Singular nouns beginning with vowels. Language practised. Young Learners Test preparation. Equipment needed. Draw a line from a or an.

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1 Fun for Starters Teacher s ook nne Robinson 6 Our face and body ody and face arm, body, ear, eye, face, foot, hand, head, leg, mouth, nose, tail Food apple, banana, carrot, egg, ice cream, orange nimals elephant, giraffe Nouns box, cross, tick Verbs look, put, read Grammar a/an Starters Reading and Writing Parts 1 and 3 Coloured pens or pencils. Train learners how to write ticks or crosses to indicate whether something is true or false.this may not be the usual way for them to do this. Yes or no? Name and point to these parts of your face or body: arm, body, ear, eye, face, foot, hand, head, leg, mouth, nose. Learners repeat the words after you. Show learners how to write a tick and a cross. Do this on the board first. Next, draw a big tick and a big cross in the air. Point to parts of your face and body. Each time, say a sentence. For example: This is a hand. Make some of the sentences true (yes) and some false (no). If the sentence is yes, learners draw a tick in the air. If it is no, they draw a cross. Look and read. Put a tick or a cross in the box. Learners look at the monster. They read the sentences and put a tick in the box beside the yes sentences and a cross beside the no sentences Learners colour the picture of the monster using different colours for different parts of its body. sk different learners questions about their pictures. For example: What colour is his ear? (green) Learners ask and answer each other in pairs about their monsters. Singular nouns beginning with vowels. Write the vowels on the board: a, e, i, o, u Learners say them after you. Learners look at the pictures of the elephant and the giraffe. Try and elicit the following by pointing to the relevant picture: This is an elephant. This is a giraffe. Write the sentences on the board. sk learners: Why an elephant but a giraffe? Highlight the first letter of each word. Point to the vowels on the board. an + a, e, i, o, u Tell learners to try and say a elephant it s very difficult! Draw a line from a or an. Learners look at the body words. They look at the example (arm). Learners look at the other words and draw a line from a or an by looking at the first letters of the words. They draw green lines between an and the words and red lines between a and the words. They could also highlight or underline the first letters. a + body, face, foot, hand, head, leg, mouth, nose, tail an + arm, ear, eye Note: Tell learners to draw clear, direct lines as this is the way they have to answer in Part 1 of the Listening Test. Spell it for me. Learners need pens or pencils and paper. Explain (in their first language, if possible) that you are going to say letters, one by one, to spell foods. For example, p-e-a-r They write the letters. If they think they know what the word is before you say all the letters, they put their hand up. For example: p e Learner: Stop! Pear. a r. The learner wins two points for the class. (For the two letters you had not said yet.) If no letters are guessed, the teacher gets a point. Words to spell: apple, banana, carrot, egg, ice cream, orange. When learners have written all the words, they can win more points by putting a or an correctly in front of each. Mime eating each of the foods. sk learners: What am I eating? nswers: an apple, a banana, a carrot, an egg, an ice cream, an orange. 19

2 Fun for Starters Teacher s ook nne Robinson 7 No mouth, no nose ody and face arm, body, ear, eye, face, foot/feet, hair, hand, head, leg, mouth, nose Nouns letter, line, picture, word Verbs colour, draw, look, paint, point, run, see, sit, smile, stand, throw, tick, walk, wave, write Grammar regular and irregular plurals, his/her Starters Reading and Writing Parts 3 and 4 None. For Starters Reading and Writing Part 3, train learners to cross off the letters as they use them to form the word. Look at the pictures. Look at the letters.write the words. sk learners what they can see in the first picture (an ear). sk them to count the number of lines (one line = one letter) and to count the number of letters in the circle (3). Point to the answer (ear). Learners put the other letters in the right order to make words. Each time, they should check that they have used all the letters by crossing them off. 2 mouth 3 hand 4 nose 5 feet 6 face Draw learners attention to the word feet (plural). Point to your foot or draw a foot on the board and ask them to give you the singular form. Contrast this with hands. Point to both your hands or draw two hands on the board. sk learners to name these (hands). Explain that normally when we refer to two or more things, we add s to the end of the word, but we don t do this with feet because it is irregular. You could refer to irregular plurals in the learner s first language, if possible/necessary. What s missing? Learners look at the first picture and say which part of the boy s face is missing. (His ears.) Show them where to write their answer. Learners write the other answers. Check their answers by asking different learners to come to the board to write the answer. nswers: 1 ears 2 eyes 3 mouth 4 nose 5 hair Learners draw the missing parts on the faces. You could discuss with learners, in their first language if possible/necessary, why they can see his or her in front of the words they have written (his for a boy or man, her for a girl or woman). Learners prepare anagrams. In their notebooks, learners draw a picture of one of the parts of the body or face from this unit, or unit 6. Next to each drawing, they draw a line for each letter of the word and a circle or box with the letters jumbled up on the right. Show learners how to do this before they start. Learners exchange their notebooks and put the letters in the right order to make the words. Repeat this with other parts of the body. How many? Learners name different parts of the body. Write these on the board: arm, body, ear, eye, face, foot, hand, head, leg, mouth, nose. Learners count how many of each of these body parts there are in the classroom. Write the results on the board. I do it with my You say an action, for example: listen. Learners point to the part of the body that they use to do that action. You can play this as an elimination game. If learners point to the wrong part of their body or hesitate for too long, they are out. ctions paint walk run look point sit stand see tick write colour draw wave smile throw 20

3 Fun for Starters Teacher s ook nne Robinson 8 What we wear Clothes clothes, dress, glasses, handbag, hat, jacket, jeans, shirt, shoe, skirt, sock, T-shirt, trousers Nouns box, boy, dad, example djectives beautiful, clean, favourite, new Verbs be, have got, listen, tick, wear Expressions So do I. Grammar clothes vocabulary (singular and plural), this and these Starters Listening Part 3, Reading and Writing Parts 3 and 4 Starters CD/Cassette 8. See the tapescript on page 70. Pictures of clothes for (optional). For Starters Listening Part 3, train learners to look carefully at the three pictures and to notice the differences between them. Complete the crossword. If your learners already know some clothes vocabulary, ask them to look at the picture crossword and to complete the words by writing a letter in each box. You could allow them to use bilingual dictionaries to check spelling, or to look up words they have forgotten or not yet learnt. If your learners don t know the clothes vocabulary for this unit, pre-teach it by pointing to their clothes, or photos from magazines, and naming them. Write the vocabulary on the board. Learners complete the crossword. Down (from left to right): dress, shirt, jeans, shoe, glasses, sock, hat cross: skirt, trousers, handbag, jacket Draw it in the air. Draw these clothes in the air with a pointed finger: a dress a sock a skirt a hat Learners watch and say each word as you draw it. In pairs, learners draw one of the clothes items in the air. Their partner has to watch and say what they have drawn. Listen and tick the box. sk learners to look at the first set of pictures and to tell you what they can see. Make sure they are aware of the key differences that will be heard on the recording. boy. He s wearing red shoes. boy. He s wearing red shoes and a hat. C boy. He s wearing glasses and blue shoes. Play the CD/Cassette. Learners answer the question: Which boy is Tom? Check answer: 1 Learners look at the second set of pictures. sk: What s the man wearing? shirt and jeans. T-shirt and jeans. C jacket, T-shirt and jeans. Play the CD/Cassette. Learners answer the question: Which man is Kim s dad? Check answer: 2 Singular and plural. Write on the board: This is my favourite These are my favourite Either hold up a picture, point to the clothes or say the word (see suggestions below). Learners have to say the correct sentence. For example: Teacher: jacket Learners: This is my