5
Fit and well
5 Fi and well
1
5 Fi and well
Look, think and answer.
1 Where are Stella and Simon?
2 Who’s the doctor?
1
3 Is Stella hot?
4 What does Simon want to do?
Write the words.
ear
eye
tooth
mouth
back stomach head foot
shoulder nose hand leg
hair
arm
head
2
Complete the sentences.
temperature
toothache
stomach-ache
cold
headache
cough
I’ve got a cold
.
I’ve got a
.
I’ve got a
.
I’ve got a
.
I’ve got a
.
I’ve got a
.
a temperature a cold a cough a headache
a toothache a stomach-ache
2
3
14
CD2
15
CD2
Listen and check.
Listen and do the actions.
48
48
Objectives: By the end of the lesson, pupils will be able to understand and talk about
common illnesses.
Target language
●
●
●
Key language: What’s the matter (with
you)? I’m not very well, cold, cough,
stomach-ache, headache, temperature,
toothache, back, shoulder
Additional language: My head hurts,
degrees, any, fit, tissues, bandages
Revision: food, body parts, have got,
must, Let’s … , a lot, want, Don’t (eat),
Who … ?
110 Kid’s Box Teacher’s Book 3
Materials required
●
●
Extra activity 1: Write the dialogue from
Pupil’s Book Activity 2 on a large sheet
of paper
Health flashcards (53–60)
Warmer
●
Review known body vocabulary. Pupils stand up. Say Touch
your ears. Pupils touch their ears. Give other instructions
quickly one after another to keep pupils moving. Include
head, eye, nose, mouth, foot/feet, tooth/teeth, face, hair,
hand, leg, arm. Present the new vocabulary by miming/
pointing: stomach, back, shoulder. Continue the game,
including the new words.
Presentation
●
Teach/Elicit the illnesses using mime, e.g. headache –
holding your head in your hands and moaning. Teach
stomach-ache, toothache, earache in the same way.
1 Look, think and answer.
● Tell pupils to open their Pupil’s Books at page 48. Focus
them on the pictures and elicit who/what they can see
(Stella and Simon with Aunt May at the doctor’s, a doctor’s
bag, etc.). Ask a pupil to read the activity instruction aloud
and others to take turns to read the four questions. Pupils
compare their answers/predictions in pairs, looking for clues
in the picture.
2 Listen and check.
Play the CD. Pupils listen for the answers. They check
in pairs. Play the CD again. Check with the class. Elicit
complete sentences for the answers. Play the CD again.
Pupils listen. Check understanding of sweets, cold, cough,
temperature. Pupils repeat for correct pronunciation.
●
Key: 1 At the doctor’s. 2 Aunt May. 3 Yes, she is.
4 He wants to go and play.
CD 2, 14
aunt may: Good morning. How are you today, Stella?
stella: Oh, I’m not very well. I’ve got a cold.
aunt may: And you’ve got a cough. Have you got
a headache?
stella: Oh, yes. My head hurts a lot, and I’m very hot.
aunt may: OK. Put this under your arm. Oh, yes. 39 degrees.
You’ve got a temperature. So you must drink lots of water
and orange juice. Now, what’s the matter with you, Simon?
simon: My stomach hurts a lot and I don’t want to eat.
aunt may: Have you got a toothache?
simon: No.
aunt may: I see, so … you’ve got a stomach-ache. Well, go
to bed and don’t eat any cake, sweets or chocolate today.
simon: Oh, I think I’m OK now. Can I go and play?
aunt may: Hmm …
3 Listen and do the actions.
Review the actions from the presentation for the different
illnesses. Teach actions for temperature (draw back of hand
across forehead), cough (mime coughing into hands), cold
(mime sneezing). Pupils stand up. Play the CD. Pupils mime
in chorus. Divide the class into six groups. Play the CD
again. Point to a group each time for them to mime.
● Do further practice in open pairs. One pupil says the
problem, e.g. You’ve got a headache. Another pupil mimes.
●
CD 2, 15
You’ve got a headache. You’ve got a temperature. You’ve
got a toothache. You’ve got a stomach-ache. You’ve got a
cough. You’ve got a cold.
Extra activity 1: see page 220 (if time)
8
8
Pupil’s Book page 4
Activity Book page 4
1 Write the words.
● Tell pupils to open their Activity Books at page 48. Pupils
work individually and match the words with the parts of the
boy in the picture. Point to a body part and say What’s it
called? Elicit the spelling each time.
Key: eye, nose, tooth, hand, stomach, leg, hair, ear, mouth,
shoulder, arm, back, foot
Extra activity 2: see page 220 (if time)
2 Complete the sentences.
Focus pupils on the pictures and text for Activity 2. Direct
them to the activity instruction and elicit what they have to
do. Pupils work individually and complete the sentences in
pencil. They can check with their partner and/or look back
at the Pupil’s Book page. Check with the class. Listen for
correct pronunciation of cough.
●
Key: toothache, headache, temperature, stomach-ache, cough
Ending the lesson
●
Pupils close their books. Dictate the new words for pupils
to write in their notebooks. They swap notebooks and
check each other’s work. Check with the class and elicit the
spellings. Pupils award marks and give a comment on their
friend’s work.
Unit 5 Fit and well
111
5
16
4
CD2
5
Listen and say the letter.
a
b
e
f
c
3
d
g
a) eye
1 My b) leg
c) ear
hurts. I can’t
read.
a) leg
4 My b) ear
c) eye
hurts. I can’t
ride my bike.
a) toe
2 My b) back
c) tooth
hurts. I can’t
eat.
a) nose
5 My b) mouth
c) arm
hurts. I can’t
play tennis.
a) foot
6 My b) hand
c) knee
hurts. I can’t
catch the ball.
a) shoulder
hurts. I can’t
3 My b) foot
kick the ball.
c) finger
h
4
Now match and write.
What’s the matter?
5
the matter?
What’s
matter?
Make sentences. Say the letter.
He’s
She’s
They’ve
6
5
Read and circle the best answer.
got
a toothache.
a backache.
a stomach-ache.
a headache.
an earache.
a temperature.
a cold.
a cough.
She’s got an earache.
My leg hurts.
I can’t ride my bike.
d
What’s the
?
What’s
?
?
What’s the matter? Act it out.
You’ve got a stomach-ache.
49
Objectives: By the end of the lesson, pupils will have had further practice talking and
writing about common illnesses.
Target language
●
●
Key language: What’s the matter (with
him/her/them/you)? a backache, an
earache, hurt, Good morning.
Revision: illnesses, body, have got, can’t
(lack of ability), read, eat, kick the ball,
ride a bike, play tennis, catch the
ball, basketball
112 Kid’s Box Teacher’s Book 3
49
Pupil’s Book page 49
Warmer
●
Write gapped words on the board for pupils to guess and
complete. Do the activity orally, e.g. write stomach-ache like
this: _t_ _ _ _ _ -a_ h _. Include temperature, cough, cold,
toothache, headache.
4 Listen and say the letter.
Tell pupils to open their Pupil’s Books at page 49. Focus
them on the pictures of the illnesses and on the activity
instruction. Remind them to whisper the letter the first time
to their friend (or they can write it in their notebooks). Play
the CD. Pupils listen and whisper/write and compare. Play
the CD again. Check with the class. They say the letter each
time and repeat the illness, e.g. cough.
