Comunicare în limba modernă engleză, clasa a II-a, manual aprobat 2024 by Editura Litera

Manual pentru clasa a II-a

MINISTERUL EDUCAȚIEI 2

Carol Read Mark Ormerod Cosmina-Elena Moisă Cristina Durbăcea

Acest manual școlar este proprietatea Ministerului Educației.

Acest manual școlar este realizat în conformitate cu Programa școlară aprobată prin Ordinul ministrului educației naționale nr. 3418/19.03.2013.

119 – număr unic de telefon la nivel național pentru cazurile de abuz împotriva copiilor 116.111 – numărul de telefon de asistență pentru copii

Manualul este distribuit elevilor în mod gratuit, atât în format tipărit, cât și digital, și este transmisibil timp de patru ani școlari, începând cu anul școlar 2024–2025.

Inspectoratul școlar ......................................................................................................... Școala/Colegiul/Liceul

ACEST MANUAL A FOST FOLOSIT:

AnulNumele elevuluiClasaAnul școlar Aspectul manualului* la primirela predare

* Pentru precizarea aspectului manualului se va folosi unul dintre următorii termeni: nou, bun, îngrijit, neîngrijit, deteriorat.

• Cadrele didactice vor verifica dacă informațiile înscrise în tabelul de mai sus sunt corecte.

• Elevii nu vor face niciun fel de însemnări pe manual.

Comunicare în limba modernă engleză. Manual pentru clasa a II-a Carol Read, Mark Ormerod, Cosmina-Elena Moisă, Cristina Durbăcea

Referenți științifici: Prof. grad didactic I Ioana Roxana Panfil, Școala Gimnazială „Sfântul Andrei”, București Lect. univ. dr. Norica Felicia Bucur, Universitatea „Nicolae Titulescu” din București

Prelucrare după:

Tiger Time 2. Student’s Book @ Macmillan Publishers Limited / Carol Read și Mark Ormerod, 2015 Tiger Time 2. Activity Book @ Macmillan Publishers Limited / Carol Read și Mark Ormerod, 2015

Ediție publicată sub licență. Edițiile originale au fost publicate pentru prima dată în 2015 de Macmillan Publishers Limited

Editura Litera tel.: 0374 82 66 35; 021 319 63 90; 031 425 16 19

e-mail: comenzi@litera.ro www.litera.ro

Editor: Vidrașcu și fiii

Redactor: Daniela Tănăsescu

Corector: Carmen Bîtlan

Credite foto: arhiva Litera, Shutterstock

Copertă: Lorena Ionică

Tehnoredactare și prepress: Lorena Ionică

Descrierea CIP a Bibliotecii Naționale a României Comunicare în limba modernă: Engleză: manual pentru clasa a II-a/Carol Read, Mark Ormerod, Cosmina-Elena Moisă, Cristina Durbăcea. –București: Litera, 2024

ISBN 978-630-342-050-9

I. Read, Carol II. Ormerod, Mark III. Moisă, Cosmina-Elena IV. Durbăcea, Cristina 811.111

Manualul școlar a fost aprobat prin ordinul ministrului educației

nr. ……………./2024

.......................................................................................................

1 2 3 4

Dragul nostru elev,

Bine ai venit la întâlnirea cu disciplina Comunicare în limba modernă engleză! În acest an școlar vom face împreună o călătorie în care vei învăța cuvinte noi și cum să le folosești ca să te prezinți, să vorbești cu prietenii sau cu membrii familiei.

Te rog să privești și să asculți materialele video și audio, dar mai presus de toate, fii atent la ceea ce-ți spune profesorul t ău de limba englez ă! În paginile acestui manual găsești exerciții și jocuri interesante, benzi desenate și proiecte.

De asemenea, ai la dispozi ție și manualul digital, în care po ți viziona videouri și poți rezolva exerci ții și activități interactive. Dacă mai ai întrebări, poți apela cu încredere la profesorul t ău de limba englez ă

Îți urăm mult succes!

COMPETENȚE GENERALE ȘI COMPETENȚE

SPECIFICE

conform programei școlare pentru disciplina COMUNICARE ÎN LIMBA MODERNĂ ENGLEZĂ, aprobată prin ordin al ministrului nr. 3418/19.03.2013

Competenţe generale

1. Receptarea de mesaje orale simple

2. Exprimarea orală în situaţii de comunicare uzuală

3. Receptarea de mesaje scrise simple

4. Redactarea de mesaje simple în situaţii de comunicare uzuală

Competenţe specifice

1.1. Oferirea unei reacţii adecvate, în situaţii de comunicare uzuale, la o întrebare/ instrucţiune simplă rostită clar și foarte rar

1.2. Recunoașterea poziţiilor de bază (pe, sub, în faţă, în spatele, în) ale unor obiecte din universul imediat, în mesaje articulate clar și rar

1.3. Manifestarea curiozităţii faţă de sesizarea semnificaţiei globale a unor filme și a unor cântece pentru copii în limba modernă respectivă

2.1. Reproducerea unor cântece/poezii simple pentru copii

2.2. Prezentarea unei persoane/unui personaj cunoscut folosind câteva detalii familiare (nume, gen, vârstă, hobby)

2.3. Participarea la jocuri de comunicare în care reproduce sau creează rime/mesaje scurte

2.4. Cererea și oferirea unor informaţii scurte și simple referitoare la localizarea obiectelor din universul imediat

3.1. Manifestarea curiozităţii pentru decodarea unor mesaje scrise simple și scurte din universul imediat

4.1. Participarea la proiecte de grup/ la nivelul clasei în care elaborează cu sprijin scurte mesaje scrise

General competences

1. Receiving simple oral messages

2. Oral expression in usual communication situations

3. Receiving simple text messages

4. Writing simple messages in usual communication situations

Specific competences

1.1. Providing an appropriate reaction, in situations of usual communication, to a simple question/instruction spoken clearly and very rarely

1.2. Recognizing the basic positions (on, under, in front, behind, in) of some objects in the immediate universe, in clearly and rarely articulated messages

1.3. Manifesting curiosity towards understanding the global meaning of some films and songs for children in the respective modern language

2.1. Reproducing simple songs/poems for children

2.2. Introducing a known person/character using some familiar details (name, gender, age, hobby)

2.3. Participation in communication games in which they reproduce or create rhymes/short messages

2.4. Requesting and providing short and simple information regarding the location of objects in the immediate universe

3.1. Manifesting curiosity for decoding simple and short written messages from the immediate universe

4.1. Participating in group/class projects where they develop short written messages with support

UNIT COMPETENCESVOCABULARYLISTENINGSPEAKINGCONSOLIDATIONPROJECT

Hello Tiger!

p. 9-12 1.1, 2.3, 3.1Numbers 1-10 Colours Weather Introduce yourself It’s hot/cold.

Unit 1

Back to School

p. 13-19 1.1, 2.3, 3.1, 4.1 School supplies At the bookshop

Tiger Review

p. 20

Unit 2

My House

p. 21-28

Unit 3

A New Pet

p. 29-36

1.1, 2.1, 2.3, 2.4, 4.1

Say what you have in your bag/pencil case

What we do at school School objects

Rooms of the house Hide and seek Where are the children? Things in our homes Rooms of the house

1.1, 1.2, 2.1, 3.1, 4.1

Tiger Review

p. 37-38

Unit 4

My Body

p. 39-46

Unit 5

Break Time

1.1, 1.2, 2.1, 2.3, 4.1

Domestic animals A new friendSay what pet you have What pets eatPets

p. 47-56 1.1, 1.3, 2.1, 2.3, 4.1

Tiger Review

p. 57-58

Unit 6

Parts of the body The Gingerbread Man

GamesDo you play with me?

Describe yourself Our five sensesGingerbread Man

Say about your hobbies and activities you do in your free time

School rules and seasons Games

1.1, 1.3, 2.1, 2.3, 3.1, 4.1

How we moveAnimals at the zoo At the Zoo

p. 59-68 3. t

Wild animalsThe sore paw What can animals do

UNIT COMPETENCESVOCABULARYLISTENINGSPEAKINGCONSOLIDATIONPROJECT

Unit 7

Dinner

Time

p. 69-82 1.1, 1.3, 2.1, 3.1, 4.1

Tiger Review

p. 83-84

Unit 8

My Family p. 85-92

Unit 9

On Holiday

p. 93-104

FoodIn the kitchen

Say what you like/don’t like Food we eatOur food

1.1, 1.3, 2.1, 2.2, 3.1, 4.1 My familyWhere is Tiger?

Describe family members Different families My family

1.1, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1

Tiger Review

p. 105-106

Festivals

p. 107-115

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1

Final Revision

p. 116-118

Audio Scripts

p. 118-120

Places in the town and means of transport In my townSay where and how you go in your town Road safetyMy town

Christmas Mother’s Day Father’s Day Earth Day

Friendship Day

Talk about your mother/father/ best friend, Earth

What’s in this textbook? Let’s take a tour!

Ce cuprinde acest manual? Să facem o trecere în revistă!

The printed version Varianta tipărită

This textbook is an attractive and motivating course with a focus on natural communication.

Students become aware of being confident learners and excellent communicators.

