have had
a turn.
Trace.
48

Flibets Starter ActBk Unit 8.indd 48 2/19/20 7:12 PM

IWB Bring up AB p.48 on the IWB. Point to the objects and

ask the children to identify them. Play the audio for T ip !
verification. Ask a child to come to the board, say: To make the activity more challenging, you may wish
Let’s trace! Help the child do the activity. Repeat for to use PCs from the previous modules as well. In that
the rest of the items until all the children have had a case, prepare the copies in advance and carry out the
game as described above.
turn.
Hold up AB p. 48. Follow the same procedure to
present the activity. Have the children trace the lines
with their finger first before using their pencil. Allow
the children time to complete the task in their books.
Provide help when necessary. Check the children’s
work.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 At the beach
Circle Time
Lesson 3 Let’s sing! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision & Presentation: Listen & repeat.

(receptive skills; picture-word association)
IWB Use the IWB to revise the vocabulary from the previous
FCs
lessons and then present the new words on p. 80 (boat,
56–63 castle, sand, sea: see Introduction, p. 12). Alternatively,
use the FCs to revise and present the vocabulary (see
Introduction, p. 12).

80
1 Listen & say. 2 Look & say. 3 Listen & sing. Vocabulary: bucket, spade, umbrella, boat, castle, sand, sea
Structures: (‘Where’s Grandpa?’) ‘He’s in the (castle).’
3 Vocabulary Practice: Listen & say. [PB p. 80, Ex. 1]
Flibets Starter Unit 8.indd 80 20/02/2020 13:45 IWB Point to the (castle). Ask: What’s this? Ask individual children
to answer. Elicit the answer: (It’s) a (castle). Play the audio
for verification. The children listen and repeat. Alternatively,
hold up PB p. 80 and follow the same procedure to practise
the vocabulary.
Language
CD2 Audio script
Children’s language Listen and say.
T26
Vocabulary Revision from L1: bucket, spade, ZAC: castle, boat, sand, sea
umbrella, sun
New Vocabulary: boat, castle, sand, sea 4 Vocabulary Consolidation (receptive skills)
Character Revision: Grandpa, Grok, Grandma IWB Ask a child to come to the board and point to a picture. Say:
Structures: (Where’s Grandpa?) He’s in the (castle). FCs
Point to the castle. Repeat with the rest of the items until
60–63 all the children have had a turn. Alternatively, put the FCs
in the centre of the circle. Name an item and ask individual
Teacher’s language children to pick the correct card.
(Where’s Grandpa)! He’s in the castle.
EXTENSION: See Zac’s Zone activities 1–2

Extra materials checklist

Table Time
For the lesson CD1
Ask the children to go back to their seats using the
Zac puppet T5 Table Time Chant from Lesson 1.
Class CD1, CD2 5 Structure Presentation & Practice: Look & say.
FCs 56–63 (bucket/spade/umbrella/sun/ [PB p. 80, Ex.2]
castle/boat/sea/sand) IWB Bring up p. 80 on the IWB. Point to the first picture
and say: Where’s Grandpa? He’s in the castle. (Explain
For optional activities the structures in L1 if necessary.) Play the audio for
verification. The children repeat in chorus. Repeat for
ZZ 1: FCs 60–63 (castle/boat/sea/sand), a
Grandma in the boat, Grok in the sand and Zac in the
soft ball sea. Ask individual children to come to the board. Ask
ZZ 2: FCs 60–63 (castle/boat/sea/sand), the question, e.g. Where is...? and have them reply
using the correct structure. Repeat until all the children
Zac puppet have had a turn. Play the audio for verification.
ZZ 3: FCs 60–63 (castle/boat/sea/sand), Hold up PB p. 80. Follow the same procedure to present
copies of WS1 (T’s p. 249) one per child and practise the structures. Ask individual children the
question and they reply using the correct structure. If
you wish, you can assign pairs and have them practise
asking and answering questions about the pictures.

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 Lesson 3 Let’s sing!

6 Song: Listen & sing. [PB p. 80, Ex. 3]

IWB Say: Now, watch! Use the IWB to play the animated
video of the song.
Say: Let’s sing! Go through the song demonstrating the
TPR actions. The children copy your actions. Play the 1 Circle Time Consolidation: Play Catch the ball.
song on CD2 or the IWB. The children repeat the key (receptive & productive skills, observation,
vocabulary (underlined in the audio script) as they carry hand-eye coordination, gross motor skills)
out the actions. FCs Put the FCs up on the board. Then throw/pass a soft
60–63 ball to one of the children and ask: Where’s (Grandpa)?
CD2 Let’s go to the beach! Song Encourage the child to respond: He’s in the castle. Pass/
Where’s your bucket? (shrug with open palms and mime Throw the ball to a different child and ask a question
T27 holding a bucket)
using one of the other FCs. Repeat until all the children
Where’s your spade? (shrug with open palms and mime
digging)
have had a turn.
Here it is! (animate your face and point)
Now, let’s play! (mime a little dance)
T ip !
CHORUS:
This game can be played with a soft bean bag if
Let’s go to the beach! (mime walking) children have difficulty catching a ball.
Let’s all have fun! (mime a little dance)
Let’s go to the beach (mime walking)
and play in the sun! (mime a little dance and wave towards
the sky)
Where’s your boat? (shrug with open palms and move your
2 Circle Time Consolidation: Play Where’s Zac?
hand in motion that indicates water) (productive skills, gross motor skills)
Where’s your hat? (shrug with open palms and tap your head) FCs Put the FCs up on the board. Use the Zac puppet and
Over there, (Point away from you) 60–63 place him in front of one of the FCs. Ask: Where’s Zac?
in the sand! (wave both hands towards the ground) Elicit: (He’s) in the (sand). Invite a child to use the
puppet and place it in front of another FC. Ask the child
Alternatively, children open their books at p. 80. Play to tell you where Zac is. Repeat until all the children
the song. The children point to any items they hear have had a turn.
mentioned as they sing along. Play the song again as
many times as necessary.
3 Table Time Consolidation: Play Yes/No Sides.
EXTENSION: See Zac’s Zone activity 3 (receptive skills, gross motor skills, observation)
[T’s p. 249, Worksheet 1].
7 Tidy up & Bye-bye
At the beach Worksheet 1
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1. Colour the left thumb green and the right thumb red. Then cut the cards and use them in the game.

T3

244 © Express Publishing PHOTOCOPIABLE

WS1 Give each child a copy of WS1. Ask the children to colour
the thumb up sketch green and the thumb down sketch
FCs
60–63 red. Then help them cut the cards out. Explain that
green stands for Yes and red for No. Then hold up a FC
and say a sentence: e.g. Grandpa’s in the castle. If the
sentence is true, the children hold up the green card. If
false, they hold up the red card.

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 At the beach
Circle Time
Lesson 4
AB,
AB,p.
p.???
49
Think! 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: Memory Game (receptive &

productive skills; memory skills; fine motor skills;
visual perception)
PCs Use three sets of the object PCs and put them face down.
44–49 Make sure there is an even number of cards. Have the
children take turns to turn over two cards to try and make
a match. Each time a match is made ask: What’s this? Elicit
the answer then remove the cards. Continue until all the
1 Point & say. 2 Think & circle. Vocabulary: boat, bucket, castle, sea, spade, umbrella
matches have been made.
Structures: ‘Where’s the (bucket)?’ ‘In the sea.’ 81

Flibets Starter Unit 8.indd 81 21/02/2020 17:38

3 Thinking Skills Presentation: In the sea or on the

beach? (receptive & productive skills; thinking skills:
logical thinking)
Language IWB Bring up p. 81 on the IWB. Point to the items. Ask the
children to identify them. Point to the bucket and ask:
Children’s language Where’s the bucket? Elicit: In the sea. In a surprised voice,
Vocabulary Revision from L1–3: boat, bucket, ask: A bucket, in the sea? Yes or No? Elicit: No. Repeat with
castle, sand, sea, spade, sun, umbrella the rest of the items and elicit which items belong in the sea
and which do not.
Structures: Where’s the (bucket)? In the sea.

Teacher’s language
Where’s the (bucket)? / A bucket, in the sea? Yes or T ip !
No? / Where’s the castle, Zac? / No. Zac! It’s in the You may wish to discuss, in L1, why it is important to keep
sea! seas clean or why we should not throw things in the sea.

EXTENSION: See Zac’s Zone activities 1–2

Extra materials checklist

Table Time
For the lesson
CD1
Ask the children to go back to their seats using the
Zac puppet
T5 Table Time Chant from Lesson 1.
Class CD1
3 copies of PCs 44–49 (T’s pp. 263-264) 4 Consolidation: Point & say. [PB p. 81 Ex. 1]
(bucket/spade/umbrella/sun/boat/castle) IWB Bring up p. 81 on the IWB. Ask: What’s this? as you
point to each one of the items. Ask individual children
For optional activities to answer. Play the audio for verification. Have individual
ZZ 1: FCs 56–63 (bucket/spade/umbrella/ children come to the board, point to the items and say
the words.
sun/castle/boat/sea/sand) Hold up PB p. 81. Follow the same procedure to present
ZZ 2: FCs 45–47, 52–55, 56–63 (frog/fish/ the activity. The children take turns pointing to the items
in their books and saying the words.
mouse/hat/shoes/socks/shorts, bucket/
spade/umbrella/sun/castle/boat/sea/ 5 Thinking Practice: Think & circle. [PB p. 81 Ex. 2]
sand), crumpled paper, box/bin IWB Bring up p. 81 on the IWB. Explain that some things
belong in the sea and some do not. Point to the bucket
and elicit the word. Ask: In the sea? Yes or No? Elicit:
the answer No. Repeat with the rest of the items. Ask
a child to come to the board. Say: Now, circle! Help the
child identify the items that should not be in the sea and
circle them. Use the redo button and repeat the activity
until all the children have had a turn.

