104 104
45 Happy ending!
How many numbers are there? (two: nine and eleven) Ask diff erent learners: What’s your favourite number?
Which colour words can you see? (red, yellow) What colour is the apple? (red) What colour is the skirt? (yellow) What’s your favourite colour? What colours are your clothes?
Which words are about animals? (lizard, tail, zoo) Ask diff erent learners: Which animals do you like?
Point to the word ‘question’ in the crossword. Point out how the first letter of ‘under’ is the second letter of ‘question’. The fift h letter of ‘crossword’ is the fourth letter of ‘question’. The second letter of
‘nine’ is the sixth letter of ‘question’.
Say: Now, you make a crossword! Write on the board: fruit, clothes, number, colour, animal. Learners write their words for these things so that they ‘share’ letters like the letters in ‘question’.
Learners show each other their crosswords in small groups and talk about their favourite things.
BB Make word groups.
Point to the beans in picture 1 and ask: What are these? (beans) Point to the word ‘bean’ in the first blue circle and say it. Learners repeat the word.
Point to the first wordbox and read out the first three words: wall, clean, they.
Say: bean, wall. Do these two words sound the same? (no) Say: bean, they – do these two words sound the same?
Say: bean, clean. Do these two words sound the same? (yes) Point to ‘green’ in the second wordbox.
Say: bean, clean, green. Do these three words sound the same? (yes) Point to the word ‘green’ in the second wordbox. Point to these words in the first blue circle. Make sure learners see the that there is one word in each wordbox which sounds like the word in each of the blue circles.
Complete the other five blue circles in open class or with learners working in pairs. Check answers by asking diff erent pairs to say the three words in one of the blue circles.
Answers:
day – they – say, right – kite – night, three – sea – bee, zoo – two – you, ball – wall – hall
Write on the board and say: The green beans are clean. Ask: Which picture shows this sentence? (Picture 1)
Drill this sentence with learners, stressing ‘green’, ‘beans’ and
‘clean’ to practise the /iː/ sound.
Change the sentence to: Clean the green beans, please!
Do the same with these sentences: Fly your kite at night! (Picture 2) Don’t throw your ball on the wall in the hall! (Picture 3)
In pairs, learners write a sentence and draw a picture with ‘three’,
‘bee’ and ‘sea’.
Suggestions: The three bees are next to the sea. / There are three bees flying to the sea.
Topics general revision
C C Play the circles game!
A
A Look at the pictures. Write the words.
p q
u a
c r o s s w o r d
w n
g s
k c
m
l o
t i
z
a l p h a b e t j y
e
r f
d B
B Make word groups.
wall clean they kite sea two green night bee you hall say ball three
right day beanclean green
zoo
1 2 3
the start
the end
part of a day
you play this
an animal
children play with these
you eat this lives in water your mother’s
father go to c part of your
body you eat this
you wear this
you do this in football
go to n you eat
this an animal not day a colour and a fruit you eat this answer you
this go to n you listen to
this you do this
in water you play
this not beautiful
you are
good you do this with your
feet not old you see animals here
a
b c d
e f g h
i j
k
l m n o p q
r s
t u
v
w y
z
95 94 95
94
45 45 45 45
45 Happy ending!
Flyers words: group, sound; Not in YLE wordlists: poem, crossword, dice, turn
Equipment needed
One dice per 3–5 learners; a counter for each learner. See C.
Cards with diff erent expressions on them. See C: ‘The end’.
A
A Look at the pictures. Write the words.
Point to the crossword and ask: What words can you read?
(crossword and alphabet)
What letters can you see in the crossword? (a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, w, y, z)
Point out that these letters are the first letters in the words in the crossword.
Ask: Which letters of the alphabet are NOT here? (v, x) Say: Let’s do an alphabet crossword!
Point to the pictures. Explain that the pictures are in alphabetical order.
Point to the apple and ask: What’s this? (an apple)
Say: Find the letter ‘a’ in the crossword. Ask: How do you spell apple?
(a-double p-l-e)
Point to the boxes under the letter ‘a’. Learners write p-p-l-e in these boxes.
In pairs, learners write the words for the other pictures in the crossword.
Check answers:
Across (top to bottom): under, nine, grapes, kitchen, onion, tail, in, zoo, eleven, red, face, dress
Down (left to right): lizard, watch, apple, head, skirt, bread, pear, coconut, jeans, question, mango, yellow
Ask diff erent learners:
How many of the words are fruit words? (five)
Which are the fruit words? (apple, coconut, grapes, mango, pear) Ask diff erent learners: What’s your favourite fruit?