●
Key: h, g, c, b, e, f, a, d
CD 2, 16
girl: What’s the matter?
boy: Oh, I’ve got a headache.
boy: What’s the matter with you?
two girls: We’ve got colds.
man: What’s the matter with him?
girl: He’s got a cough.
man: What’s the matter with them?
girl: They’ve got a temperature.
woman: What’s the matter with your grandfather?
boy: He’s got a backache.
woman: What’s the matter with your dad?
boy: He’s got a toothache.
man: What’s the matter with your grandmother?
girl: She’s got a stomach-ache.
woman: What’s the matter with your sister?
boy: She’s got an earache.
Practice
●
Invite ten pupils to the front. ‘Give’ each group one of the
illnesses from the pictures. They mime appropriately. Use
the question forms from the listening, e.g. ask two pupils
What’s the matter with you? They respond We’ve got … Ask
the class What’s the matter with them? The class responds
They’ve got … Repeat with the other pairs, involving the
class in the questioning. Use him/her as well as singular you.
Repeat with ten more pupils at the front.
Extra activity 1: see page 220 (if time)
6 What’s the matter? Act it out.
Demonstrate the activity first. Mime an illness, e.g.
headache. Elicit the response from pupils, e.g. You’ve got
a headache. Focus pupils on the Activity 6 instructions
and check understanding. Review the eight illnesses from
Activity 4 using mime. Pupils work in pairs, taking turns
to act out an illness and to provide the response as in the
speech bubble.
●
Activity Book page 49
3 Read and circle the best answer. [YLE]
Tell pupils to open their Activity Books at page 49. Focus
them on the activity instruction and then on the example
(number 1). If you didn’t do Extra Activity 1, check
understanding of hurts. Elicit how they work out the answer
each time (focus on the statement at the end and then look
at the options). Pupils work individually. They circle the best
answer in pencil. They check in pairs. Check with the class.
●
Key: 2 c, 3 b, 4 a, 5 c, 6 b
4 Now match and write.
Focus pupils on the pictures and elicit that some text is
missing. Check they understand that each picture needs
a question and answer. They use the information in the
pictures and the text in Activity 3 to help them complete the
sentences. Pupils work in pairs. They complete the text in
pencil. Pairs check with pairs. Check with the class.
●
Key: What’s the matter? My eye hurts. I can’t read. / What’s
the matter? My tooth hurts. I can’t eat. / What’s the matter?
My hand hurts. I can’t catch the ball. / What’s the matter?
My foot hurts. I can’t kick the ball. / What’s the matter? /
My arm hurts. I can’t play tennis.
Extra activity 2: see page 221 (if time)
Ending the lesson
●
Review the illnesses with mime. Call them out at random for
pupils to mime, using the actions from the previous lesson.
5 Make sentences. Say the letter.
Focus pupils on Activity 5. Invite two pupils to read the
speech bubbles aloud. One makes a sentence; the other
says the letter for the picture in Activity 4. Do a few more
examples around the class. Pupils work in pairs, taking turns
to make sentences and to say the letter. Check as a class.
●
Unit 5 Fit and well
113
5
7
Look, think and answer.
1 Where’s Stella?
2 What’s the matter with her?
5
3 Can she get up?
18
CD2
Listen and write the number.
a
b
c
d
e
f
4 What must she do?
1
6
Write ‘must’ or ‘mustn’t’.
Football practice on Tuesday.
8
9
17
CD2
Listen and check.
Complete the sentences.
Stella must stay in bed.
Stella mustn’t ...
Stella must ...
Stella mustn’t ...
Play
Hockey!
LOOK
We mustn’t eat
sweets before lunch.
50
1
2
3
4
5
6
7
8
Class rules
eat in class.
We mustn’ t
drink in class.
We
listen to our teacher.
We
do our homework .
We
speak English.
We
write on the table.
We
help our teacher.
We
hit our friends.
We
Lunch
Fish
and
salad.
Catch the
school bus
at 8 o’clock.
50
Objectives: By the end of the lesson, pupils will have talked about obligations using must
and mustn’t.
Target language
●
●
●
Key language: positive and negative
obligations, must, mustn’t, permission,
can’t, clauses with when, meal, get, pick up
Additional language: How often … ?
medicine
Revision: illnesses, daily routines,
activities, food
114 Kid’s Box Teacher’s Book 3
Materials required
●
Extra activity 1: Photocopiable activity 5
(see page 207), photocopied onto thin
card, one copy for each pupil, plus one
set already made for demonstration,
envelopes
Pupil’s Book page 50
Warmer
●
Review some of the classroom rules with must from Unit
4, e.g. You must speak English in class. You must do your
homework. Elicit others that pupils remember. They can also
talk about what they must do at home to help their parents.
Presentation
●
Write the following over the board at random: eat in class,
talk in the library, run in the classroom, shout the answers.
Start to say one with must, e.g. You must … eat in class for
pupils to respond No, that’s not right. You mustn’t eat in
class! Ask the class to help you with the other sentences.
Help pupils with pronunciation of mustn’t. Focus pupils on
the Look box. Elicit other things they mustn’t do in class
and/or at home.
7 Look, think and answer.
Tell pupils to open their Pupil’s Books at page 50. Elicit who
and what they can see in the picture (Stella, Mrs Star and
Grandpa Star. Stella’s in bed. She doesn’t look well). Ask a
pupil to read the activity instruction aloud and others to
take turns to read the four questions. Pupils compare their
answers/predictions in pairs, looking for clues in the picture.
●
8
8 Listen and check.
Play the CD. Pupils listen for the answers. They check in
pairs. Play the CD again. Check with the class.
●
Key: 1 She’s in bed. 2 She’s got a temperature. 3 No, she
mustn’t. 4 She must stay in bed.
Activity Book page 50
5 Listen and write the number. [YLE]
Tell pupils to open their Activity Books at page 50. Focus
them on the pictures and on the activity instruction. Check
they know what to do and where to write the numbers. Play
the CD. Pupils listen and number. They check in pairs.
Check with the class. Elicit the sentences from the pupils
each time.
●
Key: a 3, b 6, c 2, d 5, e 1, f 4
CD 2, 18
1 You mustn’t play tennis in the kitchen.
2 You mustn’t play football in the classroom.
3 You mustn’t talk in the cinema.
4 You mustn’t wear shoes by the swimming pool.
5 You mustn’t eat in bed.
6 You mustn’t sing in the library.
6 Write ‘must’ or ‘mustn’t’.
Focus pupils on the Class rules. Read out the first one and
check they understand what to do. Pupils work in pairs.
They write must or mustn’t in pencil to complete the
sentences. Pairs check with pairs. Check with the class.
●
Key: 2 mustn’t, 3 must, 4 must, 5 must, 6 mustn’t, 7 must,
8 mustn’t
Extra activity 2: see page 221 (if time)
Ending the lesson
CD 2, 17
grandpa: Oh, dear. What’s the matter with Stella?
mrs star: Hmm. She’s got a temperature. Look, 39 degrees!
stella: Can I go to school, Mum?
mrs star: No, you can’t go to school today.
grandpa: Go to school! She mustn’t go out!
stella: Can I get up?
mrs star: No, sorry, Stella. You mustn’t get up.
grandpa: You must stay in bed and put this blanket on you.
stella: Can I read?
mrs star: Yes, you can read. And you must take this.
grandpa: Oh, how often must she take it?
mrs star: She must take it after every meal for a week.
stella: A week? … Oh, no!
