ture ✰ Ask an individual child How do you spell [river]? Encourage the child to spell the word

Step one

✰ Tell children to Look at the map at the top of

page 33. Ask children to identify all the features

on the map. Ask What’s number 1? etc. As

children name the features, put the

corresponding flashcards on the board.

✰ Put the corresponding word cards on the table

in front of you. Tell the class that you are going

to spell a word and they must say what it is. Tell

children to listen carefully and look at the words

around the map.

✰ Start with one of the shorter words. For

example, spell out m – u – d. Elicit mud from

the class. As children name the word, put the

word card under the corresponding flashcard on

the board. Repeat this procedure until you have

spelled out all the words.

✰ Ask the class How do you spell [grass]?

Encourage the class to spell out the word with

you. As children name each letter, point to it in

the word.

Listening Transcript 4.2 [Track 24]

The snake’s sliding under a tree. [picture 1]

The snake’s sliding over a tree. [picture 2]

The snake’s sliding through a tree. [picture 3]

The snake’s sliding around a tree. [picture 5]

The snake’s swimming across a river. [picture 4]

102 Unit 4

Adventure

✰ Ask an individual child How do you spell [river]?

Encourage the child to spell the word. The rest

of the class should listen carefully and say Yes if

they are correct, and No if they are wrong.

✰ Point to one of the words on the board and

encourage the class to ask you the question

How do you spell [mountain]?. Spell out the

word. Get the class to ask you to spell two or

three more words until you feel they are

confident with asking the question How do you

spell … ?

✰ Organise the class into pairs. Tell them to take it

in turns asking and answering How do you spell

… ? questions about the six features on the

map.

✰ Remove the word cards from the board.

Step two

✰ Ask children to open their Skills book at page 20

and to look at activity 3. Children have practised

spelling the six words orally. The task on the

page is to consolidate their learning by getting

them to spell the words and to write them

down. The first letter of each word is given and

there are also picture cues to support children.

Encourage children to try to complete the

crossword by themselves first. If however, they

get into difficulties, you can flash the word cards

so that they can be reminded of what the word

looks like.

Step three

✰ Ask children to look at the numbers on the

umbrella in activity 4. Get children to read out

the numbers. Get them to tell you what they

have to do. This task asks children to transfer

and match the numbers. Give the activity as

homework if time does not allow,

Unit 4 103

Adventure

104 Unit 4

Adventure

Lesson 4

Unit 4 105

You will need:

• Flashcards: 106,190-195 (treasure, grass,

mud, river, mountain, woods, cave )

• Word cards: 162-167 (grass, mud, river,

mountain, woods, cave)

Children will:

• listen to and join in with a song

• revise the feature words river, woods, mud,

mountain, grass and cave

• read and match words and pictures for river,

woods, mud, mountain, grass and cave

• read, match and write prespositions of

movement through pictures over, under,

through, around, across

• revise and learn numbers from 71-80

• revise the word treasure

• listen to a story for comprehension

Task One (5 minutes)

✰ Quickly distribute the following word cards and

flashcards around the class: river, woods, mud,

mountain, grass, cave. Tell the class that you will

say the name of one of the features. Ask

children who think they have the flashcard or

word card for that feature to hold it up. The

rest of the class should look and say Yes if the

cards are correct and No if they are incorrect. If

the cards are correct, ask the two children to

come and put them on the board.

✰ When all the flashcards and word cards are on

the board, point to each one in turn and ask

What is it? Elicit the name of each object, and

then ask the class How do you spell [river]?

Repeat this procedure until children have

named and spelled out each feature.

Task Two (5 minutes)

✰ Ask children to look at the pictures of the snake

at the bottom of page 33. Tell them they will

hear the snake being described. Ask children to

listen and look at the pictures.

✰ Play the listening CD 4.3. Pause after each

sentence and ask the class What picture?

NB. The sentences are in a different order from the

previous script.

106 Unit 4

Adventure

✰ Tell the class you will play the CD again. Ask

them to listen, look at the pictures and repeat

the words after the CD.

✰ Play the listening again. Pause after each

sentence and encourage the class to repeat the

words after the CD.

