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0% found this document useful (0 votes)
60 views141 pages358 - 5 - Fun For Starters. Teacher's Book - 2017, 4th - 140p
Fun for starters teachers book
Uploaded by
atrafankowskaCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 141
Cambridge English aj CAMBRIDGE ENGLISH
Language Assessment
Frito te Unierety of Cmbnigoe
EE CAMBRIDGE
3) i ) UNIVERSITY PRESS
Cambridge English
for
Starters
e
TEACHER'S BOOK ‘ oT
Anne Robinson 2 8
6 e te
Karen Saxby ° ‘Cambridge University Press
vworwcambridge orgie
Cambridge English Language Assessment
swanecamibridgesnglsh org
Information on this ile: wnrvecambridge.or/9781316617496
© Cambridge University Press 2016
“This publication sin copyright. Subject o statutory exception
and tothe provisions of relevant collective lensing agreements,
‘no reproctcton of any part may take place withoot the writen
permission ofthe publishers,
First published 2006
Second edition 2010
“hind edtion 2015
Fourth edition 2016
21918 17 16 15 14 13 1211 10987654321
Printed in Malaysia by Vivar Printing
A catalogue record for ths publication i availble frm the Bris Libary
1883 978-1-316-61746-5 Students Book with olin atvites with audio and Home Fun
Booklet
1s8¥ £78-1-316-68191-1 Students Book with enline activites with audio
1583 878-1-316-61749-6 Teacher’ Book with downloadable audio
1883 978-1-316-61751-9 Class Audio CDs
168N 978-1-316-61752-6 Presentation Plus DVD-ROM
Dovenload the audio at wwwcambrige.org/fanfosarters
‘The publishers have no responsibility for the persistence o accuracy of URLs
for extemal or third-party internet websites referred ton this pbliation, and
dd not guarentee tht any content on such websites i or will main, accurate
‘oc appropriate. Information regarding prices, travel timetables, and other fatal
information given in this work s correct atthe time of rst printing bust the
publishers donot guarantee the accuracy of such information thereafter. Contents
Introduction
Checklist for Cambridge English: Starters preparation
Map of the Student’s Book
Topic index
Grammar index
Unit guide (teacher’s notes)
Photocopiable activities
Photocopiable Practice Test:
Listening
Audioscripts
Reading and Writing
Answer key
Speaking
10
14
15
16
106
122
127
129
136
137 Introduction
Welcome to Fun for Starters Fourth edition
Fun or Starcers Fourth elton isthe fstin a series of iree books
‘written for earners aged between 7 and 13 years old. Fun for Movers
Fourth editions the secand book nthe series and Fun for Flyers Fourth
dition isthe third.
Who is Fun for Starters Fourth edition for?
Fun for Storterss suitable for
‘© leamers who need comprehensive preparation forthe Cambridge
English Starters (YL Starters), in addition to their general English
(© mined classes whore some ofthe learners ae preparing to take the
Combridge English: Starters test, and whe need metvatingand fun
English lessons
(© small and large groups oftearners
(© monolingual and multilingual clases
Fun fr Stoters supports the development of good learning habits and
language practice in meaningful, fun, creative and interactive ways. tis
deal for lamers iho have been studying English for between one and
‘three years, and who need to consolidate thei language and skill
The key features include:
(© complete coverage ofthe vocabulary and grammar on the
Cambridge Engls: Starters revised 2018 syllabus
(© thorough preparation forall parts ofthe Cambridge English
Starts test
© afocus onallfour sil with an emphasis on those areas most
likely to cause problems for young learners at this level
(© recycling language and topics
(© fun activities that practise English ina meaningful way
© opportunities for earners to personalise the language and make
the tasks relevantto them
What's new in the fourth edition?
‘The new edition of Fun for Starters has been fully updated to reect
‘the Cambridge English: Young Leamers specifications from 2018. The
‘changes include revised task types for
Listening Parts 1 and 4; Reading and Wrting Parts 1 and andthe the
revisions tothe Speaking pets 2s well asthe new words onthe word
ists which reflect the changesin technology and devices and enable
more language tobe tested
Cambridge English: Young Learners
For more information on Cambridge English: Young Learners please
visit wmwcambrdgrengishorgieremsiyoung leamers-engish. om
here you cen download the handbook fr weathers wich includes
information about each evel ofthe Tour Learners exams. You ean
alsofind intrmation for candidates andthe parents nciuding inks
to videos ofthe speaking test teach evel There are alka sample tet
Dapers, anda computer-based test fo you try, a well as games, one
inks tthe Teaching Suppor website
course components
‘Student's Book with downloadable class audio and
online activities
‘The Students Bok has Den updated to Inu
© words nd phases rom the 2018 revsedConbrige Engi
Sorters vay
©. evenmore opportune fortes practi. Inmostuni, here wil
be atleast one authonte testy tas. The instructors for these
tasks ae shown in (Baa), whl nsracton orth
wich provide more genta fet practice are shown in blac,
© ewilistations, designed to stimulate ere engogement
(© avareyoffun actives sichas games, pussies, drawing and
Colouring tense your lamers arinvaied and enoy ther
Engishiessons
(recordings forthe listnng ts, hich are asl va the
‘cascode atthe frontef the books tht eamerscan ractse
‘home. To dowrivad te sudo vt thefunfor webs o
sw combridgecrpanforstarters
(© online aches, avaliable via the aces code atthe ont of
thebeck, wich prod ther pracic ofthe gamma and
vocabulary featured inte Statens Book
© project that encourage learner tensor topicsin more depth
td produce workmorelnependentiy
Teacher's Book with downloadable class audio
Inthe fourth edition ofthe Teacher's Book, you can find:
(© clear signalling of Camrige English: Starters test practic tasks
and authentic test style tasks that appear in each Unit. These are
listed in the information boxes at the stat ofeach unit, under
Starters practice or Starters test. Inthe unit nates, anion ike
this ustering indicates the part of Cambridge English: Starters
thatan authentic test style task replicates.
(© usefultips to guide and support leamersin their preparation for
each part of the est
(© materials and equipment needed toteach each unit. This means
less preparations needed, as you can see ata glancethe audio
resources or numbers of photocopies youneed fr each lesson.
(© suggested wording of classroom language a the learners’ level of
English
(© support or tesching pronunciation actvities in fun and
motivating way for lesrner of thie age
(© ideas for maximising the involvement ofleamersin their learning
process
(© ideas for extending activities nto simple, un projects that give
learners the chance to expire topics more independenty and
‘consolidate their English in creative ways
links othe www.cambridge.orgifunfor website, which provides,
additonal resources, visuals and lesson ideas for teachers, and
Interactive games and acthitis to accompany Fun fr Starters
Class audio CD / Downloadable audio | Online audio
‘The class audio CD contains al the recordings forthe listening
activites inthe Student's Book. The audio avallable to download at
\vwr.cambridge orgfunforstarters, or you can listen to the auc at
home by following the instructions and using the access code at the
frantof the student's Book
° eo ees
Carat area
ee
esenenona
Presentation plusisa DVD-ROM that contains a digital version ofthe
‘Students Book and al the audio to complete the listening tasks. The
Integrated tools enable ou to make notes, highlight activities ard turn
the Student's Book into an interactive experience for your learners. The
Presentation plus includes:
© allthe Student's 800k pages
(© alltheaudio forthe Student's Book
(© pels ofthe Teachers Book, including.a complete practice tas with
the Listening audio
(© unittests-one per unit, testing the ey language covered in
‘each unit
‘An app for mobile phones and tablets
For further practice ofthe revised listo vocabulary for Combridge
English: Startrs, dowmload our new app and encourage your learners to
practise their vocabulary while having fun!
‘cambridge Learner Management system
‘The Cambridge Learner Management system
provides students with extra practice in
-rammar and vocabulary Allofthe students
‘Online work canbe racked and reviewed by the
‘teacher. thas also been fully updated to reflect
task ypes and new words inthe word ist
For access to Fun for Starters CLMS content,
‘contact your local Cambridge representative
How is the Student's Book organised?
Contents
Ths ists the Students Bookunt umber andes
suits
Eachunitstopic based and designed to provide between 7s 30
minutes of astime Languago presented and practised troughout
{hurt andthe ial acy uel provides ee fun pace ofthe
units key content anguoge
Ideas fo projet wor ontop are lacludd ian units and signaled
by 0 icon, are fun acts to pacise specie phonemes or
lhe fy expects of pronunciation,
Pairwork ctivdespoges (pages 6-100
Tearmerswiluse these inspect untae.