favourite jacket. Teacher: jeans Learners: These are my favourite jeans. Suggested clothes: trousers, dress, T-shirt, glasses, hat, handbag, shirt, shoes, skirt, socks fter a while, change the adjective in the sentences: This is / These are my new This is / These are my clean This is / These are my beautiful The long clothes sentence. Say a sentence. The next learner has to repeat the sentence and add another word. Teacher: In my cupboard, there are shoes. Learner : In my cupboard, there are shoes, dresses. Learner : In my cupboard, there are shoes, dresses, jackets. Play several times and see how long you can make the sentence. Note: Large classes: you could play this game in groups. 21

4 Fun for Starters Teacher s ook nne Robinson 9 funny monster Colours black, blue, brown, green, grey, orange, pink, purple, red, white, yellow Clothes clothes, hat, sock, T-shirt ody arm, eye, face, foot, hand, head, mouth, nose, tail Numbers two, four, five, six Nouns monster, number Verbs are, colour, draw, have got, read, wear, write djectives big, funny, long, small Grammar I have(n t) got, he has(n t) got Starters Listening Part 4, Reading and Writing Part 2 Coloured pens or pencils: black, blue, brown, green, grey, orange, pink, purple, red, yellow. In Starters Listening Part 4, learners have to colour things in a picture.they are not being tested on their ability to colour well. If they have coloured the right thing the right colour, they will get a mark. Look at the picture. Read and write the numbers. Learners look at the picture of the monster and count how many heads, eyes, noses, feet and arms he s got. They write each number in the text. 2/two heads, 6/six eyes, 2/two noses, 2/two funny tails, 5/five feet, 4/four arms Read and draw the clothes on the monster. Learners look at the sentence about the monster s clothes. They take a pencil and draw a hat on each of the two heads, a sock on each of the five feet and a big T-shirt on the monster s body. Note: Learners do not colour the clothes yet (that is the next activity below). C Read and colour the monster. Learners read the text and colour the monster and his clothes. Yes or no? Read out the following sentences about the monster. Learners put their thumbs up if the sentence is right about the picture and down if it s wrong. 1 He s got five feet. (Yes thumbs up.) 2 He hasn t got a nose. (No thumbs down.) 3 He s got two funny tails. (Yes thumbs up.) 4 His eyes are pink. (Yes thumbs up.) 5 He s got two green faces. (No thumbs down.) Draw a monster Learners draw and colour a monster. They do not show their pictures to each other. Write on the board: big/small. heads, eyes, noses, mouths, legs, feet, arms, hands. Learners copy this and write the numbers for each part of their monster. Learners work in pairs. One learner describes their monster. The other learner draws it. Learners compare their monster pictures. The longest memory. Say these colours: black, blue. Learners open their notebooks and listen. When you say write, they have to write the colours you have said, in the same order. The person beside them should check what they have written. Keep saying more colours. If learners forget to write a colour or write them in the wrong order, they are out. The winner is the one who remembers and writes correctly the longest list. Note: If learners find it difficult to write the colours, they could do this activity by colouring small areas in the order you have said the colours, instead of writing. Obviously they will have to leave a blank space for white if they are colouring on white paper! Colours 1 black, blue 2 red, green, yellow 3 black, grey, brown, orange 4 pink, purple, yellow, red, brown 5 white, red, blue, grey, brown, green 6 yellow, pink, white, purple, red, black, orange 7 black, blue, pink, white, red, orange, yellow, purple 8 black, blue, yellow, red, white, pink, grey, purple, orange 9 yellow, orange, red, brown, green, white, purple, black, pink, grey 10 brown, red, pink, grey, black, yellow, white, blue, green, orange, purple 22