✰ Tell children that you are going to say the

number of one of the pictures. Ask them to

listen, look at the picture and say what the

snake is doing. For example, you say number 3

and the class say The snake’s sliding through a

tree. Get the class to describe all the pictures.

Task Three (15 minutes)

Step one

✰ Hold up the treasure flashcard and ask What is

this? If children can’t remember the word, say

It’s treasure and get them to repeat this with

you.

✰ Tell the class they are going to hear a new story.

Ask them to look at the pictures of the story on

pages 34 to 39 of their Classbooks. Tell children

not to look at the words at this stage. Give

children a few minutes to look at the story

pictures, then ask them to tell you as much as

they can about the pictures in English. Ask What

can you see in the pictures? Children should be

able to name a mountain, a wood, a river, a

cave, mud and grass. They may also remember a

fox from ‘The Fox and the Crow’ story in 1B.

✰ Tell children to look at the story pictures again,

and then ask them to find some grass, some

mud, a river, woods, a mountain, and a cave.

Ask them to tell you the number of the picture

that they can see each thing in. As children tell

you the number of the picture, point out the

things out in your Classbooks.

✰ Tell the class that you are going to play them

the story on the CD. Ask children to look at the

pictures and listen.

✰ Play listening CD 4.4 straight through the first

time. Do not worry that this is a long story. The

class can understand it from the pictures alone.

It is a highly repetitive story and the more times

children hear it, the more confident they will

become in their abilities as listeners.

Note: We can use either woods or a/the wood to

denote a small forest. Previously in the unit, children

learned woods, but in this listening, they will hear a

dark wood/the wood.

Listening Transcript 4.3 [Track 25]

The snake’s sliding around a tree. [picture 5]

The snake’s sliding through a tree. [picture 3]

The snake’s sliding under a tree. [picture 1]

The snake’s swimming across a river. [picture 4]

The snake’s sliding over a tree. [picture 2]

Listening Transcript 4.4 [Track 26]

Treasure Hunt

What are you doing?

We’re all going on a treasure hunt. Come on.

Uh-uh! There’s some tall grass.

We can’t go over it.

We can’t go under it.

Oh no! We’ve got to run through it.

Swish, swash, swish, swash.

We’ve got to run through it.

Uh-uh! There’s some deep mud.

We can’t go over it.

We can’t go under it.

Oh no! We’ve got to walk through it.

Squelch, squerch, squelch, squerch.

We’ve got to walk through it.

Uh-uh! There’s a deep river.

We can’t go over it.

We can’t go under it.

Oh no! We’ve got to swim across it.

Splish, splash, splish, splash.

We’ve got to swim across it.

Uh-uh! There’s a dark wood.

We can’t go over it.

We can’t go under it.

Oh no! We’ve got to walk through it.

Bang, crash, bang, crash.

We’ve got to walk through it.

Uh-uh! There’s a tall mountain.

We can’t go over it.

We can’t go under it.

Oh no! We’ve got to go around it.

Puff, pant, puff, pant.

We’ve got to go around it.

Uh-uh! There’s a dark cave.

We can’t go over it.

We can’t go under it.

Oh no! We’ve got to go in it.

Tiptoe, tiptoe.

We’ve got to go in it.

Unit 4 107

Adventure

• There’s a tall mountain …

Make climbing movements with your

arms.

• There’s a cave …

Make very small and gentle walking

movements with your finger tips on the

desk top.

• WHAT’S THAT?

One big nose.

Two big eyes.

Lots of big teeth.

Point to your nose, eyes and teeth.

• For the return journey of the story:

Do the same actions, but in reverse and

very fast!

Step two

Tell children you are going to play/tell the story

again. Ask children to listen and to watch you. As

you play or tell the story, do the actions as follows.

Get children to copy the actions and do each one

with you before you move onto the next stage of

the story.

The actions for each stage of the story are as

follows:

• We’re all going on a treasure hunt. Come on.

Make walking noises on the desk top with

your hands.

• There’s some tall grass …

Part the long grass with your arms,

making swishing noises.

• There’s some deep mud …

Make squelchy noises and lift your hands as

if lifting them from something sticky.

• There’s a deep river …

Make swimming movements with your arms.

• There’s a dark wood …

Put your hand over your eyes, and peer into

the distance looking for the way through

the trees.

WHAT’S THAT?

One big nose.