●
See how much pupils can remember about Stella. Say,
e.g. Stella’s got a cough. Stella must take her medicine after
breakfast. Pupils correct you.
9 Complete the sentences.
Focus pupils on Activity 9. Elicit the things Stella must and
mustn’t do. Pupils say the sentences to one another in pairs.
●
Key: Stella must take the medicine. Stella mustn’t go out.
Stella mustn’t get up.
Extra activity 1: see page 221 (if time)
Unit 5 Fit and well
115
5
10
5
Read and correct the sentences.
7
5
Look and match.
1
You mustn’t:
play computer games
2
go swimming
3
eat burger and chips
It’s Tuesday and Paul’s at home. He can’t go to school because he’s got
a temperature. He mustn’t get up. He must stay in bed. He’s got a cough
and a cold. His doctor says he mustn’t run or play. He must sleep and
drink a lot. He loves swimming and he always has a swimming lesson
on Tuesdays. He can’t go today, but he isn’t sad because he can listen
to music in bed!
4
listen to music
5
No, it’s Tuesday.
19
CD2
6
pick up a big bag
8
11
eat cakes, biscuits
or chocolate
It’s Thursday.
Paul’s at school.
Paul mustn’t stay in bed.
He hasn’t got a temperature.
He must get up.
His dentist says he mustn’t run.
He mustn’t sleep.
He always has a piano lesson on Tuesdays.
1
2
3
4
5
6
7
8
Listen and complete the sentences. Say ‘must’ or ‘mustn’t’.
When you’ve got a cough you … go out.
Now write sentences.
1
2
3
4
5
6
… mustn’t …
When you’ve got a stomach-ache you mustn’t eat burger and chips.
51
Objectives: By the end of the lesson, pupils will have had more practice reading and
talking about obligations using must and mustn’t.
Target language
●
●
●
Key language: healthy, hop, skip, climb
Additional language: says
Revision: obligations, must/mustn’t, do/
don’t … , illnesses, daily routines, activities
and actions, isn’t very well
116 Kid’s Box Teacher’s Book 3
51
Pupil’s Book page 51
Warmer
●
Mime an illness to elicit the sentence, e.g. You’ve got a
headache, from the class. Pupils come up in turn to mime
other illnesses.
10 Read and correct the sentences.
Tell pupils to open their Pupil’s Books at page 51. Focus
them on the picture. Elicit the boy’s name (Paul) and some
things about him from the picture. Focus pupils on the
activity instruction and check understanding, using the
example for number 1. Pupils cover the sentences with
a piece of paper. Pupils take turns to read the text aloud
around the class.
● In pairs, pupils look at the sentences and correct them with
reference to the text. Pairs check with pairs. Check with
the class.
● Pupils write the correct sentences into their notebooks.
●
Key: 2 No, Paul’s at home. 3 No, he must stay in bed. 4 No,
he’s got a temperature. 5 No, he mustn’t get up. 6 No, his
doctor says he mustn’t run. 7 No, he must sleep. 8 No, he
always has a swimming lesson on Tuesdays.
CD 2, 19
1 When you’ve got a cough you [beep] go out.
2 When you’ve got a temperature you [beep] go to school.
3 When you’ve got a backache you [beep] do sport.
4 When you’ve got a headache you [beep] go to bed.
5 When you’ve got an earache you [beep] listen to music.
6 When you’ve got a stomach-ache you [beep] eat sweets.
7 When you’ve got a toothache you [beep] go to the dentist.
8 When you’ve got a cold you [beep] drink a lot of
orange juice.
Activity Book page 51
7 Look and match.
Tell pupils to open their Activity Books at page 51. Focus
them on the pictures and the text. Elicit the problem in 1
(a stomach-ache) and what you mustn’t do from the text
(eat burger and chips). Pupils draw lines to make the match.
They work individually and check in pairs. Check with the
class, using the model sentence in Activity 8.
●
Key: 2 pick up a big bag, 3 listen to music, 4 play computer
games, 5 eat cakes, biscuits or chocolate, 6 go swimming
8
Extra activity 1: see page 221 (if time)
11 Listen and complete the sentences. Say ‘must’ or
‘mustn’t’.
● Focus pupils on the text in Activity 10. Elicit the things the
doctor says Paul mustn’t do. Write them on the board like
this:
Paul
●
●
mustn’t
get up.
run.
play.
go swimming.
Draw the doctor with two speech bubbles coming from his
mouth. One reads You mustn’t get up! The other reads Don’t
get up! Check pupils understand that the meaning is similar.
Elicit pairs of similar sentences for the other three.
Focus pupils on Activity 11. Direct them to the activity
instructions. Check understanding. Play the first one on the
CD as an example. Play the rest of the CD. Pause after each
one for pupils to say the sentence quietly to their friend.
Play the CD again. Pause and elicit a sentence from pupils.
Check with the rest of the class. Check understanding
of vocabulary.
8 Now write sentences.
Focus pupils on Activity 8. They write the information
from Activity 7 in sentences, following the example. They
check their work in pairs. Check with the class by eliciting
full sentences each time. Encourage pupils to notice use of
impersonal you.
●
Key: 2 When you’ve got a backache you mustn’t pick up a
big bag. 3 When you’ve got an earache you mustn’t listen
to music. 4 When you’ve got a headache you mustn’t play
computer games. 5 When you’ve got a toothache you
mustn’t eat cakes, biscuits or chocolate. 6 When you’ve got
a cold you mustn’t go swimming.
Extra activity 2: see page 221 (if time)
Ending the lesson
●
Mime an illness, e.g. sneezing. Elicit some responses from
different pupils using mustn’t / don’t / must. Say Thank you.
Repeat with pupils coming to the front in turn to mime
another illness.
Key: 2 When you’ve got a temperature you mustn’t go to
school. 3 When you’ve got a backache you mustn’t do sport.
4 When you’ve got a headache you must go to bed. 5 When
you’ve got an earache you mustn’t listen to music. 6 When
you’ve got a stomach-ache you mustn’t eat sweets. 7 When
you’ve got a toothache you must go to the dentist. 8 When
you’ve got a cold you must drink a lot of orange juice.
Unit 5 Fit and well
117
5
12
20
CD2
Say i wi h S ella
9
Find three words with the same sound.
1
boy
show
do
orange
thin
no
you
green
stop
hot
goat
tooth
skirt
toy
her
enjoy
cough
coin
blue
doctor
bed
food
to
go
throw
home
pair
two
chair
close
do
boat
leg
fruit
where
3
Whose blue shoes are in
my room?
13
21
CD2
The doctor in the hospital
can stop your cough.
4
10
Phone. /əυ/
Say and answer ‘yes’ or ‘no’.
We mustn’t eat
chocolate for breakfast.
We mustn’t do
our homework.
Yes.
14
purple
Don’t throw those
clothes on the sofa, Joe.
Listen and repeat. Point to the picture and say the sound.
1 Phone.
URTE
2
No.
Ask and answer.
Good morning. What’s the matter?
I’ve got a stomach-ache, doctor.
Ha! Ha! Ha!
A: Knock, knock.
A: H.
JOKE BOX
B: Who’s there?
B: H who?
A: Have you got a cold?
52
52
Objectives: By the end of the lesson, pupils will be able to distinguish the phonemes /u/,
/ɒ/, /əυ/ and have played charades.
