Cambridge University Press

978-8-490-36589-2 — Kid's Box Level 3 Teacher's Book Updated English for Spanish Speakers
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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1 Family matters
1 F mil m tters 1 F mil m tters
1 Look, think and say the answers. 1 13 Listen and match.
CD1

1 Is Stella at school? 3 Has she got a brother?

2 Who’s on the poster? 4 How many sisters has she got?

aunt My family tree.

e
daughter a b c d e f

granddaughter

grandson

grandparents

parents

son
2 Now complete the sentences.
uncle
son daughter parents granddaughters
aunt grandparents uncle grandson
2 12
Listen and check.
CD1

3 Ask and answer. 1 The people on the bus are Stella’s grandparents .
Uncle Fred. Grammar 2 Grandma Star’s is on the bike.
1 Who’s Stella’s uncle? 3 The girls in the boat are Grandpa Star’s .
2 Who’s Suzy’s aunt? Who’s Stella’s uncle?
Who is Stella’s uncle? 4 The woman in the helicopter is Grandma Star’s .
3 Who are Simon’s grandparents? 5 The boy on the bike is Mr Star’s .
4 Who are Mrs Star’s daughters? 6 Suzy’s is in the lorry.
5 Who’s Mr Star’s son? 7 The people in the plane are Stella’s .
6 Who’s Grandpa Star’s grandson? 8 Simon’s is in the helicopter.
10 Grammar Possessive ‘s 10

Objectives: By the end of the lesson, pupils will have interpreted a family tree and talked
about family relationships.

Target language Materials required

l Key language: family: aunt, l Family flashcards and wordcards (13–20)
granddaughter, grandparent, grandson, l Extra activity 2: Long piece of tape or
parent, son, uncle, possessive ’s chalk for drawing a line on the floor
l Additional language: Star family l Pictures of people from magazines
characters, then l Three pieces of paper: ’s written on one,
l Revision: family, toys, transport, I’m / ’s written on another, is written on
She’s / He’s … , my, your, their, That’s right, another. Use one colour for ’s and is and
Let’s … , go, play, garden, Well done another colour for ’s (possessive)

26 Kid’s Box ESS Updated 2nd Ed. TB3

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Cambridge University Press
978-8-490-36589-2 — Kid's Box Level 3 Teacher's Book Updated English for Spanish Speakers
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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l Tell pupils to look at Activity 3. Choose two pupils to read

Pupil’s Book page 10 the first question and example answer. Point to Suzy’s uncle
on the family tree. Point to Aunt May on the family tree
Warmer and elicit her name. Pupils ask and answer questions 2–6 in
l Draw a simple family tree on the board. Include mother, pairs. Monitor and help. Check pronunciation of ’s. Check
father, grandparents (two sets), a sister and a brother. Name with the class using open pairs.
each person, e.g. Jane, and attach a magazine picture or
draw a picture. Say This is my family. Introduce them in Key: 2 Aunt May, 3 Grandma and Grandpa Star, 4 Suzy and
turn, e.g. This is my mother. Check understanding by, e.g. Stella, 5 Simon, 6 Simon
pointing to a grandfather and saying Is this my father?
Pupils respond, e.g. No, it’s your grandfather. Use other Extra activity 1: see page 206 (if time)
questions, e.g. Who’s this? Who’s (Jim)?

