78 Kid S Box Teacher S Book 3
Cambridge University Press978-8-490-36430-7 — Kid's Box for Spanish Speakers Level 3 Teacher's BookLucy Frino , Melanie Williams , With Caroline Nixon , Michael TomlinsonExcerptMore Information4In the city4 In the cit1144 In the cit1Listen. Find Meera’s flat.Sort and write the words.CD2123market4cinema5678sports centresupermarketbus station910swimming pool1112bankswimmingp o r t sc e n t r e123456789101112poolrpssot ecnertwtnolhpsotiaukeesrmrptaenicamubs k at the code. Write the secret message.26a13n2Ask and answer.in front ofbehindWhat’s opposite the cinema?next w16k3x15l2y14m1zThe r e ’ s / / / /7 - 19 - 22 - 9 - 22’ - 8 / 26 / 8 - 4 - 18 - 14 - 14 - 18 - 13 - 20 / 11 - 12 - 12 - 15 /opposite/ / / .13 - 22 - 3 - 7 / 7 - 12 / 7 - 19 - 22 / 24 - 18 - 13 - 22 - 14 - 26The bus station.3625b12o36Objectives: By the end of the lesson, pupils will be able to talk about places in a city and saywhere they are.Target language Key language: bank, bus station, cinema,library, market, sports centre, supermarket,swimming pool, near, oppositeAdditional language: cool, over here,see you, borrow (books), High StreetRevision: house and home, prepositions,café, hospital, shop, park, town, map, food,look at, Let’s , shoe shop, toy shopMaterials required City flashcards (54–62)Optional: Kid’s Box Teacher’s ResourceBook 3 Unit 4 Reinforcement worksheet 1(pages 36 and 37)78 Kid’s Box Teacher’s Book 3 in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-8-490-36430-7 — Kid's Box for Spanish Speakers Level 3 Teacher's BookLucy Frino , Melanie Williams , With Caroline Nixon , Michael TomlinsonExcerptMore InformationPupil’s Book page 36Warmer Revise prepositions next to, between, in front of, behind.Invite four pupils to come to the front. Give theminstructions, e.g. Sara, stand between Philip and Anthony.George, stand behind Philip. Give other instructions topractise all the prepositions. Repeat with another groupof four.Introduce near and opposite and demonstrate using pupils/objects. Invite another group of four and give instructions,including the new prepositions.2 Ask and answer.Focus pupils on Activity 2 and on the speech bubbles. Twopupils read the question and answer aloud. Practise otherquestions and answers in open pairs to check understandingand correct use of prepositions. Pupils work in pairs. They study the map for one minute.Then they take turns to ask and answer. Transfer the focus to the pupils’ own town/village/city.Ask questions around the class about places where theylive. Help with new vocabulary if necessary. Pupils ask andanswer in open pairs. Extra activity 1: see page 210 (if time)Presentation Teach/Elicit the new vocabulary using the flashcards.Review café, park, shop and hospital by drawing picturesand/or using mime.Ask questions about places, e.g. Where can we do ourshopping? Where can we play sports / watch a film /catch a bus? Elicit the names of the shops, sports centres,etc. locally to check pupils’ understanding. Elicit the wordsagain and develop a mind map around the topic In the city.1 Listen. Find Meera’s flat.Elicit about Meera from Unit 2 (she’s moving house from avillage in the country to a flat in the city). Tell pupils to opentheir Pupil’s Books at page 36. Focus on the picture. Elicitwhat they can see. Review map and the new vocabulary.Ask questions with Where to elicit prepositions, e.g. Where’sthe swimming pool? (behind the sports centre). Direct pupilsto the activity instructions and check understanding. Playthe CD. They place an eraser on Meera’s flat (behind thepark, next to the library). They check in pairs. Play the CDagain. Check with the class. Check general comprehensionby asking, e.g. Where’s the sports centre? (next to the busstation). Where does Meera’s family buy their food? (at themarket). What’s the name of the street with lots of shops?