They discover how to achieve success – at school, in exams and throughout their life!

This Student’s book includes:

√ nine units;

√ revision pages at the end of two units;

√ eight pages about holidays at the end of the textbook;

√ four pages of Final revisions after the last unit

√ audio scripts at the end of the book.

Vocabulary

Acest manual este un curs atractiv și motivant, centrat pe comunicarea naturală. Elevii devin conștienți de capacitățile lor, încrezători în procesul de învățare și vorbitori excelenți. Ei descoperă calea spre succes – la școală, la examene și pe tot parcursul vieții!

Manualul elevului include:

√ nouă unități;

√ pagini de evaluare la sfârșitul a două unități;

√ opt pagini despre sărbători la sfârșitul manualului;

√ patru pagini de Recapitulare finală după ultima unitate a manualului;

√ scripturi audio la sfârșitul manualului.

The Vocabulary is introduced through representative pictures and recorded

so that students can practise the pronunciation.

este prezentat prin intermediul unor imagini reprezentative și al unor înregistrări astfel încât elevii să poată

exersa pronunția. y y My Family M am Fam mFa ily il Vocabulary: father, mother, brother, grandmother, grandfather, sister, baby, family. 3 Look and say. Repeat. sister father brother grandmother baby grandfather mother family Competences: 1.1, 1.3, 2.1, 2.2, 3.1, 4.1 Listen, look and repeat. Listen, point and say Tiger’s word chant ly .2, 4. 85

audio

Vocabularul

Have you got brother? Yes, have./No, haven’t. 2 Project: Draw the family members, cut out and act out 3 Play Have you got Tiger, Dad? OVER T O 1 Read and match. Say. I live with my mother, my father and my brother. I live with my mother, my grandmother and my sister. I live with my father, my brother and my sister. Speaking 89 STORYTIME Story and language input: Have you got? Yes, have./No, haven’t. 1 Listen to the story. Read and repeat. please Jay. Have you I’m busy. please. Have you Listening ry 86 Final Revision Fi n a l Revis io n 1 Read and match. Write in your notebook. 2 What is in your schoolbag? Choose the school object and write in your notebook. eg.: have a book. 3 Complete the words about your house in your notebook. b _ d o o _ b v _ n g r_o m _ a _ age d _ _ e _ _ h e n f b a h _ _ o m g h a _ _ h _ n n g _ o o m What’s your name? How old are you? What is this? Where do you live? Eight. In Bucharest. It’s my schoolbag. I’m Matei. 116 ex. 9, pag. 12 // 1. Look, it’s sunny! 2. Oh, it’s cold! 3. Look, it’s windy! 4. Oh dear, it’s raining! 5. Phew, it’s hot! 6. Look, it’s cloudy! ex. 1, pag. 13 // Pen. Pencil. Ruler. Rubber. Sharpener. Pencil case. Bag. Crayon. What do we need to buy? Here’s the list. Pencil. Pen. Rubber pencil. Case. Bag. Ruler. // Hello. Grr. // – What’s hat? don’t know. – Look. Here are pens and pencils. // – Can I have this pen, please? – Yes. Of course. Put it in the basket. // – Thank you. Can have this pencil, please? // – Yes. Of course. Put it in the basket. // Thank you. // – Hello. // – Put me in the basket too. Look. Her are pencil cases and bags. Can have this pencil case, please? Yes. Of course. Put it in the basket. // – Thank you. Can have this bag, please? Yes. Of course. Put it in the basket. Thank you. // Yes. Hello, grr. Put me. // In the basket too. Look, here are rulers an have this ruler, please? // Yes. Of course. Put it in the basket. Thank you. // – Can have this rubber, please? // Yes, o course. Put it in the free toy. // – A new toy. Great, amazing. // Hello, grr. // Please choose me. // Are you toy? Yes am. Are you real? // Yes am. I’m real and I’m a toy. My name Tiger. // – Come on, Sue and Jay. Hurry now. // Look, mom, we want this tiger. // Ah, th – Rah rah! Hooray! Hello, Sue. Hello, Jay. Hello, tiger. ex. 1, pag. 21 // bathroom, bedroom, dining room, garage, hall, kitchen, living room, toilet. 13. Lee in the bedroom. // Hmm, perfect. can hide in this cupboard. can hide next to this plant. // 14, 15. Can play, Sue? Can play? Yes, Tiger. Of course you can play. Go and hide, quick. // 16, 17, 18. Hmm, can hide in this cupboard. // 19, 20. Where are you? Hmm, where’s Jay? Is he in the hall? // he next to the plant? Yes, he is. Sue! Now, where’s Lee? // don’t know. Let’s look in the garag Where’s Lee? She isn’t behind the car. // Is she behind the door? No, she isn’t. Where is she? don’t know. // Let’s look in he kitchen. She She isn’t behind the chair. she under the bed? No, she isn’t. She isn’t. Tiger, this is Lee. Don’t be scared, Lee. This Tiger. He’s our friend. Oh, hello, Tiger. // Hello, Lee. Let’s be friends. But shh, it’s secret. Yes, OK, let’s be friends. // Come on, everyone. Everyone, let’s play in the living room. OK. Can play in the living room too? // Yes, Tiger. Of course you can play. Come on. ex 4. pag 26 1. Where is the fridge? It’s in the kitchen. 2. Where is the bed? It’s in the bedroom. 3. Where is the cooker? It’s in the kitc 4. Where the shower? It’s in the bathroom. 5. Where is the sofa? It’s in the living room. ex. 1, pag. 29 // bird, fish, kitten, hamster, lizard, puppy, rabbit, turtle. ex. 1, pag. 30 // A new pet. Sue and Jay are in the car. They’re going home. // Look! Lee has got new pet. new pet! What has she got? don’t know, can’t see it. Look Tiger, Lee has got new pet. new pet? What has she got? Has she got kitten? Or has she go a bird? don’t know, can’t see it. Has she got hamster? // Or has she got a fish? don’t know. can’t see it. Has she got lizard? Or ha she got rabbit? She hasn’t got a lizard. She hasn’t got kitten, or a rabbit, or a fish, or hamster, or bird. What has she got? She’s got rock! // A rock? Yes, look! Tiger right! think she’s got a rock! Fantastic! Let’s go and play! // Stop Tiger! No! Sue, Jay, help! Tiger has ot my new pet! But isn’t pet, it’s rock! It is pet, look! See, it’s turtle! Oh, sorry Lee, sorry turtle! He’s got a beautiful shell. His name’s Tommy. // Look! Look! Tommy has got friend! ex. 1, pag 40 // The gingerbread Man. Sue and Jay are making biscuits with mum. // You make gingerbread man like this. This the head. This is the body. And these are the arms and legs. // – And look. This the nose. This is the mouth. And these are the eyes. The gingerbread man is great. Yes. It’s brilliant. // Um. The gingerbread man smells delicious. Um. I’m hungry. // – Tiger. The ingerbread man isn’t for you. // Look. Ah, look at me. I’ve got head. I’ve got eyes, a nose and mouth. I’ve got a body. I’ve got arms an legs. Mhm. Oh, no. It’s tiger. I’m off. Ah ah ah ah. The gingerbread man runs away. // Ha ha! Run, run as fast as you can! You can’t atch me! I’m the Delicious. I’m hungry. I’ve got plan. The gingerbread man runs and runs. // Run, run as fast as you can. You can’t cat gingerbread man. // Tiger runs and runs. Ha ha ha ha ha! But he can’t catch the gingerbread man. Ha ha! Here’s the gingerbread man now. Ha ha ha ha! Ha! // The gingerbread man runs and jumps over the wall. // Yeah. Oh. No help! Ha! Oh! Ha ha ha ha! Hee h can’t catch me! Ha ha ha ha ha ha! Ha ha! Whoa! Ow ow ow. Bad luck. Fox. No gingerbread. Man. // – For you or for me? Oh, no. It’s tiger. I’m off. Ow ow ow! // – Hello, tiger. Look, here’s gingerbread man for you. // – Um, delicious. Oh, thank you Sue. Thank you. // Jay. 119 1 Listen, number and repeat. Read and write in your notebook. 1 ? ? ? ? ? ? sister Consolidation 90 Consolidation Communication: Is there (a park)? Yes, there is./No, there isn’t. There’s (a funfair). 2 Project time: Draw the places from the town, cut out and do 3 Play In your town Is there a park? Yes, there is. There’s a funfair. OVER TO Speaking 1 Complete the dialogues. Write in your notebook. Act them out. Yes there is. there isn’t. Yes Is there a zoo? a swimming pool? a beach? nd do d 97 Project 1 Look and write in your notebook. My Family mother On Holiday funfair family aquarium ice rink father park grandfather sister beach brother baby water park mother funfair zoo grandmother swimming pool Units and 9 revision Tiger Review Tig e r Review 5 fath h heer ach h aby ming g ol 105 Unit review Listening Speaking Final revision Audio scripts 6

The Listening section highlights the vocabulary terms through a specific story with audio recording.

The Speaking section introduces the foreign language in routine exchanges.

The Consolidation section revisits the core concepts from each chapter.