5 Fun for Starters Teacher s ook nne Robinson 10 My family Family brother, cousin, dad, family, grandfather, grandma, grandmother, grandpa, mum, sister Nouns animal, cat, dog, fish, garden, house, name, people, word Verbs circle**, do, have got, live, love, read djectives big, long, old, short, young Prepositions in, next to, with Questions how many, who Pronouns I, my, us, you, your ** Not on Young Learners wordlists Starters Speaking Part 5, personal questions Coloured pens or pencils. Paper for drawing families. Learners should be prepared to answer questions about their families in the Starters Speaking Test. Read and circle the family words. Learners look at the text. Look at the word mum. Mum is a family word and this is why it is circled. Learners read the text and circle the other family words. mum, dad, sisters, brothers, grandpa, grandma. Note: Explain that grandfather/grandpa, grandmother/grandma, father/dad and mother/mum mean the same, but grandpa, grandma, dad and mum are more familiar. Use the learners first language if possible. Which is Sam s family? Learners look at the three pictures and say which picture shows Sam s family. nswer: picture 2. Say: I ve got one brother. Stand behind me. That learner then asks a different learner the same question: How many brothers and sisters have you got? The learner asked answers the question and stands in front of the person if they have fewer brothers and sisters and behind the person if they have more. ll learners ask each other the question: How many brothers and sisters have you got? They get into a line in the order of the number of brothers and sisters they have. Learners with no brothers or sisters stand at the front, those with the most stand at the back. Learners now ask each other: How many cousins have you got? They get into a line according to the number of cousins they have. Learners then ask and move to stand in the order of the number of animals they have at home. Draw a picture. Learners draw pictures of their families. They could also write a short text about their families, using Sam s text as a model. Display the pictures around the room. Who s that? Each learner writes a list of the names of the people in their family (including themselves) on a piece of paper. You could join in by writing your family s names on the board. For example: James, Margaret, David, John, Cristina, Victoria With a green pen, they number the names in alphabetical order. sk different learners to read out the names. With a red pen, they number the names from young to old. sk different learners to read out the names. With a blue pen, they number the names from the longest (the most letters) to the shortest. sk different learners to read out the names. In pairs, learners ask and answer each other about the names. For example: Learner : Who s James? Learner : He s my father. C nswer the questions. Learners answer the questions about their families. For 1 and 2, they write a number and for 3, 4 and 5, they write yes or no. Learners stand up. Go up to one learner and ask: How many brothers and sisters have you got? Learner: two 23

6 Fun for Starters Teacher s ook nne Robinson 11 Who s got the phone? People baby, boy, children, girl, man, people, person, woman nimals dog, duck, horse, monkey ody eye, leg, mouth, nose Nouns book, clock, ice cream, kite, number, phone Numbers two, four, five, six, ten, thirteen, twenty Verbs find, have got, look, read, write Questions who, how many Grammar irregular plurals (children, men, women), have and has got Starters Reading and Writing Parts 2 and 3 None. Words for people (boy, girl, etc.) appear in many parts of the Starters Test. It is important for learners to understand them and to be able to use them correctly. Find the words and write them under the pictures. Write the following on the board: one man two men one woman two sk learners to tell you which word to write after one woman two nswer: women You could point out that man and woman have irregular plurals. Write on the board: one boy + one girl = two one man + one woman = two If you have both boys and girls in your class, demonstrate the difference between two boys and two children. sk two boys to come to the front. Say: two boys sk another boy and one girl to come to the front. Say: two children Write children on the board beside one boy + one girl. sk learners which word to write beside one man + one woman. nswer: people Learners look at the pictures. They look in the box, find the words (they can circle them if they want) and write them on the lines under the pictures. 