Target language
●
●
Key language: the phonemes /u/, /ɒ/, /əυ/,
present continuous, soccer
Revision: illnesses, town, house and
home, classroom, animals, food,
clothes, colours
118 Kid’s Box Teacher’s Book 3
Pupil’s Book page 52
Warmer
●
Say Look and think. Write the following words at random
across the board: hop, box, tooth, blue, show, boat. Say
Can you make pairs? Think about the sounds. Give pupils
time to think. They discuss together. Check by eliciting
each pair and asking pupils to say the words. Underline
the phonemes, using a different colour for each one. Say
the words clearly so they can hear and repeat them. Write
the phoneme for each one at the side of the board in the
appropriate colour.
12 Say it with Stella.
● Tell pupils to open their Pupil’s Books at page 52. Elicit what
they can see in the pictures. Focus pupils on the activity
instruction. Tell pupils to point the first time they listen
and to say the sentences quietly to themselves. Play the CD.
Pupils point and quietly repeat the sentences. Play the CD
again for pupils to join in.
CD 2, 20
As in Pupil’s Book
13 Listen and repeat. Point to the picture and say
the sound.
● Focus pupils on the activity. Play the CD, stopping after each
word. Pupils repeat. Play the CD again. Pupils point to the
picture in Activity 12 that matches the sound for each word.
CD 2, 21
1 phone, 2 fruit, 3 hot, 4 goat, 5 who, 6 clothes, 7 cross,
8 doll, 9 clock, 10 no, 11 move, 12 boat, 13 juice, 14 you,
15 nose, 16 slow
Extra activity 1: see page 221 (if time)
Activity Book page 52
9 Find three words with the same sound.
Tell pupils to open their Activity Books at page 52. Focus
them on the words in grid 1 as an example. Elicit what the
sound of the phoneme is and then the three words in the
grid which have this sound. Check pupils know what to do.
They work in pairs, saying the phoneme each time and then
the words to find the answers. Check with the class.
●
Key: 2 orange, hot, cough 3 go, throw, home 4 food, two, fruit
Spanish specific
See also Activity Book page 90 (Teacher’s Book pages 120–121).
10 Say and answer ‘yes’ or ‘no’.
● Focus pupils on Activity 10 and on the examples. Ask a pupil
to read one of them out and elicit if it’s right or wrong.
Repeat for the other example. Elicit other must/mustn’t
statements from pupils for the class to respond to. Pupils
continue the activity in pairs.
Extra activity 2: see page 221 (if time)
Joke box
●
Focus pupils on the Joke box. Tell the joke to pupils as they
follow in their books. Mime and use your voice to convey
the meaning of the joke and the fact that it is a joke. If
pupils don’t get the joke the first time, tell it again, making
the H who? sound more like a sneeze. Elicit the meaning of
joke in pupils’ L1.
Ending the lesson
●
Pupils repeat the chants from the beginning of the lesson.
Divide the class into three. They each take a sound sentence.
Change roles and repeat.
Spanish specific
For further practice of /u/ compared with /υ/, see Pupil’s
Fo
and Activity Books page 90 (Teacher’s Book pages 120–121).
14 Ask and answer.
Focus pupils on Activity 14. Invite two pupils to read the
speech bubbles aloud. Pupils role play conversations in
pairs, miming the illnesses and taking turns to be the doctor.
Extend the activity to groups of three pupils to provide
practice of plural forms. More confident pupils can do their
mimes for the class.
●
Unit 5 Fit and well
119
Say it with me  and 
5
1
5
Say i wi h me
22
CD2
1
Listen and say ‘yes’ or ‘no’.
a
b
25
CD2
Listen and write.
boot
d
c
e
boot
school
f
food
g
boot
good
i
h
υ
Say i wi h me
good
zoo
fruit
cookie
two
j
cookie
sugar
foot
fruit
sugar
book
foot
zoo
2
2
3
23
CD2
Listen and say the chant.
Who are you? How do you do?
What do you do on Tuesday?
Who are you? How do you do?
What do you do on Wednesday?
I follow the rules, I go to school
Because I don’t want to be a fool.
Because I don’t want to be a fool
I follow the rules and go to school.
I’m very good, I read a book
And then I help my mum to cook.
And as I help my mum to cook
I read a book, a good cook book. Look!
24
CD2
3
How are you, Hugh?
I’m fine, thank you.
Are you good at school?
I’m very good!
Excellent! What do you
do in your free time?
Hugh: I go to the pool or read
in my room.
Sue: Do you ever cook?
Hugh: I only cook my
breakfast.
1 /skul/ school
3 /du/
5 /D7M
2 /hu/
4 /I7F
6 /N7M
Read and write your answers.
Sue:
You:
Sue:
You:
Sue:
You:
Sue:
You:
Sue:
You:
Sue:
You:
Sue:
You:
Listen and read. Act it out.
Sue:
Hugh:
Sue:
Hugh:
Sue:
Look and write.
Sue:
What’s your
favourite food?
Hugh: My favourite
food is soup.
Sue: Which do you prefer,
shoes or boots?
Hugh: I prefer boots.
Sue: How many brothers and
sisters have you got?
Hugh: I’ve got two sisters, Lulu
and Drew.
90
How are you,
I’m fine, thank you
Are you good at school?
?
.
Excellent! What do you do in your free time?
Do you ever cook?
I only cook
What’s your favourite food?
My favourite food is
.
Which do you prefer, shoes or boots?
I prefer
How many brothers and sisters have you got?
I’ve got
.
.
.
90
0
Objectives: By the end of the lesson, pupils will have practised words with /u/ and /υ/
and be aware that the letters that make this sound are not exclusive to this sound but can also
make another shorter sound.
Target language
●
●
●
Key language: cookie, fruit, sugar, foot,
zoo
Additional language: fool, rule, cook
Revision: book, Tuesday, Wednesday, food,
breakfast, brothers, sisters
120 Kid’s Box Teacher’s Book 3
Materials required
●
●
●
●
Phoneme cards of the sounds /ə/, //
and /ɔ/
A4 paper (one sheet per pupil)
Colouring pencils
Phoneme cards for /u/ and // (see pages
211 and 212). For ideas on how to use, see
Introduction, page 12.
Pupil’s Book page 90
Spanish specific
●
The distinction between the sounds /u/ and // can be
difficult for some Spanish speakers as neither of these
sounds appear in Spanish. What is more, the spelling
patterns can coincide for these sounds which can lead to
further confusion when reading. For example in food the
sound is /u/, whereas in foot the sound is //.
Pupils need to be made aware of the importance of
distinguishing between these two sounds and a lot of
practice needs to be given.
Warmer
●
To revise the sounds pupils have already studied, hold up
phoneme cards of the sounds /ə/, // and /ɔ/ one at a time.
For each one, say the sound and then elicit three words, for
example, /ə/ banana, teacher, mother; // bird, nurse, first;
/ɔ/ horse, talk, walk.
Stick the flashcards to the board. Ask the pupils to stand in
two lines facing the board. Say a word containing one of the
three sounds. Use words from Pupil’s Book pages 88 and 89.
The two pupils at the front of the lines race to see who can
touch the correct flashcard first. Award a point to the team
with the quickest pupil. The two pupils go to the back of
the line. Continue until all the pupils have had two or three
turns each.