The Project encourages working in a group or presenting an activity to a group of students. At the end of two units there is a Unit revision that will help the students review vocabulary and writing notions. The four pages of Final revisions invite students to revise and consolidate the notions from all the units.

The two pages of Audio Script help the teacher to maximise listening scripts in the classroom.

Simboluri

Scrie pe caiet

Pagina de Ascultare evidențiază termenii de vocabular cu ajutorul unei povești cu înregistrare audio.

Pagina dedicată Exprimării orale introduce limba modernă în situații de comunicare uzuală.

Pagina de Consolidare reia conceptele învățate pe parcursul fiecărui capitol.

Proiectul încurajează lucrul în grup sau prezentarea unei activități către un grup de elevi.

La finalul a două unități, există pagini de Evaluare menite să recapituleze noțiunile de vocabular și de scriere.

Cele patru pagini de Recapitulare finală invită elevii să repete și să consolideze noțiunile predate.

Cele două pagini din Audio Script îl ajută pe profesor să eficientizeze ascultarea în clasă a înregistrărilor audio.

Citește / Asociază Ascultă

The Digibook Varianta digitală

Comunicare orală Cântă

The content of the digital version of the Student’s book (The Digibook) is similar to the one in the printed version and it also includes a range of interactive multimedia learning activities (static, animated, interactive).

Forma electronică a manualului școlar are un conținut similar celei tipărite și cuprinde, în plus, o serie de activități multimedia de învățare (statice, animate, interactive).

Instructions for using the Digibook

The Help button opens the user manual for the Digibook.

The Content button opens the contents of the Digibook and allows opening Chapters / Lessons.

The navigation buttons allow scrolling through the Digibook and opening to a certain page.

Static activities – opens static activities, which can be scrolled with the navigation buttons.

Animated activities – highlight elements that contain animated activities found at the bottom of the page. Click on Play ( ) to watch.

Interactive activities – highlight items that contain interactive activities. These are found at the bottom of the page. They can be: Associate, Tick, Use the keyboard to write, Select. The validation buttons are: Reset (which brings the exercise back to its original state) and Check (which checks the solution). The user has three attempts to answer correctly, after which the correct answer is displayed automatically.

Audio activities – allow listening to the audio recordings. Click on the symbol to play.

Butonul deschide ghidul de utilizare a manualului digital.

Butonul deschide cuprinsul manualului digital și permite deschiderea de Capitole/Lecții.

Butoanele de navigare permit parcurgerea manualului și deschiderea unei anumite pagini.

Activități de tip static – deschide activități de tip static, care se derulează cu ajutorul butoanelor de navigare.

Activități de tip animat – indică elemente care se găsesc în partea de jos a paginii. Pentru vizionare, se activează butonul Redă ( ).

Activități de tip interactiv – indică elemente situate în partea de jos a paginii, de tipul: Asociază, Bifează, Scrie de la tastatură, Selectează. Butoanele de validare sunt: Resetează (care aduce exercițiul la starea lui inițială) și Verifică (prin care se verifică rezolvarea). Utilizatorul are la dispoziție trei încercări de a răspunde corect, după care răspunsul corect este afișat automat.

Activități de tip audio – permit ascultarea înregistrărilor audio. Click pe simbol pentru ascultare.

IMLA static AMII static IMLA animated AMII animat IMLA interactive AMII interactiv Instrucțiuni de utilizare a manualului digital

Vocabulary

1 Listen and ﬁnd the names.

2 Listen and sing Hello, I’m Tiger. Hello! I’m Tiger!

3 Remember the colours.

Introduction and review: I’m (Tiger). hello, goodbye, colours.

Competences: 1.1,

2.3, 3.1

OVER TO Y OU Introduction and review: What’s your name? I’m (Matei). How old are you? I’m (six). boy, girl, numbers 1–10. 4 Listen and sing What’s your name? Read. 5

Answer the questions. Repeat. 6 Do a role play. Hello. I’m Jay. I am eight. Hello! I’m Sue. I am seven. Hello! I’m Fluffy. I’m ten. Hello! I’m Matei. I am ﬁve. Hello! I’m Tania. I’m nine. 2 4 3 1 10 10

Listen.

7 Listen, point and say The colour chant.

8 Find and say the numbers.Listen, look and count.

1 2 3 4 5 6 7 8 9 10

Review: How many (tigers)? apple, ball, banana, book, cat, dog

Hello!

six. Hello! I’m Amalia. I’m three. Hello! I’m Aysha. I’m two. Hello! I’m Cristina. I’m ten.

5 7 9 8 6 11

I’m Tudor. I’m

10 Look and draw in your notebook. Say. 9 Listen, number and repeat. Write in your notebook.

Language input: It’s (hot). raining, cold, sunny, windy, cloudy, hot.

? ? ? ? ? 1 ? ? ? ? ? 12

1 Listen, look and repeat.

2 Listen, point and say Tiger’s word chant.

3 Listen and look. Repeat. Play Word number.

13 Vocabulary input: bag, pencil, pen, crayon, ruler, rubber, pencil case, sharpener.

crayon ruler pen sharpener rubber bag pencil case pencil

Competences: 1.1, 2.3, 3.1, 4.1 Vocabulary

Listening

1 Listen to the story. Read and repeat.

Y TIME

What do we need to buy?

Put it in the basket, please.

I don’t know. Yes, of course.

Can I have this pen, please? Can I have this pencil case, please?

STOR

Story and language input: Can I have this (pencil), please? Yes, of course.

Tiger! Put me in the basket, too!

Are you a toy?

Can I have this ruler, please? Look! You win a free toy!

Yes, I am! My name is Tiger. Hello, Sue! Hello, Jay!

Tiger

V lues

When you ask for something, say ‘please’ and ‘thank you’.

Hello,

2 Listen and say the missing words.

3 Say the things Sue and Jay buy. Point.

4 Can I have this pen, please? Find the school objects. Draw them in your notebook and colour.

16 Story activities

Communication: Can I have this (pen), please? Yes, of course. Put it in the basket. OVER T O YOU 2 Project: Draw the school objects and a basket, cut out and act out the story. Add it in your ﬁnal portfolio. 3 Do a role play. Speaking 1 Look and write in your notebook. Say. Can I have a rubber , please? Can I have a , please? Can I have a , please? Can I have a , please? Yes, of course. Yes, of course. No, sorry. No, sorry. ? ? ?

Consolidation

1 Listen and say a traditional rhyme: Two, four, six, eight.

2 Count the school objects. Say.

Two, four, six, eight, Meet me at the school gate. If I’m late, don’t wait. Two, four, six, eight.

3 Listen, point and repeat. Ask and answer.

CLASS CHAT

4 Listen, point and say The days of the weekchant. Find and say the classroom objects. Write in your notebook.

Today is

5 Listen, number and repeat. Ask and answer. Write in your notebook.

19 Content input: Today is (Monday). Do you have a (pencil)? Here you are. Thank you. days of the week.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday 1 ? ? ? Do you have a rubber? Do you have a pencil? Do you have a book? Do you have a crayon? hbk? CLAS S CHAT

1 Look and write in your notebook.

2 How many stars do you deserve? Think and colour.

rubber one pencil sharpener crayon ruler pencil case pen bag nine five six eight Classroom objects rubber Numbers one Unit 1 revision T i g e r R ev i e w Tiger Review

1 ten seven four three two

3 Look and say. Repeat. 1 Listen, look and repeat. 2 Listen, point and say Tiger’s word chant. bedroom living room bathroom kitchen garage dining room hall toilet Competences: 1.1, 2.1, 2.3, 2.4, 4.1 Vocabulary Vocabulary input: toilet, bedroom, bathroom, hall, living room, dining room, kitchen, garage. ge 2 .3, 21

Listening

1 Listen to the story. Read and repeat.

Sue, Jay and Li are in the hall.

… 10, 11, 12, 13 …

Can I play, Sue?

I can hide next to this plant. Yes, Tiger. . STOR Y TIME

I can hide in this cupboard.

Where’s Jay? Is he in the hall?

I can hide in this cupboard.

Story

input: behind, in, next to, under.

and language

ory … S St 22

I’m

Where’s Li? Is she behind the door?

Is she under the table?

Where’s Isshe Ihdthtbl?

No, she isn’t.

in the cupboard. Help!

Don’t be scared, Li. This is Tiger.

When you play games, let everyone join.

Tiger V lue

2 Listen and say the missingrooms Sue looks in. Sing Where’s Li? Look and write in your notebook. Tiger is in the bathroom

Listen, look and say who.Complete the sentences. Write in your notebook.

Jay is in the

Sue is in the

. ? ? ? ? ? ? ? ✔ hall Tiger Jay Sue ? ? ? ? ? ? ? ? ? 24

1 Look and say. eg. The cat is in the flower pot.

2 Project: Draw the rooms of the house, cut out and do a role play. Put it in your ﬁnal portfolio.

3 Play Find Tiger. No, she isn’t. Is Li in the kitchen?

Yes, he is. Is Tiger under the pencil case?

Communication: Is (Li) (in) the (kitchen)? Yes, (she) is./No, (she) isn’t. behind, in front of, next to, in, on, under.

