ISBN 9782220024363

Included in this sample

 Syllabus
Vocabulary Structures Phonics

Starter: Core Hello.

Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, Whats your name?
Monty and Lola thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty Im (Monty).
Classroom objects: window, board, bin, desk, teacher, door, girl, boy, chair, How old are you?
book Im (six).

Other
How many (windows)
Monty, Lola, Mr Sonic, hello, hi, goodbye, yes are there?

Unit 1: Core Its (red). Phoneme:

Colours: black, red, blue, yellow, orange, purple, green, white, brown, pink Its my / your (pencil). //
Monty the art st School objects: pencil case, pencil, pen, rubber, bag This is (my paint). artist,
handprint,
Other six, pink, bin,
Modern art: squares, rectangles, circles big, window
School: school, classroom, library, playground

Unit 2: Core Ive got (a nose / ears). Phoneme:

Parts of the face and body: teeth, mouth, eyes, ears, nose, cheeks, face, hair, This is his / her (soap). //
Lola the doctor feet, toes toothbrush,
Items to keep us clean: soap, towel, toothbrush, comb, brush, shampoo mouth,
teeth, three,
Other thirteen,
Teeth: milk tooth / teeth, adult tooth / teeth bathroom
Birthdays: party, cake, hat, balloon

Unit 3: Core This is my (granny). Phoneme:

Family: grandad, granny, mum, dad, uncle, auntie, brother, sister, cousin These are my //
Monty the clown Physical descriptions: small, big, long, short, grey, blond
(cousins).
brother, sister,
Hes / Shes / Ive got spider, flower,
Other (blue eyes). rubber,
Twins: Were similar, Were different teacher
Family days: chocolates, card, flowers, present

Unit 4: Core Im wearing (a hat / Phoneme:

Clothes: hat, shirt, jacket, trousers, dress, shoes, skirt, T-shirt, sweater, socks socks). //
Lola the p lot Weather: Its snowing, Its windy, Its cold, Its raining, Its sunny, Its hot Its (snowing). sunny, jungle,
Its (hot) in the mum, uncle,
Other (jungle). fun, rubber
Climates: the desert, the Arctic, the jungle Shes / Hes a
People in the community: firefighter, fire engine, police officer, police car, (firefighter).
ambulance driver, ambulance Shes / Hes got a (fire
engine).

Unit 5: Core It isnt a (swan). Its a Phoneme:

Farm animals: bull, goat, rabbit, horse, chicken, frog, duck, sheep, cow, bird (frog). /t/
Monty the farmer Baby animals: chick, calf, foal, lamb, kid Wheres my (chick)? chick,
Its here! chicken,
Other My favourite (music) chocolates,
Peter and the Wolf: oboe, French horn, clarinet, flute is the (bird). Its the witch, chair,
(flute). cheeks
A country fair: farmer, tractor, eggs, cheese
has / have got (a
prize).

2 Syllabus

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 Skills Cross-curricular Cultural themes /
themes Values
Reading: reading and understanding a story about numbers
Listening: listening for specific information (numbers and classroom objects)
Speaking: asking and answering questions about personal information, e.g. name, age
Writing: writing core language at word level

Reading: reading and understanding a story about colours; reading texts for Art: School / Keeping the
comprehension and specific information (colours, school objects, possessive adjectives) Modern art classroom tidy
Listening: listening to dialogues and songs for specific information (colours, school
objects and shapes, possessive adjectives, target phoneme)
Speaking: describing school objects; asking and answering questions about school
objects; describing a drawing of shapes and colours; describing the school
Writing: writing core language at word and sentence level

Reading: reading and understanding a story about a hospital; reading texts for Science: Birthdays / Sharing with
comprehension and specific information (parts of the body, items to keep us clean, Teeth friends
teeth, birthdays)
Listening: listening to dialogues and songs for specific information (parts of the body,
birthdays, bathroom objects, types of teeth, target phoneme)
Speaking: describing parts of the body; talking about bathroom objects and guessing
who owns them; describing a personalized teeth picture; describing a birthday party
Writing: writing core language at word and sentence level