(High Street). CD 2, 14meera: Look at this map. My new flat’s on it.alex: Cool! Is there a sports centre near you?meera: Yes, look. It’s over here, next to the bus station.simon: Wow! And there’s a really big swimming poolbehind it!stella: Oh, look. Here’s Park Road. There’s a big library Mmm. Lots of books there.meera: Yes, that’s next to the bank, where my dad works.lenny: What’s this, next to the cinema?meera: That’s the market. We get our fruit there.alex: Oh, we go to the supermarket to get our food.simon: Food. Come on! Let’s go for lunch.alex and lenny: Yeah, good idea, Simon. See you, Meera!See you, Stella!meera: See you!stella: So where is your flat, Meera?meera: It’s here, behind the park, next to the library.Activity Book page 361 Sort and write the words.Tell pupils to open their Activity Books at page 36. Directthem to the activity instruction and the example answer.Check understanding. Pupils work individually. They solvethe anagrams and write the words in the crossword grid.They check in pairs and then as a class. Key: 2 town, 3 hospital, 4 supermarket, 5 cinema,6 bus station, 7 bank, 8 village, 9 park, 10 shop,11 school, 12 library2 Look at the code. Write the secret message.Focus pupils on Activity 2 and elicit what they can see (acode). Check they know how it works. Pupils work in pairsto work out the code and complete the message. Checkwith the class. Fast finishers draw a picture to illustrate thesentence. Key: There’s a swimming pool next to the cinema.Extra activity 2: see page 210 (if time)Optional activity Unit 4 Reinforcement worksheet 1 from Kid’s Box Teacher’sResource Book 3 (pages 36 and 37).Ending the lesson Review vocabulary by asking, e.g. Where can I borrowbooks? Where can I buy food? Where can I go when I’m notwell? Where can I go to exercise?Unit 4 In the city in this web service Cambridge University Press79www.cambridge.org
Cambridge University Press978-8-490-36430-7 — Kid's Box for Spanish Speakers Level 3 Teacher's BookLucy Frino , Melanie Williams , With Caroline Nixon , Michael TomlinsonExcerptMore Information444315Look at the picture. Listen and answer.3Look, read and write. Match.CD2GrammarWhere’s the bank?Where’s the bank?The bank is near the bus station,opposite the swimming pool.It’s next to the supermarket.11234567844Ask and answer.Where do you go .1 . to see a film?2 . to play badminton?3 . to buy food?4 . to get some money?5supermarketComplete the picture. Answer the questions.You go to the cinema to see a film.5678. to catch a bus?. to see a doctor?. to fly a kite?. to swim?Look at the picture. Ask and answer.Where’s thesports centre?bank bus station cinema hospitallibrary market shop sports centresupermarket swimming poolmarketbus stationcinemabanksports centrelibraryGrammarWhere do you goto learn English?It’s next to theswimming pool.Where’s the ?VocabularyYou go there to buy food and drink.You go there to read books.You go there to play tennis and volleyball.You go there to get money.You go there to see films.You go there to catch a bus.You go there to swim.You go there to buy good fruit and vegetables.123456It’s GrammarPrepositions: near, oppositeInfinitives of purpose:You go there to buy food.Where’s the market?Where’s the bus station?Where’s the cinema?Where’s the bank?Where’s the sports centre?Where’s the library?The market is next to the.3737Objectives: By the end of the lesson, pupils will have had more practice talking andwriting about places in a city and their location.Target language Key language: infinitive of purpose, e.g.You go there to buy food. Where do yougo to see a film? fruit, vegetables, money,CD, flowersAdditional language: volleyballRevision: city, prepositions, doctor,toys, swim, play badminton, fly a kite,buy, tennisMaterials required City flashcards (54–62)Optional: Kid’s Box Teacher’s ResourceBook 3 Unit 4 Extension worksheet 1(pages 36 and 39); Grammar referenceUnit 4 Pupil’s Book 3 (page 95) andActivity Book 3 (page 95)80 Kid’s Box Teacher’s Book 3 in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-8-490-36430-7 — Kid's Box for Spanish Speakers Level 3 Teacher's BookLucy Frino , Melanie Williams , With Caroline Nixon , Michael TomlinsonExcerptMore InformationPupil’s Book page 37Warmer Review city vocabulary using a mind map. Write In thecity in the centre of the board and elicit the words fromthe previous lesson, e.g. bank, library. Check for correctpronunciation. Pupils copy the mind map into theirnotebooks. Practise the words again using the flashcards.Ask one or two questions to prepare for Pupil’s BookActivity 4, e.g. Where do you go to watch a film? (cinema).3 Look at the picture. Listen and answer.Tell pupils to open their Pupil’s Books at page 37. Focus pupilson the Grammar box. Read the question and the answer. Tellpupils to point at the bus station, the swimming pool and thebank in the picture and make sure they understand ‘near’ and‘opposite’. Direct them to the Activity 3 instructions and checkunderstanding. Give them time to study the picture and findthe places. Play the CD. Pupils whisper the answer to theirpartner. Play the CD again. Check after each one to elicit theanswer from the class, or from groups of pupils.5 Look at the picture. Ask and answer. Focus pupils on the Activity 5 instructions and checkunderstanding. Ask two pupils to read the speech bubblesaloud. They work in pairs. Make sure they realise it is amemory game. Pupil A closes his/her book and Pupil B looksat the picture and asks questions as in Activity 3. Pupil Aanswers. Pupils then swap roles.Extra activity 1: see page 210 (if time)Activity Book page 37 Key: It’s next to the cinema. It’s next to the supermarket.It’s between the bank and the hospital. It’s next to theswimming pool. It’s next to the bus station. It’s next to thesupermarket. It’s behind the park.CD 2, 15Where’s the park?Where’s the bus station?Where’s the hospital?Where’s the supermarket?Where’s the sports centre?Where’s the cinema?Where’s the bank?Where’s the swimming pool?4 Ask and answer.Focus pupils on the Grammar box. Read the question andpupils repeat. Tell pupils we use the infinitive (to learn) toexpress purpose. Then focus pupils on Activity 4 and on theexample answer in the speech bubble. Two pupils read thequestion and the answer aloud. Direct them to the activityinstruction and check understanding. Pupils do the activityin open pairs. Check for correct rhythm and intonation inthe question (weak forms / falling tone) and sentence stressin the answer (on the place). Make sure all pupils in the classask or answer. Pupils work in pairs, taking turns to ask and answer. Moreconfident pupils can ask about different places. Elicitunderstanding of impersonal you and that it doesn’t refer toindividual pupils. Key: 2 the sports centre, 3 the market/supermarket,4 the bank, 5 the bus station, 6 the hospital, 7 the park,8 the swimming pool3 Look, read and write. Match.Tell pupils to open their Activity Books at page 37. Focusthem on Activity 3 and elicit the places they can see inthe pictures. Pupils work individually and write the shop/place in pencil. They check in pairs. Check with the class byeliciting the word and the spelling. Key: 2 library, 3 sports centre, 4 bank, 5 cinema, 6 bus station,7 swimming pool, 8 market4 Complete the picture. Answer the questions.Focus pupils on Activity 4 and on the activity instruction.Make sure pupils realise the picture is a simple map ofpart of a city. Write the following places on the board: busstation, cinema, bank, sports centre, library. Pupils workindividually. They decide what the function of the emptybuildings marked on the map will be. They draw a simplepicture/symbol to represent each place (e.g. buses at the busstation, a film ticket or projector for the cinema, currencysymbols or notes and coins for the bank, etc. Set a time limit. Focus pupils on the questions below the map and theexample answer. Pupils read the rest of the questions andwrite the answers in their Activity Books according to themap they have drawn. Check by eliciting example answersin open pairs (one pupil asks a question from Activity 4, andanother pupil answers according to his/her map). Extra activity 2: see page 210 (if time)Optional activities Unit 4 Extension worksheet 1 from Kid’s Box Teacher’sResource Book 3 (pages 36 and 39).Grammar reference Unit 3 from Pupil’s Book 3 (page 95)and Activity Book 3 (page 95). See answer key on Teacher’sBook 3 page 195.Ending the lesson Elicit from different pupils what their favourite place in thetown/city is and why.Unit 4 In the city in this web service Cambridge University Press81www.cambridge.org