Presentation Activity Book page 10

l Extend the family tree to include aunts and uncles and
grandchildren. Use the family tree and the family flashcards 1 Listen and match.
to teach/elicit the new vocabulary: aunt, uncle, daughter, l Tell pupils to open their Activity Books at page 10. Elicit
son, granddaughter, grandson, grandparent, parent. Add what they can see. Play the CD. Pupils write letters in the
appropriate pictures. Use questions to check understanding, boxes to match the vehicles with the people. They check in
e.g. Who’s my aunt? Who’s (Jim)’s grandson? Pupils come to pairs. Play the CD again. Stop after each one to check with
the board in turn and ask similar questions. Elicit/Teach the class.
A family tree. Write the heading on the board.
Key: Simon c, Grandma and Grandpa Star b, Aunt May a,
1 Look, think and say the answers. Uncle Fred f, Stella and Suzy d
l Tell pupils to open their Pupil’s Books at page 10. Elicit what
they can see (a family tree). Ask a pupil to read the activity
CD 1, 13
instruction aloud and others to take turns to read the four
questions. Pupils study the picture to find the answers and 1 Stella’s parents are on the plane.
compare their predictions in pairs. 2 Mr Star’s son is on the bike.
3 Suzy’s aunt is in the helicopter.
2 Listen and check. 4 Grandpa Star’s granddaughters are in the boat.
l Play the CD. Pupils listen for the answers. They check 5 Simon’s grandparents are on the bus.
in pairs. Play the CD again. Check with the class. Elicit 6 Simon’s uncle’s in the lorry.
complete sentences for the answers.
2 Now complete the sentences.
Key: 1 Yes, she’s at school. 2 Her family (grandparents, l Focus pupils on the example. Elicit where they can find
parents, aunt and uncle, brother and sister). 3 Yes, she’s got the information and the words. In pairs, pupils complete the
a brother. 4 She’s got one sister. sentences orally. Check with the class. Pupils complete
the sentences.
CD 1, 12 Key: 2 grandson, 3 granddaughters, 4 daughter, 5 son,
stella: Hi, everyone. This is my project. Here’s my 6 uncle, 7 parents, 8 aunt
family tree.
These are my parents, Mr and Mrs Star.
And look, here are Grandma and Grandpa Star. They’re my Extra activity 2: see page 206 (if time)
grandparents and they’ve got two children: a son and
a daughter.
Their son’s my dad and their daughter’s my Aunt May.
Ending the lesson
I’ve got one aunt and one uncle: Aunt May and Uncle l Write Suzy Stella sister on the board.
Fred. Aunt May’s my dad’s sister. Uncle Fred’s my mum’s l Hold up the three pieces of paper (see Materials required).
brother. Say Who can put these in the sentence? Pupils volunteer
Grandma and Grandpa Star have got three grandchildren: to complete the sentence by putting the paper in the right
one grandson, Simon, and two granddaughters, Suzy and place (is / contracted ’s will be interchangeable). Clean the
me. board. Repeat for the following groups of words: Who Mr
Star dad? / Mrs Star brother Uncle Fred. / Simon Grandpa
3 Ask and answer. Star grandson.
l Focus pupils on the Grammar box. Read each question for
pupils to repeat after you. Make sure pupils realise that the Key: Suzy’s/is Stella’s sister. Who’s/is Mr Star’s dad? Mrs Star’s
two questions mean the same thing, but the first one has a brother’s/is Uncle Fred. Simon’s/is Grandpa Star’s grandson.
contracted form of is (’s).

Unit 1 Family matters 27

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978-8-490-36589-2 — Kid's Box Level 3 Teacher's Book Updated English for Spanish Speakers
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
Excerpt
More Information

1
1 1
4 14
Listen and say the letter. 3 Read the sentences. Who is speaking?
CD1

He’s taking a photo of his son. e

1 4
Uncle Fred is our uncle. Suzy and Stella are our granddaughters.

2 5 Aunt May is our aunt.

a Simon is our grandson.

3 Grandma and Grandpa Star 6 Grandma and Grandpa

are our grandparents. Star are our parents.
b

c
4 Read and complete the sentences.
d

The Star family are doing different things. Suzy’s in the living room. She’s drawing a picture
of her Uncle Fred. He’s sleeping on the sofa. Simon’s in the garden. He’s playing tennis with
his Aunt May. She loves playing tennis with him because he’s very good at sport. Stella’s
got a new camera and she’s taking a photo of her grandparents in the dining room. The
5 15
Listen and complete. children’s parents are in the kitchen. They’re making dinner.
CD1 Grammar
Suzy’s sitting next to her ... mum. 1 The Star family are doing different things.
He’s taking a photo. 2 Suzy’s drawing a picture of her .
She’s playing a game.
3 Uncle Fred’s on the sofa.
6 Ask and answer. 4 Simon and his are in the garden.
playing a game reading playing football painting taking a photo 5 Simon’s very at sport.
6 Stella’s taking a photo of her .
Who’s playing a game with her aunt? Stella. 7 Grandma and Grandpa Star are in the .
8 The children’s are in the kitchen.
Vocabulary aunt uncle daughter parents son Grammar Present continuous
granddaughter grandson grandparents for present actions 11 11

Objectives: By the end of the lesson, pupils will have had more practice talking about
family relationships.

