76 Unit 3
Five Senses
✰ Ask children What did you
hear? Elicit as many
of the sounds as possible.
✰ Tell the class that you
are going to play the CD
again. Ask them to look at the picture again. Tell
them to listen and tick the things which they
hear in the Classbook. Show children the boxes
where they should put their ticks.
✰ Play the listening again.
Pause after each sound
to give children time to find the object and tick
the correct box. When you have finished, ask
children to compare their work with a friend’s.
✰ Play the listening once
more. Pause after each
sound and ask What can you hear? Children
should suggest the following: thunder, the sea, a
drum, a radio, a telephone, bees, a dog, birds, a
car, a ball. As children suggest each item, ask
them to point to the item in their Classbooks.
Task Three (5 minutes)
✰ Hold up your Classbook and point to the
‘thunder’ and lightning on page 26. Tell the class
you are going to play them a rhyme about
thunder. Remind the class that they learnt this
song in 2A.
✰ Play I Hear Thunder (Song
CD 3.3) and perform
the actions as you join in with the words. Ask
children to listen and watch.
✰ The actions for the rhyme
are as follows:
• I hear thunder,
I hear thunder,
put your hand to
your ear
Oh, can you?
Oh, can you?
point to a child
• Pitter-patter raindrops,
Pitter-patter raindrops,
make falling rain
movements with your
fingers
• I'm wet through,
pretend to be wet
and shake your body
• You are too!
point to someone
else
✰ Play the rhyme again.
Encourage children to join
in with the words and actions with you.
Task Four (10 minutes)
✰ Ask children to look at
activity 3 on page 16 of
their Skills Books. Write on the board the
three
sounds ‘ph’ : ‘f’ : ‘gh’. Explain to children that all
these letters make one sound \f\. Now get
children to read the words in each box. Raise
childrens’ awareness of spelling by getting
children to look at individual words. Say Look at
the word ‘elephant’. Give children time to look
at the word, then say, Cover up the word and
say the spelling of ‘elephant’. Do the same with
the other words. When children are confident,
ask them to close their books, and to spell out
the different words. You may also make this into
a game where partners ask each other the
spellings of the words.
✰ Ask children to open their
books again at page
16. Ask children to look at activity 4. Explain to
children what they have to do. Children have to
complete the sentences using the pictures and
the words in the box.
Song Transcript 3.3 [Track 14]
I Hear Thunder
I hear thunder,
I hear thunder
Oh, can you?
Oh, can you?
Pitter-patter raindrops,
Pitter-patter raindrops,
I'm wet through,
You are too!
Listening Transcript 3.3 [Track 19]
Sounds
[general noise:
children playing and traffic]
• sound of thunder
• the sea
• a drum
• music playing on a radio
• a telephone ringing
• bees buzzing
• a dog barking
• birds singing
• a car horn beeping
• a ball being kicked
Unit 3 77
Five Senses
78 Unit 3
Five Senses
Lesson 7
Children will:
• listen to and join in with a rhyme
• listen to and identify objects according to
their sounds
• read and match sentences to pictures
• listen to sounds and build sentences
• do an experiment about sounds
• find the names of objects in a letter square
• complete sentences
You will need:
• Word cards: 23, 79, 84, 133, 135, 154,
155, 156, 157 (a cat, a car, the sea, a dog,
a duck, a bee, I,can, hear)
• Realia: a pencil, a ruler, a
rubber
Task One (5 minutes)
✰ Hold up your Classbook and point to the
‘thunder’ and lightning on page 26. Tell the class
that you are going to play them a rhyme.
✰ Play I Hear Thunder (Song
CD 3.3) and perform
the actions. Encourage children to join in with
the words and actions with you.
Unit 3 79
Five Senses
Task Two (5 minutes)
Step one
✰ Say Let’s use our ears to hear.
Close your eyes.
Sshhh! Be very quiet. Now listen. What can you
hear? Encourage children to name any sounds
they recognise inside or outside the classroom.
Allow them to respond in L1 and English.
✰ Ask children to look at
the top of page 27 of
their Classbooks. Hold up your Classbook and
point to the four pictures. Point to each one in
turn and ask What is it? Children know each of
these items of vocabulary. As you elicit the
name of each object, point to the sentence
under each picture and get the class to read it
with you.