Reading: reading and understanding a story about a family cat; reading texts for Science: Family days / Saying
comprehension and specific information (members of the family, family days) Twins please and thank you
Listening: listening to dialogues and songs for specific information (members of the
family, family days, target phoneme)
Speaking: talking about family members and guessing who they are; describing a
family member and how they look; describing a picture of a family member and saying
how you are different / similar; talking about family days
Writing: writing instructions for a game about members of the family; writing core
language at word and sentence level

Reading: reading and understanding a story about a holiday; reading texts for Geography: People in the community /
comprehension and specific information (clothes, climate and weather, people in the Climates Helping friends
community)
Listening: listening to dialogues and songs for specific information (clothes, climate and
weather, people in the community, target phoneme)
Speaking: describing appearance; describing weather in different places; describing a
drawing of a place; describing people in the community
Writing: writing instructions for a game about clothes; writing core language at word
and sentence level

Reading: reading and understanding a story about an ugly bird; reading texts for Music: A country fair / Washing
comprehension and specific information (a country fair, farm animals and their babies, Peter and the wolf hands
musical instruments)
Listening: listening to dialogues and songs for specific information (a country fair, farm
animals and their babies, musical instruments, target phoneme)
Speaking: describing animals and guessing; asking and answering about baby farm
animals; describing a drawing of your favourite instrument; talking about a country fair
Writing: writing instructions for a game about farm animals; writing core language at
word and sentence level

Syllabus 3

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 Vocabulary Structures Phonics

Unit 6: Core I like (a banana / an Phoneme:

Fruit: lemon, lime, apple, pear, banana, orange, pineapple, mango, coconut, orange / pineapples). //
Lola the p rate grape I dont like (frogs).
oranges,
Food made from fruit: lemonade, smoothie, fruit salad, juice, jelly, yoghurt Do you like yoghurt,
(smoothies)? Yes, I do. chocolate,
Other / No, I dont . doctor, frog,
A fruit tree: blossom, fruit, plant Heres a (tree). socks
Here are some
My garden: rose, blackbird, beans, strawberries
(lemons).

Unit 7: Core I want a (doll). Phoneme:

Toys: piano, plane, robot, kite, dinosaur, puppet, guitar, ball, computer, doll Its got (a body). /d/
Monty the Parts of the body: head, body, arm, hand, leg, tail It hasnt got (legs). red, head,
mag c an hand,
Other bird, sand,
Symmetry: Its / It isnt symmetrical playground
The park: ship, bike, car, scooter

Unit 8: Core I can (skate). Phoneme:

Actions: jump, swing, fly, climb, skate, hop, skip, run, walk, swim I cant (fly). //
Monty the clown Outdoor activities: drive a car, ride a bike, kick a ball, hit a ball, play a game, Lets (drive a car)! calf, guitar,
rollerblade I can (jump) (one) car, garden,
metre(s). park, dark
Other
Distances: metre / metres
Sports day: egg and spoon, football, skipping rope, sack

Unit 9: Core Is it a (turtle)? Yes, it is. Phoneme:

Seaside objects: sky, sea, beach, tree, turtle, rock, fish, shell, sand, sun / No, it isnt. /s/
Monty the d ver Sea animals: penguins, snails, dolphins, seals, seagulls, crabs
a / the turtle.
seagulls, sun,
Theyre (dolphins). seals, six,
Other My favourite is (the seven, sand
Water music: Its loud, Its quiet, Its fast, Its slow rain).
The beach: ice cream, bucket, spade, fish and chips Hes / Shes got (a
spade).