Unie ordist (gages 191-111)
“isi ist ofthe key word ich appearin each uniorganisety
topic or word class). There is space for learners to make notes orto
write translations fr each word
How is the Teacher’s Book organised?
Contents
This shows whereto find each section ofthe Teacher's Book,
Introduction
Thiswil help you use Fun for Starters Fourth edition Itincludes:
(© aquick guide tohow units inthe Teachers books are organised
(poge 7
(© suggestions for games and activites (page)
(© suggestions fr how to use pictures inthe Student's Book (page 8)
(© suggestions for using small pictures or word cards (pages 8)
Checklist for Cambridge English: Starters preparation (p2ge 8)
(© a quick guide to what learners haveto do in each part of the
Starter test and units where each partis covered inthe Student's
Book. Test’ indicates those activities that reflect the format ofthe
Starters Listening, Reading and Writing or Speaking test. Practice
indicates activities that prepare fora particular part ofthe Starters
Test, but donot eflect the identical format ofthe test
Map ofthe Student's Book (pages 10-13)
(© anoverview ofthe content and organisation of alltheunitsin the
Student’: Book.
Toples and grammar indexes (pages 14-15)
Unit guides | Teacher's notes
(© the eacher’s notes foreach ofthe 45 units. Sea below fora detailed
‘uide to these
‘Photocopiable activities (pages 106-121)
(© these elateto specific units as indicated in the teacher's notes.
‘Starters photocoplable practice test (pages 122-140)
(© acomplete Starters Practice Tet (Listening, Reading ané Writing.
Speaking) to photocopy and use with learners. Audiascripts and a
key are als provide. How is each unit organised?
Tpies,non-Starters words
Thisisalis ofall the topics covered inthe unit. Any words that appear
inthe unit but not inthe Starters words re also listed below.
Equipment needed
This ists any equipment. for example: audio resources and/or material
needed forthe unit, including the number of photocopies needed for
any activities. Pages tobe photocopied are found atthe back ofthe
Teacher's Book.
Instructions
These are usually labelled A, 8, C etc. and correspondt the diferent
activities which appear inthe Student's Book
There aresome activities that appear only in theteachers notes and are
not labelled A 8, C etc.
Audioscrpts
Te audloscrpts foreach isteningare atthe end ofthe activity where
they aroused,
Project work
There area numberof suggestions for projects. The instructions for
these generally appear atthe ends of uns.
Listening tasks
Theresa seringicon (atthe beginning ofeach sein task n
te Starters tes practice tasks, the lengths ofthe pauses in the audio
are the same as inthe Young Learners Enish Tests the stime they
are played
When the audi are heard the second time inthe Cambridge English
YLE Tests, the pauses are slightly shorter allewingtime to add ary
missing answers and/or te check answers
For alother Listening tasks inthis book, the lengths of pauses are
approximate. Youmay want to re-start or stop the audio toallow your
learners less or more time in which to complete tasks,
Gna) gums
‘The llowing games and activities canbe done in clas to practise or
revise a wide ange of vocabulary or grammar.
singe
Leamers make a gid of ior nine squares, in two or three ronscf
three. They wit awordin each square. Read out words, one by one.
learershave the word, theyrossit ou or cover ewith a small peceof
Paper
“he fist learner to cross out or covrll ther words the winner Check
that esmers have heard the right words by asking them to say the
words and comparing them with your fistof words
‘Seven tives (‘Hangman’)
Draw [orstick] seven body out
on the board
‘Choose a word. Draw one ine on the board foreach letter the word,
for example: _—_—. (ress) Leamers put up theirhands to
say liter, the letterisin the word, you write ftantheline. ifthe
letters notin the word, you remove one af the bodies from the board.
‘The game finishes when the learners complete the word or they lose
all sever ves. Learners then play in groups, dawinglines forthe
own words.
The long sentence
CChoosea simple sentence hich can grow If words are added tothe end
oft.
Forexample:
Teacher: in my bedroom, theresa bed.
Learner A: In my bedroom, theres bed anda table.
Continue round the cass, wth each learner repeating the sentence and
allthe words which have been added, before then adding anather nod,
“The winners the person who remembers all the words in the correct
order when everyone else has been eliminate.
yep
i
‘
|
ea
Hl
:
j
ie
change places.
Learners sit ina citle Sey sentences starting with the words: Change
places... For example: Change plocesfyou got up at 8 lock today.
‘Al the leamers who got up at 8 ocock have to stand up and move to sit,
inadiferent place
petit!
Choose a group of words (com a particular topic, ke body or animals,
orthe words could beunrelated). Tell learners tolisten and write the
letters. as you sy them to spel the word, For example, 8 learners
‘think they know the word, they say Stop! and say the remaining eters,
{or example: AR and the word (pe) they are right, they get point
{for each letter they gave. they arenct ight, continue to spaltout the
‘word, letter by letter.
Guess whati'm drawing
(ne earner chases. a word and draws a picture af iton the board, one
line at atime. After each line the learner asks: What his? The other
learners try to guess whatitis. The leamer who guesses cortectly then
‘dans on the board. The game con be played groups with earners
drawing ines on pape.
‘Group or order the words
“Take any group of words (elated or not) and ask earners to group or
‘order them
(© from{ongestto shortest.
Learners ether write the words in oder according tothe numberof
letters they have, orleamners write the words in order according to
the numberof vowel they have
(© fromsmallestto biggest.
Learers write the words starting with the smallest thing / animal /
food, ec
(© imalphabetical order.
Lamers wrt the words in alphabetical order © incolour groups.
Learners write words in groups according to their colour.
(© insound groups.
Leamers write words in groups according to pronunciation
inilarties (stress patterns, vowel sounds ete),
Backs tothe board
(© Make teams of 4-Slearers, depending onthe size ofthe cass.
‘© Putonechairfor each team at the front ofthe class. learner rom
‘each team comes and sits on a chair, with thelr back tothe boar.
‘© Write up word on the board for example: page). One team gives
‘clues to the learners on the chairs eo that they an guets the word.
(© Thefirstleaner fram the chars at the front to stand up gives an
answer. they are igh, they get a point for thelr team they are
|wrong, they sit down and another team gives a clue. Again the fist
petson to stand up gives an answer. Teams get a point for overy
forrectanswer.
(© When the word has been guessed, diferent learners frm each
team come to the front ofthe cass and st down and the actvitys
repeated
Gon with pistes:
‘You can use the pictures inthe Student’ Baokin many diferent ways to
revise and practise language, Here aresome suggestions.
Which pietare?
In pais or smal groups, one learner chooses a picture fom any page.
Jn Fun or starters Fourth edition. The other learner's) have to ask
{Questions to discover which picture, For example: Can you see some
people? sit na house/park, etc? Once the other learners) have found
the picture, they choose a picture and are asked questions.
Yesorno?
In small groups, learners write sentences about a picture inthe
Students Book Some sentences should be tve forthe picture and
some should be false. They either pass their sentences onto another
‘group or they say the sentences tothe other group. The other group has
{tosay or write yes forthe true sentences and No forthe false ones,
Listen and draw
Learners work in pats or smal groups. One learner looks atone of the
pictures in the Students Book. This person describes the picture to the
‘ther learer(s, who has/have to draw the picture.
Where am 1?
Alearner‘hides' somewhere in the picture. Leamers have to find out
were they are by asking questions. For example: page 21 (Unit) Are
{youon the armchair? (No) Are you on the table? Yes)
Soy something more!
(© Divide the class into groups of 6-8 and ask them to sit in circles.
alllearers look atthe same pictureinthe Student's Book for
‘example: page 62, Unit 28 Picture 1). One learner starts and says
‘sentence about the picture. For example: The peopleare ina oy
Shop. The loaner next to that learner says another sentence about
the picture, For example: Aman iscleaning the floor.
(© Continue round the circle. fa learner repeats a sentence that
someone else has said they ae eliminated [or lose a point)
Variation: Each learner has to repeat the previous sentences and
then add anew one.
How many words?