1 baby 2 boy 3 girl 4 man 5 woman 6 men 7 women 8 children Write yes or no. Learners look at the two example sentences. sk them: Which picture shows children? (8) Have they got a duck? (yes) Point out the word yes on the line beside the first example. sk them: Which picture shows the men? (6) Have they got a monkey? (No, a dog.) Point out the word no on the line beside the second example. Learners read the four sentences and write yes or no. 1 yes 2 no 3 no 4 yes How much can you remember? Give learners 30 seconds to look at the pictures again. Tell them you are going to ask them questions about them. They close their books. sk them questions about the pictures. They put their hands up to answer. Questions Who s got the phone? (the man) Who s got an ice cream? (the girl) Who s got the duck? (the children) Who s got the kite? (the boy) Who s got the dog? (the men) Who s got the horses? (the women) Who s got the book? (the woman) C Write numbers. sk learners: How many eyes have I got? (2/two) Look at the first question with the class: How many eyes have ten people got? Write on the board: 10 people X 2 eyes = sk learners to tell you the answer (20/twenty) and write it on the board. Learners write 20 on the first line and answer the other questions. 2 13/thirteen 3 8/eight Nine lives. Play Nine lives with words from this unit. See page 6 for how to play. 24

7 Fun for Starters Teacher s ook nne Robinson 12 Who can do this? Verbs can, change**, draw, fly, jump, look at, play badminton / football / table tennis / tennis, play the guitar / piano, ride a bike / horse, read, run, sing, spell, swim, walk, write Nouns book, cross, foot, monster, tick, word djectives right Grammar can/can t Conjunctions and, but, or ** Not on Young Learners wordlists Starters Speaking Part 5 personal questions None. In the Starters Speaking Test, learners need to feel confident about answering questions about themselves. For example: Have you got any brothers or sisters? Can you ride a horse? What s your favourite? Mime the verb. Mime the following actions to the learners: flying, swimming, jumping, running, singing. sk: What am I doing? (flying) Say the verbs. The learners mime the actions. Look at the monsters. Look at the ticks and crosses. Learners look at the pictures of the monsters. sk them: 1 Which monster has got a book? (C) 2 Which monster is singing? () 3 Which monster is flying? () 4 Which monster has got very long feet? (E) Learners look at the ticks and crosses for each monster. They read the sentences below and write the letters of the monsters they describe. 1 2 D 3 C 4 E Write the words for monster. Learners write the words in the sentences about monster. He can fly, jump and run (in any order). He can t swim, spell or sing (in any order). Can you? Divide the class into two groups: and. Learners in group turn to page 49. Learners in group turn to page 51. They write the words beside their pictures. Group : play the piano, ride a horse, sing a song, spell my name, play football Group : play badminton, play tennis, draw a picture, ride a bike, play the guitar Learners tick the things they can do and put a cross beside the things they can t in the second column, under Me. Learners write the name of the person sitting beside them at the top of the third column. For example: Marta. They put a tick beside the things they think Marta can do and a cross beside the things they think she can t do. They check their answers by saying sentences with each activity. For example: You can ride a bike. (Marta: Yes, that s right.) You can t ride a horse. (Marta: No, that s not right.) Change places. Note: If you have a large class, you can still play this as a whole class but you will need a lot of space. It is a good idea to play this game outdoors or in a room where there is space to move around (the school sports hall, for example). Learners sit in a circle. You say sentences which start with the words: Change places if you. ny learner whose answer is yes has to stand up and change places with another learner and sit down again. (Either do this in the learners first language, or demonstrate the activity and get learners to move.) Suggestions: Change places if you: can swim. can ride a horse. can sing. can play tennis. can read. can jump. can walk. can run. can play the guitar. can write. can play table tennis. 25