Step two
✰ Tell the class they will
hear the sounds of these
four objects on the CD. Ask them to listen and
say which picture shows that object.
✰ Play Listening CD 3.4. Pause after each sound
and ask children What picture? Elicit the picture
number for each of the sounds.
✰ Call out the number of one
of the pictures and
ask the class to tell you what the object is.
Repeat this until the children have named all the
objects again.
Step three
✰ Organise the class into
pairs. Tell children to
take it in turns saying a number and identifying
the object in that picture. For example, one
child says 3, the other child finds picture 3 and
names the object – a drum. Give children
enough time so that each child has the
opportunity to name each of the objects.
✰ Finally ask the children
to track and read out
each of the sentences.
Listening Transcript 3.4 [Track 21]
Sounds
• a drum beating
• a radio playing
• a telephone ringing
• a ball bouncing
Task Three (5 minutes)
✰ Ask children to look at
the sentences at the
bottom of page 27 of their Classbooks. Build the
first sentence on the board using the word cards
I can hear a dog. Tell children to look at the
sentence and then read it off the board with
you. Remove the word dog.
✰ Ask the class to look at
the next sentence and
to read it aloud with you. Put the word duck in
the sentence on the board, and get children to
read the sentence with you. Repeat this
procedure with the rest of the sentences on
page 27.
✰ Ask children to look at
the numbered pictures
to the right of the sentences. Ask children to
read each sentence silently, and to match it to
the picture by writing the correct number of the
picture in the box beside the sentences.
✰ Do a whole class check.
Point to the first
sentence, and ask for a volunteer to read the
sentence and say what picture it matches.
Repeat this procedure until you have checked all
the sentences.
✰ Tell the class they will
hear some of these
sounds on the CD. They should listen and say
what the sound is. Play Listening CD 3.5. Pause
after each sound and get children to name it.
✰ Ask children to tell you
what sounds they heard
by reading back the sentences they ticked in
their book. Build the sentences on the board as
the class tells you what they heard.
Task Four (10 minutes)
✰ Tell the class they are
going to do an
experiment in pairs. Make sure every child has a
pencil, a ruler, a rubber, and their Classbook on
their desk. Hold up each of these objects in turn
and ask What is it? Elicit the names of these
classroom objects.
Listening Transcript 3.5 [Track 20]
More sounds
• a dog barking
• a car engine
• the sea
80 Unit 3
Five Senses
✰ Demonstrate to the class
what you want them
to do. Children should put a Classbook between
themselves to prevent their partners from
seeing what they are dropping. Pick up one of
the objects without the class seeing it, and drop
it on the table (behind the book). Ask Did you
hear that sound? What is it? See if they can
guess what object you dropped. Do the same
with the other objects. Repeat some so that
children cannot guess by elimination.
✰ Ask children to look at
the picture and chart at
the top of page 28 of their Classbooks. Hold up
your Classbook and point to the picture
of Maha
and Sami. Explain that they are doing the
experiment which you just did.
✰ Now ask children to do the
experiment in pairs.
However ask children to choose the objects
from the chart randomly, not in order. One
child drops an object, while their partner has to
say what he/ she heard. For example, if a ruler
was dropped and If the partner guesses
correctly, he/she puts a tick on the chart. If they
guessed incorrectly, they should draw a cross on
the chart.
✰ When the child has dropped
all the objects,
their partner should do the same experiment
and complete the chart in the same way. When
children have finished, get them to compare
their charts.
✰ Do a class feedback. Try
and find out which
objects children found most difficult to identify.
Task Five (5 minutes)
✰ Ask children to open their
Skills Books at page
17. Ask children to look at the letter square in
activity 1 and to read the names of the objects
in the letter square. Ask children What is
number 3? Elicit a telephone. Do the same for
all the objects. Get children to tell you what
they have to do. An example is given to help
them understand. Children have to find the
names of the objects in the letter square and
circle them.
✰ Ask children to look at
activity 2. Explain to
children how the activity works and what they
have to do. Children have to complete the
missing blanks in the sentences. If time is short,
ask them to complete this activity for
homework.