“Teams look at a picture and write as many different words as they can
{orthings they can see. For example: Page 6, A, Unit 32. Sausoges,
‘burgers plate, balloons, table, et. The winners are the team withthe
‘most umber of correctly spelt words.
(Roo with sell pflstenas ar wr cars
Which one is missing?
Divide the classinto groups of¢-S leamers. Each group puts 10-12,
picturecarés such the ones on pages 108,10, 113014 ofthe
‘Teache’s Book face up ona table nthe middle ofthe group. Everyone
except one learner closes theireyes This leamer takes one ofthe cards
ofthe table. The other learersin the group open their eyes and look
atthe cards on the table. The frst person to say which picture cards
‘missing then takes the next card from the table
Moke pairs
Divide the class nto groups of 4-5 learners. Youneed two setsof picture
‘or word car foreach group. The cards are dealt out to al the learners
inthe group. Each leatner looks at their cards, they havea “pat (two
cards with the same picture or word), they pu the cards face up in front
‘ofthem,
Learners take tin tur to ask a learner inthe group for a certain card,
for example: Margo, have you got ttildrer' the other learnes has that
card, they must give Itto the asking leamer, who can then put the pair
oftwo cards on the able, The winner is the learner with most pairs
otearde.
Tellme more about these people
Learers work in pais to imagine and talkor write about the people in
the picture
For example: page 15, Unit 5: What ae these childrens names? How old
‘the git? What does she like doing? What's er fevourte animalgame)
colour? et
What ae they saying?
Pairs decide what diffrent animals or people could be saying to each
‘other nthe picture. For example: page 54, Unit25: What's the fish saying
{othe tiger What's the monkey saying to the hippo? What's the rd
saying tothe grafe? Checklist for Cambridge English: Starters preparation
oe Part 7 ro
Listening 1 Draw lines between names outsideand people | Practice: 11,14, 15,18
Inside a sene picture. Test 517,33
20minutes 2 Wate numbers and names Practice 1,3, 5, 11,29, 20,25, 29,30, 44
Test: 2,23, 26,40
3 ‘Multiple choice Practce:5 6,8, 17,36, 37,40, 48
Tek the coreetpture
4 Follow instructions and colour objects. Practce:2,4,5,9, 19,24, 27,30, 38,34 38,
39,42,43
Test 20,25, 32,3642
Reading and 2 Putatkckoracross oindicate whether the | Proctce:4,5,10,13,17,25,32,45
Wetting sentencels corrector not forte picture Tost: 20, 37,38
2 Witeyer or no beside cach sentenceabouta | Procic:4,§,9,12, 13,20, 31, 24, 30,35, 36,
20 minutes seene plew, 39,42,48
Test:5,14,23,26,29
3 Wiite the words beside the pictures Practce:2,3,4,5,8,12, 4,15, 16,37, 19,21,
23,25,27, 32,38, 38,40, 41,42, 45,
Test: 1,7, 31,36
a Plctre ap fill Wite one wordin each gap, | Practice-5,7, 8, 15,16, 19,20, 23,25, 2,33
36,37, 38, 42,45
Tes: 6,18, 22,28, 31
5 Wirlteone-word answersto questions about | Practice: 2,5, 6,8, 14,15, 18,21, 22,24, 28,
three scene pictures 30, 33,34, 35,37, 39,
Test: 12,29, 41
Speaking Tsceneppitureand | Point tothe correct partofthe pieure ‘ractico:4, 11,14, 16 7,16, 39,21,25,27,
objectcards | Place the card inthe correct place. 28,32, 35, 82,43,
2-5 minutes Test: 15,17, 30 31,33, 39,41, 42
2 scene pture
‘Answer questions about the picture
Practice 4,9, 10, 14,16, 18,18, 24,26, 27,28,
34,35, 35,42
Tes: 15,17, 30, 31,33, 39,41
3and-4 Objectcards and
personal questions
[Answer questionsabout the cardsand answer
personal questions.
Practice 4 6,12; 14,18, 21,32, 35,36 43
Test 15,17, 30| Map of the Student's Book
1 Say hell!
Topic
leer, animals, colours
‘questions, his/hese
as
Listening Part
Test: Reading and wt
Parts
2 Numbers, numbers,
numbers
Tnombers, colours
questions therefor,
present simple, prepositions,
possesses
Listing Part, Reading and Wing
Parts 3and 5, Speaking Part3
Test Listening Part
3 what'syour name?
names, family and fends
tobe, questions
Listening Part2, Reading and Wing
Part 3, Speaking Part’
“Red, blue and yellow
Toy and face, colours, the
‘questions there B/are,
Reading and Whiting Parts, 2and3)
hove got, present continuous,
prenesitions
‘world aroundus Prepositions, present Speaking Parts ands
continuous, tobe, thjthot___| Listening Part
‘Answeringquestions | school irmperatives, therefore Listening and Reading and Writing
[allparts)
Test: Listening Part, Reading and
Wiking Par
‘hnimalsand aliens
‘body and face animals, ood
and rin
‘Wistar, pronouns, possessives
Listering Part 3, Reading and Wring
Parts, speaking Part
Test: Reading and Writing Part 4
7 Look, listen mile, draw
‘body and face, number, sport
and lure
Plurals, possestves, have got,
present simple, can
Reading and Writing Part
Test Reading and wring Part’3
Bin my dothes cupboard
‘clothes, arly and ends, the
hhome
plurals, Gis /ese, questions,
resent simple and continuous,
there fore
Listening Part 3, Reading and Wing
Parts3,4and5
‘body and face, colours
"hove got, present continuous,
questions
LUstening Part 4, Reading and Writing
Part2, Speaking Part 2
0 our families
‘aril names, annals
“questions, pronouns, present
simple, hove got, thi/thase
Reading and Witing Part, Speaking
Pars 2and3
Tr whose ise?
‘ames, sportsand lelsure
es, prepositions,
Ustening Part 2,
SpeakingParts 1 and3
Test: Reading and Whiting Part 1
Taha’ gottherea
balloon?
Tarr ana triends, hehe
Reading and Writing Parts2and 3,
Speaking Par2
Test Reading and writing Parts 13 Whocan do this?
sports and leisure, names
con/ean', present continuous,
hhave got, conjunctions
Writing Part 2, Speaking,
Test Listening Part’
Ts Gig, small happy or
sad?
the world around us
‘adjectives, prepostions,
articles, questions, present
Continuous, this/these, have got
Reading and Witing Pars Sand,
Speaking arts 1,2 and 3
Test: Reading and WetingPar 2
15 One two, three animals
‘questions, adjectives,
prepositions, con
LUstening Part, Reading ond Writing
Parts3,4and5
Test: Speaking Parts 1,2and3
Te whatsyour favourite
fruit
{ood and drink, colours, farnly
and rienes
‘resent simple and continuous,
plurals, questions
Reading and wing Parts and,
Speaking parts 1 and2
TT What's onthe menu?
{ood and drink, colours, the
home
‘questions, can, present simple,
would ie... prepositions
Lstening Part 3, Reading and writing
Parts 1 and 3, Speaking Part 1,2 and 3
Test Listening Part
TeAcolourTulhouse
rehome
there ijore, questions,
prepositions, present simple
Reading and Writing Part 5, Speaking
Parts, 2and 3
Test, Roading and Witing Parts
Te Whats inyour
bedroom?
colours, the home
‘adjectives prepositions,
‘questions, there is/are
‘ening Parts and 4, Reading and
Wirting Parts 3 and 4, Speaking.