8 Fun for Starters Teacher s ook nne Robinson 13 ig or sma l? djectives beautiful, big, clean, dirty, happy, long, new, old, sad, short, small, ugly, young Nouns baby, ball, dog, fish, girl, hair, hand, man, picture, question, shoe, skirt, spider, word Verbs be, have got, look, read, write Prepositions in, under, with Grammar word order: adjectives Starters Reading and Writing Part 2 None. For Starters Reading and Writing Part 2, train learners to check that all parts of the sentence are true. For example, if the sentence says that the old man is sleeping and it is true, then there will be a man in the picture, he will be old and he will be sleeping. Write the words under the pictures. Learners look at the first two pictures. What can they see? (a girl) re the girls both the same? (No, one is clean and the other is dirty.) Learners find the words clean and dirty in the box above the pictures and copy clean into the space below girl 1 and dirty into the space below girl 2. Learners do the same for the other pictures. They use all the words in the box above the pictures. If they don t know some of the words, they could check them in a dictionary. Check answers by getting learners to say the whole phrase. For example: 1 a clean girl. Model and drill the pronunciation in each case. 1 a clean girl 2 a dirty girl 3 an old shoe 4 a new shoe 5 a young man 6 an old man 7 a beautiful spider 8 an ugly spider 9 a short skirt 10 a long skirt Say different numbers. Learners say what they can see in that picture. For example: 5. Learners: young man. fter a few turns, tell learners to close their books. Continue to call out the numbers. They have to tell you what is in each picture from memory. You could do this as a team game, giving each team time to consult and agree on an answer. Give points for correct answers. Look and read.write yes or no. Learners look at the picture and find the small dog. They read the first sentence: The small dog is happy. sk: Is it correct? (yes) Learners write yes beside sentence 1. Learners look at the picture and find the big ball. They read the second sentence: The big ball is in the dog s mouth. sk: Is it correct? (no) Learners write no beside sentence 2. Learners read sentences 3 5 and write yes or no. 3 yes 4 yes 5 no Note: With stronger learners, you could ask them to correct sentences 2 and 5. Suggested answers: The small ball is in the dog s mouth. The small girl has got short hair. / The big girl has got long hair. Opposites bingo. Say an adjective. Learners listen and tell you the opposite. For example: Teacher: young. Learners: old. Practise this until learners are quick at producing the opposites. Tell learners to make a ingo board on some paper or in their notebooks. See page 6 for how to do this. Learners write one of the adjectives from this unit in each square (they should write nine different adjectives). If necessary, write the words on the board and they choose nine of them. Play ingo. You say an adjective. (Make a note of each adjective you call out as you will need this for checking later.) If they have written the opposite of it, they cross the word out. (For example, if you call out big, learners cross out small, if you call out old, they can cross out new and/or young.) The winner (who shouts ingo!) is the first person to cross out their adjectives. You could also ask learners to shout Line! whenever they cross out a line of adjectives. To check that the winner has crossed out the correct adjectives, they have to read out the words they crossed out. You check them against the list of words you have called. 26

9 Fun for Starters Teacher s ook nne Robinson 14 nimal quiz nimals animal, chicken, cow, crocodile, elephant, fish, frog, giraffe, goat, hippo, lizard, mouse, sheep, snake, spider, tiger, zoo Colours black, blue, brown, green, grey, orange, pink, purple, red, white, yellow Nouns number, picture, word djectives big, long, short, small Verbs answer, ask, can, fly, have got, jump, run, swim, walk Prepositions in front of, next to Questions What s this? What colour is it? Have you got a? Young Learners Tests preparation Starters Reading and Writing Part 4, Speaking Part 4 ig pictures or flashcards of animals (optional). Learners need to practise answering simple questions about picture cards. What s this? What colour is it? Do you like? Have you got a.? These are questions which usually appear in the Starters Speaking Test. Write the picture numbers in front of the animal words. Pre-teach/revise the animal words by saying the numbers one by one. Learners tell you the animal word. For example: Teacher: Number 1. Learners: (a) crocodile. Check pronunciation. Learners write the number of the picture beside each animal word. 1 crocodile 2 giraffe 3 spider 4 chicken 5 mouse 6 fish 7 tiger 8 sheep 9 goat 10 frog 11 cow 12 elephant 13 lizard 14 hippo 15 snake Tell me about your animals. Write up the following questions on the board: What s this? What colour is it? Have you got a? Draw or stick a picture of a frog on the board. sk