Speaking

e OVER TO Y OU

S pea ki ng

4 Listen, match and repeat. Write in your notebook.

5 Listen and point.Sing The shower is in the bathroom. Repeat and say.

OVER TO Y OU Content and personalisation: The (fridge) is in the (kitchen). Have you got a (clock) in your (bedroom)? Yes, I have./No, I haven’t.

Play Draw and ask.

nte ock) Co ( (cl 26

Have you got a clock in your bedroom?

Consolidation

1 Listen, number and repeat. Complete the sentences in your notebook.

She’s in the bathroom .

He’s in the .

She’s in the .

She’s in the .

He’s in the

She’s in the

He’s in the He’s in the

? ? ? 1 ? ? ? ? ? ? ?

. 27

C onso lid at i on

2 Listen and say a traditional rhyme: In a dark, dark house. Act it out.

In a dark, dark house, is a dark, dark room. In the dark, dark room, is a dark, dark cupboard. In the dark, dark cupboard, is a dark, dark box.

In the dark, dark box, is a SURPRISE!

Language input: I live in a (house).

CLAS S

NEXT TO 3

ngu In

Whe tea L Lan 28

CHAT Listen, point and repeat. Ask and answer. Where’s the teacher?

Where is the dog?

th In th In th

1 Listen, look and repeat.

2 Listen, point and say Tiger’s word chant.

3 Look and say. Repeat.

Competences: 1.1, 1.2, 2.1, 3.1, 4.1 Vocabulary

input:

Vocabulary

bird, hamster, turtle, kitten, rabbit, lizard, ﬁsh, puppy.

fi sh puppy rabbit lizard turtle kitten hamster bird

I think she’s got a rock. It’s a turtle.

His name’s Tommy.

Help! Tiger has got my new pet.

If you’ve got a pet, look after it.

Look! Tommy has got a friend.

Tiger V lues

Listen and say the missing words.

Listen and say Li’s pet. Sing She’s got a new pet. Look and write in your notebook.

Listen, look and say who. Complete the sentences in your notebook.

Has Tiger got a kitten ? Yes, he has. Has Jay got a ? Yes, he has. Has

Story activities

Tiger

No,

fi sh Tiger Jay Sue ? ? ? ? ? ? ? ?? ? ?? 32

Sue got a

Yes, she has. Has

got

he hasn’t. Has Jay got a ? No, he hasn’t. Has Sue got a ? No, she hasn’t.

1 Complete the sentences. Write in your notebook.

Dogs eat meat. eg.

2 Project: Draw the pets from the story. Cut out and do a role play. Add it in your ﬁnal portfolio.

3 Play Sentence bingo. Has Li got a rabbit? No, she hasn’t. Bingo!

Communication: Has (Li) got a (rabbit)? Yes, (she) has./No, (she) hasn’t.

OVER TO Y OU Speaking

eat

eat .

1 Listen and repeat. 2 Listen and point. Sing Different pets, different food. 3 Talk about a pet you know.

Content

personalisation:

OVER TO Y OU

and

My (brother) has got a (rabbit). (Rabbits) eat (grass). My brother has got a rabbit. Rabbits eat grass.

oint. Consolidation

Listen, number and repeat. Complete the sentences in your notebook.

He’s got a bird .

He’s got a .

She’s got a .

She’s got a . She’s got a

? ? ? ? ? ? ? 1

She’s got a . ? ? ? ? ? ? ? 35

Listen and say a traditional rhyme: Two little dicky birds. Act it out.

Two little dicky birds …

… sitting on a wall.

6 Look and count. Write the number in your notebook.

8 insects ? fish ? leaves ? seeds

7 Listen, point and repeat. Ask and answer. Has everyone got a pen, a pencil and a book?

CLASS CHAT

Language input: My (friend) has got a (puppy). 36

T i g e r R ev i e w Tiger Review

1 Look and write in your notebook.

Rooms of the house

turtle rabbit living room kitchen hamster bedroom kitten bird hall dining room garage fish lizard bathroom toilet puppy Units 2 and 3 revision

living room Animals turtle 2 37

2 Read and match. Write in your notebook. Listen and say.

Listen and say.

Can you remember?

What has she got? Has she got a kitten? The shower is in the bathroom. Lizards eat leaves and insects. Where’s Jay?

3 Listen and choose. Sing your favourite song.

4 How many stars do you deserve? Think and colour.

Units 2 and 3 revision

he next to the plant? ? ? ? b 2 do deserve? . 38

3 Look and say. Repeat. Vocabulary input: head, eyes, mouth, nose, ears, arms, hands, legs. eyes head ears hands nose arms mouth legs 1

look and

point

chant. Competences: 1.1, 1.2, 2.1, 2.3, 4.1 Vocabulary , mo thh, no , a r , h nds gs Vo bu inp , ey he a s s, leg an a s, ad os e, out u put u : y ocab yes rmss, s 2 .1, 39

Listen,

repeat.

Listen,

and say Tiger’s word

Listening

1 Listen to the story. Read and repeat.

STOR Y TIM

This is the head, this is the body and these are the arms and legs.

I’ve got a head. I’ve got eyes, a nose and a mouth.

This is the nose, this is the mouth. And these are the eyes. Run, run as fast as you can!

Story and language input: I’ve got (arms). This is (the head).

ory S St 40

Youcan’t

You can’t catch me!

Oh! Bad luck, fox! No gingerbread man for you or for me.

Tiger V lues

Wash your hands before you touch food. A gingerbread man, delicious! I’ve got a plan.

Hello, Tiger! Look, there is a gingerbread man for you!

Listen and say the missing words.

3 Draw a gingerbread man in your notebook and colour it. Point and say.

Listen and sing I’ve got a head. Point the gingerbread man from the story.

Story activities or y S St 42

1 Read and choose the correct answer. Point. Write in your notebook. Sing I’ve got a head.

I’ve got a head body and a body like you.

I’ve got a legs nose . I’ve got a arms mouth , too!

2 Project: Draw the gingerbread man, cut out and act out the story. Add it in your ﬁnal portfolio.

3 Play This is my head!

Communication: This is my (head).

OVER

Speaking

T O

1 Listen, number and repeat. Read and write in your notebook.

? ? ? 1 ? ? ? ? eyes

? ? ? ? ? ? ? Clid

Consolidation

t i

2 Match and say. Write in your notebook. eg. 1–c

3 Complete the sentences. Write in your notebook.

I touch with my . I hear with my I smell with my . I see with my . I taste with my . ? ? ? ? ?

Listen, sing and act out a song: Hokey cokey.

You put your right arm in, you put your right arm out

You put your right arm in and you shake it all about

You do the hokey cokey and you turn around

That’s what it’s all about

Woah-oh, the hokey cokey

In, out, in, out, ra, ra, ra

Complete the parts of the body in your notebook.

Listen, point and answer.

Language input: stand up, sit down, put your hands up/down.

CLASS CHAT

e _ r _ _ r m _ m _ _ t h 6 _ _ g s h a n _ _ 7 _ y _ s h e _ _ 8 n o _ _ ngu L Lan 46

Vocabulary input: board game, hide and seek, football, basketball, cards, tag, hopscotch, computer game. 3 Look and say. Repeat. 1 Listen, look and repeat. 2 Listen, point and say Tiger’s word chant. hopscotch footballbasketball hide and seek tag board game computer game cards Competences: 1.1, 1.3, 2.1, 2.3, 4.1 Vocabulary g ga me 2 .1,

Listening

1 Listen to the story. Read and repeat.

S ORY TIM

I want to play a computer game.

Do you want to play cards?

Li, have you got a four?

Has everyone got seven cards?

Sue, have you got a six?

No, I haven’t. Yes, I have.

play

Story and language input: I want to play (football). Do you want to

(cards)?

ory S St

I’m the winner.

I want to play again!

We don’t want to play cards now.

I want to play basketball.

Tiger V lues

Tiger! You’re cheating.

Sorry, everyone.

OK, but don’t cheat.

Always play fairly and don’t cheat. Sue. to ame?

I’m sorry, Sue. Do you want to play a board game?

2 Listen and say the missing words.

3 Listen and say the game Tiger and the children play. Look and write in your notebook. Sing I want to play.

board game

Listen, look and say who. Complete the sentences in your notebook.

Story activities

I want to play a . I want to play .

want to play basketball . Tom Anna Jay ? ? ? ? ? ? ? ? ? or y bo S St

1 Complete the dialogues. Say.

Do you want to play ? No, thanks. I want to play .

Do you want to play ? No, thanks. I want to play

Do you want to play ? No, thanks. I want to play .

2 Project: Draw the games, cut out and do a role play. Add it to your ﬁnal portfolio.

Do you want to play a board game? No, thanks. I want to play a computer game.

3 Play Sentence bingo.

Communication: Do you want to play (a board game)? I want to play (a computer

game).

OVER TO Y O

Bingo!

Speaking

4 Listen, number and repeat. Write in your notebook.

5 Listen and point. Sing In the classroom. Say where you can’t play ball games.

At my school, you can play cards in the classroom, but you can’t play football.

Talk about games you play at school.

Content and personalisation: You can/can’t (play ball games) in the (classroom).