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 Lesson 4 Think!
Hold up PB p. 81. Follow the same procedure to present
the task. Have the children mime circling the items with
their finger before using their pencil. Allow the children
time to complete the task in their books. Provide help
when necessary.
1 Circle Time Revision: Lucky dip (receptive &
EXTENSION: See Zac’s Zone activity 3
productive skills, gross & fine motor skills,
guessing)
EXTENSION: Tap on the star on the IWB to access the
extra activity. FCs Fill a box/bin with crumpled paper and the FCs. Have a
56–63 child put a hand inside the box/bin and draw a FC. Ask:

OPTIONAL: At this point, children can do the task on What’s this? Elicit the answer. Repeat with the rest of
AB p. 49. the FCs. Play the game until all the children have had
a turn.

2 Circle Time Consolidation: Play The odd one out.

(productive skills, cognitive skills, observation)
Activity Book (p. 49) FCs Spread out the FCs in the middle of the circle. In L1,
45–47, tell the children that some of these items can be found
Table Time Activity: Find, match then colour. 52–55,
at the beach and some cannot. The children take turns
56–63
Lessons 3 - 4
to find one FC that doesn’t belong. For every correct
answer say: Well Done! Give praise for their effort. Play
the game until the children have identified all the FCs
that do not belong at the beach.

T ip !
Alternatively, you can use two FCs from Module 8
and one from another Module and ask each child
? individually to find the odd one out.

Find, match then colour.

49

Flibets Starter ActBk Unit 8.indd 49 2/19/20 7:12 PM

3 Table Time Consolidation: Play Right or wrong?
(receptive & productive skills, listening for detail)
IWB Bring up AB p. 49 on the IWB. Ask the children to IWB Bring up p. 81 on the IWB. Use the Zac puppet and ask:
identify the objects in the right-hand column. Play Where’s the castle, Zac? Zac replies making a mistake
the audio for verification. Ask: What’s this? (It’s with the location, (e.g. The castle is in the boat. rather
the sun.) What colour is it? (Yellow!) Continue for than The castle is in the sea.) Look at the children and
the rest of the items. Point to the circle with the say: In the boat? Pause and then say: No, Zac! It’s in the
question mark. Ask: What’s missing? Elicit: A castle. sea! Encourage the class to repeat after you, stressing
Ask a child to come to the board and point to the the No. Follow the same procedure for the rest of the
castle. Say: Now, match! Help the child do the task. items. Zac makes mistakes and the children correct him.
Then, help the child colour in the picture. Use the
redo button and repeat until all the children have had
a turn.
Hold up AB p. 49 and follow the same procedure
to present the activity. Allow the children time to
complete the activity. Provide help where necessary.

6 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 At the beach
Circle Time
Lessons 5 - 6 1 Hello Routine
1 2
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Dialogue Warm-up: Picture Discussion [PB pp. 82–83]

SCs Take out the SCs. Play the audio for the Storytime
3 4
M8 (1–8) Chant. Hold up the first SC and show it to the class. Ask
CD1 questions about the characters and objects they are
familiar with. Continue with the rest of the SCs.
T6
Suggested questions for SCs
Story Card 1
Point to each character in turn and ask: Who’s this? (Daddy/
Structures: ‘Where’s (Plok)?’ ‘He’s in the (sea).’
Zac/Dan/Plok/Grok). Encourage the children to say: Hello.
1 Listen & look. 2 Listen & point. 3 Colour.
82

Story Card 2
Flibets Starter Unit 8.indd 82 20/02/2020 13:45

Point to the picture and ask: Where’s Daddy/Zac? (At the

beach.) Where’s Plok? (In the sea.)
Language Story Card 3
Point to the picture and ask: Who’s this? (Grok). Where’s
Children’s language Grok? (In the castle.)
Vocabulary Revision: boat, bucket, castle, sand, Story Card 4
sea, spade, sun, umbrella Point to the picture and ask: Who’s this? (Kit). Where’s Kit?
Character Revision: Dan, Grok, Kit, Plok, Fin (In the bucket.)
Structures Revision: Where’s (Plok)? He’s in the Story Card 5
Point to Daddy and ask: Who’s this? (Daddy). Point to Zac
(sea). and ask: Who’s this? (Zac)
Story Card 6
Teacher’s language Point to the umbrella and ask: What’s this? (An umbrella.)
Where’s Daddy / Zac / Plok / Grok? / Look! It’s Point to Dan and ask: Who’s this? (Dan)
Kit! / Where’s Kit? Story Card 7
Point to the paper in Dan’s hands and say: What’s this?
(paper)
Story Card 8
Point to the paper boat and ask: What’s this? (A boat.)

T ip !
Extra materials checklist Use L1 after each SC and ask the children what they think the
story will be about or what they think will happen next.
For the lesson
Zac puppet 3 Listening 1: Listen & look. [PB p. 82, Ex. 1]
Class CD1, CD2 SCs Hold up SC1 and play the audio for that SC on the
M8 (1–8) IWB or CD2. The children listen and look. Hold up the
Module 8 SCs 1–8
corresponding SCs for each exchange as the audio plays.
For optional activities CD2 Audio script
ZZ 1: FCs 56, 60, 62 (bucket/castle/sea), SC1 Daddy: Let’s go to the sea.
T28 Zac: Yay! I like the sea!
three boxes/bins, a soft ball SC2 Daddy: Zac, where’s Plok?
ZZ 2: Module 8 SCs 1–4 Zac: He’s in the sea.
SC3 Daddy: Where’s Grok?
ZZ 3: Module 8 SCs 1–4, pieces of paper Zac: Look, he’s in the castle.
SC4 Zac: Daddy, look – Kit is in the bucket!
Daddy: Silly Kit! Ha ha ha!
SC5 Daddy: Where’s Dan?
Zac: I don’t know.
SC6 Dan: I’m here, Zac.
Zac: What’s that?
SC7 Dan: Wait and see.
Zac: OK.
SC8 Dan: Look – it’s a boat.
Zac: Wow! That’s cool!

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 Lesson 5 Story
4 Discussion
OPTIONAL In L1, ask the children which part of the story they
liked best and why. Ask questions to elicit the value
of the story and explain why it is important to know
where everyone is when you are at the beach and
how to have fun safely.
1 Circle Time Game: Play Target Toss. (productive
EXTENSION: See Zac’s Zone activities 1–2 skills, gross motor skills, hand-eye coordination,
memory)
FCs Stick the FCs (bucket, castle, sea) on three boxes or
56, 60, bins. Have the children make a line in front of the boxes/
62 bins. Give the first child a soft ball. Ask: Where’s Plok?/
Grok/Kit? The child responds: He’s in the (sea/castle/
bucket). If the answer is correct, the child throws the
Table Time ball into the box/bin with the correct FC on it. If the
answer is incorrect, the child loses their turn and goes
CD1
Ask the children to go back to their seats using the to the back of the line. Continue the game until all the
T5 Table Time Chant from Lesson 1. children have had a turn.

5 Listening 2: Listen & point. [PB p. 82, Ex. 2] 2 Circle Time Consolidation: Play I spy with my little
Holding up pp. 82–83. Say: Listen and point. Play the eye … (productive skills, observation)
CD2 audio for the first picture. Pause and point to the picture. SCs Put the SCs in the middle of the circle. Say: I
Ask the children to do the same. Play the audio for the M8 (1–4) spy with my little eye (sand). Point to the sand.
T28 second picture. The children listen and point. Follow the Then say: Now, you. The children look at the SCs
same procedure for the rest of the pictures in the story. and find a vocabulary word. Then they say: I spy
Make sure the children are pointing to the correct with my little eye, (e.g. bucket) and point to the
picture as they listen. (bucket). Continue until all the children have had
a turn.
6 Consolidation: Colour. [PB p. 82, Ex. 3]
IWB Bring up picture 4 on the IWB. Point to Kit inside the
bucket outline and say: Look! It’s Kit! Then ask: Where’s
T ip !
Kit? In the bucket. Ask: What colour is the bucket? Ask After each turn, you can invite a child other than the
child who spied the word to come to the board and
the children to remember from the story and elicit the point it out.
answer. (Red). Ask a child to come to the board and
colour in the bucket. Play the audio for verification. Use
the redo button and repeat until all the children have 3 Table Time Game: Lucky draw. (productive skills,
had a turn. memory)
Hold up PB p. 82. Point to picture 4. Have the children
SCs Write the children’s names on pieces of paper and
take out their coloured pencils/crayons. Say: Now, M8 (1–8) put them in a pile. Put the SCs up on the board.
colour! Allow the children time to do the colouring in
Choose a piece of paper and invite the child
their books. Provide help when necessary.
whose name is on it to choose a SC and say what
EXTENSION: See Zac’s Zone activity 3 it shows (e.g. SC1 Here is Daddy, Zac, Dan, Plok
and Grok./SC2 Where’s Plok? He’s in the sea.)
7 Tidy up & Bye-bye Help the children when necessary. Continue until
all the children have had a turn.
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 At the beach
Circle Time
AB, p. 50
Story 1 Hello Routine
5 6
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Dialogue Revision: Play Story card shuffle. (receptive

& productive skills; thinking skills: ordering, memory
7 8 development)
SCs Put the SCs up on the board and play the audio. Point
M8 (1–8) to the characters as they speak, as well as to the
items/characters mentioned. Then put the SCs in
CD2
random order. Say: Listen! Play the audio again and
T28 pause after the exchange for the first SC is heard.
1 Watch. Act out: ‘Where’s (Plok)?’ ‘He’s in the (sea).’
Make a thoughtful expression and point to the
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Flibets Starter Unit 8.indd 83 20/02/2020 13:45

different SCs. Say: Hmm … This one or this one? Keep
pointing until the children identify the correct SC.
Move it to the first position on the board. Repeat with
the rest of the SCs until they are all in the correct
Language order.