For the next lesson
✰ In Lesson 8, children will
be doing an
experiment concerned with touch. This
experiment requires resources which cannot be
provided in the CRP for very practical reasons.
✰ For the ‘touch’
experiment, you will need to
collect a small selection of items that have these
properties: soft, hard, smooth, rough. For
example, a rock, a piece of sandpaper, a glass, a
pebble, cotton wool, a tomato, a peach, a ball.
Unit 3 81
Five Senses
82 Unit 3
Five Senses
Lesson 8
Children will:
• listen to and join in with a rhyme
• revise the names of shapes
• draw and guess shapes using the sense of
touch
• understand the meanings of hard, soft, rough,
smooth
• categorise objects according to how they feel
You will need:
• Word cards: 7-10, 155, 156, 159 (a
circle,
a triangle, a rectangle, a square. I, can, feel)
• Realia: soft, hard, smooth and
rough items
for the 'touch' experiment, for example, a
rock, a piece of sandpaper, a glass, a pebble,
cotton wool, a tomato, a peach, a ball, etc.
Task One (5 minutes)
✰ Tell children to look at
the bottom of page 28
of their Classbooks. Ask children to look
carefully
at the pictures. Ask them if they remember a
rhyme about shapes.
✰ Quickly draw a triangle, a
rectangle, a circle and
Unit 3 83
Five Senses
a square on the board. Point to each one in
turn and try to elicit the name of the shape.
Point to each shape again, elicit the name from
the class and then write the name of the shape
inside it or stick a word card on it.
✰ Draw a simple teddy bear
on the board.
✰ Tell the class that you
are going to play The
Shape Rhyme. Ask children to listen
to the
rhyme and watch you. (You should be sitting
down when you start the CD). Play The Shape
Rhyme (Song CD 3.4). Say the words and do the
actions. Point to the picture of the teddy bear
on the board.
✰ Play the rhyme again. Ask
children to listen and
do the actions with you. They should point to
the pictures as they chant the rhyme.
✰ Play the rhyme once more.
Ask children to join
in with the actions and words.
✰ Tell the class that you
will play the rhyme again.
Ask children to say the rhyme and point to
each part of it in their book.
Task Two (10 minutes)
✰ Ask children to draw a
circle in the air.
Demonstrate this yourself and then get children
to do the same. Get children to draw all four
shapes in the air.
✰ Tell children to look at
the top of page 29 of
their Classbooks. Ask children to look at
the
pictures and see if they can guess what Sami
and Maha are doing.
✰ Explain that Sami and Maha
are drawing shapes
on a friend’s back. Their friends have to try and
guess what shape it is.
✰ Ask a child to come to the
front of the
Song Transcript 3.4 [Track 15]
The Shape Rhyme
Triangle, rectangle,
Circle, square.
Stand up.
Turn around.
Touch a teddy bear.
classroom. Draw one of the four shapes on the
child’s back, so that the rest of the class can see
what you are doing. Encourage the child to say I
can feel a ...[circle].
✰ Put the following word
cards on the board: I can
feel a.
✰ Draw a …[circle] at the
end of the sentence
you have written (draw the same shape which
you have just drawn on the child’s back). Run
your finger along the words as you say I can feel
a … and then point to the shape you have
drawn. Elicit …[circle] from the class. Say I can
feel a circle as you run your finger along the
words. Get the class to repeat this with you,
again running your finger along the words. Rub
out the shape you have drawn, but leave the
rest of the sentence.
✰ Ask children to draw the
four shapes in the
boxes under the pictures on page 29. They
should not however show their drawings to
their partners. They should then take turns and
draw the shapes, in the order they have drawn
them on their chart, on their partner’s backs.
Their partner should say the shape they feel
each time, using I can feel a …[circle]. They
should complete the sentences by drawing the
shape they felt in the box at the end of each
sentence, below the chart. They should then
compare what was drawn with what was felt.
The children then switch roles and repeat the
experiment again.
Task Three (5 minutes)
✰ Hold up some cotton wool
and a rock or
pebble. Ask children to tell you in, L1, what they
feel like – hard or soft. Hold up the cotton
wool, squash it in your hand and say It feels soft.