Two big eyes.

Lots of big teeth.

IT’S A FOX!!

Quick! Run out of the cave!

Tiptoe, tiptoe, tiptoe!

Back around the mountain!

Puff, pant, puff, pant!

Back through the wood!

Bang, crash, bang, crash!

Back across the river!

Splish, splash, splish, splash!

Back through the mud!

Squelch, squerch, squelch, squerch!

Back through the grass!

Swish, swash, swish, swash!

Back to the house!

We’re not going on a treasure hunt again!

108 Unit 4

Adventure

Lesson 5

Task Two (5 minutes)

✰ Tell the class that you are going to play the

‘We’re all going on a treasure hunt‘ story (Listening

CD 4.4). Ask children to look at the pictures on

pages 34 to 39 as they listen to the story. Play

the CD /tell the story.

Task Three (15 minutes)

✰ Tell children that you are going to play the story

again for the third time. (Listening CD 4.4)

section by section.

✰ Play the first sentence and pause the CD. Point

to picture 1 and repeat the sentence What are

you doing? as you point to this picture in your

Classbook. Get the class to look at the picture in

their Classbooks and to track the words.

✰ Play the next sentence We’re all going on a

treasure hunt. Come on. Point to the picture in

your Classbook and then get children to point,

track and read out the sentences.

✰ Play this next part of the story: Uh-uh! There’s

some tall grass. Point to picture three in your

Classbook and get children to point to the

picture in their Classbooks and to read out the

sentence. Now ask children to look at picture

four. Play the next part.

We can’t go over it.

We can’t go under it.

Oh no! We’ve got to go through it.

Swish, swash, swish, swash.

✰ Pause the CD and get children to repeat these

words with you. As you say the words over,

under and through, make the movements that

you have taught the class. As you make the

sounds swish, swash, mime pushing tall grass out

of your way.

✰ Repeat this procedure with the next five parts

of the story:

There’s some deep mud.

We can’t go over it … etc.

There’s a deep river.

We can’t go over it … etc.

There’s a dark wood.

We can’t go over it … etc.

There’s a tall mountain.

We can’t go over it … etc.

Children will:

• consolidate their learning of the prepositions

over, across, through, under and around by

labelling pictures

• listen to and track a story

• use the prepositions in sentences

• listen to and join in with a song

• listen to a story

• track and read the words of the story

Task One (10 minutes)

✰ Ask children to open their Skills Books at page

21. Children have had exposure and practice

with the prepositions on the page. Ask children

to look at the pictures and to label the pictures

by writing the words that match. Once they

finish, ask them to use the words to complete

the sentences below in the second task. Ask

children to look at the picture cues on the side

of the sentences for extra support.

✰ Ask the class to look at the pictures of the song

on page 32. Tell children that you are going to

play the song Suzie’s Coming Round the Mountain

(Song Transcript 4.1). Ask them to join in with

the words and actions where they can.

Unit 4 109

Adventure

There’s a dark cave.

We can’t go over it … etc.

✰ Each time, play the sentence stating what the

obstacle is. Get children to point to the

corresponding picture, and then play the

repetitive refrain We can’t go over it … etc.,

and encourage children to point to the picture

and repeat the words and actions with you.

Make the appropriate actions for walking

through deep mud, swimming across the river,

stumbling through the wood, climbing around

the mountain, and tiptoeing into the cave.

✰ Play the next part sentence by sentence:

WHAT’S THAT?

One big nose.

Two big eyes.

Lots of big teeth.

IT’S A FOX!!!

✰ Pause after each sentence. Get children to point

to the corresponding picture and repeat the

words.

✰ Play the next part of the story – the return

journey – sentence by sentence. Pause after

each sentence and get children to point to the

appropriate picture and to track the sentences.

✰ Play the final sentence of the story – We’re not

going on a treasure hunt again – and get

children to point to the last picture and repeat

the words after the CD.

Unit 4

Adventure

Lesson 6

Task One (5 minutes)

✰ Ask the class to look at the pictures of the song on

page 32 of their Classbooks. Tell children that you are

going to play the song Suzie’s Coming Round the

Mountain (Transcript Song CD 4.1). Ask them to join

in with the words and actions where they can.