Children’s language EXTENSION: See Zac’s Zone activities 1–2

Vocabulary Revision: boat, bucket, castle, sand,
3 Animation Presentation & Practice: Watch. [PB p. 83,
sea, spade, sun, umbrella Ex. 1]
Structures Revision: Where’s (Plok)? He’s in the IWB Say: Watch! and play the animation on the IWB without any
(sea). pauses. Then play it again. You can use the second viewing
to have the children listen and repeat individual lines from
Teacher’s language the dialogue.
Where’s Plok? / He’s in the sea! Play the animation again. This time pause and ask the
children to fill in the word or response that follows, e.g.
after daddy asks: Where’s Plok? pause for the children to
say: He’s in the sea! Use gestures and point to items on the
screen to give the children clues on what to say.

4 Consolidation: Play Listen to the line! (receptive

skills; memory)
Extra materials checklist IWB Bring up pp. 82–83 on the IWB. Say: Listen! Read out a
random line from the audio script (see T’s pp. 194-195), and
For the lesson ask the children: Who is it? Point to the characters in the
pictures in random order. The children identify the character
Zac puppet
who says that line, e.g. Let’s go to the sea! – Daddy. Repeat
Class CD1, CD2 with the rest of the characters.
Module 8 SCs 1–8
Cutouts (Zac, Daddy) 5 Dramatic Play: Act out [PB p. 83; asking about
& stating location]
For optional activities OPTIONAL  Put SCs 2–4 up on the board. Point to Daddy and
ZZ 2: FCs 56–63 (bucket/spade/umbrella/ say in his ‘voice’: Where’s Plok? Mime looking for
SCs someone by shading your eyes with your hand and
sun/castle/boat/sea/sand) M8 (2–4) repeat the phrase. The children repeat after you.
ZZ 3: FCs 56, 60, 62 (bucket/castle/sea), Then, point to Plok. Mimic Zac’s ‘voice’ and say: He’s
in the sea! Repeat the same procedure with Daddy
Module 8 SCs 2–4
and Zac for SCs 3 & 4.
CUTOUTS Hand out the cutouts for Daddy and Zac. Put the
children into pairs and assign the role of Daddy
to one child and the role of Zac to the other. The
children act out the exchanges from SCs 2–4. Then
they swap roles and repeat the activity.

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 Lesson 6 Story
EXTENSION: See Zac’s Zone activity 3

OPTIONAL: At this point, children can do the task on

AB p. 50.

1 Circle Time Game: Where am I? (productive skills,

Activity Book (p. 50) body language, observation)
Mime what you would do if you were in one of the places
Table Time Activity: Look & match. from the unit (boat/sea/sand – e.g. boat – rowing,
sea – swimming, sand – digging/making a sand castle).
Lessons 5 - 6 The class guesses where you are, e.g. mime swimming,
the children say: In the sea! Time permitting, ask
individual children to come and mime actions for the
class to guess where they are.

2 Circle Time Activity: Play Flash card relay.

(productive skills, gross motor skills, memory)
FCs Ask the children to stand in a line, one behind the other.
56–63 Give the first child a FC, s/he shows it to the rest of
the class, and says the word. The other children verify
or correct the child. The child then passes the card to
50
Look & match.
the person standing behind him/her. This child in turn
Flibets Starter ActBk Unit 8.indd 50 2/19/20 7:12 PM
names the card, before giving it to the child behind
him/her, and so on. When the last child has named the
IWB Bring up AB p. 50 on the IWB. Point to the pictures card, s/he comes to the front of the line and gives the
and elicit the characters (Zac/Kit/Plok). Invite a FC back to you. Then give that child another FC and
child to come to the board. Ask: Where’s Zac? Elicit: continue the game in a similar manner.
He’s in the boat. Play the audio for verification. Say:
Match! Help the child do the task. Repeat with the
rest of the characters. 3 Circle Time Consolidation: Three corners
Hold up AB p. 50 and follow the same procedure to (observation, memory skills, productive skills,
present the activity. Have the children trace lines gross motor skills)
using their finger before using their pencil. Allow the FCs Put the FCs in three corners of the room. Assign
children time to complete the task in their books. 56, 60, each child a character (Plok/Grok/Kit) and put
62 the SCs on the board. Say: Look! and point to
Provide help when necessary. Check the children’s
work. SCs the SCs. Then say: Go! and point to the corners.
M8 (2–4) The children go to the corner with the correct FC
according to their assigned character. When all the
children have gone to a corner, ask: Where’s Plok?
Have the children in that corner answer in chorus:
He’s in the sea.
6 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

T ip !
To help the children remember which character they
are, you can use the PCs and give each child the
relevant one.

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 At the beach
Circle Time
Lesson 7 Values 1 Hello Routine
Working together
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary/Story Revision: Play Where is ... ?

(receptive & productive skills; fine motor skills)
SCs Put the SCs and the Plok, Grok and Kit cutouts in
M8 (2–4) the circle. Using the Zac puppet ask in Zac’s ‘voice’:
Where’s Kit? Ask a child to pick up the cutout for Kit
and place it on the correct story card (SC4). Prompt
the child to answer: He’s in the bucket. Repeat with
the rest of the cutouts and SCs until all the children
1 Look & colour. 2 Listen & sing. Structures: ‘Let’s make a (castle)!’ ‘Yes!’
have had a turn.
84

3 Value Presentation: Working together (cooperation;

Flibets Starter Unit 8.indd 84 20/02/2020 13:45

receptive & productive skills)

Put a container in the middle of the circle and spread some
pencils around it. Then, say: Let’s work together! The children
Language repeat after you. Use the Zac puppet and say in Zac’s ‘voice’:
Children’s language Yes! Pick up a pencil and use Zac to put it in the container.
Vocabulary Revision: bucket, castle, sand, spade Repeat the structure: Let’s work together! Give the puppet to
a child who says: Let’s work together! The child next to him/
Structures: Let’s make a (castle)! Yes!
her says: Yes!, picks up a pencil and gives it to Zac to put in
the container. Repeat until all the children have had a turn.
Teacher’s language
Let’s work together! / Working together? Yes or
No? / Let’s make a boat. T ip !
The container can be an empty tin or jar.

EXTENSION: See Zac’s Zone activities 1–2

Table Time
Extra materials checklist
CD1
Ask the children to go back to their seats using the
For the lesson T5 Table Time Chant from Lesson 1.
Zac puppet
4 Value Practice: Colouring a picture together (moral
Class CD1, CD2 awareness; practising patience and self-control; fine
Cutouts (Plok, Grok, Kit) motor skills) [T’s p. 250, Worksheet 2]
Module 8 SCs 2–4 WS2 Divide the children into pairs. Give each pair a copy of WS2.
In L1, explain that each pair will work together to colour the
a container and pencils worksheet. Monitor the pairs making sure they work together.
copies of WS2 (T’s p. 250) one per pair
For optional activities At the beach Worksheet 2

ZZ 1: ribbons or scarves, a spoon, some rice, Colour the picture with a partner.

an empty container
ZZ 2: balloons
ZZ 3: modelling clay of various colours

© Express Publishing PHOTOCOPIABLE 245

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 Lesson 7 Values
Working together
T ip !
In L1, discuss whether it is good or bad to work together. Ask
the children what kinds of things we often work together to do
with our friends and family (e.g. making a sandcastle, doing
chores, making a snowman, etc).

1 Circle Time Consolidation: Three-handed

play. (fine motor skills, cooperation, hand-eye
coordination)
5 Value Consolidation & Thinking Skills: Look and
colour. [PB p. 84, Ex. 1] REALIA Divide the children into pairs. Give each pair an empty
container, a bowl of rice and a spoon. Use a ribbon or
IWB Bring up p. 84 on the IWB. In L1, ask the children to
scarf and tie one hand from each child together at the
describe what they can see in the pictures (children
wrist. Mime using the spoon to scoop the rice from the
making a castle at the beach). Say: Let’s make a
bowl to the container. Say: Let’s work together! Explain
castle! (Explain this phrase in L1 if necessary). Point to
to the children that they must use the hands that are
each picture again and ask: Working together? Elicit
bound together to complete the activity. Walk around
responses: (Yes/No). Ask a child to come to the board
the class and provide help and encouragement.
and point to the picture which shows the children
working together. Say: Now colour! Help the child colour
the circle next to the correct picture. The audio plays. T ip !
Encourage the children to repeat the phrase in chorus. Alternatively, you can have the children draw a picture
Use the redo button and repeat until all the children have together with their bound hands.
had a turn.
Hold up PB p. 84 and follow the same procedure to 2 Circle Time Value Consolidation: Play Pass the
present the task. Then ask the children to colour in the balloon. (gross motor skills, balance, teamwork)
correct circle. Allow the children time to complete the
Divide the children into teams and have each team stand
task. Provide help when necessary.
in a line. Give the first child in each line a balloon. Tell
the children they have to work together to knock the
6 Listening: Listen & sing. (PB p. 84, Ex. 2)
balloon along the line without letting it fall down. They
IWB Say: Now, watch! Use the IWB to play the animated have to do this without using their hands. They can use
video of the song. their arms and legs and bodies only. They can only use
Go through the song and demonstrate the TPR actions. The their hands to pick up the balloon if it falls. The first
children copy your actions. Play the song on CD2 or the team to pass the balloon along the line successfully
IWB. The children repeat the key vocabulary (underlined in wins.
the audio script) as they carry out the actions.
CD2 Together, together. Song 3 Table Time Consolidation: Let’s make a boat!
Let’s work together, you and me. (point to yourself and the (cooperation, fine motor skills)
T29
children) REALIA Divide the children into pairs or groups and give them a
Let’s make a castle by the sea!
selection of coloured modelling clay. Say: Let’s make a
CHORUS: boat. Allow the children time to use the modelling clay
Together, together, you and me. (point to yourself and the to work together and make a ‘boat-like’ shape using
children)
the modelling clay. When the children have completed
Together, together, by the big blue sea!
Let’s work together, you and me. (point to yourself and the the task, say: Show the class! The children hold up their
children) boats and show their work.
Let’s get a bucket and run to the sea!