Rev s on Story 1 Review: numbers, colours, school objects, physical descriptions, Ive / Hes / Shes got
Extra: secret agent, top secret, secret message, Surprise! special, city, please, bring, OK, come on, find, now, in, Look! open,
see, No! then, girl, its, Whats this? an idea, Lets

Rev s on Story 2 Review: numbers, weather, climates, clothes, farm animals, fruit, Im wearing, This is, These are, I like / dont like, Do
you like ? It isnt a, Its a, Hes got, long
Extra: project, Ancient Egypt, Egyptian, pyramid, River Nile, fig, classroom, school, now, write about, homework, My
names, see, farmer, hungry, very, Look! Heres, Hurray! Excellent, well done, thank you

Rev s on Story 3 Review: Parts of the body, adjectives, actions, I can / cant, lets, has got, This is, big, small, play, fast, I want
Extra: goal, football stadium, World Cup, footballers, referee, team, score, prize, winners, classroom, in, school, please,
bring, OK!, come on, Wow! were, whistle, fantastic, Oh no! Look at, player, very, Yes! Now, Oh, dear! with, your

Fest val 1: Core: cat, witch, bat, ghost, spider, pumpkin

Extra: Rat-a-tat-tat! Woo!
Halloween Review: Whats this? Its a, language from the course

Fest val 2: Core: Father Christmas, presents, sleigh, clothes, boots, reindeer
Extra: Happy Christmas! Its Christmas Day. Here is, lots
Chr stmas Review: colours, Heres, Hes got, big, nose

Fest val 3: Core: drums, guitar, whistle, horns, shakers

Extra: Bang your drum! Lets dance in the street! What are these? How many are there?
Carn val Review: numbers, Theyre

4 Syllabus

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 Skills Cross-curricular Cultural themes /
themes Values
Reading: reading and understanding a story about pirates; reading texts for Science: My garden / Eating fruit
comprehension and specific information (garden, fruits, likes and dislikes, foods made An apple tree and vegetables every day
from fruit, fruit trees)
Listening: listening to dialogues and songs for specific information (garden, fruits, likes
and dislikes, foods made from fruit, fruit trees, target phoneme)
Speaking: describing likes and dislikes; asking and answering about likes and dislikes;
describing a drawing of a fruit tree; talking about garden produce
Writing: writing instructions for a game about fruits; writing core language at word and
sentence level

Reading: reading and understanding a story about a magic hat; reading texts for Maths: The park / Being careful in
comprehension and specific information (the park, toys and symmetry) Symmetry the park
Listening: Listening to dialogues and songs for specific information (the park, toys and
symmetry, target phoneme)
Speaking: expressing wishes and desires; describing a toy, describing parts of a
dinosaur, describing a drawing of a toy
Writing: writing instructions for a game about toys; writing core language at word and
sentence level

Reading: reading and understanding a story about the gingerbread man; reading texts P.E.: Sports day / Keeping fit
for comprehension and specific information (sports day, actions, activities, distance) Distances
Listening: listening to dialogues and songs for specific information (sports day, actions,
activities, distance, target phoneme)
Speaking: talking about actions and activities and ability; making suggestions;
describing a chart of abilities
Writing: writing instructions for a game about actions; writing core language at word
and sentence level

Reading: reading and understanding a story about a turtle; reading texts for Music: The beach / Saving water
comprehension and specific information (beach, seaside objects, sea animals, water Water music
music)
Listening: listening to dialogues and songs for specific information (beach, seaside
objects, sea animals, water music, target phoneme)
Speaking: asking and answering questions about the seaside; playing a guessing game;
describing water music with a drawing; describing people at the seaside
Writing: writing instructions for a game about the seaside; writing core language at
word and sentence level