Parts 4 2and3
‘DD Ben and Kim ive herel
‘Be home places family and
friends
‘here ijore,. possessive,
‘questions, prepositions, no, or
Uistening Part 2, Reading ond Writing
Parts ané 4, Speaking Part 3
Test Listening Part 4, Reading and
Wiring Pare
21 Play with ust
Transport, toys, names
prevent continuous, would
like... prepositions,
possessives, questions
Readingand Writing Parts 2, 3and 5,
SpeakingParts1,2and3,
Test: ustening Part 3
Din ourbagsand hour
schoot
‘hoa!
present simple and continuous
Brticls, plurals, prepositions
Readingand Writing Par'S
‘est: Reading ane Writing Part
Taourschoal
school, numbers, names
possessives, questions present
Simple, prepositions
Listening Part 1, Reading and Writing
Parts Land 4, Speaking Part 3
Test: Listening Part2 24Wihat'stheclass doing? | school, names. resent continuous, questions | Listening Part4, Reading and Writing
Parts 2 and, Speaking Patt 2
25 Animal challenge ‘animale, body and face canjcont, prepositions, Listening Part2, Reading and Writing
possesses Parts 3 and 4, Speaking Part
Test Listening Pars
25 How many pews? ahimals,thehome names, [plurals presentsimpleand | Speaking Parts? and3)
umbers Continuous, questions, there is/ | Test Listening Part2, Reading and
re thisthese, have (got) Weting Part2
27 Food | really kel food and drink ‘questions, can/cant, lke + ing | Listening Part 4, Reading and Writing
Part 3, Speaking Parts 1 and 2
Test Listening Parts
Dany favourite food day | food and anak ‘resent simple questions, would | Reading and writing Part, speaking
like + noun Parts, 2and 3
‘Test: Reading and Writing Part
BWereinthetoyshop | places, toys, colours, numbers | questions, prepositions, present | Listening Parts 1 and, Speaking
today ‘continuous, wouldfike..., | Part3
imperatives Test: Reading and Writing Pars 2 and 5
BoMonstersinthepark | thehome,coloure;names | questions, prepostions, present | Listening Parts 2 and 8, Reading and
continuous, imperatives Woeiting Parts 2 and $
Test: Speaking arts1,2and3
‘alcomingandgong | wanspor., colours prepasitions presentsimple | Listening Part 4, Speaking Par'3
and continuous, ave® object+ | Test: Reading and Writing Parts 3
infinitive and, Speaking Parts 1 and 2
‘22 Happy Birthday ood and drink clothes colours | Questions propositions, {stening Parts, Reading and iting
present simple and continuous, | Parts, 3and 4, Speaking Parts 1 and 3
pronouns, possessives Test Listening Part
33 Onthe beach Theworld around us, numbers, | present simple and continuous, | Reading and writing Pats 3,4 and 5
colours ike +-Ing, questions ‘Test Listening Part 1, Speaking Parts L
and2
Biletsgototheperk animals,colours sporsend | questions; preseatcontinuous, | Listening Pan 4, Reading and Writing
leisure Brepositions, articles Part 5, Speaking Parts 2and'3 25 What, who and where?
‘the home, possessions, colours
prepositions, present
‘continuous, thi/these, there
Listening Par 4, Reading and Writing
Parts 2 ands, Speaking Parts 1,2ané3
36 Great games, great
hobbies!
sports and leisure, colours
present simple and continuous
pronouns, questions, feng,
Prepositions
Ustening Port 3, Reading and Writing
Parts 2and 4, Speaking Parts 2and 3
Test Listening Part , Roading anc
Writing Pare
ets play
“ports and leisure, places
‘questions, present simple and
‘continous Let's infinitive,
would ike, ike + ng
ening Part 3, Reading and Writing
Parts 4and 5, Speaking Par 3
Test Listening Part’, Reading and
Weking Par
Se Myfovourtes
‘general revision
‘uestons,conjunations,
Pronouns, possessive, present
simple
‘Reading and Wilting Part, Speaking
Pare
39 One foot, wo feet
numbers, people the world
around vs
plurals, hore are, present
‘continuous, prepositions,
‘questions
(Ustening Pare 4, Reading and Writing
Parts2,3 ands, Speaking Pars2ano3,
Test: Reading and Witing Part,
Speaking arts 1 and2
40 Nightand day
time, numbers
prepositions present simple
nd continuous
Listening Part 3, Speaking Pants
Test Listening Part 2
#5 Trane, boats and planes
‘ransper, sports and leisure,
theworld around us
‘questions, present simple and
present continuous
Reading and Writing Ports nd3,
Speaking art3
Test Listening Part 3, Reading ane
Writing Part 5, Speaking Pats 1 and2
“zAbouta phone
places, the home
‘resent simple and continuous,
Prepositions plurals, there is
ore this/these
Ustening Parts 1 and 4 Reading and
Writing Parts 3 and 4, Speaking Part
Test Listening Part 4, Speaking Part
at are they saying?
clothes, family and tends
possessive, adjectives,
‘questions, present continuous,
have (gat)
Ustening Pare 4, Reading and Weiting
Pare 2, SpeakingParts 1,2 and
“aAboutus
‘general revision
‘ranouns, posses, have
(got love he /enoy ng
stering Parts and, Speaking
Para
<5 Happy ending!
‘general revision
adjectives, verbs, nouns,
present simple like +g
Readingand Writing Parsi, 30nd,
Speaking Pata Fun for Starters topic index
"Numbers, namesand colours
Say hello!
2 Numbers, numbers, numbers
what's your name?
“4 Red, blue and yellow
School
SAnawering questions
“Animals, amily and friends, body and face
Animals and allens
Took listen, smile, raw
8inmy clothes cupboard
9 Funny monsters
20 0urfamiles
Sportz and laure the home
TaWhoselsi@
12 Who's got the re balloon?
13 Who can do this?
14g small, happy orsad?
15 One two, three animale
Food and drink colours, the home
16 What's your favourite frit?
17 What's onthe menu?
18 Acolourful house
18 What'sin your bedroom?
20-Ben and kim lve here!
Transport, toys and school
21 Pay with us
22 nour bags and in our school
23.Xtour sehool
2a Whats the cass doing?
‘animals
25 animal challenge
26 How many pets?
Food and drink
27 Food| really el
28 My favourite food day
Toys, transport the world around us
rein the coy shop today
30 Monsters inthe park
31.Comingand going
32 Happy srthday!
33 0nthebeach
Sports andlelure
Ballets got the park
35 What, who and vere?
36 Great games, geathobbles!
27 Let’splay
"Numbers time and wanspert
38 My favourites
38 0ne foot, two feet
40 Night and day
41 Trains, boats and places
Places clothes, he home
“2 About a phone
43 What are they saying?
44 About us
45 Happy ending! Fun for Starters grammar index
adjectives 14, 15,19, 43,45
articles 2.34,
canjcont 7,33, 15,07, 25,27
conjunctions 13,20,28
rave (got 57,9, 10, 11,125 14,26, 51, 63
Tnmperatives| 529,30
lets 37
[evi 7736 57,4415
plurals 7,8, 12, 16,22, 26,35 39,42
[possessives 2s 6,7, 10, 20, 28,23, 25, 32,38 48,44
prepositions 2,4, 5, 22,14, 15,17, 18, 19,20, 21,22, 23, 25,29, 20,31, 2,34, 35,40,
present continuous | 4,5, 8,9, 12,15 26,16, 21, 22, 24 26,29, 30,31, 2 33,34 35,3537,
35,40, 41,42, 4,
presentsimple | 2, 1,8 10,12, 16,17, 18,22, 23,26, 28,31, 32,33, 36,37, 38, 40,4, 42
4
[Frenoune 6 10,1432, 365,38, 44
‘goestione 2,2, 3,4,8,9, 10,11, 12, 25,16, 17,18, 19,20, 21, 23,24, 26,27, 28,29,
30, 32,38, 34,37, 38,39 41,49
shortanswers [3,20
2,4, 5,6; 18, 19,20, 26,35, 99,42
Bisitharthese | 1,46, 8, 10,14, 26, 95,42
ibe 34
ould ke 17,24, 28,29,37 1 Say hello!
Toples letters, animals, colours
Equipment needed
© Startersauo 18,10, 16
© Colouring pencis or pens.
© Acard foreach letter ofthe alphabet, handmade o printed and
cut aut fom wwwvcambrdgeorgtuntor. See.
© Hetto! say, spell and write names.
© Invoduceyourset Say Hell, myname (inde). Spell your name
as you wrteiton the Board aa ferent eames het your
name? Learners answer: (Netlde, Susy, Lee). akthe cass How do
{you spell Matiges nome? Lesrers spell the names os you write
{hemon te board
© npars learners askand answer: My names. Whats your
‘tame? They wit tel name ana et partners namecon the nes
eames conte ther namesina decorative way and use peels
0 pens to a colour they want. Fr example
*matilde*
© © know your tetters!