Alternatively, children open their books at p. 84. Play the

song. The children point to the castle and repeat the key
vocabulary as they sing along. Play the song as many
times as necessary.

EXTENSION: See Zac’s Zone activity 3

7 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 At the beach
Circle Time
Lesson 8
AB, p. 51
CLIL: Science 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Vocabulary Revision: What’s this? (receptive &

productive skills)
IWB Use the IWB to revise the vocabulary from the previous
Circle what FCs lessons (castle, umbrella, sun, boat, sand, etc) (see
floats 56–63 Introduction, p. 12). Point to each item and ask: What’s
this? (It’s) a (castle). Alternatively, use the FCs to revise the
vocabulary (see Introduction, p. 12).

1 Point & say. 2 Think & circle. 3 Do & say. Vocabulary: apple, ball, boat, crayon, sock
3 Vocabulary Revision/Picture Discussion: Point & say.
85
[PB p. 85, Ex.1]
Structures: (‘Does it float?’) Yes./No.

Flibets Starter Unit 8.indd 85 21/02/2020 17:38

IWB Bring up p. 85 on the IWB. Point to the items on the left

and ask the children to identify them: What’s this? Play the
audio for verification. Alternatively, have individual children
Language come to the board and name the items as they point to
them. Repeat until all the children have had a turn.
Children’s language
Structures: (Does it float?) Yes./No. EXTENSION: See Zac’s Zone activity 1

Teacher’s language
Does it float?
Table Time
CD1
Ask the children to go back to their seats using the
T5 Table Time Chant from Lesson 1.

4 Structure Presentation: (Does it float?) Yes./No.

Extra materials checklist REALIA Fill a bowl with water. Hold up a leaf and ask: Does it float?
Explain the question in L1 if necessary. Place the leaf in
For the lesson the water and repeat the question. Elicit: Yes. Then hold up
Zac puppet some sand and say: Does it float? Pour the sand into the
water and elicit: No. Give different objects (crayon, ball, etc)
Class CD1 to the children to feel and pass around. Ask them to guess if
FCs 56–63 (boat/bucket/castle/sand/sea/ the items float or not.
spade/sun/umbrella)
5 Thinking Skills & Fine Motor Skills: Think & circle.
a large glass bowl/plastic container and [PB p. 85, Ex.2]
water IWB Bring up p. 85 on the IWB. Point to each item and ask:
Realia: (a bowl/water/a leaf/some sand/an Does it float? Elicit guesses. Play the audio for each
item. Ask individual children to come to the board and
apple/a ball/a boat/a crayon and a sock) point to the items that float. Say: Now, circle. Help them
do the task.
For optional activities
Hold up PB p. 85. Ask the children to tell you which items
ZZ 1: realia: a large glass bowl or clear float or not. Say: Now, circle. Have them mime circling
plastic container of water, a plastic spoon & the items with their finger before completing the task in
their books. Provide help when necessary.
some apples (2 or 3)
ZZ 2: realia: a penny, a cotton wool ball, a 6 Science Experiment: Do & say. [PB p. 85, Ex. 3]
lollipop stick, a rubber band, a paper clip, etc IWB Bring up p. 85 on the IWB. Point to the items. Elicit the
words. Ask a child to come to the board. Help him/her place
each item in the bowl on the IWB. Ask: Does it float? Elicit
the answer. Play the audio for verification. Repeat with other
children until they have all had a turn.

T ip !
Explain in L1 that a sock floats at first and then sinks slowly as
all the air is replaced by water. Therefore, the sock may take
time to sink.

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 Lesson 8 CLIL: Science
7 VIDEO: Watch.
IWB Say: Now, watch! Use the IWB to play the CLIL video.
Play the video again. The children answer the questions
asked in the video script.
Video script 1 Circle Time Game: Fishing for apples (receptive &
Does it float? What’s this? What’s this? productive skills, gross motor skills)
Yes or no? It’s a ball. It’s a crayon. REALIA Fill a bowl or plastic container with water. Give a child
Let’s see! Does it float? Does it float? an apple and ask: Does it float? Elicit: Yes. Then put 2 or
What’s this? Let’s see! Yes. Let’s see! No. 3 apples in the water and have the child try to fish one
It’s an apple. What’s this? What’s this? out with the plastic spoon. Repeat until all the children
Does it float? It’s a boat. It’s a sock. have had a turn. Encourage the children to complete the
Let’s see! Yes. Does it float? Does it float? activity as quickly as they can to see who is the fastest.
Let’s see! Yes. Let’s see! No.
That’s cool! T ip !
Remember to wear plastic aprons while doing the task.
EXTENSION: See Zac’s Zone activity 2
2 Table Time Consolidation: Will it float? (receptive
OPTIONAL: At this point, the children can do the task & productive skills, thinking skills: logical
on AB p. 51 thinking)
REALIA Put an object in front of each child and allow them to
Activity Book (p. 51) touch and feel it. Ask: Does it float? Yes or No? and elicit
guesses for each object. Point to one end of the table
Table Time Activity: Circle the differences. and say: ‘Yes’ and point to the other end of the table and
say: ‘No’. Then ask the children to place their objects in
Lessons 7 - 8
the designated Yes or No area on the table according
to whether they think the object floats or not. When all
the children have placed their objects, go over each one,
explain if it floats or not and move the objects which are
in the wrong place to the correct end of the table. (KEY:
floats = lollipop stick, rubber band; sinks = penny, cotton
wool ball, paper clip). Pass out the objects again so that
the children get a different object and repeat the activity.

T ip s!
• Explain in L1 that cotton wool balls float at first and
Circle the differences.
51
then sink when all the air is replaced by water.
• You may wish to use a bowl of water. In that case, put
the items in the water and let the children see which
ones float or not.
IWB Bring up AB p. 51 on the IWB. Point to the pictures
and ask questions about them e.g. What’s this? (A
bucket.) What colour is it? (Blue.) Repeat for all the
objects. Continue asking questions until the children
notice the first difference, e.g. In the first picture,
the bucket is blue, but in the second picture it is red.
Say: Circle. Ask a child to come to the board. Help
them do the activity. Repeat with the rest of the
differences and until all the children have had a turn.
Hold up AB p. 51 and follow the same procedure
to present the activity. Allow the children time to
complete the task. Provide help when necessary.
Key
Picture on left Picture on right
green spade blue spade
red flag green flag
red/yellow umbrella blue/yellow umbrella
green boat red boat

8 Tidy up & Bye-bye

CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 At the beach
Circle Time
Lesson 9 Show the class! 1 Hello Routine
1
2
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

Before the lesson:

Prepare a model of the castle on the beach in advance.
3 4

Table Time
CD1 Ask the children to go to their seats using the Table
T5
Time Chant from Lesson 1.

2 Craftwork: Make a castle on the beach!

1 Make a castle on the beach. 2 Show & say. Structure: This is my (castle).
86

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[PB p. 86, Ex. 1]

IWB Hold up the finished model of the castle on the beach
and say: Look! Point to the sand and ask: What’s this?
Elicit: Sand. Follow the same procedure and elicit:
Language castle, sea, boat.
Children’s language Hold up PB p. 86 and say: Now, let’s make a castle on the
Vocabulary Revision: boat, castle, sand, sea beach! Point to each of the pictures of the step-by-step
Vocabulary Revision from M1: blue, green, red, instructions. Follow the steps to make the craftwork.
Use L1 if necessary.
yellow
Structures: This is my (castle).

Teacher’s language T ip !
Now, let’s make a castle on the beach! / Look! this is You may wish to show the step-by-step photos on the IWB
while carrying out each step.
my castle on the beach! This is the (sand). It’s (yellow).