Syllabus 5

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 Introduction
About Ace!
Ace! is a six-level course for children learning English from
Primary 1 to Primary 6.
The course combines a high level grammar and vocabulary
syllabus with fresh, modern visual appeal and all the rich,
imaginative context of a true story-based course.
The context for the Ace! course is The Ace School and
the Ace! characters are all school pupils. In each cycle we
experience the daily life and learning of a different age
group of pupil characters. And just as the Ace! characters are
given a chance to shine, pupils learning English with Ace! are
also inspired to flourish.
The language and skills practice in Ace!, shaped in line with
the requirements of the Cambridge English: Young Learners ,
Cambridge English: Key and Trinity examinations, have been
carefully chosen and crafted to benefit all children in higher
level learning contexts, whether they intend to sit external
examinations or not. While the syllabus is fast-paced and
comprehensive, lessons are carefully staged, the approach
to practice and recycling of language is thorough, and
the methodology is clear and supportive for teachers and
children alike. The course empowers the children to achieve,
and at the same time places importance on the fun and
enjoyment of learning at primary school.
Ace! has an inviting, highly motivating concept and a wealth
of story genres, which set the theme for each unit. The
stories act as a springboard into meaningful presentation
and practice of grammar and vocabulary, and extensive
development of all four skills: listening, speaking, reading
and writing. The course places strong emphasis on literacy,
with the inclusion of a wide variety of text types and a
regular phonics focus. In addition, importance is given
to the development of the whole child, through the
incorporation of Key Competence aims in the Ace! syllabus,
as well as rich cultural input, the highlighting of values, and a
cross-curricular lesson in every unit throughout the course.
To bring the Ace! world to life, the course offers a complete,
up-to-date suite of learning and teaching materials,
including a comprehensive Teachers Resource Pack, an
External Exams Practice CD-ROM, and course-specific digital
components.
Ace! 1
In Ace! 1, we follow the adventures of the characters Monty
and Lola, who are both pupils at The Ace School.
In the Starter Unit story, Monty and Lola discover that the
book cupboard in their classroom is magic. They have
only to enter the book cupboard and open a book to find
themselves transported into a fascinating, fictional world.
Each unit that follows begins with either Monty or Lola in
a different fictional location. The location is determined by
the book they opened in the cupboard, and they are always
dressed accordingly. For example, Monty becomes an artist
in unit 1 and Lola a doctor in unit 2. This concept can be
brought to life in the classroom with the use of the book
cupboard flashcard pocket. The flashcard of Monty or Lola in
their everyday clothes is placed into the flashcard pocket on
6 Introduction
03 AceTB1_Introduction.indd 6
the book cupboard side, and a flashcard of Monty or Lola in
costume, is pulled out of the magic cupboard side.
The story book Monty and Lola opened in the book
cupboard is then presented as the illustrated story of the
unit and sets the theme for the subsequent lessons. We join
Monty and Lola in some of their classes with their teachers
at The Ace School, before one of them re-enters the book
cupboard and a whole new unit of adventures begins.
Stories
As a story-based course, Ace! 1 has storytelling at the very
core of its methodology.
The value of stories is widely recognized in Primary English
Language Teaching. Children come to the primary classroom
already equipped with an understanding of stories and the
way they work. This familiarity with narrative conventions,
as well as an expectation of the pleasure and enjoyment
that stories bring, empowers them with confidence and
motivation from the outset an ideal starting point for
pupils learning English at this level.
In addition, in a fast-paced course like Ace! 1, stories are
the perfect vehicle for the presentation of new language
structures, due to the meaningful, visually supportive and
very immediate context they naturally provide.
The emphasis on stories is also invaluable in the
development of childrens literacy skills, as it furthers
familiarity and understanding of the functions of text, as
well as promoting a positive attitude to books and reading,
which is key to academic success.
Stories are a way of immersing children in the target culture,
which is a significant part of learning a foreign language and
of considerable benefit to children preparing to sit external
exams. They are also a useful framework for developing key
competences, particularly raising awareness with regard
to the target culture, as well as inter-curricular themes and
citizenship.
In Ace! 1, the adventures of Monty and Lola constitute a story
thread which runs throughout the level.
The unit stories represent the different story books Monty
and Lola find and open in the book cupboard. The stories