How many of the words are clothes? (four) What are these words? (dress, jeans, skirt, watch)
Ask diff erent learners: Are you wearing a dress / jeans / a skirt / a watch today?
105 105
Say: You can make and play a stepping stones game, now! Listen!
Draw six stones like the ones in C! Learners draw six stones in their notebooks.
Say: Look at the pictures and crossword in A. Choose six words and write a sentence for your six stones. Learners use the clues in C to help them. Working in pairs, learners write their clues inside their stones and write the first letter of the answer outside each stone.
Two pairs work together. They show each other their stones. The other pair says what the word is for each stone.
Make a poem.
Write on the board:
I like the colour I like eating I like I don’t like
Learners copy the sentences into their notebooks and complete them. Ask diff erent learners to read out their sentences.
Write these four words on the board: bread, cakes, red, snakes.
In pairs or groups of three, learners make poems by completing the four sentences from the board with these words. Alternatively, learners choose the words to end each line of their poem. Each word can only be used once. They can also draw a picture for the poem or for each sentence of the poem. You could display the poems on the classroom walls or make them into a book.
Various combinations are possible. For example:
I like the colour red. I like eating bread. I like cakes. I don’t like snakes!
I like the colour red. I like eating cakes. I like eating bread. I like snakes. I don’t like cakes.
Learners practise reading their poems aloud. You could record some of them.
The end!
To celebrate the end of the book, give six learners/groups a card with one of these expressions on:
1 Bye! 2 Goodbye! 3 That’s the end! 4 Well done! 5 What now?
6 See you!
Each group practises saying their expression. Then, say a number, that group says their words. Keep this quick. Continue like this, varying the order of the numbers.
Aft er a couple of times, add actions. When groups say Bye bye!, Goodbye! or See you!, everyone waves. When groups say That’s the end! or Well done!, everyone claps.
Finally, all the learners say their words at the same time!
Note: Learners/groups could swap cards so that they practise saying diff erent expressions.
Starters tip
Aft er completing this book, learners will be familiar with all parts of Cambridge English: Starters. It is a good idea to set a practice test at least once, so that candidates for Starters are confident that they can complete the test in the time allowed. You can use the practice test on page 126.
CC Play the circles game!
Note: The idea of this game is to revise Starters words from diff erent topics.
Teach learners this language for the game:
Pick up the dice. Throw the dice. It’s your turn.
Say the sentences. Learners listen and mime picking up and throwing the dice and pointing to a person.
Explain the game. The winner is the person who has correctly spelled words for the most stepping stone letters (a–z). On each stone, there’s a clue. Learners have to read the clue and then think of a word that starts with the letter next to the stepping stone.
Note: Sometimes, there is more than one possible answer.
All the learners have a counter. They all put their counter where it says ‘the start’. One learner throws the dice. The learner moves their counter that number of stones and reads and says and writes the word(s) starting with that letter. For example, the learner throws a four. They move their counter four circles to the (d) stones: ‘children play with these’. They write the word (dolls) in their notebook.
Learners can move forwards or backwards. They always move the number of stones shown on the dice. If they get to a letter they already have a word for, they stay on that circle but do not write a word.
If they get to one of the three stones with ‘go to’, they go to that letter.
At the end of the game, learners exchange lists. Learners come to the board and write words for the diff erent letters. Learners get a point for each correctly spelt word.
Suggested answers (from the Starters wordlist):
a aft ernoon m monkey/mouse
b baseball/badminton/basketball n night c chicken/crocodile/cat/cow o orange
d dolls p pea/pear/pineapple/pie
e egg q question
f fish/frog r radio
g grandfather/grandpa s swim
h hair/hand/head t table tennis/tennis
i ice cream u ugly
j jacket v very
k kick w walk
l lemon/lime y young
z zoo
Point to the clue for ‘z’ (zoo): ‘you see animals here’. Ask: Where can you see animals? In a zoo or a … ? (park/garden/farm)
Point to the clue for ‘w’ and say: You do this with your feet. You walk with your feet. (Mime kicking a ball) You (kick) with your feet. (mime running) Learners: You run with your feet. Ask learners to think of other things we do with our feet.
Suggestions: ride a bike, jump.
They mime the action. The other learners say what the action is.
They could do the same with hands.
Suggestions: wave, carry, hold, throw, catch.