1 Listen and say ‘yes’ or ‘no’.
Tell pupils to open their Pupil’s Books at page 90. Play
the CD, pausing after each word for pupils to point to the
picture and repeat the word. Play the CD again. Pupils listen
and say yes if the word has got the /u/ sound and no if it
hasn’t. Elicit that all the other words sound the same but the
sound is shorter. Say the words belonging to each group
and pupils repeat. Emphasise the difference between the
long sound and the short sound.
●
Key: a Yes, b Yes, c Yes, d No, e No, f Yes, g No, h No, i No,
j Yes
CD 2, 22
As in Pupil’s Book
2 Listen and say the chant.
Play the CD. Pupils listen and follow in their books. Play the
CD again, pausing after each line for pupils to repeat. Check
pronunciation. Divide the class in half. One side chants the
questions and the other, the responses. Practise a few times
and then swap over. Monitor for correct pronunciation.
3 Listen and read. Act it out.
Write /υ/ and /u/ on the board. Elicit words for each (/υ/
good, foot, book; /u/ food, zoo, soup). Play the CD a few
times encouraging pupils to read along. The girls read Sue’s
lines and the boys Hugh’s lines. Swap roles and repeat.CD 2,
●
CD 2, 24
As in Pupil’s Book
Activity Book page 90
1 Listen and write.
Write /u/ and /υ/ on the board together with one or two
words from the Pupil’s Book to revise the sounds. Check
that pupils know what to do and play the CD. Pupils write
the words with /u/ in the left column and the words with
/υ/ in the right column. Check around the class.
●
Key: /u/ two, fruit, zoo; /υ/ good, sugar, cookie, foot
CD 2, 25
boot, good, two, sugar, fruit, zoo, cookie, foot
2 Look and write.
Focus pupils on Activity 2. Ask volunteers to identify the
words in the phonetic script. Elicit each of the words and
write them on the board. Pupils write the words next to the
phonemic spelling.
●
Key: 2 who, 3 do, 4 good, 5 book, 6 look
3 Read and write your answers.
● Pupils read the dialogue and complete the gaps. They act
out the dialogue in pairs and then swap roles and repeat.
Check and help where necessary.
Ending the lesson
●
Give pupils a piece of paper each. They draw a picture of a
word that contains the /u/ sound. They can use one of the
words from their books. Pupils write the word below their
picture and underline the letters that make the /u/ sound.
Monitor and help where necessary. Display the pictures in
the classroom.
Now go back to Pupil’s Book page 52, Activity 14 (Teacher’s Book
pages 118–119).
●
CD 2, 23
As in Pupil’s Book
Unit 5 Say it with me // and //
121
5
Do you remember?
26
CD2
Look and
read
I’m having a big party and I need
some detectives to look after my beautiful
painting, ‘The Toothache’.
Say
Fold the
page
Write the
words
Correct
This is my beautiful painting.
a cold
Ooh, there are
a lot of cakes!
a cold
a cough
No problem,
Miss Rich.
There’s a lemon cake, a
chocolate cake, an apple
cake and a carrot cake.
a temperature
Would you like
a cake, Sir?
a headache
Er … , I can’t choose.
Oooh … Which cake?
a stomache-ache
a toothache
I’d like a lemon cake, please.
Which cake would you like, Key?
Hmm,
what’s the
matter,
Key?
Look. I’ve got an apple
cake, I’ve got a carrot
cake, I’ve got a lemon
cake and I’ve got a
chocolate cake.
an earache
I’ve got some chocolate cake and
now I’ve got a stomach-ache, too.
a backache
Can do
I can write ‘parts of the body’ words.
Oh, Key. That’s
not good for you.
I can say what’s wrong with me.
… and I haven’t
got my beautiful
painting!
I can talk about things I mustn’t do.
53
53
Objectives: By the end of the lesson, pupils will have read a story and reviewed language
from the unit.
Target language
●
●
●
Key language: language from the unit,
look after, rich
Additional language: party, waiter
Revision: Lock and Key story, have got,
episode, beautiful painting, cake, Which
cake would you like? I’d like … , not good
for you, stomach-ache, What’s the matter?
122 Kid’s Box Teacher’s Book 3
Materials required
●
Extra activity 2: Photocopiable activity 5
(see page 207). If you didn’t use it before,
photocopy it onto thin card and make one
copy for each pupil. One set already made
for demonstration.
Pupil’s Book page 53
Warmer
●
Review the Lock and Key story so far. Write Lock and Key in
the centre of the board and build a mind map by eliciting
what pupils remember, e.g. detectives, no problem, not
clever, bank robber, pet thief, never get up before ten o’clock.
Activity Book page 53
Do you remember?
●
Story
Lock and Key.
●
●
Tell pupils to open their Pupil’s Books at page 53. Elicit
which episode this is (six). Focus them on the first
frame and elicit the woman’s name (Miss Rich). Check
understanding of rich. Set the pre-listening questions:
What’s the name of the painting? Which cake(s) has Lock
got? Which cake(s) has Key got? Who’s got the painting? Play
the CD. Pupils look and listen. They check in pairs. Check
with the class (The Toothache; lemon cake; apple cake,
carrot cake, lemon cake, chocolate cake; a thief!). Play the
CD again. Pupils listen and repeat. Encourage them to say
the words with intonation and feeling.
Check comprehension by holding up your book and asking,
e.g. What does Miss Rich want the detectives to do? (look
after the painting). What do they see? (a lot of cakes). What
does this man (point to the waiter) say? (Would you like a
cake, Sir?). Who is he? (a waiter). How many cakes has Key
got? (four). Which is your favourite?
●
Write the words Fit and well in the centre of the board.
Brainstorm the words from the unit with pupils and write
them as a mind map. Include: a cold, a cough, a
temperature, a headache, a stomach-ache, a toothache, an
earache, a backache. Accept other words if pupils give them
to you.
Tell pupils to open their Activity Books at page 53. Clean
the board. Direct pupils to the activity instructions and
check understanding. They do the same as for the Do you
remember? activity in previous units. They study the words
on the right in silence, using the pictures to help. They fold
the page down the middle so that they can see the pictures
and the gaps for the words. Without looking, they write the
words in pencil, using the pictures to help. They check in
pairs, asking, e.g. How do you spell ‘toothache’? They don’t
look at the words on the right. When pupils have finished,
they can either correct their own work or swap books with
their friend and check their partner’s.
Can do.
●
CD 2, 26
As in Pupil’s Book
Extra activity 1: see page 221 (if time)
●
Focus pupils on the Can do section of the page. Say Let’s
read the sentences together. Read the first sentence. Elicit
what this means with examples and elicit/remind them of
the activities they did in this unit when they wrote ‘parts
of the body’ words. Review what the three faces mean (not
very well / OK / very well). Remind pupils they colour in
the one they think is true for them. Repeat for the second
sentence, eliciting/reminding them of the illnesses, e.g.
mime cough. Pupils colour in a face.
Repeat for the third sentence, eliciting what they remember
about rules at school and at home. Pupils colour in a face.
Say Now show and tell your friends. Pupils work in groups
of three and take turns to show their work for / talk about
each one.
Extra activity 2: see page 221 (if time)
Ending the lesson
●
Ask pupils which chant/song they’d like to do again from
the unit. Do it together to end the lesson.
Unit 5 Fit and well
123
5
?
?
1
DO YOU KNOW THAT ... ?
Children need to sleep 10 hours every night. Cats
need 16 hours and giraffes only need 30 minutes!