have a rich and varied range of contexts, characters and
genres to appeal to the interests of every child in the class.
The carefully staged methodology and impressive package
of story materials in Ace! 1 make it possible to exploit each
storys full potential. The unit stories are told initially using
the storycards. The teacher can choose to tell the story using
the guide script on the storycards or using the Audio CD. The
children then listen again, following the story in their Class
Books. The children are then encouraged to reproduce the
story dialogue by acting it out in groups or as a whole class,
with the aim of developing oral fluency and confidence,
as well as competence, in speaking English. As a follow up,
animated versions of all the unit stories on the DVD bring an
entertaining extra dimension to the storytelling experience
and the childrens learning.
05/01/2012 09:57
 Three stories at the end of the Class Book invite the children
to share in the adventures of Monty and Lola within The Ace
School world. These stories provide a motivating vehicle for
reviewing the language presented and practised in each
school term.
Vocabulary and grammar
Ace! is a high level English course and therefore incorporates
a greater amount of vocabulary and a wider range of
grammatical structures than would be expected in a
mainstream English language course. The language syllabus
for Ace! 1 to Ace! 6, has been specifically designed in line
with the syllabi of the Trinity examinations, as well as the
Cambridge English: Young Learners and the Cambridge English:
Key (KET for schools) examinations. The path towards the
goal of entering these external examinations has therefore
been taken into consideration in the design and coverage
of the Ace! 1 syllabus. At the same time, equal emphasis
has been placed on the importance of teaching a practical,
well-balanced, high frequency language syllabus, which is
appropriate for all children learning English at this level.
In Ace! 1 ten new core items of vocabulary are presented in
Lesson 1 of each unit, with a further five to six core words
taught in Lesson 4. All the new core vocabulary is grouped in
semantic sets which relate to the unit topic. The vocabulary
is presented through listening activities, including
memorable songs and chants, and then practised through
the retelling of the unit story, motivating communicative
games and activities. Flashcards and wordcards are provided
in the Teachers Resource Pack for ease of vocabulary
presentation, practice and reinforcement.
In addition to the new core vocabulary in each unit, three
to four words are also presented in order to facilitate
understanding and practice in the cross-curricular lesson
and the culture lesson of each unit.
Each unit of Ace! 1 also presents and practises two new
core structures. The first of these grammatical structures
is presented through the story in Lesson 2, with Lesson 3
providing a clear focus on how the grammar works. There is
thorough listening, speaking, reading and writing practice of
the structure in the Class Book and Activity Book.
A second grammatical structure is presented through a
song in Lesson 4. This structure is then practised through
an engaging, communicative pair work activity in Lesson 5,
using the unit cut-out, and followed up with reading and
writing practice in the Activity Book.
Skills
Ace! 1 has an integrated approach to language and skills
development. The Class Book and Activity Book work
closely together to develop the four skills. Through a
variety of enjoyable tasks with a very systematic approach,
the children progress from listening practice to speaking
practice, from speaking practice to reading practice and
from reading practice to writing practice.
Over the Ace! series as a whole, care has also been taken to
ensure that children preparing for Trinity and Cambridge
English examinations develop the required level of skills
competency, as well as familiarity with examination task
types.
Listening: Ace! 1 recognises the particular importance of
listening in the early years of language learning. All new
4006934 ACE TB1 Sign Off.indb 7
language is presented with clear models on the Audio CD
for aural recognition. Listening to songs, chants, stories, and
cross-curricular and cultural texts also helps the children
internalize the language and expose them to native speaker
pronunciation. In addition, listen and do activities in the
Activity Book help to prepare pupils for practical, everyday
tasks in English.
Speaking: In Ace! 1 speaking practice builds carefully
and effectively from simple word-level production to
sentence-level production and above.
Attention is also paid to the development of both accuracy
and fluency. Spoken accuracy is developed through
activities which encourage repetition following a model
provided on the Audio CDs, as well as through songs and
chants, the retelling of stories and controlled practice games.
The controlled practice games afford children plenty of
opportunity for repetition of core language within a clearly
defined framework.
Contexts which children can easily relate to, as well as
suggestions for teacher-led discussions provided in the