Task Two (15 minutes)

Step one

✰ Ask the class to look at the story on pages 34 to 39

in their Classbooks. Tell the class that you are going to

play the story straight through. Encourage children to

join in with key words, phrases or sound effects.

Children will:

• listen to and join in with a song

• listen, and join in with key words from a

story

• track and read a whole story

• practise reading a story in groups

• listen to and identify the sound effects from

a story

• retell a story using sound effects

• label the map with features: river, grass, mud,

mountain, cave, woods

• complete sentences using words: swimming,

climbing, walking, running

110

✰ Play the story (Listening CD 4.4).

✰ Play the story again. Pause after each obstacle

to give opportunities for children to read and

track the story.

Step two

✰ Once children have tracked and read the whole

story, put children into groups so that they can

chain the story. Explain that they have to listen

and help each other out.

✰ Give sufficient time for practice, then ask

children in their groups to read and chain the

story. In this way, you will come to know

children who are faltering or who may require

extra support.

Task Three (5 minutes)

✰ Tell the class that you are going to play some of

the sounds from the story. Ask them to listen

and say what it is they can hear.

✰ Play the listening CD 4.5. Pause after each sound

and ask What can you hear? Elicit: mud,

[someone walking in] a cave, a river, a wood,

[tall] grass, [someone walking on] a mountain.

✰ Tell the class that you are going to play the

sounds again. This time the sounds are in the

same order as the story. Ask the class to help

you tell the story using the sounds as prompts.

✰ Play listening CD 4.6. Pause after each sound

and start saying There’s some … Try and get

the class to join in with tall grass. Then try and

elicit We can’t go over it. We can’t go under it.

Oh no! We’ve got to run through it. Swish,

swash, swish, swash.

Listening Transcript 4.5 [Track 27]

Sounds

• squelching mud

• footsteps in a hollow cave

• rushing river

• wind rustling in trees

• long grass being swished from side to side

• sound of footsteps/rocks tumbling down

mountain

Unit 4 111

Adventure

✰ Play each sound effect and try and get the class

to help you re-tell the story.

Task Four (5 minutes)

✰ Ask children to open their Skills Books at page

22. Ask children to read the words at the top of

the page and label the places in activity 3 first.

✰ Ask children to look at activity 4 and to read

the words, then use them to complete the

sentences.

Listening Transcript 4.6 [Track 28]

Sounds 2

• long grass being swished from side to side

• squelching mud

• rushing river

• wind rustling in trees

• sound of footsteps/rocks tumbling down

mountain

• footsteps in a hollow cave

112 Unit 4

Adventure

Lesson 7

✰ Tell children you will play the next part of the

song. Ask children to listen and watch you.

✰ Play verse 2. As you sing along with the CD

point to the numbers on the board as they are

named in the song.

✰ Play verse 2 again. Ask children to join in with

the words when they can.

✰ Tell children you are going to play the whole

song. Ask them to join in with the words when

they can. Play the whole song.

Task Two (10 minutes)

✰ Ask the class to look at the story on pages 34

to 39 of their Classbooks. Tell the class that you

are going to play the story straight through.

Encourage children to join in and track the story

with you.

Task Three (5 minutes)

✰ Write the following sentences on the board. Do

not write the words in brackets. Put the

corresponding flashcards in their places.

There’s some tall [grass].

There’s some deep [mud].

There’s a deep [river].

There’s a dark [wood].

There’s a tall [mountain].

There’s a dark [cave].

✰ Ask children to look at the sentences on the

board. Track underneath each one and

encourage the class to read the sentences with

you. Read all the sentences in this way.

You will need:

• Flashcards: 190-195 (grass, mud, river,

woods, mountain, cave)

• Word cards: 162-167 (grass, mud, river,

woods, mountain, cave)

Task One (5 minutes)

✰ Ask children to look at page 32 of their

Classbooks. Hold up your Classbook and point to

the North American Indian boy in picture four.

Ask the class if they can remember a song

about Little Indian Boys. If they can’t remember,

remind them that they learnt a song in 1A

about Ten Little Indians.

✰ Write the numbers 1–10 on the board. Point to

the picture of the American Indian boy and say

one little Indian. Get the class to repeat this with

you. Then point to the number 2 on the board

and say two little Indians. Get the class to repeat

this with you. Point to the number 3 and try

and elicit three little Indians from the class.