? ? ? ? ? ? ? ? ? 1

OVER TO Y OU ? ? nte C Co

Consolidation

Listen, number and repeat. Complete the sentences in your notebook.

? I want to play a .I want to play ? I play .I play ? I want to play a .I play ?

want to play basketball . I want to play

. . .

Listen, point and say. Read and write in your notebook. spring

Look and complete the sentences in your notebook.

Content input: seasons and nature: spring, summer, autumn, winter, ﬂower, tree. .

play

play in the. . . . . in the in the in the in the ??? nte s C Co

I play I

I play I don’t

I don’t

4 Listen, number and repeat. Say.

5 Listen and point. Sing What’s your favourite season?. Draw in your notebook.

Content and personalisation: In (spring), you can see (ﬂowers) on the tree. (My) favourite season is (summer). 6

Which season are you born in?

? ? ? 1

season is winter! OVER TO Y O 55

Your favourite

Listen and play the traditional game: Rock, paper, scissors.

One, two, three! Scissors, paper! And the winner is... scissors!

8 Find the words. Write them in your notebook. canteenplaygroundgymcorridorclassroom

Listen, point and repeat. Ask and answer.

Do sin One Scis

Do you want to sing a song?

Language input: At break time, I play (rock, paper, scissors) in the (classroom). rock paper scissors

CLASS CHAT

ngu

L Lan

head eyes arms hands nose mouth Break time football Parts of the body eyes Units 4 and 5 revision

i g e r

ev i e w Tiger Review 3 hopscotch football basketball hide and seek board game computer game cards legs ea r s outh tag

1 Look and write in your notebook.

2 Read and match. Write in your notebook. Listen and say.

I want to play football.

My favourite season is winter.

Can you remember?

Tiger, is cold outside!!

You can’t play ball games in the classroom. c ? ? ?

Listen and choose. Sing your favourite song.

How many stars do you deserve? Think and colour.

s do you deserve? ur.

Units 4 and 5 revision

its U Un

Vocabulary

1 Listen, look and repeat.

2 Listen, point and say Tiger’s word chant.

3 Read and say. Repeat.

parrot snake elephant mouse frog crocodile giraffe monkey

Vocabulary input: parrot, snake,

Competences: 1.1, 1.3, 2.1, 2.3, 3.1, 4.1

elephant, monkey, giraffe, frog,

crocodile, mouse.

se 2 .3, 59

Listening

1 Listen to the story. Read and repeat.

Hello, Elephant! I’ve got a sore paw!

Hello, got a

Along comes a giraffe.

Can you help me, please?

No, sorry. I can’t!

The giraffe goes away as fast as it can.

No, sorry. I can’t!

Hello, snake. Look, I’ve got a sore paw. Can you help me? I’m scared.

Hello, sn sore paw

Au! I’ve got a sore paw.

Story and language input: I’ve got a sore (paw). Can you help me, please? No, sorry. I can’t./Yes, I can.

STOR Y TIME

S St 60

Can you help me, please?

Yes, of course. I can.

Thank you, mouse!

You’re welcome.

Tiger V lues

Be kind to your friends.

The mouse pulls and pulls and the thorn comes out.

The little mouse and the tiger are friends.

The little mouse jumps on tiger’s back. mouse r’s back.

2 Listen and say the missing words.

3 Say the animals in the story. Name the animal that helps Tiger.

Listen and sing Can you help me, please?. Number the pictures in order. Write in your notebook.

Story activities

? ? ? ? ? ? ? ? ? ? 1 ? ? r y S St 62

2 Project: Draw the wild animals, cut out and act out the story. Put it in your ﬁnal portfolio. 3 Do a role play. 1 Look and say.

Communication: I’ve got a sore (mouth). Can you help me, please? No, sorry. I can’t./Yes, of course I can.

OVER T O

climb. I’m

. I can fly. mp. b. 63

Speaking I’m an . I can walk. I’m a . I can run. I’m a . I can jump. I’m a . I can

4 Listen, number and repeat. Write in your notebook.

5 Listen and point. Sing A frog can jump Say what you can do.

Play A parrot can fly!

? ? ? ? ? ? ? ? ? ? 1 ? OVE R TO YOU Content and personalisation: A (giraffe) can (run). I can (jump). Can you (ﬂy)? yes, I can./ No, I can’t. nte n yo Co C Ca 64

1 Listen, number and repeat. Write in your notebook.

? ? ? ? ? ?

monkey Consolidation

2 Match and say. Point.

can run like a . I can jump like a .

can fly like a . I can climb like a . ? ? ? ? 66

Complete the sentences. Write in your notebook. I

4 Read and match. Say. eg. 1–c. An elephant can walk.

A crocodile can swim.

A frog can jump.

A giraffe can run.

A monkey can climb.

A parrot can fly.

5 Listen, say and act out a traditional rhyme: Eeny meeny miny moe. Eeny, meeny, miny, moe Catch a tiger by the toe. If he screams let him go, Eeny, meeny, miny, moe You are it.

Read and write in your notebook.

I’m an . I can climb / walk. I’m a . I can run / fly.

Listen, circle and repeat. Ask and answer. Write the answer in your notebook.

CLASS CHAT

     

Vocabulary

Competences: 1.1, 1.3, 2.1, 3.1, 4.1

1 Listen, look and repeat.

2 Listen, point and say Tiger’s word chant.

3 Look and say. Repeat.

eggs peas milk mushrooms sausages cheese carrots potatoes Vocabulary input: peas, eggs, mushrooms, milk, carrots, potatoes, cheese, sausages. 69

1 Listen to the story. Read and repeat.

STOR Y TIME

Let’s have sausages and peas!

Oh no! I don’t like sausages!

Can we have an omelette, please?

How many eggs have we got?

We’ve got six.

Do you like cheese? Ok. Watch this!

I like mushrooms. It’s smells delicious!

Yes, I do. I love cheese! Put cheese in the omelette.

Put potatoes in the omelette!

Story and language input: I love/like/don’t like (mushrooms). Do you like (cheese)? Yes, I do./No, I don’t.

Listening

1,2,3...!

Oh, no! The omelette!

Oh, dear! I’m sorry.

Catch it, dad!

Do you like pizza?

Yes, dad. We love pizza!

Tiger V lues

Be careful when you’re in the kitchen.

I’m hungry!

Come on! Let’s go for a pizza!

I’m hungry, too!

I love omelette!

2 Listen and say the missing words.

3 Listen and count. Say what is in the omelette. eg. c-3, three carrots

4 Listen and number the pictures in order. Write in your notebook. Sing I don’t like sausages.

Story activities

? ? ? 1 6 ?

1 678910 2 3 5

1 Look and choose the answer for you. Write in your notebook.

Do you like c h e e s e ?

Yes, I do. / No, I don’t.

Do you like ?

Yes, I do. / No, I don’t.

Do you like ? Yes, I do. / No, I don’t. cheese omelette potatoes mushrooms

Do you like ?

Yes, I do. / No, I don’t.

2 Project: Draw the food in the story, cut out. Act out the story. Add it to your ﬁnal portfolio.

3 Do a role play.

Speaking

don’t. Put (carrots) in the omelette.

Communication: Do you like (carrots)? Yes, I do./No, I

OVER T O YOU

4 Listen, point and say.

5 Listen and repeat. Answer the questions.

– leaves Content input: food we eat: plants, animals, fruit, vegetables, meat, ﬁsh. 74

eg.

Content and personalisation: (Bananas) are (fruit). (Bananas) are from (plants). (Beef) is (meat). (Beef) is from (animals). I like/don’t like (milk). 8 Play I like fish! 6 Listen and repeat. 7 Listen and point. Sing Bananas are fruit. Say the food in the song. 4 OVER T O YOU ? ? ? ? ? ? ? 75

Consolidation

1 Listen, number and repeat. Read and write in your notebook.

two carrots

Look and point the odd one out. Say.

3 Look and write True or False in your notebook. eg. Bananas are vegetables. False

Cheese is meat. Carrots are vegetables. Eggs are fruit.

Potatoes are from animals.

Listen, sing and act out a traditional song: Ten fat sausages.

Ten fat sausages cooking in the pan.

One goes pop and another goes bam!

Eight fat sausages cooking in the pan.

One goes pop and another goes bam!

Six fat sausages cooking in the pan.

One goes pop and another goes bam!

Four fat sausages cooking in the pan.

One goes pop and another goes bam!

Two fat sausages cooking in the pan.

One goes pop and another goes bam!

5 Read and draw in your notebook. Sing Ten fat sausages.

Ten fat sausages cooking in a pan.

Eight fat sausages cooking in a pan.

Six fat sausages cooking in a pan.

Four fat sausages cooking in a pan.

Language input: I like (carrots).

6 Look and write in your notebook. Read, match and say.

7 Read, match and say.

Say what food you like and don’t like. Write in your notebook.

milk

eg. 79

I like_________and__________. I don’t like_______or________.

8 Read, match and say. eg. 1-c.

Bananas are fruit.

Carrots are vegetables.

Sausages are meat.

Fruit and vegetables are from plants.

Meat and fish are from animals.