Cambridge University Press978-8-490-36430-7 — Kid's Box for Spanish Speakers Level 3 Teacher's BookLucy Frino , Melanie Williams , With Caroline Nixon , Michael TomlinsonExcerptMore Information4Look, think and say the answer.61 Where are the children?2 Which children are happy?5Read and circle the best answer.1 You must be quiet in aa) sports centreb) library2 To catch a bus you must go to thea) bankb) bus station3 You must cleana) the bankb) the bus station4 To fly your kite you must go toa) the supermarket b) the library5 You must sit down in thea) marketb) swimming pool6 To see a doctor you must go to aa) hospitalb) bank7 You must take money to aa) parkb) supermarket8 To see a film you must go to thea) cinemab) swimming pool3 What book has Lenny got?4 What time is it?6c) parkc) hospitalc) your bedroomc) the parkc) cinemac) marketc) libraryc) sports centreRead and match.Suzy must tidy her bedroom. She must put the books in the bookcase. She mustput her kite on the cupboard and her T-shirt in the cupboard. She must put herpencils on the desk next to the computer and her shoes under the bed. She mustput her toy box between the bed and the bookcase.716Listen and check.GrammarCD2817Listen and say ‘yes’ or ‘no’.CD238GrammarWe must be quietin the library.Must for obligation: statements38Objectives: By the end of the lesson, pupils will have talked about obligations using must.Target language Key language: must for obligation,impersonal you, tidy, untidyAdditional language: book on doctors,book about football, nowRevision: town, quiet, love -ing,come back, need to, Let’s Materials required Extra activity 1: The CD script from Pupil’sBook Activity 7 written on a large pieceof paperOptional: Kid’s Box Teacher’s ResourceBook 3 Unit 4 Reinforcement worksheet 2(pages 36 and 38)82 Kid’s Box Teacher’s Book 3 in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-8-490-36430-7 — Kid's Box for Spanish Speakers Level 3 Teacher's BookLucy Frino , Melanie Williams , With Caroline Nixon , Michael TomlinsonExcerptMore InformationPupil’s Book page 38Listen and say ‘yes’ or ‘no’. Warmer Show the class a book and say I’m reading this book. It isn’tmy book. It’s from a Elicit library. Ask pupils What do Ido when I finish the book? Check that pupils are familiarwith the idea of borrowing a book from a library and thentaking it back. Make sure that they don’t confuse libraryand book shop. Ask different pupils Do you sometimes go tothe library? How often do you go? Discuss in L1 what otherthings we can do at the library (e.g. borrow CDs, use theinternet, listen to a story).6 Look, think and say the answer.Tell pupils to open their Pupil’s Books at page 38 and to lookat the pictures. Elicit who and where the characters are. Aska pupil to read the activity instruction aloud and others totake turns to read the four questions. Pupils compare theiranswers/predictions in pairs, looking for clues in the picture. 7 Listen and check.Play the CD. Pupils listen for the answers. They check inpairs. Play the CD again. Check with the class. Elicitcomplete sentences for the answers. Focus on the sentence We must go and catch the bus. Pointout to pupils that must is the same for all persons (I must,She must, You must, etc.). Focus pupils on the Grammarbox. Check general comprehension by asking, e.g. Why doesStella say ‘Shh’ to Lenny? (They’re in the library and theymust be quiet). Key: 1 They are in the library. 2 Lenny, Alex and Simon arehappy. 3 He’s got a book about football. 