Photo 1: Gathering materials

Give each child a paper plate, three cardboard tubes, some
modelling clay (blue, green, yellow and red) and some glitter.
Have children gather their own tools (scissors and glue, see
Extra materials checklist
Introduction p. 13). Hold them up one by one and say: Show
me the (scissors). The children hold up each item and place it
For the lesson on their desks. Ask: Are you ready? Elicit: Yes.
Zac puppet
Photo 2: Cutting and folding
Class CD1 Hold up a cardboard tube and point to photo 2 in the PB or
A model of the castle the IWB and indicate the short equal cuts around the top
of the tube. Say: Now, cut! Go around the class and offer
Scissors, glue & glitter help when needed. Then point to the picture of the tube with
Large paper plates the folded edges and show the children how to fold down
cardboard tubes sections at the top of the tube. Next, hold up the yellow
modelling clay. Show the children how to squish it into a ball
Modelling clay (red, blue, yellow, green) and then flatten it out between their palms and press it onto
half the plate.
For optional activities
ZZ 1: FCs 60, 62, 63 (castle/sea/sand)
ZZ 2: FCs 56–61 (bucket/spade/umbrella/
T ip !
To help with this activity, you may wish to mark the tubes with
sun/castle/boat); a set of PCs 44–49 lines for the children to cut along. This can be done before
class.
(T’s pp. 263-264, bucket/spade/umbrella/
sun/boat/castle), sticky tack
ZZ 3: FCs 56–63 (bucket/spade/umbrella/
sun/castle/boat/sea/sand)

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 Lesson 9 Show the class!
Photo 3: Applying glitter
Hold up the glue and show the children how to apply it to
the outside of the cardboard tube. Then hold up the glitter
and show the children how to open the container and pour
some out. Roll the tube in the glitter.

Photo 4: Putting it all together 1 Table Time Game: Find the castle. (receptive &
Say: OK, children. Let’s make a castle on the beach! From this productive skills, memory, observation)
point on, hold up each piece and demonstrate what children FCs Show the castle, sea and sand FCs to the children. Elicit
need to do, step-by-step, providing help when necessary. 60, 62, the names. Ask a child to come to your desk. Show the
63 child the FCs, mix them up and place them face down on
1) Flatten out the blue modelling clay and press it onto the your desk. Ask the child: Where’s the (castle)? The child
other half of the paper plate. points to the card and says: Here! Turn the card face up.
2) Press the cardboard tubes into the yellow modelling If wrong, they continue until the FC is found. If the child
clay on the plate. is correct, they go back to their seat and another child
3) Make a small boat using the red and green modelling comes and plays. Repeat until all the children have had
clay and press it onto the blue modelling clay. a turn.
EXTENSION: Tap on the star on the IWB to access the
extra activity. 2 Table Time Game: Tic, tac, toe. (productive skills,
logical thinking, visual skills, taking turns)
3 Presentation Skills: Show & say. [PB p. 86, Ex. 2] FCs Draw a 3x3 grid on the board. Invite two children to
Hold up your finished model and say: Look! This is my 56–61 come to the board. Give one child the FCs and the other
IWB
castle on the beach! This is the sand. It’s yellow. This is the corresponding PCs. The aim is to get either 3 FCs
PC
the sea. It’s blue, etc. Then, say: Your turn! One by one, 44–49 or 3 PCs in a row. One child chooses a box in the grid,
the children stand up and present their castles on the sticks their FC or PC in the box and names the item on
beach using the same structures. Prompt the children if the card. Repeat with the second child. The children
necessary. continue sticking cards in the grid and naming them
until one child has won (3 FCs or 3 PCs in a row) or there
is a draw. Repeat until all the children have had a turn.
T ip !
You may wish to allow children to take their craftwork home 3 Table Time Activity: Play Find the flash card.
or display it in the class noticeboard. (productive skills)
FCs Hand out the FCs to various children. Say a word. The
56–63 child with that FC stands up and says the word. Continue
EXTENSION: See Zac’s Zone activities 1–3 until all the FCs have been found. Collect the FCs and
hand them out to different children. Play until all the
4 Tidy up & Bye-bye children have had a turn.
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 At the beach
Circle Time
Lesson 10
AB, pp. 52-53
Now I can say ... 1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.

T4, T2

2 Revision & Thinking Skills: Play Snap (productive

skills; visual skills; attention to detail)
FCs Divide the class into two groups. Give one group the FCs
56–61 (bucket, spade, umbrella, sun, castle, boat) and the other
group the corresponding PCs. Demonstrate the activity. Hold
PCs
44–49 up a FC and say: Find! Hold up the corresponding PC and say
the word (e.g. spade) and then say: Snap! The children walk
round the class and try to find their match. When they do
1 Point & say. 2 Find & stick. Vocabulary: boat, bucket, castle, sand, sea, spade, sun, umbrella
they say: Snap! and name the item on their cards. For larger
87
classes make more copies of the PCs. Then, the groups swap
Structures: ‘Where’s the (boat)?’ ‘Here!’

Flibets Starter Unit 8.indd 87 20/02/2020 13:45

cards.

Language Table Time

Children’s language CD1
Ask the children to go back to their seats using the
Vocabulary Revision: boat, bucket, castle, sand,
Table Time Chant from Lesson 1.
sea, spade, umbrella, yellow T5

Structures: Where’s the (boat)? Here! 3 Revision: Point & say. [PB p. 87, Ex. 1]
IWB Bring up p. 87 on the IWB. Point to the picture and
Teacher’s language ask the children to identify the items. Ask a child to
Find! / Snap! / Where’s the boat? come to the board. Ask: Where’s the (spade)? The child
points to the (spade) and says: Here! Play the audio for
verification. Repeat with the rest of the items until all
the children have had a turn.
Alternatively, hold up PB p. 87. Follow the same
procedure to present the task. Ask the children: Where’s
Extra materials checklist the (spade)? The children point to the item in their
books and say: Here! Walk round the class and make
sure the children are pointing to the correct items.
For the lesson
Zac puppet 4 Consolidation & Fine Motor Skills: Find & stick.
Class CD1 [PB p. 87, Ex. 2]
IWB Bring up p. 87 on the IWB. Point to the circles where
FCs 56–61 (bucket/spade/umbrella/sun/ the stickers will be placed and elicit the beach items.
castle/boat/sea/sand) Point to the first missing sticker. Ask a child to identify
copies of PCs 44–49 (T’s pp. 263-264, it: What’s this? (A spade). Say: Please find the (spade)!
while pointing to all the stickers. The child comes to the
bucket/spade/umbrella/sun/boat/castle) board and points to the correct sticker. Say: Look! Tap on
the sticker to drag and drop it into place. Repeat for the
For optional activities rest of the items.
Class CD2 (Phonics) Hold up your sticker sheet and say: Find your stickers.
Hold up PB p. 87. Pointing to the missing spade in the
circle. Ask: Where’s the spade? Ask the children to find
the corresponding sticker. Make sure all the children
are pointing to the correct sticker. Say: Now, stick! and
demonstrate how to remove the sticker and stick it on
the page. Repeat for the rest of the stickers.

To further revise vocabulary, refer to the EXTENSION: Tap on the toy ball to play the game on
picture dictionary in the IWB or in the Pupil’s the IWB.
Book. OPTIONAL: At this point, children can do the tasks on
AB pp. 52–53.

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 Lesson 10 Now I can say ...
Activity Book (pp. 52–53)
Table Time Activity: Colour. Phonics
Lessons 9 - 10
(Optional) p. 95

1 Pronunciation Practice: Listen & say. [PB p. 95, Ex. 1]

IWB Bring up PB p. 95 on the IWB. Say: Listen! and play the
audio. When the sound \s\ is heard, pause the audio.
The children repeat the sound. Provide help and praise.
Alternatively play the audio (Track 37 CD2).
52
Colour.
CD2 Audio script
Flibets Starter ActBk Unit 8.indd 52 2/19/20 7:12 PM
\s\, \s\
IWB Bring up AB p. 52 on the IWB. Ask the children to T37 \s\, sun, \s\, sun
identify the objects to be coloured: What’s this? sun, sun
(A spade). Play the audio for verification. Invite a
child to the board. Say: Colour the spade. Use the 2 Sound Discrimination: Listen for the sound and circle.
pencil tool and help the child colour in the spade. IWB Go to the extra activity in the IWB by tapping on the star.
Repeat with the rest of the items. Say: Listen! and play the audio of the first word (sun).
Hold up AB p. 52. Follow the same procedure and Repeat the word and say: Listen for \s\. \s\ – sun. Is it the
present the task. Allow the children time to complete same? (Yes.) Repeat for the rest of the items. The children
the activity in their books. Check their work. say: No, when the word does not match the sound. Have
the children come to the board and circle the pictures that
Table Time Activity: Match. begin with the \s\ sound. Alternatively, carry out the task by
Let’s play! saying the words yourself.
Audio script
sun, sand, zebra, zoo

3 Letter Identification: Trace the letter. [PB p. 95, Ex. 2]

IWB Go back to p. 95 on the IWB. Point to the letter s. Say: Let’s
trace! Show the children how to trace the letter. Describe
the direction you are following while doing so (round,
Match.
53
round, round, stop). The children trace the letter in the air
Flibets Starter ActBk Unit 8.indd 53 2/19/20 7:12 PM
with you. Invite individual children to trace the letter on
IWB Bring up AB p. 53 on the IWB. Point to the red square the IWB. Then ask the children to trace the letter in their
on the left. Point to the outline. Ask: What’s this? A books, first with their fingers and then with their pencil. Go
spade. Point to the square. Ask: What colour is it? around the class and provide help when necessary.
Red. Play the audio for verification. Ask: Where’s
the (spade)? Point to the red spade and say: Here! 4 Consolidation: Colour & say. [PB p. 95, Ex. 3]
Repeat for the rest of the items. Invite a child to the IWB Point to the letter s. Ask the children to identify it by
board. Say: Match the (spade). Help the child do the saying the sound \s\. Play the audio for verification.
activity. Repeat for the rest of the items. Point to the sun and ask the children to say the word
Hold up AB p. 53 and follow the same procedure to and the colour of the sun: What colour is the sun?
present the task. Have the children match the items Yellow. Then, say: Let’s colour! Ask individual children
with their fingers before using a pencil. Allow the to come to the board and colour in the sun.
children time to complete the task in their books. Have the children take out their coloured pencils (see
Provide help when necessary. Check children’s work. Introduction, p. 13). Hold up PB p. 95 and follow the
same procedure to present the task. Allow the children
time to complete the task. Give praise for their effort.
OPTIONAL: At this point, children can do the task on
AB p. 61 (see T’s p. 211).
5 Tidy up & Bye-bye
CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