1
Find the ‘healthy’ words.
Read and match.
Sleep and rest
Exercise
h
s
u
j
f
h
j
c
Healthy eating
1
It’s very important to eat the right food. We need to eat
five different kinds of fruit and vegetables every day.
Drinking water is good for us and we need to drink lots
of it every day. Cakes and sweets can be bad for our
teeth.
3
Our bodies need rest too. Everybody
needs to sleep and children need to
sleep about 10 hours every night.
2
Exercise is good for our bodies.
We can ride bikes, walk, run
and swim or we can play sports
like football, basketball and
tennis. It’s important to move
our bodies to be healthy.
2
2
i
l
a
u
e
h
s
l
g
e
r
m
a
o
t
a
s
e
i
k
t
s
l
m
w
p
d
a
n
c
e
b
d r
i
n k
i
b
e
r
s
r
u
n
m
s
p
l
a
y
a
h
a
t
w
a
l
k
i
i
r o p
Tick or cross the boxes. Is it healthy?
a
b
c
d
f
g
h
Do the quiz.
e
1 How many glasses of water do
we need to drink every day?
5 Name five fruits.
6 Name three things we mustn’t
eat a lot of.
2 How many hours of sleep do
children need?
3 Name three sports.
4 Name three vegetables.
7 What can we do to exercise?
Name three things.
8 What foods can be bad for
our teeth?
54
54
Objectives: By the end of the lesson, pupils will have read about how to keep fit and well
and done a quiz.
Target language
●
●
●
Key language: the right food, vegetables,
bad for … , exercise, rest, a good idea
to … , fresh air, relax
Additional language: It’s very important
to …
Revision: activities, town, food, can
(possibility), good for … , need to … ,
healthy
124 Kid’s Box Teacher’s Book 3
Materials required
●
Warmer: CD of exercise-type music – the
kind that is played in health clubs and
gyms
Pupil’s Book page 54
Activity Book page 54
Warmer
1 Find the ‘healthy’ words.
● Tell pupils to open their Activity Books at page 54. Focus
them on the activity instruction and check/teach the
meaning of healthy. Elicit some examples of what people
do to be healthy as well as exercise and sport. They find
the ‘healthy’ words in the wordsearch. They work in pairs.
Check with the class.
●
●
Play the music gently in the background. Play a couple of
games with pupils to focus on the topic of health. You will
need space for both these activities.
Activity 1: Start with the pupils in the centre of the room.
Point to the walls, and name them 1, 2, 3, 4 (or a colour).
Call out a wall number or colour and an action, e.g. Hopping.
Pupils move towards the wall in the way described. Repeat
walls at random with other actions, e.g. walking, running,
walking backwards, skating, swimming, skipping.
Activity 2: Pupils stand in a large circle facing inwards.
Call out a description that only applies to a few pupils, e.g.
Brown hair, blue eyes, white socks. The pupils with brown
hair, etc. run round the outside of the circle in a clockwise
direction and return to their starting position. Repeat with
other descriptions. Try and find something for everyone.
Elicit from pupils if these games are good or bad for their
health (good) and why. Pupils can answer in L1. Recast/
Simplify their ideas into English.
Do you know that ... ?
●
Tell pupils to open their Pupil’s Books at page 54. Focus
them on the fact and read it aloud for the class. Read it
with surprise. Elicit from pupils how many hours they sleep
at night. Ask them why they think sleep is good for you.
Elicit their response to the fact about giraffes and any other
information on animals’ sleeping habits that they know.
Key: sleep, ride, eat, drink, run, play, walk
2 Tick or cross the boxes. Is it healthy?
Focus pupils on the activity instructions and check
understanding. Do the activity as a class, with you leading
the discussion. Talk about why each time. Encourage pupils
to contribute ideas, opinions and experiences. Be careful
that you don’t overtly criticise pupils’ habits or lifestyles.
Keep the discussion general rather than specific. Elicit other
ideas for a healthy lifestyle from pupils.
●
Key: 2 ✓, 3 ✓, 4 ✓, 5 ✗, 6 ✓, 7 ✓, 8 ✗
Extra activity 2: see page 222 (if time)
Ending the lesson
●
Review with pupils what they learnt about in today’s lesson.
Play one of the games from the warmer again.
1 Read and match.
Focus pupils on the pictures around the texts. Elicit what they
can see and use this to pre-teach/check exercise, fresh air,
vegetables. Direct pupils to the activity instruction and check
understanding. They match the titles with the texts. Elicit how
they are going to do this (using key words). Give them a fixed
(short) time limit for the activity. They check in pairs. Check
with the class. Elicit the words that helped them do the task.
●
Key: 1 Healthy eating, 2 Exercise, 3 Sleep and rest
2 Do the quiz.
Focus pupils on Activity 2. Tell them to read the questions.
They write the answers in their notebooks. They don’t write
sentences – just one or two words. Pupils make groups of
five. Each one does the quiz and notes their answers. They
swap notebooks and take it in turns to ask and answer the
quiz questions. They check their partner’s answers. Monitor
as pupils are doing the activity. Check as a whole class only
if necessary.
Key: (Sample answers) 1 eight, 2 about ten, 3 football,
basketball, tennis, 4 carrots, peas, potatoes, 5 apples,
oranges, bananas, grapes, pineapple, 6 cakes, sweets, ice
cream, 7 ride bikes, go walking, swimming, 8 cakes, sweets
●
Extra activity 1: see page 221 (if time)
Unit 5 Fit and well
125
5
3
What do you like doing?
4
5
Look at the pictures. Ask and answer.
27
CD2
3
Choose and tick the boxes.
5
I like running and dancing.
Listen and move. Sing the song.
John
Sarah
Mary
Peter
Jane
swim
skip
hop
run
Projec
Move, move, move.
To be fit and well.
Come on move your body …
Let’s have a good time.
Run, swim and climb.
Move, move, move.
Move your body.
Dance, dance, dance.
Don’t stop until you drop.
Come on, you know it’s fun.
Dance, dance, dance.
Hop, skip and jump.
Come on you know it’s fun
Let’s have a good time …
Now ask and tick the boxes.
jump
What does John like doing?
He likes running and swimming.
climb
John
Sarah
Mary
Peter
Jane
dance
Make a ‘Keep healthy’ book.
You need:
4
Write sentences.
What do you like doing?
I like
What does your friend like doing?
55
55
Objectives: By the end of the lesson, pupils will have sung a song about keeping healthy
and completed a project.
Target language
●
●
●
Key language: move, fit, well
Additional language: Don’t stop until you
drop, Let’s have a good time, Come on,
stapler
Revision: health, activities and actions, It’s
fun, body
126 Kid’s Box Teacher’s Book 3
Materials required
●
Project: Two sheets of A4 paper for
each pupil, stapler, coloured pencils. A
completed book you’ve made: put the
two pieces of paper together, landscape,
fold them in half left to right and staple
down the fold side to make a spine. The
first page is a title page: Keep Healthy.
The other seven pages have the day as a
heading and a healthy thing (or things)
for that day of the week, e.g. Monday. Eat
fruit after lunch.
Pupil’s Book page 55
Warmer
●
Review the healthy/unhealthy activities from the previous
lesson. Say Tell me some things that are good for you / are
healthy. Can anyone remember things that are bad for you /
are unhealthy? Encourage pupils to try and remember
rather than look at the Pupil’s Book.