Now hold up a small rock or pebble, bang it
gently on the desk, and say It feels hard. Hold
up the cotton wool and rock or pebble in turn
and get children to repeat It feels soft/hard with
you. Pass the cotton wool around a few children
and get them to feel it. Ask What does it feel
like? Encourage children to say It feels soft.
Repeat this procedure with the rock or pebble
and get children to say It feels hard.
✰ Ask children if they can
think of any other things
which are hard or soft. Allow children to name
them in L1 if they don’t know the names in
84 Unit 3
Five Senses
English. Ask children to look around the
classroom and see if they can find things that are
hard or soft. You may want to give them
suggestions such as: rubbers, chairs, bags,
curtains, etc. Draw a chart on the board with
four columns, and write the words hard and soft
in the first two columns. Point to each word and
get the class to repeat it with you. As children
give you their suggestions for hard and soft
things, write them on the board.
✰ Hold up two items that
demonstrate the
properties smooth and rough. Hold up the
smooth item, for example, a pebble, and run
your hand over it. Show that you are feeling its
texture. Say It feels smooth. Now hold up the
rough item, for example sandpaper, run your
hand over it and say It feels rough. Hold up
each item in turn and get children to repeat its
name with you. Pass the pebble around a few
children and get them to feel it. Ask What does
it feel like? Encourage children to say It feels
smooth. Repeat this procedure with the
sandpaper and get children to say It feels rough.
Write the words rough and smooth in the chart
you have drawn on the board and get the
children to repeat the words with you.
✰ Ask children if they can
think of any other things
which are rough or smooth. Allow children to
name them in L1 if they don’t know the names
in English. As children suggest things, write them
on the board in the appropriate columns
Task Four (5 minutes)
✰ Ask children to look at
the chart at the bottom
of page 29 of their Classbooks. Give children a
minute to study the chart. While children are
looking at the chart, quickly draw a copy of the
chart on the board.
✰ Hold up your Classbook and point to the first
item on the chart – a rock. Say A rock is hard
and smooth. Show that there is a tick in the
hard column, and a tick in the smooth column.
Put these ticks onto the chart on the board.
✰ Tell children to look at
the next object – cotton
wool. Ask the class Does it feel hard or soft?
Try and elicit soft from the class, and as you do,
put a tick in the soft column on the board. Then
ask Does it feel rough or smooth? Elicit smooth
and again put a tick on the chart in the smooth
column.
✰ Now ask children to
complete the chart for the
rest of the objects. When children have finished,
ask them to compare their chart with a friend’s.
✰ Do a whole class feedback
using the chart on
the board. Ask the class questions about each of
the objects Does it feel hard or soft? and Does
it feel rough or smooth?
Task Five (5 minutes)
✰ Ask children to open their
Skills Books at page
18. Ask children to look at the chart in activity 3
and to read out the four words at the top.
Now ask children to read out the names of the
objects surrounding the chart. Ask children if
they know what they have to do. They have to
decide whether the objects are hard, soft, rough
or smooth. Some words may fall into two
categories. For example, a scarf can be soft as
well as smooth. Accept any reasonable answers.
For the next lesson
✰ In Lesson 9, children will
be doing an
experiment concerned with smell. This
experiment requires resources which cannot be
provided in the Class Resource Packs for very
practical reasons.
✰ For the ‘smell’
experiment, you will need to
collect some different types of foods with
different smells. For example, a banana, an
onion, coffee, an orange, a lemon, an apple. In
addition, you will need blindfolds - enough for
one for each pair of students, and a number of
plastic cups, tissues and elastic bands.
Unit 3 85
Five Senses
86
Lesson 9
Task Two (20 minutes)
✰ Say the line My nose can
smell. Tell children to
look at the picture of Sami and Maha at the top
of page 30 of their Classbooks. Ask children if
they can guess what Sami and Maha are doing. If
they can’t guess, tell them that Sami and Maha
are trying to guess what’s in the cup from its
smell. Tell children that they are going to do the
same thing in class.
✰ Show children the food you
have brought into
the lesson. If they are foods whose names
children already know, elicit them from the class.
If not, teach the class the names in English.
✰ Put a small amount of one
of the foods you
have selected in a cup, cover it with a paper
tissue and secure the tissue with an elastic band.