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 Special
Days NOTE: This lesson is designed to be taught just before or on
Mother’s Day. Before teaching the lesson, make sure you have
Mother’s Day asked the children to bring photos of their mothers to class.
Special
Days Circle Time
1 Hello Routine
CD1 Repeat the Hello routine as in Lesson 1.
T4, 2

2 Revision & Structure Presentation: Happy Mother’s Day!

FC 9 Put the mummy FC up on the board and draw a big heart
around it. Use the Zac puppet, point to Mummy and ask:
Who’s this? Elicit: It’s Mummy. Say, in Zac’s ‘voice’: I love
my mummy! The children repeat after you. Then hold the
104
1 Colour. 2 Listen & sing. Structure: Happy Mother’s day!
Zac puppet up to your ear and pretend he is whispering
Flibets Starter Picture Dictionary.indd 104 2/20/20 14:33 something to you. Look surprised and say: Really? Great!
Turn to the children and say: It’s Mother’s Day. Explain
what Mother’s Day is, in L1 if necessary, and that mother
is another word for mummy. Say: Happy Mother’s Day! The
Language children repeat after you.
Children’s language
Vocabulary Revision: mummy 3 Discussion: Mother’s Day.
Structures: Happy Mother’s Day! Ask the children in L1 what we celebrate on Mother’s Day.
Have a discussion. Explain that our mummies are special
Teacher’s language because they take care of us, our home, our food, our clothes,
etc. It is very important to show our love for them every day.
It’s Mother’s Day! Happy Mother’s Day!
EXTENSION: See Zac’s Zone activity 1

Table Time
Extra materials checklist CD1 Ask the children to go back to their seats using the
T5
Table Time Chant as in Module 1.
For the core lesson
4 Fine Motor Skills: Colour. [PB p. 104, Ex. 1]
Zac puppet
IWB Bring up p. 104 on the IWB. Point to each character and
Class CD1, CD2 ask the children to identify them: Who’s this? Zac/Ina/
FC 7 (mummy) Ani/Lin-Mummy. Say: Happy Mother’s Day! as you point
to Mummy again. The children repeat after you. Point
Realia: (a flower, photos of your mother and to the flower and say: Look! It’s a flower! The children
the children’s mothers) repeat after you. Say: A flower for Mummy! The children
repeat in chorus. Point to the flower again and pretend
For optional activities you are wondering. Ask: What colour? Point to the colour
ZZ 1: realia: photos of your mother and the splashes and elicit the colours. Say: Let’s colour it (red).
With the colouring tool, colour in the flower. Point to it
children’s mothers
and say: A (red) flower for Mummy! Happy Mother’s Day!
ZZ 2: CD2, Cutouts (Ani, Mummy), a flower Ask individual children to come to the board and colour
ZZ 3: copies of Extra WS1 (T’s p. 251) one in the flower. When they finish colouring, encourage
them to say: A (red) flower for Mummy! Happy Mother’s
per child Day! Repeat until all children have had a turn.
Hold up PB p. 104. Follow the same procedure to
present the task. Before having the children do any
colouring, have them mime colouring with their fingers.
Allow children time to colour in the flower. Provide help
when necessary.

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 Mother’s Day
5 Chant: Listen & sing. [PB p. 104, Ex. 2] I love you! I love you! (put your hand over your heart to mime
IWB Say Now, watch! Use the IWB and play the animated love)
version of the chant. Here’s a flower! (pretend picking a flower and giving it to your
mother)
Say Let’s sing! Place a flower and the photo of your
Here’s a flower! (pretend picking a flower and giving it to your
REALIA mother on your desk. Use the Zac puppet and point mother)
to the heart and the flash card of mummy on the I love you! I love you! (put your hand over your heart to mime
FC 9
board as you go through the chant demonstrating the love)
TPR actions. The children copy your actions. Play the Happy Mother’s Day! (blow kisses in the air)
chant on CD2 or the IWB. The children repeat the key Happy Mother’s Day! (blow kisses in the air)
vocabulary (underlined in the script) as they carry out I love you! I love you! (put your hand over your heart to mime
the actions. love)

Happy Mother’s Day Chant Alternatively, the children open their books at p. 104.
CD2 Mummy, Mummy (show/lift up photo of your mother) Play the chant. The children point to the pictures as they
Oh, my mummy (fold your arms and mime hugging your sing along.
T38 mother)
I love you! I love you! (put your hand over your heart to mime EXTENSION: See Zac’s Zone activities 2-3
love)
Happy Mother’s Day! (blow kisses in the air) 6 Tidy up & Bye-bye
Happy Mother’s Day! (blow kisses in the air) CD1 Repeat the Tidy up and Bye-bye routine as in Lesson 1.
T3

1 Circle Time Consolidation: Play My mummy.

T ip !
(productive skills; fine motor skills) Since this is a Table Time activity, assign pairs based
on the seating arrangement in your classroom. Pair
REALIA Show a photo of your mother to the children and each child with the one sitting on his/her right or left.
say: This is my mummy. I love my mummy. Happy
Mother’s Day! Ask a child to come to the front and
3 Table Time Consolidation: Mother’s Day Cards
show a picture of his/her mother to the rest of the
(fine motor skills, productive skills) [T’s p. 251,
class. Prompt the child to use the same structures to
Extra Worksheet 1]
present their mother. Repeat until all children have
had a turn. Special Mother’s Day Worksheet 1
Days

Draw your mother’s face. Then colour.

2 Table Time Song Dramatisation: Happy Mother’s

Day! (productive skills)
CUTOUTS Play the song on CD2 or the IWB again. Then
point to the picture on the IWB again.
REALIA
Alternatively, hold up PB p. 104. Hold up the
CD2 cutouts for Ani and Mummy. In Ani’s ‘voice’
say: Happy Mother’s Day! I love you Mummy!
T38
Have the children repeat after you. Then give
Ani a flower and have Ani give it to Mummy.
In Ani’s ‘voice’ say: Here’s a flower, Mummy!
The children repeat after you. Then hold up 246 © Express Publishing PHOTOCOPIABLE

the cutout for Mummy and say: Thank you,

Ani! I love you! The children repeat after EWS1 Give each child a copy of EWS1. Point to the outline of
you. Put the children into pairs and assign the woman. Explain that the children should draw their
the role of Mummy to one child and the role mother’s face (eyes, nose, mouth). The children can also
of Ani to the other. Hand out the character draw their mother’s hair, glasses, etc. When they finish
cutouts accordingly. The children act out the drawing, point to both the flower shape and the woman
exchange. Then they swap roles and repeat and say: Now, colour! Allow the children time to colour
T ip ! the activity. in the card. Then help them cut it out and fold it in order
Since this is a Table Time activity, assign pairs based to make a card. Encourage the children to present their
on the seating arrangement in your classroom. Pair work (e.g. It’s my mummy! I love my mummy! Happy
each child with the one sitting on his/her right or left. Mother’s Day!).

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 Phonics
(Optional)

T ip !
Before carrying out the corresponding tasks, you may wish
to revise tracing the letters. In that case, point to the letters
in the pictures and start tracing following the direction of
the arrows on the corresponding pages in the Pupil’s Book
(see Phonics PB pp. 88-95)

Module 1 Module 2

Activity Book (p. 54) Activity Book (p. 55)

Sound Identification: Circle & colour. Sound identification: Circle.
Module 1 Module 2
Phon ics
ional)
(Opt

Circle & colour. Circle.

54 55

IWB Bring up AB p. 54 on the IWB. Point to the letter b and IWB Bring up AB p. 55 on the IWB. Point to the letter d and
say: \b\. Play the audio for verification. Encourage the say: \d\. Play the audio for verification. Encourage
children to repeat the sound. Then, point to the items the children to repeat the sound. Then, point to the
in the picture and ask the children to identify them characters and ask children to identify them [Who’s
[What’s this? A (bag/pencil).] Say: Listen for \b\ as this? (Grandma/Daddy)]. Say: Listen for \d\ as you
you repeat the words. Ask the children to identify the repeat the words. Ask the children to identify the
initial sound \b\. Say: \b\-bag. Is it the same? (Yes). initial sound \d\. Say: \d\-grandma. Is it the same?
Repeat for pencil. The children say no when the word (No). Repeat for daddy. The children say yes when
does not match the sound. Invite a child to the board the word matches the sound. Invite a child to the
and say: Circle \b\. Bag or pencil? With the pencil board and say: Circle \d\. Grandma or Daddy? With
tool, help the child to circle the correct item (bag). the pencil tool, help the child to circle the correct
Then say: Now, colour. The child colours in the bag. item (Daddy). Repeat with individual children as
Repeat with individual children as many times as many times as necessary until all the children have
necessary until all the children have had a turn. had a turn.
Hold up AB p. 54. Follow the same procedure to Hold up AB p. 55. Follow the same procedure to
present the task. Ask the children to circle the correct present the task. Ask the children to circle the correct
answer with their fingers before using their pencils. answer with their fingers before using their pencils.
Then ask children to take out a coloured pencil Allow the children time to complete the task. Provide
before they start colouring [e.g. Show me (blue)]. help when necessary. Check children’s work.
Allow the children time to complete the task. Provide
help when necessary. Check children’s work.