9 Look and say. Write in your notebook.

_____is/are

plants. ________is/are

animals. bananas apples bananas beef beef eggs potatoes milk cheese peas

carrots Plants Animals

from

sausages

10 Look and write in your notebook.

milk ? ? ? ?

I like apples and . I like and . I like .

11 Say what food you need to make an omelette. What do you cook with your mother and father? Write in your notebook. eg. I need cheese.

cheese

bananas apples carrots

ev i e w Tiger Review

1 Look and write in your notebook.

carrots milk potatoes frog sausages cheese

Units 6 and 7 revision

mushrooms

Food peas Animals

mouse eggs

crocodile

T i g e r R

parrot peas

mouse

giraffe elephant

2 Listen and point. Say. 3 Listen and choose.Sing your favourite song. 4 How many stars do you deserve? Think and colour. Can you remember? Units 6 and 7 revision 4 s do deserve? ur. 84

Vocabulary 1 Listen, look and repeat.

.2,

Competences: 1.1, 1.3, 2.1, 2.2, 3.1, 4.1

2 Listen, point and say Tiger’s word chant.

Look and say. Repeat.

baby,

Vocabulary: father, mother, brother, grandmother, grandfather, sister,

family. 3

sister father brother grandmother baby grandfather mother family

Listening

1 Listen to the story. Read and repeat. Help me ﬁnd Tiger, please Jay.

STOR Y TIME

Have you got Tiger? Tiger is lost. I’m busy.

Have you got Tiger, Sue?

Have y

Have you got Tiger, dad?

Not now children, please.

Have you got Tiger?

Please go and play.

No, ask your grandmother.

Story and language input: Have you got? Yes, I have./No, I haven’t.

ory

S St 86

V lues Help your family.

Tiger

Baby

sleeping.

Come on! Hurry! Quick!

on, baby! This is fun!

on, baby! s 87

am worried about Tiger. Let’s go and see.

I’m happy now! Come on!

Come

Tiger, you are naughty!

2 Listen and say the missing words.

3 Number the pictures in order. Point and say. Write in your notebook.

Listen and sing Have you got Tiger?. Say who’s got Tiger.

Story activities 1 ? ? ? ?

or y S St 88

1 Read and match. Say.

I live with my father, my brother and my sister. Speaking

I live with my mother, my father and my brother.

I live with my mother, my grandmother and my sister.

2 Project: Draw the family members, cut out and act out the story. Add it in your ﬁnal portfolio.

3 Play Have you got Tiger, Dad?

Communication: Have you got a brother? Yes, I have./No, I haven’t.

OVER T

1 Listen, number and repeat. Read and write in your notebook.

1 ? ? ? ? ? ? ? sister

Consolidation

Content and personalisation: This family is big/small. Who is this? This is my ... 4 Talk about your family. 2

big

the song. 3

? ? ? ? ? ? OVER T O 91

Listen and sing Some families are

. Say the family in

Listen and say big or small.Repeat.

5 Listen, sing and act out a song: The baby wants a mother.

The baby wants a mother

We are happy all!

The baby wants a father

We are happy all!

The baby wants a brother

We are happy all!

The baby wants a sister!

We are happy all!

6 Look and point at the family members in the song.

Listen, point and repeat. Ask and answer.

CLASS CHAT

Language input: I live with... (my mother and father). ngu The

The

L Lan 92

We The We The We

1 Listen, look and repeat.

2 Listen, point and say Tiger’s word chant.

Vocabulary 3 Look and say. Repeat.

Vocabulary input: beach, water park, zoo, funfair, aquarium, park, ice rink, swimming pool.

beach aquarium water park park zoo ice rink funfair swimming pool Competences: 1.1, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1

p 93

Listening

S ORY TIM

1 Listen to the story. Read and repeat.

Look! There’s a swimming pool.

There’s an ice rink, too. I like ice rinks.

Let’s go to the beach!

I want to go to the water park.

Is there a zoo?

Oh, dear! We all want to go to different places.

Yes, there is.

Let’s go to the zoo! We can see lions and tigers.

I’ve got an idea!

Story and language input: There is (an ice rink). Is there (an aquarium)? Yes, there is./No, there isn’t.

S St 94

It says ‘funfair’.

Ok. Let’s go to the funfair!

Look, Tiger! There’s a lion.

And there’s a tiger.

V lues

When you make decisions, be fair and think about other people.

This is the funfair.

I want to see lions and tigers at the zoo.

I like the funfair! It’s fun!

Tiger

2 Listen and say the missing words.

3 Listen and saythe place the children go to. Sing In this town. Look and write in your notebook.

Listen, look and say who.Complete the sentences in your notebook.

In a p

In our town, there’s park and a zoo . In our town, there’s a . In our town, there’s an and an . park

Story activities

? ? ? ? ? ? ? ?

r y

S St 96

Sue Jay Li

1 Complete the dialogues. Write in your notebook. Act them out. Yes , there is. , there isn’t. Yes , Is there a zoo? a swimming pool? a beach? nd do

2 Project time: Draw the places from the town, cut out and do a role play. Put it in your ﬁnal portfolio.

3 Play In your town. Is there a park? Yes, there is. There’s a funfair.

Communication: Is there (a park)? Yes, there is./No, there isn’t. There’s (a funfair).

OVER TO Y O Speaking

Consolidation

1 Listen, number and repeat. Complete the sentences in your notebook.

Look! There’s an aquarium . Look! a . Look! a . Look! Look! There’s a . Look! an . Look! . Look! ? ? ? ? 1 ? ? ?

ook Lo Lo Lo Lo o 98

1 Look, point and say.

school. BusCar PlaneBike ShipTruck MotorbikeHelicopter

Vocabulary input: bus, car, plane, bike, ship, truck, motorbike, helicopter.

2 Say how you go to

Vocabulary

1 Listen, number and repeat. Listen and point. Sing The road safety song. Talk about the means of transport and the signs.

Look left and right.

Content input: stop, stand on the pavement, look left, look right, listen, cross the road. Say how you go on holiday.

OVER TO Y OU ? ? ?

nte ss t Co c cros 100

Speaking

4 Label the pictures. Complete the sentences in your notebook.

swimming pool Look .

I go to the in the summer. I go to the in the winter. I go to the in the autumn. I go to the in the spring. I don’t go to the in the winter. swimming pool eg.

5 Read and complete the sentences in your notebook. Stand on the pavement.

101

? ? ? ? ? ?

Consolidation

1 Look and write. Complete the sentences in your notebook. on the pavement right the road left Look right and look , and . You can now. eg. stop

Point and say. Complete in your notebook.

car

eg.

Content and personalisation: Don’t (stand in the road). stop, stand on the pavement, look left, look right, listen, cross the road. nte ss t g Co c cros 102

exercise 3. Say the place that is misssing. park water park aquarium funfair swimming pool beach zoo ice rink

3 Find and say 10 differences. 4 Look at

Don’t cross the road! Don’t cross the road! Look left and right!

103

Look left and right! Stay on the pavement! Stay on the pavement!

5 Listen and say a traditional rhyme: A sailor goes to sea. Act it out.

A sailor goes to sea, sea, sea …

A sailor goes to sea, sea, sea

To see what he can see, see, see, But all that he can see, see, see Is the bottom of the deep blue sea, sea, sea!

6 Read and draw the places in your notebook.

There’s a zoo.

There’s a beach.

There’s a park.

There’s an aquarium.

There’s a water park.

There’s a funfair.

Listen, point and repeat. Ask and answer.

CLASS CHAT

There’s a pencil in the cupboard.

Language input: In

town, there’s a (park).

ngu

The

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A sa s th dee

T i g e r R ev i e w Tiger Review 5

1 Look and write in your notebook.

mother On Holiday funfair family aquarium ice rink father park grandfather sister beach brother baby water park mother funfair zoo grandmother swimming pool Units 8 and 9 revision

My Family

father ach by ming ol 105

2 Read and match. Write in your notebook. Listen and say. Listen and say.

I go on holiday by car.

Can you remember?

Stop, Pong! Don’t cross the road. Look there is a plane.

? I drink water every day, Ping. Look! I eat well, too.

Listen and choose.Sing your favourite song. How many stars do you deserve? Think and colour.

do deserve? r.

Units 8 and 9 revision 5

ts U Un 106

? ?

Christmas

Competences:

1 Listen and sing the carol Jingle bells.

Dashing through the snow

In a one horse open sleigh

Over the fields we go

Laughing all the way

Bells on bobtail ring

Making spirits bright

What fun it is to laugh and sing A sleighing song tonight!

Oh, jingle bells, jingle bells

Jingle all the way

Oh! what fun it is to ride

In a one horse open sleigh, hey

Jingle bells, jingle bells

Jingle all the way

Oh! what fun it is to ride

In a one horse open sleigh

2 Write a letter to Santa.

1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 3.1, 4.1

Vocabulary input: Santa, letter, carol, sleigh. 107

1 Listen and point.Mime and say.

2 Listen and ﬁnd. Sing Happy Mother’s Day! This is my mother. Her name is Betty. She is beautiful and funny. She likes sandwiches and oranges.

Vocabulary input: basket, bracelet,

ﬂower,

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card,

present.