‘Starters
ise saying and writing the leters ofthe alohabet which
problems for your learner. When speling words, make
sure that learners know the sounds for naming vowels and
itil consonants, wy, te). Als practise pars of
consonants that your learners might confuse and J, and
‘sand 'p' and bet,
Note: your cass needs longer ‘o learn the alphabet, you might
preferto teach only the eters neesecifor2-3f the leamers
ames (mentioned in) to begin with. Give learners practice saying
and writing these letters ane then introduce and practise eying
‘nd writing the remaining letters.
(© Wiite the following letters on the board. Each line represents 2
missing letter in the alphabet,
ob_def_hij_Im_o
pa_stu_wx_2
© Point tothe missing eters ancl ask: What's hi leter(c gk.
‘yl. Add the missing letters othe board As you write each one,
practise its pronunciation by asking 45 learners: Whot sts letter?
©
© Group eters onthe board. Ina cicle write: hk
Say the letters. eamers ston and repeat. Show learners that
theselettersall share an ij sound,
Dothesamewith bedeg pty. These lettersall share an i! sound,
Do the same with Fmnsx. These share an/e/ sound.
Dothesamevith guw. These share a /j/ sound.
Dothe same with. These share an /ai/ sound,
Note: ‘0 and'2'are the only eters that do not fit int these
Phonemic groups.
(© Learners oak tthe letter pond in B, Saye Find the ltrs in your
name, Learners use a coloured pen or pencil to draw a small.
Cirle around theletters they need to write their own fst name,
Ifleamrs know how te spell thelr surnames, they could uses
Afferent colourta aso cicle those letters.
(© Make sure learners have grey, green, red and blue colouring
penclis among athers. Say: Listen othe eters now. Pay the audio,
Stopping atte fist pause. Lamers find 2, 'n; and in, find
thelr grey pencil and colour in thei leat shapes
(© Playthe other groups pausing between each one while learners
find tters and colour them again. Repeat ai,
(© atthe end ofthe audio, ask: Which eters have no colour?"
‘ne'2)
(© Learners show each other thei coloured letters. Ask 2-3 leamets
What colours yourh?1?5? u? Learners answer (ey, 90, re,
ue)
© Inpats leanersaskand answer: Whatcolourisyour..?
(questions
(© Ask questions about sound groups, for example: Which ettar
sounds ie 123); Which sound ike (uw Which etter sounds
e000
lhe (a, 6,3)
Audioscript
LUsten and Say the letters
One: ahik
hand kare grey!
Find your grey pencil They'e grey!
Two: bedegpty
bedegptandvaregreent
Listen again! They're green!
fmnsxz
fmnsxand2are red
‘They're red They're red!
qu
‘quand ware bie! Yes! Theyre Dive!
Now i andly
and yar... Yu choose the colour
You choose!
Four
Fie:
@ Draw a red line (a-z) from the baby spider to
its dad!
(© Thewhole class says the alphabet again.
© Pointto the animalsin Cand ask: Where's the baby spider? Where's
‘ts dod? Learners find the two spiders. Ask: Wheres the eter ‘0?
‘nd'9? And '? Learners point to theleteers a,b and,
© Make sure learners have red pencil. Say: Drow o red alphabet ine!
Learners draw aed line to link the 2 letters (@-2) across the box. © Di tistent praw a tine from the baby frog to
mum!
(© Make sre earmershave geen pencis. Say: Let shaw agren ine
{rome boty fog tots muro Liste lye au Learners
tsten and daw agree neta hep the baby fo finds mum Play
again ae neces,
Optional extension:
Dividelearnersinto A and 8 pars. Pars choose a parent and baby
sim for example est ane atten) and craw these ether side
‘ofthe leter box. Without showing each other, Aleamers draw
2 purple ine between the letersin the letter box rom the baby
‘animal tots parent. B learners raw a brown line between the
letters inthe letterbox fom the parent tits baby.
‘learners then sy the lttrsin thei purple ine and & learners
listen and draw their own purpleline.Blearers then say the
letters in their brown ins and learners listen anc daw heir own
brow line
Palrsthen compare thelr etter boxes.
Audioseript
aecbehrscuiywenaets
© what's this? Write the word. Pra}
© Learners look tthe picture Ask: How many animals cn you
s227(sb)
‘Asie Where's the ish? Leamers point the sh. Ak about the other
rime. Where's the rg /goat duck spider sheep?
© Checkthe animal words again. Point tothe ish and ask Whats
this? (it's a fish) Continue inthe samme way pointing and asking
Wat's this? questions about the tog, goat, cuck, spider and sheep.
Learners look atthe peture and answer.
© Point atthe si puddles. Say Look! The letters forthe animal words
‘rein the water Peint tothe example and the answer fish’ on
theline
(© Inpairs, earners ook atthe numbers afin the ight puede for
‘2th animal. Crossing ofthe eters as they use them to spell the
snimal words, earners writ the answers onthe ines.
© Checkanswers by askingcifferent pars
How do youspell duck/ sheep /fag goat /spiser?
Learners say theltters to spel the words.
Check answers:
duck 2sheep 3iog A goat _Sspider
© Ask what noisesa fish rog/ goat duck /sheep makes.
Demonstrate necessary
(© Learners workin pais. They take tin turnsto ask: Whar’ thi? and
then make animal noice, Partners say which animal ts. Extend
‘hisiflearners know more animals,
Notet The picture could aso be used to ask: hat colouris the...
‘questions. (Thefishs ted. The fogs een, The goat brown, The
‘duckis yellow. The sheepisblack and white The spider i black
ne grey)
® Cownae's the animat?
Learners lok at tho animal words (1-5 ony) to complete. Point to
the example answer, goat, Point to each vow! thats already on
line and ask: who's this eter (oe, 4). Check pronunciation
and dil i necessry
(© Inpairs, earners complete the words. they need help, they can
Fingal the words ine.
‘Check anewers:
sheep _Sspider_afiog_$duck
(© Point tothe eat, dog and snake inthe star. Aske Dayou know these
anim too? Lamers complete the word ‘ct, ‘dog’ and ‘snake in
the star Ask learners what noises these thre animals mak.
© Play the audio. Pause after each animal noise for learners to
ansier tsa sheep /cat/snake / duck / dog | ro!)
(© Pairs choose names fortis cat, dog and sake and vite them on
thelines. Ask 3-4 pais: Who's your nome for his cat/dog snake?
Learners answer. Ask How do you spell ther names?
‘Audioscript
‘whats thi?
{sheep noise)
‘and what’ his?
{eat noise)
Now what this?
(snake nie)
And thst
(ducknose)
Now what's this?
(cog no)
‘and what’ thir
og noise)
© Play the game! Can you make a word?
© Saythese letter oneby one:a ovts giuyacthsimiben
apth
© Learerststen ar wrte he eters n pas, they then compare
{heteers they have writen chock they ae the same
© Learerscicetheletersthattheyhear more than once (Sh)
Learners make a word with these eters. ish)
© Nowsay thes eters, oneby on
mpoertgiupecksttmtbercantods
© Learerststen are again wre the ters celing he letters that
theyhea tie, (62,95) Parfind the animal word or these
letters rate)
tlesers enjoy eter purles, detate d--én-co--toforlesiners
tofind hee words (at, oat on do)
Note: Goto cur website st wurcambridgeorgitnf You can
dowload and photocopy apage with taletets ofthe alphabet to
maken lahearde, Use the encore forthe game cuggerted
topractse th letters of the alphabet overs word: thing
Equipment needed
© Startersaudio20,
© Eightlargelettercardsshowings 0 ot b a | .see8.
© Colouring pens or pencils, See E,
© Seealso: warw.cambridge.rgifunfor
Get into groups.
(© Loarnors stand up. Ask thre learners to stand togetherin a group.
Say: Look! Three children! Ask one learner to sit down again. Point
tothe to remaining learmers and say Look! Twochldren!
‘Ask everyone to join nay! Three Al leamers get into groups
of three
(© Repeat the ame using diferent numbers between two and sx
Leaner: form groups of between two and sx
‘ter afew tums, say: Mow you! Learersthen take turns to say 2
‘number. Other learners frm the groups
© write the numbers.
Starters tips
ikely to make mistakes or
a!
° numbers, Look at the example. Say Lookat
‘onguritethe numbers onthe lines.