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 Phonics
Module 3 Module 4

Activity Book (p. 56) Activity Book (p. 57)

Sound Identification: Circle. Sound Identification: Circle.
Module 3 Module 4

Circle. Circle.
56 57

IWB Bring up AB p. 56 on the IWB. Point to the letter r IWB Bring up AB p. 57 on the IWB. Point to the letter
and say: \r\. Play the audio for verification. Encourage m. Play the audio for verification. Encourage the
the children to repeat the sound. Then, point to the children to repeat the sound. Then, point to the items
colours and ask the children to identify them [What on the screen and ask the children to identify them
colour is it? (Red/Blue).]. Say: Listen for \r\ as you [What’s this? (Milk/Juice).]. Say: Listen for \m\ as
repeat the words. Ask the children to identify the you repeat the words. Ask the children to identify the
initial sound \r\. Say: \r\-red. Is it the same? (Yes). initial sound \m\. Say: \m\-milk. Is it the same? (Yes).
Repeat for blue. The children say no when the word Repeat for juice. The children say no when the word
does not match the sound. Invite a child to the board does not match the sound. Invite a child to the board
and say: Circle \r\. Red or blue? With the pencil and say: Circle \m\. Milk or juice? With the pencil
tool, help the child to circle the correct colour (red). tool, help the child to circle the correct item. Repeat
Repeat with individual children as many times as with individual children as many times as necessary
necessary until all the children have had a turn. until all the children have had a turn.
Hold up AB p. 56. Follow the same procedure to Hold up AB p. 57. Follow the same procedure to
present the task. Ask the children to circle the correct present the task. Ask the children to circle the correct
answer with their fingers before using their pencils. answer with their fingers before using their pencils.
Allow the children time to complete the task. Provide Allow the children time to complete the task. Provide
help when necessary. Check children’s work. help when necessary. Check children’s work.

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 Phonics
(Optional)

Module 5 Module 6

Activity Book (p. 58) Activity Book (p. 59)

Sound Identification: Circle. Sound Identification: Circle.
Module 5 Module 6

Circle. Circle.
58 59

IWB Bring up AB p. 58 on the IWB. Point to the letter n and IWB Bring up AB p. 59 on the IWB. Point to the letter c and
say: \n\. Play the audio for verification. Encourage say: \k\. Play the audio for verification. Encourage the
the children to repeat the sound. Then, point to the children to repeat the sound. Then, point to the pets
items in the picture and ask the children to identify in the picture and ask the children to identify them
them [What’s this! (Nose/Eyes).]. Say: Listen for \n\ [What’s this? A (cat/dog).]. Say: Listen for \k\ as you
as you repeat the words. Ask children to identify the repeat the words. Ask children to identify the initial
initial sound \n\. Say: \n\-nose. Is it the same? (Yes). sound \k\. Say: \k\- cat. Is it the same? (Yes). Repeat
Repeat for eyes. The children say no when the word for dog. The children say no when the word does not
does not match the sound. Invite a child to the board match the sound. Invite a child to the board and
and say: Circle \n\. Nose or eyes? With the pencil say: Circle \k\. Cat or dog? With the pencil tool, help
tool, help the child to circle the correct item (nose). the child to circle the correct pet (cat). Repeat with
Repeat with individual children as many times as individual children as many times as necessary until
necessary until all the children have had a turn. all the children have had a turn.
Hold up AB p. 58. Follow the same procedure to Hold up AB p. 59. Follow the same procedure to
present the task. Ask the children to circle the correct present the task. Ask the children to circle the correct
answer with their fingers before using their pencils. answer with their fingers before using their pencils.
Allow the children time to complete the task. Provide Allow the children time to complete the task. Provide
help when necessary. Check children’s work. help when necessary. Check children’s work.

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 Phonics
Module 7 Module 8

Activity Book (p. 60) Activity Book (p. 61)

Letter Identification: Circle. Sound Identification: Circle.
Module 7 Module 8

Circle. Circle.
60 61

IWB Bring up AB p. 60 on the IWB. Point to the letter h and IWB Bring up AB p. 61 on the IWB. Point to the letter s and
say: \h\. Play the audio for verification. Encourage the say: \s\. Play the audio for verification. Encourage the
children to repeat the sound. Then, point to the items children to repeat the sound. Then, point to the items
in the picture and ask the children to identify them in the picture and ask the children to identify them
[What’s this? A (hat/dress).]. Say: Listen for \h\ as [What’s this? The sun/A bucket.]. Say: Listen for \s\
you repeat the words. Ask the children to identify the as you repeat the words. Ask the children to identify
initial sound \h\. Say: \h\- hat. Is it the same? (Yes). the initial sound \s\. Say: \s\- sun. Is it the same?
Repeat for dress. The children say no when the word (Yes). Repeat for bucket. The children say no when
does not match the sound. Invite a child to the board the word does not match the sound. Invite a child to
and say: Circle \h\. Hat or dress? With the pencil tool, the board and say: Circle \s\. Sun or bucket? With the
help the child to circle the correct item (hat). Repeat pencil tool, help the child to circle the correct item
with individual children as many times as necessary (sun). Repeat with individual children as many times
until all the children have had a turn. as necessary until all the children have had a turn.
Hold up AB p. 60. Follow the same procedure to Hold up AB p. 61. Follow the same procedure to
present the task. Ask the children to circle the correct present the task. Ask the children to circle the correct
answer with their fingers before using their pencils. answer with their fingers before using their pencils.
Allow the children time to complete the task. Provide Allow the children time to complete the task. Provide
help when necessary. Check children’s work. help when necessary. Check children’s work.

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 Evaluation

Evaluation plays an integral part in the learning process. Evaluation is

most efficient when it is based on systematic observation of the children
throughout the course. Evaluation provides valuable information about
each child’s progress in the acquisition of receptive and productive skills, as
well as information on their attitude towards their own learning experience.
Evaluation also allows teachers to reflect on the validity of their teaching
practices, and on the types of material being used.
The Flibets offers the following instruments for evaluation:

Formative Evaluation Summative Evaluation

Formative, or internal, evaluation refers to the ongoing evaluation In contrast, summative evaluation refers to the evaluation at the
of children’s learning. It is usually ungraded because it focuses end of a module, with the focus being on the assessment of a
on assessing where the learners’ understanding is at the present child’s performance. Therefore, the child’s progress should be
moment. This enables teachers to adjust the lesson so as to meet monitored throughout the course, not in terms of grades but
the needs of the class, for example decide to do more revision so rather in terms of reaching goals. Their class participation as well
that children who are currently behind can catch up. as their attitude and behaviour should be taken into account.
Any game or activity the child does can be used for this type of Make photocopies of the Child Evaluation Form (see T’s p. 214),
evaluation. The results are then recorded on the child’s Games one per child, and update it at the end of every module. You can
and Activities Evaluation Chart (see T’s p. 213). use the same criteria and code as in the Formative Evaluation or
a colour code:
Make as many photocopies as you need and complete the charts
as indicated. Write the names of the activities you are going to
■ Yes ■ Sometimes ■ Seldom
evaluate (e.g. Hello Module Worksheet 1 T’s p. 23, games, craft
activities, and so on) and evaluate the children’s work following
the criteria and code below:
★★★★ 
The child can: understand and follow instructions,
recognise and practice the language; cooperate with
other children.
★★★✩ 
The child can: understand but cannot follow
instructions; recognise but cannot produce the language;
cooperate with other children but with difficulty.
★★✩✩ 
The child cannot: understand or follow instruction;
recognise the language; cooperate with others.

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 Games and Activities Evaluation Chart
(Formative evaluation)

Name of game/activity: ............................................................................................................................................................................

Aim of game/activity: ...............................................................................................................................................................................
Module: ................................................ Lesson: .................................................... Course:................................................

Children’s names: Code and comments

1

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Evaluation Code ★★★★ ★★★ ★★

© Express Publishing PHOTOCOPIABLE

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 Child Evaluation Chart
(Summative evaluation)
Name: ........................................................................... Class: ......................................... Date:..............................................
The child …
Hello! Module Module Module Module Module Module Module Module
Module 1 2 3 4 5 6 7 8
responds positively to the
teacher and the learning
environment.
can sit in a circle with the
other children.
follows classroom routines
and the teacher’s directions.
is willing to participate in
activities.
interacts with others
(pairwork/groupwork).
understands the classroom
language (receptive language)
and expresses (productive
language) wants, needs and
ideas.
respects classroom rules.
recalls the new language from
one lesson to the other.
develops his/her
pre-reading/pre-writing skills
by tracing lines, matching,
circling, and other activities.
can follow the stories and
understands their meaning.
can follow the stories and
understands their activities.
can work well on his/her own.
can follow the listening
tasks and understands their
content.
can follow the videos and
understands their content.

■ Yes ■ Sometimes ■ Seldom

214 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts Evaluations.indd 214 7/17/20 4:20 PM

 Worksheets
&
Pupil’sς Cardsς

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Flibets Starter Ts Evaluations.indd 215 7/17/20 4:20 PM

Flibets Starter Ts Evaluations.indd 216 7/17/20 4:20 PM
 Hello! Worksheet 1

Colour and draw to make a picture of yourself.