4 Listen, match and repeat. Write in your notebook. 3 Count and write in your notebook. 5 Say what your mother likes to do. ? ? ? ? 2 OVER T O YOU Communication: Have you got a (basket)? Yes, I have. I’ve got (a yellow basket) Happy mother’s Day! 109

1 Listen and point. Mime and say.

2 Listen and ﬁnd. Say the Happy Father’s Day chant!

This is my father. His name is Gabriel. He is tall and thin. He likes cakes and apples.

Vocabulary input: book, cake, football, hat, tie. 110

3 Look and draw in your notebook.

4 Listen, match and repeat. Write in your notebook.

5 Say what your father likes to do.

Communication: I’ve got a present. It’s for my dad. What is it? It’s a (football). Happy Father’s Day! OVER T O YOU 111

Earth Day

1 Listen and point. Mime and say.

2 Listen and ﬁnd. Say the Earth Day chant!

This is me and my parents. We are in the kitchen. We help our planet. We save water, we turn off the lights and we sort the trash into the correct bin.

off.

Vocabulary input: light, paper, plant, plastic, recycle, tap, tree, turn

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4 Listen, match and repeat. Write in your notebook. eg. 1-c 3 Look and write in your notebook. Find and circle. 5 Say how you can help the Earth. OVER TO Y OU TREEJUAKE AAKQZVBDP PDCCPDRQH CYPLASTIC KILKPJYUM ILYEEGJHC NMEBRYRWS GVWLIGHTG recycle recycle turn off the plant a turn off the I’ve got a poster. Communication: It’s Earth Day. I’ve got a poster. What’s in the picture? Happy Earth Day! ? ? ? ? ? 113

1 Listen and point.Mime and say.

2 Listen and ﬁnd. Say the Friendship Day chant!

These are my friends. This is Betty. She has got blonde hair. She likes listening to music. This is Christina. She has got black hair. She dances a lot. This is Mark. He has got brown hair. He can draw very well. This is Tom. He has got black hair. He is very funny. We play a lot together.

Vocabulary

pencil, picture, toy.

input: ﬂower, message,

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Communication: I’ve got a surprise for you. What is it? Look in the box. It’s a (ﬂower). Happy Friendship Day! 4 Listen, match and repeat. Write in your notebook. eg. 1-a. 3 Listen and look. Say true or false. 5 Say who your best friend is. I’ve got a surprise for you. OVER TO Y OU 115

1 Read and match. Write in your notebook.

What’s your name?

How old are you?

What is this?

Where do you live?

Eight. In Bucharest. It’s my schoolbag. I’m Matei.

2 What is in your schoolbag? Choose the school object and write in your notebook. eg.: I have a book.

3 Complete the words about your house in your notebook.

F i n a l R ev i s i o n Final Revision F i n a l R ev i s i o n Final Revision

a b _ d r o o _ b I i v _ n g r_o m c _ a _ age d t _ i _ e t e _ i t _ h e n f b a t h _ _ o m g h a _ _ h _ i n i n g _ o o m

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4 Where is the cat? Make sentences in your notebook. eg.: 1 The cat is in front of the box.

5 Look and choose. Write the pets in your notebook.

6 Say what food you like. Write in your notebook.

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7 Look and write True or False in your notebook. eg.: Hamsters eat ﬁsh. False

1 Rabbits eat meat. ?

2 Kittens eat milk. ?

8 Name the parts of the body. Write in your notebook. eg.: a – head

3 Puppies eat seeds. ?

4 Turtles eat grass. ?

9 Where is the toy? Look and choose. Write in your notebook.

Where’s the skateboard ?

It’s in / on / under the table.

Where’s the ?

It’s in / on / under the table.

Where’s the ?

It’s in / on / under the cupboard.

Where’s the ? It’s in / on / under the table.

a c e

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ex. 9, pag. 12 // 1. Look, it’s sunny! 2. Oh, it’s cold! 3. Look, it’s windy! 4. Oh dear, it’s raining! 5. Phew, it’s hot! 6. Look, it’s cloudy!

ex. 1, pag. 13 // Pen. Pencil. Ruler. Rubber. Sharpener. Pencil case. Bag. Crayon.

ex. 1, pag. 14 // – Back to school. The holidays are over, it’s time to go back to school. Sue Jay and mum go to the supermarket. Let’s see. What do we need to buy? // – Here’s the list. Pencil. Pen. Rubber pencil. Case. Bag. Ruler. // – Hello. // – Grr. // – What’s that? I don’t know. // – Look. Here are pens and pencils. // – Can I have this pen, please? // – Yes. Of course. Put it in the basket. // – Thank you. Can I have this pencil, please? // – Yes. Of course. Put it in the basket. // – Thank you. // – Hello. // – Put me in the basket too. Look. Here are pencil cases and bags. // – Can I have this pencil case, please? // – Yes. Of course. Put it in the basket. // – Thank you. Can I have this bag, please? // – Yes. Of course. Put it in the basket. Thank you. // – Yes. Hello, grr. Put me. // – In the basket too. // – Look, here are rulers and rubbers. // – Can I have this ruler, please? // – Yes. Of course. Put it in the basket. Thank you. // – Can I have this rubber, please? // – Yes, of course. Put it in the basket. // – Thank you. Oops. // – Hello. Ah. Put me in the basket too. // – Mum. Sue and Jay have got everything now. // – Look, you win a free toy. // – A new toy. Great, amazing. // – Hello, grr. // Please choose me. // – Are you a toy? // – Yes I am. // – Are you real? // – Yes I am. I’m real and I’m a toy. My name is Tiger. // – Come on, Sue and Jay. Hurry now. // – Look, mom, we want this tiger. // – Ah, that’s a nice toy. // – Rah rah! Hooray! Hello, Sue. Hello, Jay. Hello, tiger.

ex. 1, pag. 21 // bathroom, bedroom, dining room, garage, hall, kitchen, living room, toilet.

ex. 1, pag. 22 // A surprise! Sue, Jay and Lee are in the hall. // They’re playing hide-and-seek. Sue is counting to 20 in the hall. // 10, 11, 12, 13. Lee is in the bedroom. // Hmm, perfect. I can hide in this cupboard. I can hide next to this plant. // 14, 15. Can I play, Sue? Can I play? Yes, Tiger. Of course you can play. Go and hide, quick. // 16, 17, 18. Hmm, I can hide in this cupboard. // 19, 20. Where are you? Hmm, where’s Jay? Is he in the hall? // Is he next to the plant? Yes, he is. Sue! Now, where’s Lee? // I don’t know. Let’s look in the garage. Where’s Lee? Where’s Lee? She isn’t behind the car. // Is she behind the door? No, she isn’t. Where is she? I don’t know. // Let’s look in the kitchen. She isn’t under the window. Is she under the table? No, she isn’t. // Where is she? I don’t know. Let’s look in the bedroom. Is she in the bedroom? She isn’t behind the chair. Is she under the bed? No, she isn’t. // She isn’t. Tiger, this is Lee. Don’t be scared, Lee. This is Tiger. He’s our friend. Oh, hello, Tiger. // Hello, Lee. Let’s be friends. But shh, it’s a secret. Yes, OK, let’s be friends. // Come on, everyone. Everyone, let’s play in the living room. OK. Can I play in the living room too? // Yes, Tiger. Of course you can play. Come on.

ex 4. pag 26 // 1. Where is the fridge? It’s in the kitchen. 2. Where is the bed? It’s in the bedroom. 3. Where is the cooker? It’s in the kitchen. 4. Where is the shower? It’s in the bathroom. 5. Where is the sofa? It’s in the living room.

ex. 1, pag. 29 // bird, fish, kitten, hamster, lizard, puppy, rabbit, turtle.

ex. 1, pag. 30 // A new pet. Sue and Jay are in the car. They’re going home. // Look! Lee has got a new pet. A new pet! What has she got? I don’t know, I can’t see it. Look Tiger, Lee has got a new pet. A new pet? What has she got? Has she got a kitten? Or has she got a bird? I don’t know, I can’t see it. Has she got a hamster? // Or has she got a fish? I don’t know. I can’t see it. Has she got a lizard? Or has she got a rabbit? She hasn’t got a lizard. She hasn’t got a kitten, or a rabbit, or a fish, or a hamster, or a bird. What has she got? She’s got a rock! // A rock? Yes, look! Tiger is right! I think she’s got a rock! Fantastic! Let’s go and play! // Stop Tiger! No! // Sue, Jay, help! Tiger has got my new pet! But it isn’t a pet, it’s a rock! It is a pet, look! See, it’s a turtle! Oh, sorry Lee, sorry turtle! He’s got a beautiful shell. His n ame’s Tommy. // Look! Look! Tommy has got a friend!

ex.1, pag. 39 // head, eyes, ears, nose, mouth, hands, arms, legs.