Target language Materials required

l Key language: present continuous for l Family flashcards (13–20)
present actions, children, grandparents, l Actions each written on card: painting a
good at picture, playing football, reading a book,
l Additional language: chess taking a photo, playing a game, sleeping,
l Revision: family, contracted ’s, actions, playing baseball, driving a car
house, garden, Who’s … ? l Optional: Kid’s Box Teacher’s Resource
Book 3 Unit 1 Reinforcement worksheet 1
(pages 15 and 16)

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Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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6 Ask and answer.

Pupil’s Book page 11 l Focus pupils on Activity 6. Ask two confident pupils to read
the example question and answer. Elicit the other questions
Warmer from the class, reminding them to use the prompts in
l Review the family words using the flashcards. Show each the box. In pairs, pupils take turns to ask and answer about
flashcard in turn and elicit the words. Show the flashcards the people and actions in the picture. Monitor pairs as
again in a different order. Pupils chorus the words. Show they work. Check as a class.
individual flashcards to different pupils. They say the
words.
l Mime, e.g. painting a picture. As you mime, ask the class Extra activity 1: see page 206 (if time)
What am I doing? Pupils respond, e.g. You’re painting a
picture. Pupils come up in turn and take one of the cards
(see Materials required). They read it (silently) and mime Activity Book page 11
the action for the class. The pupil asks What am I doing?
The class guess using the present continuous. Repeat with 3 Read the sentences. Who is speaking?
different pupils. l Tell pupils to open their Activity Books at page 11. Ask a
pupil to read the instruction aloud. Ask another pupil to
4 Listen and say the letter. read the first speech bubble. Elicit the answer (Suzy, Stella
l Tell pupils to open their Pupil’s Books at page 11. Elicit who and Simon). Pupils work in pairs. They take turns to read
they can see in the picture. Elicit some of the actions. Invite the rest of the speech bubbles aloud and work out who is
a pupil to read the instruction aloud. Check pupils know speaking. Pairs check with pairs. Check with the class using
what to do. Play the CD. Pupils listen and write the correct open pairs.
letters in their notebooks. They check in pairs. Check with
the class by asking, e.g. What’s Grandma Star doing? Check Key: 2 Grandma and Grandpa Star, 3 Stella, Simon and Suzy,
understanding of parents, grandparents, children. 4 Grandma and Grandpa Star, 5 Stella, Simon and Suzy,
l Review the present continuous for present actions. Focus
6 Mr Star and Aunt May
pupils on the Grammar box. Read the sentences emphasising
the ’s and the –ing form of the verb. Pupils repeat after you 4 Read and complete the sentences.
and point to the correct characters in the picture. Elicit more l Read the text aloud around the class with pencils down.
examples using the present continuous form. Choose pupils at random to read so they are on their toes.
Check pupils know where to find the information (in the
Key: a (Grandpa Star), d (Mrs Star), b (Stella), c (Grandma Star) text). Pupils work individually to complete the gaps in the
sentences. Check with the class. Check understanding of
CD 1, 14 good at. Elicit from pupils what they are good at.
He’s taking a photo of his son. Key: 2 uncle, 3 sleeping, 4 aunt, 5 good, 6 grandparents,
He’s playing football with his uncle. 7 dining room, 8 parents
She’s reading a book to her daughter.
She’s playing a game with her aunt.
She’s painting a picture of her granddaughter. Extra activity 2: see page 206 (if time)
5 Listen and complete.
l Invite a pupil to read the instruction aloud. Play the first one Optional activity
as an example. Pupils put their hands up. They don’t shout l Unit 1 Reinforcement worksheet 1 from Kid’s Box Teacher’s
out. When all hands are up, elicit the word. Play the rest of Resource Book 3 (pages 15 and 16).
the CD. Pupils whisper the word to their partner each time.
Play the CD again. Check with the class (hands up first). Ending the lesson
Check for correct pronunciation. l Draw eight steps going from a boat into the sea. Draw a
stick figure on the top step. Draw a big shark’s mouth in the
Key: granddaughter, uncle, daughter, son, aunt
sea. Choose one of the family words and write it as dashes
on the board, e.g. _ _ _ _ _ _ (parent). Pupils take turns to
CD 1, 15 guess a letter. Write the letter in the word if it’s there. If
Suzy’s sitting next to her [beep]. not, write it in the corner of the board and move the stick
Grandma Star’s painting a picture of her [beep]. figure down one step. Continue until pupils guess or the
Simon’s playing football with his [beep]. figure is eaten by the shark. Clean the board and repeat.
Mrs Star’s reading a book to her [beep].
Grandpa Star’s taking a photo of his [beep].
Stella’s playing a game with her [beep].