Activity Book page 55
3 Choose and tick the boxes.
Tell pupils to open their Activity Books at page 55. Focus
them on the activity instruction, on the pictures and on
the grid at the top of the page. Elicit what the actions are
(running, swimming, eating, playing, walking, riding). Pupils
choose the actions they think the five children like doing
and tick the relevant boxes. Monitor and check.
●
3 Look at the pictures. Ask and answer.
Tell pupils to open their Pupil’s Books at page 55. Focus them
on the speech bubbles. Pupils ask and answer in open pairs,
using the pictures in Activity 4 to help them. Involve the
whole class. As they answer, they can each do a little mime.
●
4 Listen and move. Sing the song.
Focus pupils on the activity instruction and say What are
you going to do? Pupils say: Listen, sing and move. Play the
CD. Pupils read silently as they listen. Pupils stand up. Play
the CD again, teaching the song line by line. Teach actions
at the same time. Pupils repeat the song as a whole class
and then in groups. Make two groups. Each group sings and
moves for their verse. Change groups and repeat.
Extra activity 2: see page 222 (if time)
●
Now ask and tick the boxes.
●
CD 2, 27
As in Pupil’s Book
CD 2, 28
Now sing the song again. (Karaoke version)
Project. Make a ‘Keep healthy’ book.
Show pupils the book you’ve made. Say You’re going to
make a book today. Focus them on the project on the Pupil’s
Book page and on the pictures. Elicit from pupils what they
need (paper, stapler, coloured pencils). Elicit what the title
is (Keep healthy) and what they write on the other pages
(a day and what they do). Show pupils how to staple the
paper to make a book. They put the paper aside. Pupils
write the sentences in their notebooks first, one for each
day of the week. Go around the class and check. Once you
have checked their work, they write the title and transfer
the information for each day of the week. They colour and
decorate their books and put them on display.
●
Make pairs. Focus pupils on the speech bubbles and ask
two pupils to read them aloud. Check pupils understand
what to do. They take turns to ask and answer about the
information in their partner’s grid at the top of the page and
record the information in their empty grid. Monitor to help
and check.
4 Write sentences.
Focus pupils on the activity instruction and elicit what they
are going to do (write about themselves, ask their friend and
write about him/her). Pupils practise asking and answering
around the class in open pairs. Listen for / check correct use
of the -ing form after like. Pupils can add to the activities at
the top of the page. If you didn’t do Extra activity 2, quickly
review the spelling rules for -ing. Pupils write the sentences
in their books. Monitor and check.
●
Ending the lesson
●
Review with pupils what they did in today’s lesson and
what they liked best from this and the previous day’s lesson
and why.
Extra activity 1: see page 222 (if time)
Unit 5 Fit and well
127
5
Stay healthy
Stay healthy
1
30
1
Look, think and answer.
1 Why do you get a stomach-ache?
3 Why do you get a backache?
2 Why do you get a cold?
4 How do you spread germs?
CD2
Listen and number the pictures.
a
b
(((a/w
(a/w
w AB3.5.1c))
AB3.5.1c))
Be kind to yourself!
Don’t get
stomach-ache!
Your body needs
breakfast, lunch
and dinner. • You
need to eat lots
of fruit and
vegetables. • Eat well and help your
body fight illness.
d
Don’t get a cold!
Your body needs
to be warm.
• You need to
wear a jacket
in winter. • Dress
warmly and help
your body fight illness.
Don’t get
backache!
Your body
needs to be
strong to play
games. • You
need to stand
and sit up
straight. • Stand and sit properly
and help your body fight illness.
c
2
Read and complete.
can cool a backache dirty energy
warm fruit day eat wash
I don’t get a stomach-ache because I (1) eat
breakfast every day.
and vegetables. I don’t get colds because
I eat lots of (2)
clothes in winter and (4)
clothes in summer.
I wear (3)
. I (6)
I always sit up straight so I don’t get (5)
. I feel great! Oh,
play with my friends and I’ve got lots of (7)
my hands when they are (9)
and I clean my
and I (8)
. So what do you do?
teeth every (10)
Don’t spread
germs!
Your body
needs to be
clean. • You
need to wash
your hands
when they
are dirty. • Protect yourself and
others, and help fight illness.
What do you do?
2
3
I always wash
Read and check.
29
CD2
Listen and say ‘yes’ or ‘no’. Answer the questions.
56
56
Objectives: By the end of the lesson, pupils will have learnt about the importance of
keeping themselves healthy.
Target language
●
●
●
Key language: backache, stomach-ache,
a cold, spread germs, stand and sit up
properly/straight
Additional language: sneeze, I’ve got lots
of energy, warm/cool clothes, clean, dirty,
warmly, protect, fight illness
Revision: meals, clothes, fruit, vegetables,
winter, summer, strong, clean your teeth,
wash your hands
128 Kid’s Box Teacher’s Book 3
3 You must sit on your feet in class. Are you
sitting properly?
4 To protect yourself from germs, you must wash your
hands. Do you wash your hands before you eat?
Pupil’s Book page 56
Warmer
●
●
Mime having a backache and ask What’s the matter?
Elicit backache. Repeat with stomach-ache and a cold. Say
backache and encourage pupils to mime the problem.
Repeat with the other two words. Continue but mix up the
order and go faster.
Pick up a pupil’s bag (a heavy one), put it on one shoulder
and exaggerate how heavy it is. Ask Is this ok? How can I
stand properly? Elicit that putting the bag on two shoulders
is how to carry it properly. Put the bag on two shoulders
and say Now I’m standing properly. Ask pupils what problem
they can have if they don’t carry their bags properly
(backache).
1 Look, think and answer.
Tell pupils to open their Pupil’s Books at page 56. Focus them
on the pictures and elicit what pupils can see in each. Write
stomach-ache, a cold, backache, spread germs on the board.
Elicit and write pupils’ ideas on why you get these problems.
Help them by asking questions Is he dressed warmly? Is he
protecting other people? Is he/she sitting properly? Check
understanding of properly by slouching in your chair and
asking Am I sitting properly? Then sit up properly and ask
And now? Pairs ask and answer the questions, using the
ideas on the board and adding more of their own. Elicit more
ideas for each question and ask pupils to think of things they
should/shouldn’t do to avoid these problems.
●
2 Read and check.
● Pupils read the poster aloud. Help with pronunciation where
necessary. Pupils check their ideas. Discuss any ideas pupils
had and any extra reasons given in the text. Focus pupils
on any new vocabulary (germs, fight illness) as pupils need
to understand these for the next activity. Pupils discuss and
share their ideas with the class on how to be healthy.
3 Listen and say ‘yes’ or ‘no’. Answer the questions.
● Focus pupils on the rubric and check they know what to
do. Tell pupils to nod their head for yes, and shake their
head for no. Say You must eat fruit and vegetables. Make
sure all the pupils respond with a gesture for yes or no. Play
the CD. Make sure all the pupils answer. If not, play the CD
again. Only go on to the next sentence when everyone has
responded. Play the CD again. Pause after the question and
ask a volunteer to answer in a sentence.
Activity Book page 56
1 Listen and number the pictures.
Tell pupils to open their Activity Books at page 56. Focus
pupils on the pictures. Ask Who is he? (a doctor). Play the
first sentence on the CD. Elicit the corresponding picture.
Pupils write number one in the correct box (c). Repeat for
the other sentences. Pupils work individually. Play the CD
again and check as a class.