learners the questions about the frog: What s this? (It s) a frog. What colour is it? (It s) green. Have you got a frog? Yes (I have). / No (I haven t). Demonstrate the same questions with another of the animals. Learners ask and answer each other in pairs about the other animal pictures. Write words next to the animals. Learners look at the first animal on the list (chicken) and at the words in the three boxes (adjectives, colours, verbs). sk learners: Is a chicken big? (no) What colour is a chicken? (red/brown/yellow) What can a chicken do? (walk, run, jump) Note: It doesn t matter if the words used to describe the animals are not 100% accurate! Learners write the words next to chicken. For example: chicken: small, brown, walk Learners write three words next to five different animals. Choose learners to read out their animals and words. C What am I? Choose an animal and complete the sentences. Learners look at the three sentences. sk them to write words for an elephant in their notebooks. For example: I m big and grey. I ve got four legs. I can walk but I can t fly. Learners choose a different animal and complete the three sentences. Choose one learner to read out their three sentences. The other learners listen and say which animal it is. Continue in groups of 3 4 learners. Learners read out their sentences. The others have to guess the animal. visit to the zoo. Tell learners that they are going to visit the zoo. They stand up and walk around the classroom. fter a few seconds, tell them to stop. Go round and ask learners which animal they are looking at. (They have to use their imagination!) sk them what colour the animal is, how many legs it has got, what colour it is, etc. fter asking a couple of learners, ask them to start walking again and to visit another animal. Repeat the same questions. 27

10 Fun for Starters Teacher s ook nne Robinson 15 What s long and orange? Food apple, banana, bean, burger, carrot, coconut, food, fries, fruit, grapes, lemon, lime, mango, milk, onion, orange, pea, pear, pineapple, potato, tomato, watermelon Colours brown, green, orange, red, white, yellow Nouns colour, drink, horse, juice, monkey, picture, word Verbs be, can, eat, like, look at, make, put, write djectives long, nice, small Grammar a/an, I m Starters Reading and Writing Parts 3 and 4 Starters CD/Cassette 15C. See the tapescript on page 70. Pictures or flashcards of fruits (optional). Some Starters words, such as mango or lime,may be unfamiliar to your learners. It is important to make sure that learners recognise these when they see them in pictures. Look at the pictures.write the words. Learners look at the pictures. Each number refers to the place where the word fits in the crossword. The words for all the pictures are in the box to the right. Learners write the words in the crossword and cross them out in the box. cross: Down: 3 apple 1 grapes 6 pear 2 mango 7 beans 4 lime 9 pineapple 5 watermelon 10 potato 8 onion C Say it three times. Write these fruits on the board: 1 banana 2 coconut 3 pineapple 4 watermelon 5 mango 6 lime 7 grapes 8 orange Practise the pronunciation of the different words. Learners listen to the CD/Cassette and say the words. Note: This activity does not appear in the Student s ook. Divide the class into eight groups. (With smaller classes, you can use individual learners.) Each group has a different number, 1 8 (corresponding with the fruit listed above). Say a number between 1 and 8. The group with that number has to say their fruit. fter groups have each said their fruit a few times, they then have to say the fruit twice, then three times. Note: You could hold up pictures or flashcards of the fruit instead of saying numbers. Wordplay. Revise the vocabulary covered in this unit by playing various games with the learners. Set a time limit of minutes for each activity. See page 6. Suggested activities: Longest to shortest. Smallest to biggest. Group according to colour. lphabetical order. The long sentence. (I like bananas, ) 28 What am I? Learners look at the sentences. Read the first one with them: I m a fruit. I m long and yellow and monkeys like me. They look at the remaining words in the box. What food could this be? (a banana) Learners write the word banana on the first line. Learners read the sentences about the other foods and write the words on the lines. Note: help learners with any new words. Translate into their first language if possible/necessary. 2 lemon 3 carrot 4 orange 5 tomato 6 pea 7 coconut