Unit 1 Family matters 29

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978-8-490-36589-2 — Kid's Box Level 3 Teacher's Book Updated English for Spanish Speakers
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
Excerpt
More Information

1
7 Look, think and say the answers.
5 Read and circle the best answer.
1 Where’s Stella? 3 Is Dotty naughty?
2 Is Simon happy? 4 Who’s painting? 1 Suzy: Do you enjoy shopping?
Uncle Fred: a) I’ve got a new T-shirt.
b) No, I don’t.
2 Suzy: Does Grandma like painting?
Uncle Fred: a) Yes, I do.
b) Yes, she loves painting.
3 Suzy: Does Stella want to be a doctor?
Uncle Fred: a) Yes, she does.
b) Yes, she can.
4 Suzy: Do you enjoy playing tennis?
Uncle Fred: a) Yes, he does.
b) No, Aunt May enjoys playing tennis.
5 Suzy: Does Dotty like having a bath?
8 Uncle Fred: a) No, she doesn’t.
Read and check. b) She loves swimming.
Suzy wants to wash her dog.
Hi, I’m Aunt May. Look at Dotty’s naughty. She doesn’t 6 Suzy: Do you wear a helmet on your bike?
everyone in the garden! like having a bath. Grandpa’s Uncle Fred: a) Yes, I do.
standing next to the bath
b) Simon’s riding his bike.
and he needs a towel.
Stella’s reading. She enjoys reading
about science. She’s clever and she wants 6 Look and match the sentences.
to be a doctor. Simon’s wearing his Grandma’s quiet. She enjoys painting.
helmet, because he’s riding his bike. He’s She’s painting a beautiful picture
with his Uncle Fred. They love riding bikes. of her granddaughter, Stella.

9 Say ‘yes’ or ‘no’.

1 Simon doesn’t enjoy riding his bike.
1 Uncle Fred’s got a bike. a She wants to read it.
2 Stella enjoys reading about science. Grammar 2 Grandpa’s got a camera. b He wants to take a photo.
3 Simon doesn’t wear a helmet.
Simon enjoys riding his bike. 3 Simon’s got a ball. c She wants to make a cake.
4 Suzy wants to wash her doll.
Simon wants to ride his bike. 4 Mr Star’s got a guitar. d He wants to play it.
5 Dotty likes having a bath. 5 Stella’s got a book. e He wants to ride it.
6 Grandma enjoys painting. 6 Grandma’s got some eggs. f He wants to play basketball.
Grammar He / She likes / loves / enjoys ... ing. Vocabulary clever naughty quiet 12
12 He / She wants to ...

Objectives: By the end of the lesson, pupils will have talked about preferences, using
like, love, enjoy, want.

Target language Materials required

l Key language: present simple, like, love, l Family flashcards (13–20)
enjoy + -ing / nouns, want + infinitive, l Extra activity 1: Photocopiable activity 1
science, doctor, naughty, quiet, towel, (page 196), one copy of the survey for
clever, at the shops, read about, catch, each pupil
helmet l Extra activity 2: A ball of scrunched up
l Additional language: really + adjective, paper, one for each group
because, but, and, need l Optional: Kid’s Box Teacher’s Resource
l Revision: present continuous, family, Book 3 Unit 1 Reinforcement worksheet
shops, shopping, coming, seeing, 2 (pages 15 and 17); Grammar reference
Where … ? action verbs Unit 1 Pupil’s Book 3 (page 94) and
Activity Book 3 (page 94)