(© Wirt cn the board numbers 1 and 20, addngtines forthe missing
rhumbers 2-18
1 20
(© Pointat the ines and ask What are these numbers? Leorners
‘answer. rite numbers 2-19 onthe ines,
(© PointtoA and ask learners which numbers between Land 20 are
not on their page (1, 3,4, 6, 18,16, 17,18, 1). Cheek prenunciation
ofthe teen syllable tr.
Optional extension:
Learners coulé work in pars to try to write numbers 1-20 n words a8
{quickly 2s possible. Walk round and help with numbers that are more
dificult to spel forexample: eight, twelve, thirteen and fen,
©
Numbers, numbers, numbers
© Look at the letters. write words for six things in
the picture.
© Learners look at the picture. Say: Look at the example andits tine,
Point tothe car and ask: Wot’ this? [a car] Show learnersthat the
‘three big etters to make the word ‘car’ are jumbled. Pointto the
answer and ask: How do you spel car? c-a-r)
Inpars, learners look atthe words and lines and write the words
for 1-5.
‘Check anewe Sa
Abed 2sock shoe Abook Scat
(© Fointtotheline from Sin the picture and ask: Whats his?
{atootbal)
Askeeightlearnersto come tothe clase and stand ina line. Give
‘them the football eter ead in random order for example learner
Lhas.an“lsleamer?an'o, learner 3te fee), Learners hold up
‘the letters. Ask leamers to reorder themselves to make the word
“football” Ask the class Is that corect?
Learners write football on the ine.
Teachjrevic:‘on"
Ask: Is there ashoe onthe bed? {no} Are there cas on the bea? (yes)
's there sock onthe bed? (yes ze thre opples on the bed? (es)
‘Are there socks, cats, opples, balls ond books on your bed at
‘home? no!)
@ Let's count! How many can you see? Answer the
questions.
© Learners look atthe picture Pointe question and ask How many
ets oe ther nthe picture? Lets count the cose, wo, dre!
Thereore te cot!
© Asklesrecs the following questions about the picture. They can
Answer ith usta number Alternatively teach earmershow to
answer nfl sentence for example: There oe our ar
1 How many carsore here? out)
2 howmany books are tere? (coven)
3 How many apples oe there? 53)
44 How many socksae there? te
© Inpairslearnesreadthe two oher"How many’ questions and
Ask How many ballsare there? gh] How many shoes ore
there? ve)
Say Look atthe pcre goin, lve eines haf minute took
careful atthe peer en say: Close your hooks,
‘Ask umber questions about te picture For example:
‘ow many apples /bal cts / shoes crs book ae there?
Learners could then pay the game in groups of 3-4, taking tin
tumnstoaskand answer the'vow many questions
© tokleamers questions about thelclasiraom
suggestions:
ow many shoes books boys /gis/eahes chars con you see?
2 Biiisten: write aname ornumber, Listening)
viteon the board
1 wots your nome?
how older ou?
hrs your teachers nae?
iors ourlovrte be?
tints ou Fendsnome?
tow many books owe you ge?
How ot our inch Ask diferent learners to read out the questions, Ask: How‘ many
(nswers are names? (tree) How many answers are numbers? (our)
Ask: Which questions ave name answers /number answers?
‘Check answers:
Names: 1,3,5 Numbers: 2,4,6,7
'© Lamers copy the questions int their notebooks and write ther
answers Ask 3-4 lamers diferent questions, fr example: What's
‘spur fovourtename fora bya Mario? How many books have you
‘tama?
‘© _Inpairs learners interview eachother by taking it in turns to ask
and answer the seven questions.
© Leamerslookat the example questions in. Ask What's the boy's
‘name? (Tom| How ods he? (nine.
Learners look at questions 1-5. Ask: How many answers re names?
two) How many answers are numbers? (thre).
Say. ListentA girs telking to her teacher She's teking about Tom.
© Pleythe audio twice Learner listen and write answers.
Note: Learners ill se possessive's inthe example andl questions
2and 4. You mlght want to explain the meaning ofthis.
‘Check anewere:
16 2lucy 35 Park 510
Audioscript
@ Listen and draw tines between the letters and
numbers.
© wteonthe board 12
Sa: Loko the ptr. Fhe letery i's underthe gas
head
Sy: Now fin the rumber12 (shay don the gia’ body
atheront)
5: O00 ine betwen ond 12. ake sure lesmers understand
Yourinstuction by droning ane between theW ane the umber
onthe board.
Tellearnors you are going to say more letters and numbers,
‘They craw ines between them to finish he picture.
© Say slowly: 12414A20-7ROEILCISHISHS-18Q
(© Asie What con you se? (a grate)
colour and draw.
(© Hake sure eamers have brown, green and yellow colouring pencils
or pens.
‘eyo coour the pletr. Colour the Be brown, Colour the G green
‘Give learners tie to frish ther colouring.
(© _Drawasunon the boar. Ask: What’ this (the sun) Checnat
leamets hove uncerstood the drawing instruction la. earners
draw asun ard colour yet. They could also croase other
CGlousforthefoners, te graf ees and Background body
Colour ithey want. Ale What colours te sun? yellow) What
Colour ove the flowers /the ire? Learners answer.
@ Play number games
(© Choose one ofthe following number games to sult your class.
Iknow your number!
(© Demonstrate the game fist wth allthe clas. Tll one esener
‘tothinkofanumberbetweon 1 and 20ané to weit In their
notebook.
‘Teacher: Jhon your number: ts seven!
Leamer Ho!
Teacher: Then’ ive!
Leaner: Yes!
Teacher: Greot! How do you spel five?
Leamer FAVE!
(© Play the game with the whole class afew tines untilyou ae sure
‘thatthe learners understand what they have todo,
Learners then play the game in group of3-4 to practice numbers
120,
\Wihen a learner guesses and spells the number correctly i's their
tumto thinkof a diferent umber and te other learners guess,
Listen and circle the number!
© Giveeach eamer half a shoot of paper. Write the words for
‘numbers 1-20 on the board, asking learners to help with spellings.
Say: Now write these number words on your paren.
ll earnersto write the words in bigletters anywhere onthe paper
and net to write the words inthe correct order For example:
fitcon
three eleven
two ineteen
welve seven ve
ight fourteen cwenty
sk ten
one sietoon
‘eighteen fur
ne thirteen seventeen
Divide learnersinto and B pairs. shout out any number between
1Land20-Say: Drowa cite round that number!
Each learner huris to find the correct number and draw a circle
round it.The fist leamer in each Aand & part correc circle the
number you called out, win point. Repeat with other numbers
Lntiall the rumbershave been circled or unt learners tire of
the game. Pairs hep thelr own scores. 3
‘epics names, family an friends
© BW yor name
geee
Movers words adress round, pry Flyers word: cara
Notin LE wordlist bingo
Equipment needed
© Starters audio 3C, 3,
© Look at the letters. Write the names.
(© Pointto the boy in picture 1 and say: Look! Thisis Ben, That's B-EN,
Pointto the capital’ at the start of his name, Reming learners
that the frst eters ofnames are written with capita letters.
(© Say: Here are pictures often people. Expain that the nae forthe
people in pictures 1-€ have been jumbled up, For 2-8, leamers put
‘the letters backin the correc order to spall the names and write
‘themon thelines. The capital letters will help them do this!
‘check answers:
2Sam_3lucy ANick SBill
Ganna_TMark_8 kim
(© Learners choose a name forthe boy and the gilin9, They jumble
up the eters ofthe names and write them under picture for
‘example nna). Under each jumbled name, learners draw the
correct numberof ines foreach name (for example —___).
In pairs, learners exchange books. They unjumble the lttes and
‘write the letters onthe lines to write the names corectly spelt
© write the names under boy, girl or boy and girl.
What's your name?
(© Say: Now look athe names 1-8 nA Which ae boys‘ names?
‘Which are gts" names? Which are boys‘ or girls names? Wit the
frames n the lines in
‘cheek answers:
‘boy: Ben, Nick, Bl Mark gir: Lucy, Anna
boy ondait Sam, kim
(© Ask: Whotare tho boys and gin'sname in your pleture ins the
boys name a git’ name tools the gis name boy's nome toa?
Leamerstalkabout the names they wrote,
Note: Learners can check online to see iftheirnames are for both
boys and gis
If relevant, you could talk about names that ae for both girls and
boysin your learners country.