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Flibets Starter Ts WS Hello.indd 217 7/17/20 4:18 PM

 Hello! . Worksheet 2

Look and match.

218 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS Hello.indd 218 7/17/20 4:18 PM

 My class . Worksheet 1

Cut out the puzzle pieces and shuffle them. Put the pieces back together to see the school items.

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Flibets Starter Ts WS 1.indd 219 7/17/20 4:12 PM

 My class . Worksheet 2

Choose a blue, red or yellow pencil and colour the pieces with a dot in them. What can you see in the puzzle?

220 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 1.indd 220 7/17/20 4:12 PM

 My class . Worksheet 3

Find and circle the picture that is different in each row.

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Flibets Starter Ts WS 1.indd 221 7/17/20 4:12 PM

 My class . Worksheet 4

Colour the picture.

222 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 1.indd 222 7/17/20 4:12 PM

 My class . Worksheet 5

Choose a fastener and a pocket to make your bag. Then, choose a pencil to put in it. Colour.

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Flibets Starter Ts WS 1.indd 223 7/17/20 4:12 PM

 My class . Worksheet 6

Colour each splash a colour (blue, green, red, yellow). Then cut out the wheel. Put a pencil on the wheel to play the game.

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Flibets Starter Ts WS 1.indd 224 7/17/20 4:12 PM

 My class Worksheet 7

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Flibets Starter Ts WS 1.indd 225 7/17/20 4:12 PM

 My family . Worksheet 1

Play Bingo!

226 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 2.indd 226 7/17/20 4:13 PM

 My family . Worksheet 2

Cut out the cards. Use this card to say Yes and this one to say No.

YES NO YES NO

YES NO YES NO

YES NO YES NO

YES NO YES NO

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Flibets Starter Ts WS 2.indd 227 7/17/20 4:13 PM

 My family . Worksheet 3

Look. Colour. Say.

228 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 2.indd 228 7/17/20 4:13 PM

 My family . Worksheet 4

Colour.

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Flibets Starter Ts WS 2.indd 229 7/17/20 4:13 PM

 My family . Worksheet 5

Colour the picture.

230 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 2.indd 230 7/17/20 4:13 PM

 My toys . Worksheet 1

How many? Count and match. Then colour.

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Flibets Starter Ts WS 3.indd 231 7/17/20 4:14 PM

 My toys . Worksheet 2

Find the toys. Colour.

232 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 3.indd 232 7/17/20 4:14 PM

 My toys . Worksheet 3

Colour. Then cut.

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Flibets Starter Ts WS 3.indd 233 7/17/20 4:14 PM

 My toys . Worksheet 4

Look. Count and colour the number.

1 2 3 1 2 3 1 2 3
234 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 3.indd 234 7/17/20 4:14 PM

 My food . Worksheet 1

Colour the tree and then stick your ‘fruit’ on it.

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Flibets Starter Ts WS 4.indd 235 7/17/20 4:14 PM

 My food . Worksheet 2

Colour and cut out the pictures.

236 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 4.indd 236 7/17/20 4:14 PM

 My face . Worksheet 1

Give the monster hair, a mouth and teeth using your coloured pencils or crayons.

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Flibets Starter Ts WS 5.indd 237 7/17/20 4:15 PM

 My face . Worksheet 2

Cut out the cards and use them to play the game.

238 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 5.indd 238 7/17/20 4:15 PM

 My face . Worksheet 3

Colour and cut out the face parts to use in the craft activity and the game.

© Express Publishing PHOTOCOPIABLE 239

Flibets Starter Ts WS 5.indd 239 7/17/20 4:15 PM

 My pet . Worksheet 1

Colour and cut out the parts of the pets’ bodies. Stick the different parts together with tape or glue. Come up with a fun
name for the new pet (bird-cat or cat-bird).

240 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 6.indd 240 7/17/20 4:16 PM

 My pet Worksheet 2

Look and match!

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Flibets Starter Ts WS 6.indd 241 7/17/20 4:16 PM

 My pet . Worksheet 3

Look carefully at the animals and match them to their footprints.

242 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 6.indd 242 7/17/20 4:16 PM

 My pet . Worksheet 4

It’s time to eat! Help the animals go to the farmer so he can feed them. Colour the animals and name them.

© Express Publishing PHOTOCOPIABLE 243

Flibets Starter Ts WS 6.indd 243 7/17/20 4:16 PM

 My pet . Worksheet 5

Colour. Then cut.

244 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 6.indd 244 7/17/20 4:16 PM

 My clothes . Worksheet 1

Colour the T-shirt.

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Flibets Starter Ts WS 7.indd 245 7/17/20 4:17 PM

 My clothes . Worksheet 2

Colour and cut out the clothes.

246 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 7.indd 246 7/17/20 4:17 PM

 My clothes . Worksheet 3

Colour and cut out the wardrobe.

© Express Publishing PHOTOCOPIABLE 247

Flibets Starter Ts WS 7.indd 247 7/17/20 4:17 PM

 My clothes . Worksheet 4

Colour and cut out the wardrobe.

248 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 7.indd 248 7/17/20 4:17 PM

 At the beach . Worksheet 1

Colour the left thumb green and the right thumb red. Then cut the cards and use them in the game.

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Flibets Starter Ts WS 8.indd 249 7/17/20 4:17 PM

 At the beach . Worksheet 2

Colour the picture with a partner.

250 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts WS 8.indd 250 7/17/20 4:17 PM

 Special
Days
Mother’s Day. Worksheet 1

Draw your mother’s face. Then colour.

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Flibets Starter Ts WS SpecialDay.indd 251 7/17/20 4:19 PM

 My class . Pupil’s Cards

Cut out the pupil’s cards.

PC1 PC1 PC1 PC1

PC2 PC2 PC2 PC2

PC3 PC3 PC3 PC3

PC4 PC4 PC4 PC4

252 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts Pupils Cards.indd 252 7/17/20 3:35 PM

 My family Pupil’s Cards

Cut out the pupil’s cards.

PC5 PC5 PC5 PC5

PC6 PC6 PC6 PC6

PC7 PC7 PC7 PC7

PC8 PC8 PC8 PC8

© Express Publishing PHOTOCOPIABLE 253

Flibets Starter Ts Pupils Cards.indd 253 7/17/20 3:35 PM

 My family Pupil’s Cards

PC9 PC9 PC9 PC9

PC10 PC10 PC10 PC10

PC11 PC11 PC11 PC11

254 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts Pupils Cards.indd 254 7/17/20 3:35 PM

 My toys Pupil’s Cards

Cut out the pupil’s cards.

PC12 PC12 PC12 PC12

PC13 PC13 PC13 PC13

PC14 PC14 PC14 PC14

© Express Publishing PHOTOCOPIABLE 255

Flibets Starter Ts Pupils Cards.indd 255 7/17/20 3:35 PM

 My toys Pupil’s Cards

PC15 PC15 PC15 PC15

PC16 PC16 PC16 PC16

PC17 PC17 PC17 PC17

256 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts Pupils Cards.indd 256 23/07/2020 16:16

 My food Pupil’s Cards

Cut out the pupil’s cards.

PC18 PC18 PC18 PC18

PC19 PC19 PC19 PC19

PC20 PC20 PC20 PC20

PC21 PC21 PC21 PC21

© Express Publishing PHOTOCOPIABLE 257

Flibets Starter Ts Pupils Cards.indd 257 7/17/20 3:35 PM

 My food Pupil’s Cards

PC22 PC22 PC22 PC22

PC23 PC23 PC23 PC23

PC24 PC24 PC24 PC24

258 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts Pupils Cards.indd 258 7/17/20 3:35 PM

 My face Pupil’s Cards

Cut out the pupil’s cards.

PC25 PC25 PC25 PC25

PC26 PC26 PC26 PC26

PC27 PC27 PC27 PC27

PC28 PC28 PC28 PC28

© Express Publishing PHOTOCOPIABLE 259

Flibets Starter Ts Pupils Cards.indd 259 7/17/20 3:35 PM

 My face Pupil’s Cards

PC29 PC29 PC29 PC29

PC30 PC30 PC30 PC30

PC31 PC31 PC31 PC31

260 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts Pupils Cards.indd 260 7/17/20 3:35 PM

 My pet Pupil’s Cards

Cut out the pupil’s cards.

PC32 PC32 PC33 PC33

PC34 PC34 PC35 PC35

PC36 PC36 PC37 PC37

© Express Publishing PHOTOCOPIABLE 261

Flibets Starter Ts Pupils Cards.indd 261 7/17/20 3:35 PM

 My clothes Pupil’s Cards

PC38 PC38 PC38 PC38

PC39 PC39 PC39 PC39

PC40 PC40 PC40 PC40

PC41 PC41 PC41 PC41

PC42 PC42 PC42 PC42

PC43 PC43 PC43 PC43

262 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts Pupils Cards.indd 262 7/17/20 3:35 PM

 At the beach Pupil’s Cards

Cut out the pupil’s cards.

PC44 PC44 PC44 PC44

PC45 PC45 PC45 PC45

PC46 PC46 PC46 PC46

© Express Publishing PHOTOCOPIABLE 263

Flibets Starter Ts Pupils Cards.indd 263 7/17/20 3:35 PM

 At the beach Pupil’s Cards

PC47 PC47 PC47 PC47

PC48 PC48 PC48 PC48

PC49 PC49 PC49 PC49

264 © Express Publishing PHOTOCOPIABLE

Flibets Starter Ts Pupils Cards.indd 264 7/17/20 3:35 PM