4 It’s five o’clock.CD 2, 16narrator: The children are in the library, looking at books.lenny: Look at this book, Stella! It’s about football.stella: Shh, Lenny! We’re in a library. We must be quiet.lenny: Oops, sorry. Meera, look what I’ve got.meera: That’s nice, Lenny.lenny: It’s about football! It’s got lots of pictures of myfavourite players!meera: Shhhh, Lenny. You must be quiet in the library!lenny: Sorry!alex: Hey, Lenny. What have you got?lenny: It’s a book about football.simon: Cool! That’s GREAT! Can I see? Look, it says footballis stella, meera: Shhhh, Simon! You must be quiet in the library!grandpa: Come on, everybody. It’s five o’clock. We must goand catch the bus now.lenny: OK, OK. Can we come back next week?grandpa: Yes, I think so but you must be quiet!Focus pupils on the activity instruction and checkunderstanding. Tell them to whisper to their partner thefirst time. Play the CD. Pupils listen and whisper. Play theCD again. Pause after each one. Elicit the response (yes/no)from the class and a correct sentence for ‘no’ responses. Ifpupils can’t remember (this is not a test of memory), playthe CD for Activity 7 again.Key: 1 no (they’re at the library), 2 yes, 3 no (he’s got a bookabout football), 4 yes, 5 no (they must catch a bus), 6 yesCD 2, 171 The children are at the bank.2 You must be quiet in the library.3 Lenny’s got a book about art.4 The book’s got lots of pictures of Lenny’s favouritefootball players.5 Grandpa Star and the children must catch a plane.6 The children want to come back next week.Extra activity 1: see page 210 (if time)Activity Book page 385 Read and circle the best answer. [YLE]Tell pupils to open their Activity Books at page 38. Focusthem on the activity instruction and check understanding.Point out the example. Pupils work individually and circlethe correct answer in pencil. They check in pairs. Checkwith the class. Elicit other examples for each one, e.g.1 cinema. Key: 2 b, 3 c, 4 c, 5 c, 6 a, 7 b, 8 a6 Read and match.Focus pupils on Activity 6. Elicit what they can see in thepicture (Suzy’s bedroom) and elicit/teach untidy/tidy. SaySuzy’s bedroom is very untidy. She must tidy it. Direct pupilsto the activity instruction and check understanding. Pupilswork individually. They can ask their partner for help. Theycheck in groups of three. Monitor and check pupils’ work. Extra activity 2: see page 210 (if time)Optional activity Unit 4 Reinforcement worksheet 2 from Kid’s Box Teacher’sResource Book 3 (pages 36 and 38).Ending the lesson Tell pupils what to do, using must, to close the lesson, e.g.You must put your pencils in your pencil case. You must putyour books in your bag. You must put your hands on yourdesk. You must stand up.Unit 4 In the city in this web service Cambridge University Press83www.cambridge.org
Cambridge University Press978-8-490-36430-7 — Kid's Box for Spanish Speakers Level 3 Teacher's BookLucy Frino , Melanie Williams , With Caroline Nixon , Michael TomlinsonExcerptMore Information4918CD2Read and say the correct letter for each picture.Then listen and check.44720Read and tick. Listen and check.CD21–d123456Must I make my bed, Dad?Must I wear a skirt, Dad?Must I go to school, Dad?Must I do my homework, Dad?Must I clean my shoes, Dad?Can I play in the park, Dad?Yes, you must.Yes, you must.Yes, you must.Yes, you must.Yes, you must.Yes, you can!At school we must:Grammaranswer the teacher’s questionsMust I study today?Yes, you must.Can I play later?Yes, you can. listen to the teacherwear trousersrun in the playgroundcome to class with a pencilabceat our lunch in the dining roomput our hands up to speaksit next to our friends
78 Kid s Box Teacher s Book 3 In the city 4 4 In the cit 36 1 14 CD2 Listen. Find Meera s flat. 2 _ Ask and answer. . Kid s Box Teacher s Book 3. Cambridge University Press 978-8-490-36430-7 — Kid's Box for Spanish Speakers Level 3 Teacher's Book Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson .
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