Then smell the cup, and say It smells like a
...[banana]. Get the class to repeat this several
times. Pass the cup to five or six children, and
encourage them to say It smells like a ...[banana].
✰ Now put a small amount of
each of the foods
you have selected into four different cups, cover
the cups with paper tissues and secure the
tissues with elastic bands. Number the cups 1–4,
but do not let the children see which food is in
which cup. Depending on the size of your class
you may want to have four or five sets of cups,
which you will have to prepare at the same
time.
✰ Organise children into
pairs. Tell children to
look at the chart on page 30 of their Classbooks.
Quickly draw a copy of the chart on the board,
and point to the first empty space in the first
column. Tell children that they must write the
name of their partner in this space and
underneath they should write their own name.
Explain that children will have to take it in turns,
in their pairs, to guess the contents of the cups
by smell alone.
✰ Bring a pair of children
to the front of the class,
and put a blindfold on one of the children. Give
cup number 1 to the child who has the blindfold
on, and ask them to smell what is in the cup.
Encourage them to say It smells like a
…[banana]. As the child says what they can
smell, the other child should draw a picture of
what they say in the first space in the column,
Task One (5 minutes)
✰ Tell the class that you
are going to play the My
eyes can see rhyme (Song CD 3.2).
✰ Play the rhyme straight
through and encourage
children to join in with the words and actions
where they can.
Children will:
• listen to and perform the actions of a rhyme
• guess foods using the sense of smell
• record information onto a chart
• match words and pictures
• complete sentences about how different
foods smell
You will need:
• Flashcards: 39, 51, 142, 183, 184 (an
apple, an orange, a banana, flowers, rubbish)
• Word cards: 25, 26, 37, 160, 161 (an
apple, a banana, an orange, flowers, rubbish)
• Realia: blindfolds, plastic cups,
tissues,
elastic bands, different types of food with
different smells (eg. banana, onion, coffee,
orange, lemon, apple)
Unit 3
Five Senses
Unit 3
87
Five Senses
of a banana. Get the class to repeat the
sentence It smells like a banana, running their
finger along the words as they say them. Ask
children to complete the sentence by writing
the word banana in the space provided.
✰ Do a whole class check.
Once children have
understood what they have to do, ask them to
complete the rest of the sentences.
under the number 1. Tell children that they will
do this in their pairs for all four cups.
✰ Distribute the cups on
four or five tables around
the room. Give each pair of children a blindfold.
Ask the children to work together in their pairs,
with one cup at a time, to guess the contents of
the cup by smell alone. One child puts the
blindfold on first, and tries to guess the contents
of all four cups, while the other child records
their answers onto the chart on page 30 by
drawing a picture of what they say in each
column. They should then swap roles. Remind
them to say It smells like an …[orange].
✰ Do a whole class feedback
using the chart on
the board. As children give you their feedback,
encourage them to It smells like an … [orange].
Write the names in the boxes as children tell
you their answers.
Task Three (5 minutes)
✰ Put the flashcards on the
board of an apple, an
orange, a banana, flowers, and rubbish. Point to
each one in turn and elicit the names. As the
children give you the names, put the
corresponding word card next to each flashcard.
Then point at the flashcards and word cards in
random order, and get the children to say the
names.
✰ Ask children to look at
the words and pictures
on the board. Remove the flashcards and leave
the word cards up. Point to one of the words
and ask What is it? As children name the word,
put the corresponding flashcard back on the
board. Continue until all the flashcards are back
on the board with the corresponding word
cards.
✰ Write on the board – It
smells like and then put
the flashcard of a banana at the end of it. Run
your finger along the words as you say It smells
like... and elicit a banana from the class. Then
replace the flashcard with the word cards a
banana, and elicit the words from the class. Get
the class to repeat the sentence, as you track
your finger along the sentence on the board.
✰ Ask children to look at
the sentences under the
chart on page 30. Read the first sentence to the
class It smells like a …. Encourage the class to
complete the sentence by looking at the picture
88 Unit 3
Five Senses
Lesson 10
✰ Write the words sweet,
sour and salty at the
top of the board. Point to each word in turn
and get children to repeat it with you. Ask
questions about foods children know in English.
