2 Wizard school
1 Write the number. Which one is missing? Draw
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Ask a pupil to read the list of Granny’s things on the board.Refer the class to the picture in their Activity Book on page 14 and ask What number is the felt-tip? Write 2 next to the felt-tip on the board.
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The children then work individually to complete the task, writing the numbers next to the pictures. Explain that one of the objects is missing and that they must draw it in the empty frame. Let them check their answers in pairs, then as a class. Write numbers in the boxes after the words on the board.ANSWERS
1 a dictionary 2 a felt-tip 3 a pencil case
4 a sharpener 5 a rubber 6 a folder 8 a calculator number 7 a glue stick is missing.
2 Write.
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Explain that now the children have had their surprise, it’s time to label the items for Granny. Let them work individually and then check their answers in pairs. Go round as they work, helping and correcting as necessary.•
Use the school object flashcards on the board to check their answers. Rub out the numbers next to the words on the board and invite children out to draw lines from each word to the appropriate flashcard.Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.
Ending the lesson
7. Goodbye
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Say Goodbye. Ask the children to identify one of the school object flashcards each before they leave the room.EXTRA ACTIVITIES
1 Reinforcement Label the objects
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Place the school objects in different places in the classroom. Distribute the word cards among the children and ask them to find the school objects and label them with their word cards. Give them a time limit. Once children find the object, they read the word card to the class.2 Extension Hunt the rubber
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Show the class a rubber and say that you are going to hide it. Ask a child to leave the room and get the others to decide where to hide it. The child outside comes in and tries to find the rubber. The class hum softly if the child is far from the rubber, but more loudly as he / she gets nearer, until the child finds and picks up the object.vAlUE: Point out that Harriet says thank you to Wally Wizard in the last frame. Ask Why is it important to say thank you? Encourage children to give their opinions.
Explain that it’s very important to say thank you because it shows people you appreciate what they do for you.
Narrator: Wally Wizard is at school with Harriet.
Wally: Have you got the spell book, Harriet?
Harriet: No, I haven’t. Where is it?
Wicked Wizard: Ha! I’ve got the spell book.
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Who’s got the spell book?Spell: Magic pen, quick, quick, quick. Magic pen, do your trick!
Harriet: Wow! Look! Open door 3.
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What’s Wally got?Narrator: Wally and Harriet run after the Wicked Wizard.
Harriet: Oh no! A river!
Wally: It’s OK. I’ve got a magic ruler.
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What’s the problem?Harriet: Oh no! Door 3, Door 3, Door 3!
Wally: It’s OK. I’ve got a magic rubber.
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What’s the problem?Spell: Magic ruler, quick, quick, quick. Magic ruler, do your trick!
Harriet: Wow! Look!
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What’s Wally got?Spell: Magic rubber, quick, quick, quick. Magic rubber, do your trick!
Harriet: Wow! Look!
Wally: Quick! Open the door!
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What’s Wally got?Narrator: At the Wicked Wizard’s castle.
Harriet: Secret message for Wally. Oh no! No message!
Wally: It’s OK. I’ve got a magic pen.
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What’s the problem?Wicked Wizard: Ow!
Wally: Have you got the spell book?
Harriet: Yes, I have. Thank you, Wally.
Wally: No. Thank you, magic pencil case.
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Who’s got the spell book now?$ 1•38
DVD 3
2 Wizard school
1 2 3 4
5 6 7 8
Lesson 2
Listening
Objectives: To present and practise two new vocabulary items.
To revise school objects vocabulary and numbers 1–10 via a chant.
To develop listening skills through a chant and a story.
To present and practise useful imperatives for classroom use.
Main language: Imperatives + school objects: pick up / put down, open / close, count / do it again
Revised language: What’s this? It’s a … Is it a …? Yes / No Materials: Flashcards: school objects
Class Book: pages 14 and 15 Activity Book: page 15 Skills Builder: page 6 CD 1: tracks 35, 36, 37, 38 DVD 3
Story cards 2 Word cards 2 DVD Activity Sheet 3
Optional material: Story card frame 1 from each story Bring a plastic or paper bag and collect a few classroom objects before the class.
Ask pupils to bring a ruler too.
Beginning the lesson
1. Revision of vocabulary 1
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Revise school objects vocabulary. Stick all the school object flashcards on the board in random order. Number them 1–10. Then, hold up one word card and invite a child to read the word.•
Ask the child to match the word card to the correct flashcard on the board, e.g. number 4. Continue until the children match all the word cards with the flashcards on the board.Developing the lesson
2. Vocabulary 2: presentation
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Ask the children to open their Class Books at pages 14 and 15. Explain that Emma and Josh are in Granny’s attic. Can they see the corkboard with the chant on it? It’s also in the attic. Refer the children to the numbers in the chant. Play CD 1 track 35 and encourage the children to join in with the numbers.1 Listen and read. Find words for pictures 9 and 10.
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Tell the class that they are going to listen to a chant. Play CD 1 track 35. Pupils read the chant and listen to it to find two words that match the two pictures. The words are in green and red font. Help pupils work out which is which, e.g. cognates, use of picture clues, etc.Listen and read. $ 1•35
3. Chant
2 Listen, point and repeat.
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Play CD 1 track 36. Pupils hear and pronounce a notebook and a ruler. Get the children to point at the correct picture in their Class Books as they hear them and to pronounce the words.Listen, point and repeat. $ 1•36 9: A notebook
10: A ruler