(© Say: Tike eve names George) and (Helen). What English names do,
{you ke? write your favourite English names onthe ines inte boxes
ng
© (Siete aetertestieeanes:
© Say: Lister to the waman and girl. Which names do they say?
‘Check answers:
Ask diferent learners to spell the names and write them on the
board!
2Alex 3Ride 4May SHapoy 6 Duck
Point to‘Mr’ and ‘Mrs'on the lines in Sane’ 6 and ask: sr Ride
‘aman or a woman? (a man) is‘Mrs Duck’ a man ora woman? (a
woman) Explain that we can also use" Miss and Ms" fora woman,
© Wirteon the board
Js Lucy's brother.
‘Aske What's Lucy's brothers rome? Tom) Wite Tom inthe gap inthe
sentence onthe board
Wiite.on the board
Js the girs coo! frend.
Jagrandmother,
‘sadog
‘san English teacher.
Learners complete the sentences with thenames from €. Let them
listen again ifnecessary,
Starters tip
ake sure that your learners are familiar withthe 20 fist names
that appear onthe Starters wordlist (andinthisunt). These
names appear in mary partsof Starters and some them are
tested in Listening Part 2 (they are always spelt out), Knowing f
ames are for boys orgs or for bath, is useful,
(© Say: Dan isonice name. 's‘Dan'e boy's nome ora gins name?
(boy's) How do you spell’Don’?(D-A'N)
Point tote name ‘Dann the wordbox and onthe tine. Say: Don is
‘aname fora boy or man. 1s under boy’ here.
Pointto the next name inthe box (Alex). Say: Alexie ance name,
too. 5 New a boy's name ara girs name? Explain that Alexis 8
fname wecan use fora boy ora gid Ask: How do you sell Mex’?
(ALE) Write alex on the line under boy ond git, please! Learners
rite Alex onthe fist ine in the‘boy and gt column,
Say: Leokat the names inthe box Write the names under ‘boy gi
cor'boy and gir
May, Grace _ boy arei git Alex, Pat
‘Check answers:
school riend ~Ales, grandmother - May, dog Happy, English
teacher—rs Duck
Audioscript
ston and write te names
1. Woman: Holl, Lucy. Isthat your brother?
Gites.
Woman: What'shis name?
irk Tom.
Woman: Tom? Is that 7.0.87
Gir Yes.
2 Man: Haveyou gota good friend at school?
Girt Yes
Man: What'shername?
Gir Alex.
Nan: Alex? Doyou spell that AL-EX?
Girt Yes. She very nico. 13 Moma what's yourteachersname?
Boy: Mid I's ride.
Woman: How do you spell that?
Boy REDE.
Wornan: Oh yes, know him.
4 Man: Whatsyour grandmother's name?
Boy: Hername’s May.
Man: Canyou spell May?
Boy: Yes, It's MA%
5 Woman: Iethatyour dog, Tom?
Boy: Yer.
Woman: What’sher name?
Her name’s Happy.
Happy? How do youspellthat?
Hk P.Pa
That's good namefor a dog
‘Do you learn English at chook, Ben?
Yes Is my favourite lesson,
‘Who's your English teacher?
Her name's Mrs Duck
How do youspell her family name?
Duck? YouspellitD-U-CK.
Names, questions, circles
© Telltheclassto sit ina cle. Large classes: make several circles.)
Ask one eamer: What’ your name? This learer answers, for
‘example: My name's Jeon, and then tums othe learer on thelr
ght and asks them the same question: Whats your ome? This
{earner answers then turns tothe learner on thelr ight and asks
‘the question. This continues round the eelountil alte earners
have asked and answered the name question.
© Learners do the same with the secand question: an you spell your
ame? But this time, they tum ane ask the person oa thet Let
© Learners ask each othe the third question: Whats your fovourte
name? Changing direction in the cle gain, they ask the learn
con their ight
Note: Encourage learners to work quickly round the crcl.
© Answer the questions. Write your name:
the circle.
© Learners read questions 1-4and write their answers nthe four
sections ofthe ele
© Draw accion the boerd with a eross inside the the onein
Write your answers to questions 1-4 inthe sections. Fr example
ory, Lucky ages, Ame
Explain that these are your ansvers to questans 1-4. sk
learners: Who's agnes? They ty to gues: Your end (no) Your
grandmother (yes) Leamerfind ot which question the thet
12 Leamersd the samen pis. Leaner shows thei names
‘ice Leamer&guetses who each name Belongs 0, Then gamer
shone theirfout names and Lerner guestes.
© Dtisten and write the names and numbers.
(© Telllearnerstolook at the envelope in E. Show learners that some
things are missing from the name and address. Ask learners to
Suggest which things are missing. Play the auo, Learners listen
‘and say which things are mentioned. (Marys family name the
hnumberofher house andthe name ofherstreet),
(© Playthe audio again, Learners listen and write names or numbers.
‘Check answers
Audioscript
stenand write
1 Boy. Mum,canyouhelame?
Woman: OK.
Boy: Canyoutell me Marys family name?
Woman: Ys. It's Door. 0:
Boy: D-O0-R Thanks.
2 oy: And what's the numberof Mary/shouse?
Woman: 17.Shelves atrumber 17.
Boy: Ohyes!
3 Boy: Andwhat'sthename ofthe street?
Woman: You know that! i's Lime Street!
Boj: Doyouspellthat LIME?
Woman: That's right: LIE
Boy: Great Thanks, Mum!
© Ws your friend’s birthday
name and address.
(© iplaintolearers that thisis a bithdy card for tele iend Tell
them to wit the fiend’s name and adress on the envelope
© Askaiferent camer to readout their fren's name and adress.
‘sk How do you spl your hens nome How lS your fend?
ite your friend’s
@ Find a name from A, B or Cin these sentences.
© Read outthe example sentence: listen tomy story! Ask: Can you see
the name Tam here? F-O-M. Say Now nd @ name In sentences 2-6!
Check anew
Note: Remind learner that we witenamhar with capital lees
© Play the game! Names bingo.
(© Learners close thelr bocks. As: Con yeusay the 17 names ram 8?
Doren eamerscometo the board and wit name: Ale, Ale,
‘Anne Be, Bil, Don, Grace, ir, Lucy, Mork, Mate. Moy Mick, Pt
Som Su
© Learners choose fivenames and write them ona piece of paper.
(© Explain that you ae going say and spel out some of these
names Soy orspellene cera names on theboaré Learners
listen, the name you spells one ofthe five names thatthe
learners written they erosit out. Thewinne isthe ist person
to.cross otal ve names on ther pce o paper
Note: with biger classes, play this in groups with one leaner
saying the names.
(© Tocheck the winsing names, askthat learner to say and spell the
names. Pay the bingo neme game snumberoftimesto allow
diferent eamers to win andspell
(what does my name mean?
‘© Learners find outthe origin and meaning of their name andjor of
thelr favourite English name.
(© Theycan alsofind out the most popular name forthe year they
‘were bom /forthisyearin thoircountryorinthe wor.
(© Learnerstell the class what they have found out fin their own
language # necessary) © Read and colour.
© Pointto the colour paletein A and say Look at ese pains. Which
‘ocurscan you see (ed, back, whe, ue, elon Point 1 and
‘ay luondredmate.. What colour can make wih blue ard red
paint [purple Colourciele 1 purple plese!
Learnersread 2-5 and colour the cles in the palette withthe
Colon these no colours make when they are mised together.
© Wiriteon the boa: 2d Oh.
Check answers by asking cifeent learners to add the colours to
{thissentence and also to point tothe colousin the palette as they
saythem,
‘Check answers:
2erey green orange Spink
(© Say: We con't see.a point colour between green and grey. Which
colouris this? Listen’ Dogs and cats can be tis colour. Part of
‘caconutis this colour (butyou dont eat that part Lots of chars,
‘tables and foors are tis colour And chocolate too! Which colour i
17 (Orown)Learnecs take ther brown pencils and colour the cicle
between green and grey.
(© Inpairs, learners choose five colours from the palette. They wite
‘the coloursin their notebooks, adding three or four things that are
‘that colour. (See suggestions below.)
Suggestions:
red tomatoes partofawatermelon, my wateh
black my computer spiders; my pen
white mi part ofa coconut, my shirt
blue thesea, my vousers, myeyes
purple grapes, the door, flowers
yellow sand, lemons, bananas, thesun
‘rey elephants, pencils, my phone
‘een frogs, peas limes, tres, aliens
‘orange: tigers, carots, oranges
pink mymouth, my Fshirt, my doll
(© _Difierent pars sy their three or four objects Other eamers guess.