For example, ask Do you think chocolate tastes
sweet, sour or salty? When children respond,
write the word chocolate under the heading
sweet. Ask questions about these foods: cake,
ice cream, banana, orange.
✰ Ask the class if they can
think of any other
foods, which are sweet, sour or salty. Allow
children to respond in L1 if they don’t know the
words in English.
✰ Call out the name of a
food and get the class to
respond with sweet, sour or salty.
Task Two (15 minutes)
Step one
✰ Ask the class to look at
the chart on page 31 of
their Classbooks. Ask children to tell you
the
names of any foods they can see in the chart.
Children already know the words lemon,
chocolate, chips and honey.
Children will:
• understand and use sweet, sour and salty
• talk about whether foods are sweet, sour or
salty
• fill in information on a chart
• transfer information from a chart to
sentences
• do self - evaluation
Task One (5 minutes)
✰ Say the line My tongue can
taste and get
children to repeat it with you. Explain to
children that when we eat, we use our tongue
to taste the food, and our nose to smell what
we are eating.
✰ Teach the words sweet,
sour and salty to the
class. Ask Do you like honey? Elicit Yes/No
responses from children and then say Honey
tastes sweet. Ask Do you like lemons? Again,
elicit Yes/No responses and then say Lemons
taste sour and mime having eaten something
sour. Finally, ask Do you like chips? Elicit a
response and then say Chips taste salty.
Unit 3 89
Five Senses
✰ Hold up your Classbook, point to each food
item along the top of the chart and name the
food. Get the class to repeat the names with
you. Make sure children are familiar with the
new food words in L1.
✰ Ask children to look at
the picture of Sami and
Maha above the chart. Explain that they are
doing an experiment. Maha is trying to guess
what the foods are without looking at them. Tell
the class that they will hear Maha talking on the
CD. Get children to read the three words in the
first column, sweet, sour, salty. Ask them to
listen and look at the chart. Play Listening CD
3.6.
✰ Tell the class that you
will play the listening
again. Ask children to listen and put a tick in the
box that describes what the food is like, i.e.
sweet, sour or salty. The first food has been
done as an example.
✰ Play the listening again.
Pause after each food is
described and give children time to put a tick in
the appropriate box.
✰ After children have heard
the whole listening,
tell them to compare their chart with a friend’s.
While the class are doing this, quickly draw the
chart on the board.
✰ Ask children about the
foods on the chart and
put the information on the board. Say the name
of the food and elicit sweet, sour or salty. For
example, say chocolate and elicit It tastes sweet.
Put a tick in the corresponding box on the
chart. Repeat this for all the foods until you have
completed the chart on the board.
✰ Tell the class that you
are going to play the
listening again. Ask children to listen and imagine
they are Maha and to repeat the words after
they hear them. Play the listening again. Pause
Listening Transcript 3.6 [Track 22]
It tastes
• Ugh! It tastes sour. I
think it’s a lemon.
• Mmm. It tastes sweet. I
think it’s chocolate.
• Oh! It tastes salty. I
think it’s a chip.
• Mmm. It tastes sweet. I
think it’s honey. Lovely!
• Ugh! It tastes sour. I
think it’s a lime.
• Mmm. It tastes salty. I
think it’s a peanut.
after each sentence to give children time to
repeat Maha’s words.
Step two
✰ Ask children to look at
the sentences under the
chart. Get children to read out the sentences.
The purpose of this activity is for children to
practise transferring information from tables or
charts into sentences. Do the sentences orally
with children, then get them to complete them
in their Classbooks.
Task Three (5 minutes)
✰ Ask children to open their
Skills Books at page
18 and to look at activity 4. Get children to read
out the words in the box, then ask children to
read out the sentences one by one. This is a
consolidation task which children should be able
to complete independently.
Task Four (5 minutes)
✰ Ask children to look at
the frieze at the top of
pages 22 and 23 of their Classbooks and get
them to name all the items.
✰ Ask children to look at
the two faces at the
bottom of page 31 in their Classbooks. In L1, ask
them to say which face represents hard and
which one easy. Ask them to think about
the
things they did in this unit. Encourage them to
look through the pages to remind themselves
what they learned. Tell children to colour in a
face according to whether the unit was hard or
easy for them.
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