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978-8-490-36589-2 — Kid's Box Level 3 Teacher's Book Updated English for Spanish Speakers
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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Pupil’s Book page 12 Activity Book page 12

Warmer 5 Read and circle the best answer. 
l Draw a simple family tree on the board to review the family l Tell pupils to open their Activity Books at page 12 and to
vocabulary. Stick the family flashcards on the tree to be the look at Activity 5. Ask a pupil to read the instruction aloud.
members of the family. Point to, e.g. the grandparents and Check meaning of best answer. Focus on the example
say These are the children’s … Pupils respond grandparents. answer. You may need to do more examples with the class.
Repeat for parents, uncle and aunt. l Pupils work individually and complete the activity, circling
l Say statements about the family tree which are false, for the correct answer in pencil. They check in pairs. Check
pupils to correct, e.g. (Name and name) are the children’s with the class by asking pairs to read the question and then
parents (they’re their grandparents). Pupils correct. Invite both answers before saying which they think is correct.
pupils to come to the board and do the same.
Key: 2 b, 3 a, 4 b, 5 a, 6 a
7 Look, think and say the answers.
l Tell pupils to open their Pupil’s Books at page 12. Elicit 6 Look and match the sentences.
some of the people and things they can see in the picture. l Focus pupils on the pictures for Activity 6. Elicit what they can
Elicit where the people are (in the garden). Ask a pupil to see. Ask a pupil to read the example. Say What does he want
read the activity instruction aloud and others to take turns to do? Tell pupils to follow the line to the correct sentence on
to read the four questions. Pupils study the picture to find the right (He wants to ride it). Repeat for number 2 and other
the answers and compare their predictions in pairs. numbers until pupils understand the activity.
l In pairs, pupils complete the activity, drawing lines to match
8 Read and check.
the sentences. Pairs check with pairs. Check with the class
l Focus pupils on the text. They take turns to read it aloud
by asking pupils to read the matching pairs of sentences
around the class to check/find the answers. Check answers
aloud. Listen to check pupils use the weak form of to before
with the class.
the infinitive.
Key: 1 She’s in the garden / under a tree. 2 Yes, he is
Key: 2 b, 3 f, 4 d, 5 a, 6 c.
3 Yes, she is. 4 Grandma Star’s painting.

9 Say ‘yes’ or ‘no’. Extra activity 2: see page 206 (if time)
l Focus pupils on the Grammar box. Say the sentences. Pupils
repeat. Point out the difference in the -ing and to forms.
Explain/Elicit that these depend on the verb (enjoy or want). Optional activities
Ask pupils to find and underline an example of a phrase l Unit 1 Reinforcement worksheet 2 from Kid’s Box Teacher’s
with love in the text (he loves riding his bike). Point out that Resource Book 3 (pages 15 and 17).
the verb after love is also in the -ing form. Elicit another l Grammar reference Unit 1 from Pupil’s Book 3 (page 94)
verb which uses -ing in the text (like). and Activity Book 3 (page 94). See answer key on Teacher’s
l Ask pupils to look at Activity 9. Do the first one as an Book 3 page 195.
example. Pupils work individually and decide if the
statements in Activity 9 are true or false. They check in
Ending the lesson
pairs. They take turns to read the statement and to say ‘yes’
l Pupils close their books. Say Can you remember? Who’s
or ‘no’. Check with the class in the same way. clever in the story? Why? Repeat for naughty, quiet, funny.
After the class has talked about the words, let pupils look
Key: 2 yes, 3 no, 4 no, 5 no, 6 yes again at the picture in the Pupil’s Book and find the words
in the text.
Extra activity 1: see page 206 (if time)

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978-8-490-36589-2 — Kid's Box Level 3 Teacher's Book Updated English for Spanish Speakers
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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1
1 1
10 16
Say the names to complete the song. 7 Find and write the words.
CD1

Then listen and check. w r t s o l m n a s t i

Aunt May’s a doctor, q u i e t o p a r b a n
She’s got straight black hair.
1 ’s a farmer, e g i h o s c u r l y h
His beard is short and fair.
d u k e s s a g e s r k
2 is quiet, f u n n y a c h e m u l
She wants to paint all day.
3 is funny, v a r t y o l t i k y c
And his curly hair is grey. e g h f p o e y s o v s