ex. 1, pag 40 // – The gingerbread Man. Sue and Jay are making biscuits with mum. // – You make a gingerbread man like this. This is the head. This is the body. And these are the arms and legs. // – And look. This is the nose. This is the mouth. And these are the eyes. The gingerbread man is great. Yes. It’s brilliant. // – Um. The gingerbread man smells delicious. Um. I’m hungry. // – Tiger. The gingerbread man isn’t for you. // – Look. Ah, look at me. I’ve got a head. I’ve got eyes, a nose and a mouth. I’ve got a body. I’ve got arms and legs. Mhm. Oh, no. It’s a tiger. I’m off. Ah ah ah ah. // – The gingerbread man runs away. // – Ha ha! Run, run as fast as you can! You can’t catch me! I’m the gingerbread man. // – Tiger runs and runs. Ha ha ha ha! But he can’t catch the gingerbread man. // – Hmm’hmm! // – A gingerbread man. Delicious. I’m hungry. I’ve got a plan. // – The gingerbread man runs and runs. // – Run, run as fast as you can. You can’t catch me. I’m the gingerbread man. // – Tiger runs and runs. Ha ha ha ha ha! But he can’t catch the gingerbread man. // – Ha ha! Here’s the gingerbread man now. Ha ha ha ha! Ha! // – The gingerbread man runs and jumps over the wall. // – Yeah. Oh. No help! Ha! Oh! Ha ha ha ha! Hee hee! You can’t catch me! Ha ha ha ha ha ha! Ha ha! Whoa! Ow ow ow. Bad luck. Fox. No gingerbread. // – Man. // – For you or for me? Oh, no. It’s a tiger. I’m off. Ow ow ow! // – Hello, tiger. Look, here’s a gingerbread man for you. // – Um, delicious. Oh, thank you Sue. Thank you. // – Jay.

ex. 1, pag. 47 // hopscotch, football, cards, basketball, computer game, board game, tag, hide and seek.

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ex. 1, pag. 48 // Break time. Sue, Jay and Lee are at school. It’s break time. // I want to play football. I want to play a computer game. Do you want to play cards? Good idea, Sue. // Let’s play cards with Lee and Tiger. Has everyone got seven cards? Yes. Yes. // Yes. Good. Let’s play. Jay, you can start. Lee, have you got a four? No, I haven’t. // Tiger, it’s your turn. Sue, have you got a six? Yes, I have. Oh, good. // Lee, have you got a seven? Yes, I have. I’m the winner. // One, two, three. One, two, three, four, five, six, seven. That’s incredible. // Wow. Well done, Tiger. I like this game. I want to play again. // The children and Tiger play again. Jay, have you got a two? Yes, I have. // Tiger, have you got a three? Tiger, you’re cheating. No, I’m not. Yes, you are. You’ve got extra cards under your foot. Oh, Tiger. // Tiger, that’s not fair. Sorry, everyone. We don’t want to play cards now. // I want to play basketball. I want to play basketball too. Oh, Tiger, now they don’t want to play with you. // You’re right. I’m sorry. I’m sorry, Sue. Do you want to play a board game? // OK, but don’t cheat. No, OK.

ex. 1, pag. 59 // elephant, giraffe, snake, crocodile, frog, monkey, parrot, mouse.

ex. 1, pag 60 // – The sore paw. Tiger is sleeping. He’s dreaming. He’s got a sore paw. Oh, I’ve got a sore paw. Along comes an elephant. // – Boom, boom. // – Hello, elephant. Look, I’ve got a sore paw. Can you help me, please? No, sorry, I can’t. I’m scared of tigers. And the elephant goes away as fast as it can. // Hoo hoo hoo hoo! // – Oh, I’ve got a sore paw. Along comes a giraffe. Hello, giraffe. Look, I’ve got a sore paw. Can you help me, please? // – No, sorry, I can’t. I’m scared. // – And the giraffe goes away as fast as it can. // Hoo hoo hoo hoo! // –Oh, I’ve got a sore paw. Along comes a snake. Hello, snake. Look, I’ve got a sore paw. Can you help me, please? No, sorry, I can’t. I’m scared. And the snake goes away as fast as it can. Oh, I’ve got a sore paw. Along comes a monkey. Oh! Hello, monkey. Look, I’ve got a sore paw. Can you help me, please? No, sorry, I can’t. I’m scared. And the monkey goes away as fast as it can. Oh, I’ve got a sore paw. Along comes a little mouse. Hello, mouse. Look, I’ve got a sore paw. Can you help me, please? Yes, of course I can. Oh, dear. You’ve got a thorn in your paw. The mouse pulls. // – Hey, hey. // – Oh and pulls. Oh. And the thorn comes out. Yeah. Oh. Oh, my poor is better now. Thank you. Mouse. You’re welcome. The mouse looks at Tiger. Can you help me now, please? Tiger? I’m a long way from home and I can’t cross the river. Yes, of course I can. Mouse. Jump on my back. I can take you home. The little mouse jumps on Tiger’s back. The elephant, the giraffe, the snake and the monkey are very surprised. // – Oh. Look, the. // – Little mouse isn’t scared of tiger. // – The little mouse and tiger are friends. Amazing. // –Oh! Oh! Hold on tight. // My arm. Thank you. Tiger.

ex. 1, pag. 69 // cheese, milk, eggs, mushrooms, carrots, potatoes, sausages, peas. ex. 1, pag 70 // – Dinnertime. // – It’s dinnertime. Let’s have sausages and peas. Oh, no. // – I don’t like sausages. // – Do you like peas? // –No I don’t. Can we have an omelette, please? // – Let’s see. How many eggs have we got? // – We’ve got six. // – Good. // – And look, we’ve got mushrooms, I like mushrooms. Put mushrooms in the omelette. // – We’ve got cheese and potatoes. Do you like cheese? // – Yes I do, I love cheese. Put cheese in the omelette. // – Do you like potatoes? // – Yes I do, I love potatoes. Put potatoes in the omelette. // – Okay, let’s have a cheese, mushroom and potato omelette. Yes. Mhm. // – It smells delicious. // – Okay. Watch this. One two, three. Woops! // – Oh, no! The omelette! // Catch it! Dad! What? // – Oh, no. Dad! The omelette. I’m hungry. I’m hungry too. // – Oh, dear. I’m sorry. I’ve got an idea. Do you like pizza? // – Oh, yes, dad, we love pizza. // – Come on, let’s go for a pizza. // – I like cheese pizza. I like mushroom pizza. // – Oh, and I love omelette.

ex. 1, pag. 85 // brother, sister, baby, mother, father, grandmother, grandfather, family.

ex. 1, pag 86 // – Tiger is lost. // – Have you got, Tiger Sue? Yes I have. Oh no no I haven’t. Tiger isn’t here. Help me find Tiger, please, J. Yes. Of course. Tiger. Tiger. Oh, dear. Tiger is lost. I’m worried. I know. Let’s ask mom. // – Mom. Mom! Not now. Children, please. I’m busy. // –But Tiger is lost. Mum! Have you got Tiger? // – No I haven’t. Ask your father. // – Hmm? Hmm? // – Dad? Dad! // – Uh. Not now. Children, please. I’m busy. // – But Tiger is lost. Dad. Have you got Tiger? // – No I haven’t. Ask your grandmother. // – Hum. Hum. Granny. Granny! Not now. Children, please. I’m busy. // – But Tiger is lost. Granny. You got, Tiger? // – No I haven’t. Ask your grandfather. // – Have you got, Tiger granddad. // – Huh? No I haven’t, I’m busy too. Please go and play. // – Oh, dear. I’m worried about Tiger. Come on, let’s look for Tiger. // –Listen. What’s that noise? // – I think it’s baby. // – But baby is sleeping. // – I don’t know. Let’s go and see. Mum, dad, granny and grandad hurry to baby’s room. Sue and Jay go to. Oh, let’s see if baby is all right. Quick. // – Hurry! Come on. // – Oh, look. Baby is sleeping. // – And look, there’s Tiger. // – Tiger is lost. So he’s with baby. Thanks, Jay. I’m happy now. // – Shush, shush. Ooh wee. Come on, baby. // – This is fun, huh? // – Oh, Tiger, you are naughty.

ex. 1, pag. 93 // aquarium, beach, ice rink, swimming pool, zoo, water park, funfair, park.

ex. 1, pag. 94 // On holiday. Look, there’s a swimming pool. There’s a park. // There’s an ice rink too. I like ice rinks. Let’s go to the beach. We can swim in the sea. // No, I want to go to the water park. Where do you want to go, Tiger? Is there an aquarium? // Yes, there is. Is there a zoo? Yes, there is. Let’s go to the zoo. // We can see lions and tigers. Oh dear, we all want to go to different places. No problem. // I’ve got an idea. Look, here are the names of eight places. Mum, can you help us please? // Yes, of course. Can you take a piece of paper? It says fun fair. OK, let’s go to the fun fair. // This is the fun fair. It’s fantastic. It’s great. It’s amazing. Wow. // I want to see lions and tigers at the zoo. I’ll go and see lions and tigers. // Hello, everyone. Welcome to the funfair. Hello. Welcome to the funfair. Look, Tiger. There’s a lion. // And there’s a tiger. Hello, everyone. Welcome to the funfair. // Hello. Welcome to the funfair. Tiger, look at us. // Hi, Jay. Hi, Sue. Hi, Lee. Oh, I like the funfair. It’s fun.

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ISBN 978-630-342-050-9 9 786303 42050 9