Repeat this procedure until children have

counted up to ten little Indians.

✰ Tell children you are going to play the song. Ask

children to listen and watch you the first time.

✰ Play verse 1. As you sing along with the CD,

point to the numbers on the board as they are

named in the song.

✰ Play verse 1 again. Ask children to join in with

the words when they can.

✰ Point to the number 10 on the board and say

Ten Little Indians. Get the class to repeat this

with you. Then point to the number nine and

elicit Nine Little Indians from the class. Continue

with this procedure until children have counted

back down to one.

Children will:

• listen to and join in with a song

• listen, track, and read a story

• read and track sentences beginning with

[There’s some tall ... ]

• practise spelling of words [grass, mud, river,

wood, mountain and cave]

• write a dictation for [wood grass, mud, river,

mountain and cave]

Song Transcript 4.2 [Track 17]

Ten Little Indians

verse 1

One little, two little, three little Indians

Four little, five little, six little Indians

Seven little, eight little, nine little Indians

Ten little Indian boys

verse 2

Ten little, nine little, eight little Indians

Seven little, six little, five little Indians

Four little, three little, two little Indians

One little Indian boy

Unit 4 113

Adventure

✰ Point to the flashcard in each sentence and ask

for a child to volunteer to come and put the

corresponding word card in its place.

✰ When all the flashcards have been replaced by

word cards, get the class to read the sentences

with you again.

Task Four (10 minutes)

✰ Have in your hands the word cards for grass,

mud, river, woods, mountain and cave. Flash a

card for a moment. Ask children Who can spell

... [grass]? Get individual children to spell out the

words. Do this several times with all the word

cards. When children have had sufficient

practice, explain to them that you are going to

give them a dictation. Ask children to open their

Skills Books at page 56 at the end of the Review

section, and to write numbers 1-6.

✰ Say a word and ask children to write it down.

Give a dictation for all the words.

✰ Ask children to exchange their books.

✰ Stick the word cards one by one on the board

and get children to correct their partner’s

dictation. Ask children to copy down the words

they spelled wrongly. Make sure that the

spellings they copy are correct.

114 Unit 4

Adventure

Lesson 8

Task Three (10 minutes)

Step one

✰ Ask children to look at page 40 of their

Classbooks. Hold up your Classbook and point to

the picture of the house. Say Look, they’re going

on a treasure hunt. What happens next? Show

children the path and explain that this is the

route children took. Track the route with your

finger.

✰ Ask children to remember the story and draw a

blue dotted line to show the route the

characters took in the story. Ask children to

draw the route as far as the cave. While

children are drawing the route, draw a very

simple copy of the map on the board.

✰ Get children to show their route to a friend.

Show children your map on the board. Ask for

a child to volunteer to come and draw the first

part of the route on the board. Use this to retell

the first part of the story. Encourage the

class to join in with you. Repeat this procedure

until you have re-told the story up to the point

where the characters reach the cave.

Children will:

• listen to and join in with a song

• track, read and repeat a story

• draw a route to show the first stage of a

story and re-tell the story

• draw a return route to show the second

stage of a story and re-tell the story

• learn numbers 80-89 and consolidate them

by joining then in sequence

• learn numbers 91-100 and consolidate them

by matching numbers to number words

Task One (5 minutes)

✰ Tell the class that you are going to play Ten

Little Indians (Song CD 4.2). Ask them to join in

with the words when they can.

Task Two (10 minutes)

✰ Ask the class to look at the story on pages 34

to 39 of their Classbooks. Tell the class that you

are going to play/tell the story straight through.

Encourage children to track and read the story.

You may want to pause after every sentence

for them to repeat the sentence. Play/ tell the

story (Listening 4.4).

Unit 4 115

Adventure

✰ Ask children if they can guess what they have to

do next. Tell the class to draw the return route

in red. Get children to compare their routes.

When children have finished, ask them to

complete the route on the board and help you

re-tell this part of the story.

Step two

✰ Organise children into pairs. Ask them to re-tell

the story using their story map. Encourage

children to do the actions as they re-tell the

story.

Task Four (5 minutes)

✰ Ask children to look at page 23 of their Skills

Books. Ask children to look at the first activity.