4 can be naughty, b x r a t b v g a l t d
He loves ‘Lock and Key’. m c h i l b e a r d c a
His sister 5 ’s clever,
And she doesn’t like TV. s a s r s t r a i g h t

6 isn’t quiet, 1 elvcre clever

But she’s very small. 2 haynugt
Here’s our family,
We really love them all.
3 utqei
We really love them all. 4 rebad
5 unyfn
11 17
Sing the song. 6 lucyr
CD1

7 gittshra
12 Draw your family tree. Talk about your family. 8 aifr
Use the words in the boxes.
aunt.
She’s uncle. 8
my Ask and answer. Complete the table.
He’s grandmother.
grandfather. Do you enjoy singing? Yes, I do. No, I don’t.
✓ ✗
father’s brother.
Do you enjoy … singing? playing games? reading? painting?
She’s mother’s sister.
my
He’s grandmother’s son.
grandfather’s daughter.

13
Vocabulary beard curly / fair / straight hair moustache 13

Objectives: By the end of the lesson, pupils will be able to describe family members and
will have sung a song.

Target language Materials required

l Key language: beard, curly, fair, l Five pictures cut from magazines to show
moustache, straight, hair, farmer, funny people with curly hair, straight hair, a
l Additional language: all day, moustache, a dark beard, a fair beard or
tractor, boots flashcards (21-25)
l Revision: adjectives, colours, have got, l Extra activity 2: Nine different coloured
doctor, really, love, like + noun squares, sticky tack
l Optional: Kid’s Box Teacher’s Resource
Book 3 Unit 1 Extension worksheet 1
and / or Song worksheet (pages 15, 18
and 20); Kid’s Box Interactive DVD 3 The
music room, Unit 1 ‘Aunt May’s a doctor’
song

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Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
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12 Draw your family tree. Talk about your family. Use

Pupil’s Book page 13 the words in the boxes.
l Focus pupils on Activity 12. Invite different pupils to read a
Warmer sentence of the instruction. Say First, draw your family tree.
l Play a game of ‘Simon says’ to review body parts. Pupils Draw it in your notebooks. Remind them who to include and
stand up. Say, e.g. Simon says touch your head. Pupils touch to write the names, e.g. Uncle Tom / Mum. In pairs, they take
their head. Say, e.g. Touch your nose. Pupils don’t touch turns to talk about their family tree.
their nose. Continue. Include these words: hair, arm, leg,
Note: If you have pupils who would find this activity
face, eye, ear.
upsetting, adapt it to an imaginary family tree.
Presentation
l Place the five magazine pictures on the board or flashcards Extra activity 1: see page 206 (if time)
(see Materials required). Point to one of the pictures. Elicit/
Teach the description for each one, e.g. She’s got curly hair.
Place the pictures in different parts of the room. Point to Activity Book page 13
them in turn to elicit the correct sentence from the class.
Personalise the activity by asking which pupils have straight 7 Find and write the words.
or curly hair. Place the pictures on the board. Elicit each l Tell pupils to open their Activity Books at page 13. Focus
sentence again and write it under the picture. them on Activity 7 and invite a pupil to read the instruction
l Say each of the new words in turn (beard, moustache, straight, aloud. Elicit where they find the words and what words they
curly, hair). Teach a mime for each one, e.g. stroking chin for find and where they write them. Say What’s 1? (clever). Point
beard, twirling moustache ends for moustache. Repeat the to ‘clever’ in the wordsearch. Pupils point to the example. Say
words at random. Pupils mime the action. Mime the actions and Then you write the word here. Point to clever. Elicit the words
elicit the words from pupils. Pupils continue the game in pairs. for the other seven pictures. Pupils work individually and
10 Say the names to complete the song. Then listen find the words. They check with their partner. They write the
and check. words on the lines.
l Tell pupils to open their Pupil’s Books at page 13. Focus Key: 2 naughty, 3 quiet, 4 beard, 5 funny, 6 curly, 7 straight,
them on the picture and elicit who they can see and what 8 fair
they’re doing. Ask a pupil to read the instructions aloud.
Check understanding. Play the CD. Pupils listen and point/ 8 Ask and answer. Complete the table.
whisper the names to their partner. Pairs check with pairs. l Tell pupils to look at Activity 8. Ask two pupils to read the
Check with the class. question and then the answers. Focus pupils on the table and
l Play the CD again. Pupils follow the text in their books. check they know what to do. Elicit another example question,
Pause after each section for pupils to point to / identify the e.g. Do you enjoy playing games? Divide pupils into groups
correct person in the picture. of six. Pupils ask the questions to everyone in their group.
Key: 1 Uncle Fred, 2 Grandma Star, 3 Grandpa Star, 4 Simon, They do this first in pairs and then change partners when
5 Stella, 6 Suzy they have asked and answered all the questions. Each group
of six comes back together and checks they all have the same
answers.
CD 1, 16
As in Pupil’s Book and Key
Extra activity 2: see page 206 (if time)
11 Sing the song.
l Pupils stand up. Play the CD again, verse by verse. Pupils Optional activities
join in. Sing the song again with pupils until they are l Unit 1 Extension worksheet 1 from Kid’s Box Teacher’s
confident with the words. Invite seven pupils to come to the Resource Book 3 (pages 15 and 18).
front. Each pupil is one of the characters in the song (Aunt l Unit 1 Song worksheet from Kid’s Box Teacher’s Resource
May, etc.). Encourage them to act the part. The other pupils Book 3 (pages 15 and 20).
sing the song and when they sing about, e.g. Aunt May, l The music room: Unit 1 from Kid’s Box Interactive DVD 3.
‘Aunt May’ mimes being a doctor and having straight hair.
See pages 28-30, 32-33 of the Teacher’s Booklet.
Repeat with seven different pupils in role.
Ending the lesson
CD 1, 16 l Sing a song, play a game or read a story, depending on
As in Pupil’s Book which activity was the favourite in the survey.
CD 1, 17
Now sing the song again. (Karaoke version)