‘theirchosen colour
‘Learners bringin pictures from magazines or drew and colour
pictures of ebjectsthatarethe same colour, Working in pais,
Tearers then stick their pictures ona large piece of paperto make
_2 "colour posto Some learners may preferto download pictures
and create their poster online.
© vou and colours. Answer the questions.
© Say: Read and answer he questions mB Color the pont under
‘Me! ake sure earners understonduwhat to doby asking one
leorner What clourareyour eyes? Ave your eyes own? Then the
yourbronn pencil and colour! Learners colour he ive paitbox
Squares under Me.
10 Imps, eamers ak and anewerthe questions. They aso colours
to show thelr porners rowers the paintbox squares under
‘ty rend
@ Look at the pictures. Circle the correct word,
© SayiLookat the pictures and read sentences 1-4. Which words
‘correct? For examples o boot ora oot (got Tel lesrersto
‘awa cel round the word goat in sentence
(© Leamersdeawacircle around the other correct words.
‘Check answers:
2eat Bhite_Anoman
(© Asklearmerstofind the ‘boat; ‘mat; tree’ and ‘boy’ inthe piturein
Din pairs, learners point to each ofthese things and say: This iso
boat /mat/tree/ boy
Learners choose colours and colour the boat, mat, ene of the trees
‘and the boy's facein
In small groups, they point to each of these thingsin their picture
and say This (green) boat. Tis isa (ourple) mat, et
® Dusen and cotour the birds.
Pelntt the plcureln and ask Wheres the. 2qesions.
where's the kt / i panting / Bob tree oy/ bag /wornon?
“oanswet, earner point to the diferent things nthe picture
Learners check th parte: o make sure that they are both
printing these thing Move aroun teciss ane check
teamers ar pointing tthe corect pate lure.
© Sey: Lookat the pictur. How many birds con ou see? sever)
Say these sonance the sertonc score forte pct,
tcorers say ys and stand up. His not crc, they say no and
sitdowa,
‘There’sa bird inthe tee (Yes~stand up)
‘ThereSabiid onthe gir'sTxhirt. (No sitdown)
Thereso bird onthe it. (Yer-stand up)
Theresa bird onthe woman's bog. _(Wo~sit down)
ThereSo bird onthe boy's shire (Yes ~stand up)
Theresa bird on the boat (es-stand up)
Starters tip
In Listening Part 4, candidates need to focus on an objector
thing that appears several times in afferent locations within the
same pture (inthis example, the ire). They should think about
‘where each one is inthe picture and the prepositions that will
help fine them, for example: on, under Say: Listen to woman and o boy. Theyre talking obout the picture.
Playthe example on the audio. Ask: heres the yellow bird inthe
tree? Learners point to this bird,
© Playthe rest ofthe audio, Lestnes sten and colour Playthe
recording twice.
(© Learners swap books and check each other's colouring, Check
answers by asking questions. Say: Find the bird on the ite. Ask:
What colours that bre? (blue) Do the same withthe bre onthe
boat, the bie in the baby's hand, thebird inthe pis picture, the
bird ontheboy’s stir.
‘Check answers:
the bird onthe kite be.
2 the bird on the boat - orange.
3 the birdin the baby's hand - pink.
4 the birdin the gi’ picture — re.
Sthe bird onthe boy's Tshirt purple
Note: in Listening Part 4, candidates will only hear
‘ach colour once, Sutin thisistening tas, learners
willhear the colours twice to give them more support.
Audioscript
Lock at the picture. Listen and look. There sone example
‘Woman: Can you seethe bird inthe wee?
Boy: Yes.
‘Woman: Good, Colourit yellow, please
Boy: Pardon?
‘Woman: Colour the bird in the tree, Colour yellow.
‘Con ousee the yellow bain the tee? This san examele Now you
“sten ond colour
1
Woman:
Boy:
‘Wom
Boy:
‘Woman:
Boy:
‘Woman:
Boy:
‘Woman:
Boy:
Woman:
Look atthe bird onthe bite,
‘Ohyes.Can colour it?
Yes,colourit blue.
Great! The bird on the te is blue nove.
find the bird an the boat.
Sorry? Which bird?
Thebitd onthe boat. Colour it orange.
‘range, OK.\'m doing that now.
(Can you seethe baby?
‘es. She's holding a bird in herhand too.
‘That's ight. Lets colour that bird pink
(OK. Now theresa pinkird inthe baby's hand.
‘Can you see the git? She'spainting a picture,
Yes, ean. And theresa bird inher pieture
Yes, there. Colour that bird red.
Red?
Yes, please.
Look tthe boy's Exh.
{ts gota bird on ittoo!
‘know! Colour that bird purple,
Sony?
Colour the bird onthe boy's T-shirt puro}
0K.
@ Great cotours for a car, shoes, sports shoes, ice
cream or bike!
‘Ask2-Sleamers: Does your family have ¢ car? What colori it?
Wnat's@ good colour fr «car? Learners colour the earin the
‘question thelr favourite colour for car.
Ask ifferent learners: What colour re your shoes? Are those your
ovourite shoes?
Inpairs, learners take itn tumnsto read out one of the four
question. They both say their answer, then colour the shoes,
the ports shoes, bike and ce cream their favourite colour for
‘those things.
Next, give each paira question from E, They have to ask everyone
in the clas their question and find outhow many learners chose
differen colours for that thing. For example air Aask: What's
‘gcod colour for acar Six earners say blue, four say red, thee say
{grey two say black and one says white, Pairs count therumber of
learners wo chose each colour. Everyone colours the car, shoes,
sports shoes, bce and icecream the most papularcalourfor
the lass
‘Ask leamers to discuss in small groups which colour they think
‘most peoplein the word chaose when they buy cars, shoes, sports|
shoes, bikes andice creams,
‘answer
cars - white, shoes - black, sports shoes white, bike red,
icecream yellow
Learners colour the shoes black, the icecream yellow, and the bike
red. They don't colour the car o the sports shoes, because the
‘world’s favourite colour fr these is white! Movers wore: back
Not in YLE wordlsts: crossword
Equipment needed
© Starters aucio sp.
© Photocopies of the sentences on page 106 (one for each pairof
‘teams), cut up. See E Mime the sentence!
© complete the crossword. Find the answers’
the box.
(© Ponta the picture ofthe alphabet and ask: Can you see the word
‘alphabein the crossword? (yes) Point othe word aiphabet'in
the worabox and say: This ison exemple, Look at the pitas, ind
‘thewerds here inthe box and ite them inthe crossword, Reming
learners te check thatthe number flettrsin their answer's the
sameas the numberof letters in the crosswors, Learners wite
theiranswers in the crossword
‘Check answers:
‘Across (tp to bottom: question, words tick, cross
Down (left right): Letter, number, sentence
© Say:in one ofthe bores, there's letter. Which letters |p) And
‘there's a number in one ofthe bores. hich number st (8} Can you
spel 6? (eg)
Wino ore
‘hee, seven (oumbers
4.f9.q letters)
‘ma teacher. You're learning English. (sentences)
Howold are yeu? Whet's your name? (questions)
© read, draw and write,
Starters tip
‘Train learmers to read and fllow the instructions fr each part
‘ofthe Starters Test. Inthe tes, they have to draw lines, colour
things, put ticks or crosses or wit names and numbers, yes
or'no' or one-word answers. Practise drawing ticks and crosses.
This may not be the usual way for learnersin their county to
| show thar somethings rignt or wrong.
(© Pointto the frstinstruction sk earners what they have to do
(rewaline) Point to the example linein the fist box.
®
°
Answering questions
Learners read2-6 and write or draw the answers.
‘Check answers by asking different learners to write or draw thelr
‘answers onthe board for 4 and 6 you could ask all earners to
weitea number ormordontheboardi 2 yes a(egiT 5x
(ea) beaut,
Tellleamers your favourite English word, for example: My fovourte
English words (coconut), Each learner writs thei favourite word
‘onthe linein7.
Give each learner a small piece of paper Ask thom to write thet
favourito word on it Then they sicktheir words on one ofthe