Elicit from children what they think they have to

do. They have to join the numbers in sequence

to complete the picture.

✰ Get children to say the numbers 80 -90 several

times.

✰ Ask children to look at the numbers in activity 1

and to join the numbers in sequence. Ask them

to tell you the name of the animal when they

finish.

✰ Get children to chain the numbers 91 to 100.

Get children to look at activity 2 and tell you

what they have to do. Children have to match

the numerical numbers to word numbers.

116

Lesson 9

Unit 4

Adventure

Unit 4

117

Adventure

You will need:

• Scissors: enough for each child to have a

pair

• A stapler

Children will:

• listen to a story and join in with keywords,

phrases, actions and sound effects

• make a story booklet

• read the story in sequence from their

booklets

• listen and read to each other

• revise the prepositions through, in, under,

next to, above, on orally

• consolidate the use of prepositions by

completing sentences

Task One (5 minutes)

✰ Ask the class to look at the story on pages 34

to 39 of their Classbooks. Tell the class that you

are going to play the story straight through.

Encourage children to join in with key words,

phrases, actions and sound effects when they

want.

118 Unit 4

Adventure

✰ Play listening CD 4.4.

Task Two (15 minutes)

✰ Ask the class to look at pages 70–75 in the

cut-out section at the back of their Classbooks

(pictures to make a Booklet of the story).

Distribute the scissors and tell children to cut

out the pictures along the dotted lines. Collect

the scissors when all the pictures have been

cut out.

✰ Ask children to look carefully at the pictures

and put them in the correct order for the

story. Check children’s sequences by reading

the story together using the words on the

pages of the tiny books. Ask children to bring

their books to you so you can staple them

together.

✰ Organise children into pairs. Ask them to read

the story to each other.

Task Three (10 minutes)

✰ Ask children to open their Skills Books at page

24. Children should now be familiar with a lot

of prepositions. Do a quick revision of the

prepositions to remind children of their

meanings. Once you are satisfied, get them to

look at the picture and talk about the picture

using the prepositions. Finally ask children to

complete the sentences with the words from

the box, and using the picture as a cue.

Unit 4 119

Adventure

120 Unit 4

Adventure

Lesson 10

turn to come to the front of the class. The rest

of the class should be an appreciative audience.

Task Three (5 minutes)

✰ Mime the action of walking through the tall

grass. Ask children What am I doing? Try and

elicit You’re walking ...[through tall grass]. Now

perform all of the following actions: swimming

across the river, climbing over the mountain,

walking through the woods, walking through the

mud, running around the mountain. Try and use

the same actions that you used when telling the

story. Each time, ask What am I doing? and elicit

the action from the class: You’re ...[walking

through the mud].

✰ Tell the class to look at the pictures on page 41

of their Classbooks. Ask questions about all the

pictures. For example, ask What’s Sami doing?

Encourage the class to respond with He’s

walking through the tall grass.

✰ Ask children to look at the six sentences on the

page. Tell them to read the sentences and

match them with the correct letters. When they

have finished, tell them to check their work with

a friend’s.

✰ Do a whole class feedback. Say Sentence 1.

Sami’s walking through the tall grass. Which

picture? Elicit b from the class, and then

encourage children to repeat the sentence.

Repeat this procedure for all the sentences.

Task Four (5 minutes)

✰ Ask children to look at the frieze on pages 32

and 33 of their Classbooks and get them to

name all the features and prepositions.

✰ Ask children to look at the two faces at the

bottom of page 41 of 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.

Children will:

• listen to a story and join in with keywords,

phrases, actions and sound effects

• practise acting out a story

• answer the question What am I doing? by

using [climbing, running, walking, swimming]

• listen to the question What is [Sami] doing?

and respond with [He is walking, through the

tall grass]

• revise vocabulary by looking at pictures from

the frieze

• do self evalution

Task One (5 minutes)

✰ Ask the class to look at the story on pages 34

to 39 of their Classbooks. Tell the class that you

are going to play the story straight through.

✰ Play listening transcript 4.4.

Task Two (15 minutes)

✰ Organise the class into groups. Tell them to

practise acting out their story.

✰ Create enough space for groups to act out their

story at the front of the class. Get each group in