Unit 1 Family matters 33

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Cambridge University Press
978-8-490-36589-2 — Kid's Box Level 3 Teacher's Book Updated English for Spanish Speakers
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
Excerpt
More Information

1
13 18

CD1
S ella’s phonics 9 19

CD1
Listen and say. Circle the odd word out.
1 day paint park
2 say star name
3 car train plane
4 play farm grey
5 cake arm eight

Mark’s an artist.
6 game make party
7 May take garden
8 start baby straight
Jane’s a baby. Mark’s painting Jane in the garden.

10 20 Listen and colour and write. There is one example.

14 Ask and answer. Use the words in the box. CD1

listening playing riding watching wearing eating drinking

Do you like playing on your laptop? Yes, I do.

15 Read Jack’s text. Now write about your friend’s anwers and
tell the class.
Ha! Ha! Ha!
drinking milk.
Jack likes eating fruit. He doesn’t like What’s a quiet animal called?
’t like playing on his laptop.
He likes playing basketball. He doesn
A shhh-eep

14
14 Phonics Long vowel sounds: ‘ay’ and ‘ar’ (baby, artist) Grammar Short answers: Yes, I do. / No, I dont’.

Objectives: By the end of the lesson, pupils will be able to identify and say the phonemes
/eɪ/ and /ɑ:/. They will be able to recognise the alternative spellings of the phoneme /eɪ/: ay and
a_e.

Target language Materials required

l Key language: artist, baby, laptop l Kid’s Box Language Portfolio 3 (page 8)
l Additional language: garden
l Revision: actions, activities, food,
Do you like + -ing? Yes, I do. / No, I don’t.