● Read the sentence stems from the recording (To keep
healthy we need to …) and elicit pupils’ ideas.
●
Key: a 3, b 2, c 1, d 4
CD 2, 30
1 To keep healthy we need to eat good food.
2 To keep healthy we need to stand properly.
3 We must wash our hands when we sneeze.
4 In the winter we must wear warm clothes like jumpers
and in the summer cool clothes like T-shirts.
2 Read and complete.
Focus pupils on the example. Pupils work individually to
complete the text. Monitor and check/help where necessary.
Pupils check their answers in pairs. Ask volunteers to read
sentences from the text to the class. After each sentence,
check that the class agrees with the answer.
●
Key: 2 fruit, 3 warm, 4 cool, 5 a backache, 6 can, 7 energy,
8 wash, 9 dirty, 10 day
What do you do?
●
Ending the lesson
●
Key: 1 Yes, 2 No, 3 No, 4 Yes
CD 2, 29
1 To help fight illness you must eat breakfast. Do you
eat breakfast?
2 You must wear a T-shirt in winter. Are you wearing the
right clothes today?
Ask pupils to think about what they do to keep healthy.
Elicit the ending of the example sentence (I always wash
my hands before dinner). Pupils write sentences about
themselves using ideas from the Activity Book to help them.
Encourage them to think of other options. Invite pupils to
come to the front to mime a sentence and the class makes a
sentence to fit the mime.
●
Say I always wash my hands before … Encourage pupils to
guess the missing word (dinner). If pupils say breakfast,
lunch or any other possible option, say Good idea, but that’s
not my word.
Pupils underline a word in one of the sentences they have
written. Pupils read their sentences with a blank and their
partner must guess the missing word. They swap partners
and repeat.
Unit 5 Fit and well
129
5
4
5
Read and choose.
5
Ask and answer.
3
Time to get up! Don’t remember / forget
Name
Name
to have a shower.
Oh, Mum! I want / don’t want to have
1 have a shower every day
a shower.
2 clean your teeth every day
You must have a shower every day / month..
3 wash your hands when
they’re dirty
OK, Mum.
Come on, time to clean / wash your teeth.
4 wear cool clothes in summer
Oh, Mum! I don’t want to clean my teeth.
5 eat fruit every day
Do you want to have problems with your teeth?
6 sit properly at your desk
No, I don’t / Yes, I do, Mum!
Then you mustn’t / must clean your teeth every day.
Do you have a shower every day?
Yes, I have a shower every morning.
ng
lli
6
CD2
spe
spe
Listen and check. Then act it out.
I-N-V-I-T …
to Michael’s birthday party
Saturday 10th April
6 o’clock
55 Ross Avenue
invita-
correc-
ita
listenconv
ion
ers
lu t
tion
at
ion
temperatureso
ea
rach
e
Invitation! I-N-V-I-T-A-T-I-O-N
soluconversa-
Find the words.
stationco
ug
hin
v
Say and spell the words ending in -tion.
I n v i t at i o n
lli
4
31
5
ng
OK, Mum.
stai nfo
informainvestiga-
rm
at
i
li
on
f t co r r e c t i o
ned
u ca
t i o n b a l co n
yin
st
ve
iga
t io
n
posi-
57
57
Objectives: By the end of the lesson, pupils will have interviewed each other about how
they stay healthy and practised spelling words ending in -tion.
Target language
●
●
●
Key language: You must … every day,
I don’t want to, Do you want to have
problems with your … ? Words ending in
-tion
Additional language: cough, temperature,
earache, Time to get up!
Revision: have a shower, wash your hands,
wear cool clothes, eat fruit, sit properly at
your desk, every day/month, clean your teeth
Trinity Talkies
●
●
What problems do people visit the doctor with?
What must we do to be healthy?
130 Kid’s Box Teacher’s Book 3
Materials required
●
Long strips of coloured paper
Pupil’s Book page 57
Warmer
●
Elicit some ways of keeping healthy from the previous
lesson. Invite a pupil to come up and mime a backache. The
class should tell him/her how to keep healthy. Repeat with
different pupils miming a stomach-ache and a cold.
4 Read and choose.
Tell pupils to open their Pupil’s Books at page 57. Check
pupils know what to do. Focus them on the first sentence
and elicit the correct answer (forget). Pupils work
individually, choosing the correct words to complete the
dialogue. They write their answers in their notebooks.
Monitor and check/help where necessary. Check with the
class. Pupils read the sentences with the correct slashed
options. Pupils put up their hands when they hear the
options they have chosen.
●
Key: forget, don’t want, day, clean, No, I don’t, must
Activity Book page 57
3 Ask and answer.
Tell pupils to open their Activity Books at page 57. Focus
them on the table and say Do you have a shower every
day? Elicit the possible responses (Yes. I have a shower
every morning or No, I don’t.) Say Do you clean your teeth
every day? and elicit responses from around the class. Elicit
answers to the other questions.
● Divide pupils into groups of three. Tell pupils to write
the names of the people in their group at the top of the
columns. Pupils take turns to ask and answer the questions,
recording results with ticks and crosses. Check as a class.
Say I have a shower every day. Pupils raise their hands if this
is true for them. Repeat for the other activities in the table.
Praise the pupils’ good habits.
●
Spelling
4 Find the words.
Focus pupils on the word snake and read out the letters
S-T-A- and say Is “sta” a word? (no) Continue to read the
letters T-I-O-N. Elicit that station is a word so it is circled.
Write station on the board. Elicit the final four letters (-tion.)
Pupils work individually, circling all the words ending in -tion.
● Look at the words which do not end with -tion. Elicit which
ones are connected to keeping healthy (cough, temperature,
earache). Ask pupils what they must do if they don’t want to
have these problems.
●
5 Listen and check. Then act it out.
Play the CD. Pupils check their answers. Pupils act out the
dialogue in pairs. Encourage the pupils to say the words
with feeling. Ask a pair to come to the front to act out the
dialogue. Repeat several times with different pairs.
●
CD 2, 31
As in Pupil’s Book
Practice
●
Pupils work in pairs to write a new dialogue, using two
other ideas from the poster on Pupil’s Book page 56.
Monitor and help where necessary. Pupils then act out
the dialogues.
Spelling
6 Say and spell the words ending in -tion.
● Tell pupils to keep their books closed. Write -tion as a title
on the board. Say There’s a birthday party on Saturday and
we’ve got an … Then write invita … Say What’s the word?
Elicit the answer. Pupils open their books and look at the
invitation and the speech bubbles.
● Focus them on the words in the bubbles. Spell C-O-N-V-ER-S-A-. Encourage pupils to shout out the word when they
know it. Ask a pupil to spell the whole word. Ask that pupil
to start spelling another word until someone guesses it.
Pupils continue in pairs.
● Point out the similarities to pupils’ own language. Ask Are
these words similar to your language? Encourage pupils to
think of more words. Point out there might be a pattern
that will help them to spell correctly when the words are
compared to their own language.
Key: invitation, solution, conversation, information,
correction, education, investigation
Ending the lesson
●
Hand out the strips of coloured paper. Pupils draw two
eyes at one end for the snake. Pupils write their own word
snake for words ending in -tion. They can use Pupil’s Book
page 57 to help them if necessary. Monitor pupils and help
where necessary. Pupils write their word snakes out neatly
for display in the classroom.
Unit 5 Fit and well
131