34 Kid’s Box ESS Updated 2nd Ed. TB3

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-8-490-36589-2 — Kid's Box Level 3 Teacher's Book Updated English for Spanish Speakers
Lucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson
Excerpt
More Information

Tell pupils to say the rest of the words again themselves and
Pupil’s Book page 14 decide which is the odd one out. They circle the odd word
out in pencil. Pupils compare their answers in pairs. Check
Warmer with the class.
l Say Look and think. Write these words at random across the
board: paint, farm, party, name, play, star, make, car. Say Key: 2 star, 3 car, 4 farm, 5 arm, 6 party, 7 garden, 8 start
Which words are the same? Think about the sound. Make two
groups. Pupils put the words in two sound groups (ay/ar). CD 1, 19
13 Stella’s phonics. As in Activity Book
l Tell pupils to open their Pupil’s Book at page 14. Elicit what 10 Listen and colour and write. There is one example. 
they can see in the picture (an artist, a baby, a garden). Play
the CD. Pupils listen and repeat. Play the CD again for pupils l Focus pupils on Activity 10 and ask a pupil to read the
to repeat once more. instruction aloud. Elicit some of the things they can see in
Note: If you wish, write the following words on the board: the picture. Play the CD. Pupils don’t colour the first time.
aunt, father, bath. Say the words for pupils to repeat. Play the CD again. Pupils put a coloured dot on the relevant
Explain/Elicit that these words have the /ɑː/ sound but spelt part of the picture. They colour the picture, or listen again if
in different ways (not ar). necessary.
CD 1, 18 CD 1, 20
stella: Hi, I’m Stella! Repeat after me! Look at the picture. Listen and look. There is one example.
/ɑː/, /ɑː/ This is a nice picture. / Yes, it is. Can you see
Mark’s an artist. the man with the book? He’s carrying a laptop. Can you
/eɪ/, /eɪ/ see it? / The laptop? Yes, I can. / Colour it grey, please.
Jane’s a baby. Can you see the grey laptop? This is an example. Now
Mark’s painting Jane in the garden. you listen and colour and write.
Mark’s painting Jane in the garden. 1. Look at the naughty girl. / Where? / Next to the tree.
Mark’s painting Jane in the garden She’s got fair hair. Colour her hair yellow. / OK.
2. Be quiet. The baby’s sleeping. / Oh, yes. Is he with his
14 Ask and answer. Use the words in the box. grandmother? / That’s right. Colour his grandmother’s
l Focus pupils on Activity 14. Quickly review the structure Do hair blue. / OK.
you like …ing? and short answers Yes, I do / No, I don’t. Elicit 3. Can you see the girl on the bike? / Which one? There are
how pupils can complete the prompts using the pictures, two. / The one with curly hair. / Oh, yes. / Colour her hair
e.g. listening ... to music. Pupils work in pairs. They take red. / OK.
turns to ask and answer, using the picture prompts and 4. Can I do some writing too? / Yes, I’d like you to write
the words in the box. Check by asking pupils about their the word ‘Test’! / Where? On the piece of paper the boy
partner, e.g. (Anna), tell me about (Leo). Something he likes is holding? / Yes, write it on the paper.
and something he doesn’t like. (Anna): (Leo) likes watching 5. Can you see the man with straight hair? / Oh, yes. /
TV, but he doesn’t like eating burgers. Listen for use of the Colour his hair black. / OK.
plural nouns, e.g. burgers.
15 Read Jack’s text. Now write about your friend’s Extra activity 2: see page 206 (if time)
answers and tell the class.
l Pupils write sentences about their friend in their notebooks,
Joke box
using the structure from the feedback to Activity 14. Read
l Focus pupils on the Joke box. Tell the joke to pupils as they
the model answer with the class before they write. Monitor
follow in their books. Mime and use your voice to convey
pupils as they are working and help where necessary.
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.
Extra activity 1: see page 206 (if time)
Language Portfolio (online)
l Pupils complete page 8 of Kid’s Box Language Portfolio 3
Activity Book page 14 (My family). Help with new language as necessary
(e.g. provide new verbs pupils require to answer the second
9 Listen and say. Circle the odd word out. question). This could be set as homework.
l Tell pupils to open their Activity Books at page 14. Ask a Ending the lesson
pupil to read the instruction aloud. Tell pupils just to listen l Write the sentence Mark’s painting Jane in the garden from
and repeat the irst time. Play the CD. Pupils listen and the beginning of the lesson on the board. Pupils practise
repeat. Ask a volunteer to read the words in row 1 aloud. saying the sentence as a tongue twister.
Focus on the example and elicit why it is circled (because it
has a diferent vowel sound from the others (/ɑː/, not /eɪ). Unit 1 Family matters 35

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