Teachers Notes, allow frequent opportunities for the
children to draw on the whole of their productive repertoire,
thereby promoting fluency and confidence in speaking.
The development of communicative competence is of
paramount importance in Ace! 1. With this aim, Lesson 5 of
each unit includes a communicative game using a cut-out
from the back of the Activity Book. This enables the children
to practise new vocabulary and grammar in a meaningful
way.
Further optional communication games are detailed in the
Ideas Bank section.
Reading and writing: Pupils learning English at a higher level
need to be able to make good progress quickly with regard
to reading and writing. This is particularly true for those
studying in bilingual projects or with the intention of sitting
external examinations.
Ace! 1 takes a very systematic approach to reading and
writing to allow this to happen. New language is always
practised aurally and orally before the children are asked
to read and write. Pupils begin by reading at word level.
Only once they have practised reading new words, do they
progress to writing them. They then read these new words
within sentences, and gradually progress from reading at
sentence level to writing at sentence level. This process
occurs twice in each unit, firstly with the new vocabulary
presented in Lesson 1 and the grammar presented and
practised in Lesson 3, and then again with the vocabulary
and grammar presented and practised in Lessons 4 and 5. As
the unit progresses, the amount of guidance and scaffolding
for writing steadily decreases, for example from gap fill
completion exercises to whole sentence writing. In this way
the children grow in confidence and independence with
regard to their writing.
The reading and writing activities are varied, motivating and
engaging. The writing practice in Activity Book Lesson 1
includes the use of picture stickers.
In Lessons 8 and 9 of each unit of Ace! 1, the reading practice
builds to more extended texts. The short paragraphs about
English culture all use known, recycled language and are
supported with photographs and audio. Using these texts,
as well as the Activity Book follow up activities, as clear
Introduction 7
22/12/2011 10:31
 models, the children are then enabled to produce a short,
simple piece of personalized writing about their own lives
and culture.
External examinations for young learners
At this higher level of English language learning, many
young learners in Primary 1 to Primary 6 are entered for
external examinations such as the Trinity examinations, the
Cambridge English: Young Learners examinations (Starters,
Movers and Flyers) and the Cambridge English: Key for schools
examination (KET). The syllabus of Ace! 16 reflects the
language and skills requirements of these examinations.
Trinity Examinations: The Ace! series aims to prepare pupils to
enter the Trinity Grade 2 examination by the end of Ace! 2,
the Trinity Grade 4 examination by the end of Ace! 4 and the
Trinity Grade 6 examination by the end of Ace! 6.
Cambridge English: Young Learners Examinations: The Ace!
series aims to prepare pupils to sit Starters by the end of Ace!
3, Movers by the end of Ace! 5 and Flyers by the end of Ace! 6.
Cambridge English: Key for schools examination (KET): The Ace!
series aims to prepare pupils to sit the Cambridge English:
Key for schools examination (KET) by the end of Ace! 6.
Practice tests for the Trinity, Cambridge English: Young
Learners, Cambridge English: Key for schools (KET), as well as
Cambridge English: Preliminary for schools (PET) can also be
found on the Ace! External Exams Practice CD-ROM.
Culture
Ace! values intercultural education as an essential part of
language learning. It is important for children to understand
and reflect on the differences and similarities between
their own and other cultures in order to develop Key
Competences, in particular Competence in Social Skills and
Citizenship and Competence in Interaction with the Physical
Environment. The Culture lessons throughout the Ace! series
raise the childrens awareness of being part of a global
community by helping them to develop an awareness of the
people around them, as well as a stronger understanding of
the culture behind the language they are learning.
There are regular culture lessons in every unit throughout
the Ace! course, beginning in Ace! 1 with a focus on English
culture. The cultural information is presented through
engaging photos and extended reading texts on the Class
Book page in Lesson 8, as well as a traditional song, skipping
rhyme or tongue twister in Lesson 9.
The follow up activities in the Ace! 1 Activity Book give
the children the opportunity to consolidate what they
have learnt. They are also encouraged to reflect on the
target culture and draw conclusions about similarities and
differences by producing their own text and illustration,
personalized with ideas and experiences from their own
culture.
In addition to the cultural input in Lessons 8 and 9, further
intercultural learning is provided through the three Festival
Units located at the end of the Ace! Class Book. These are
intended to be used at the appropriate times of the year:
Halloween, Christmas and Carnival. The lessons include new
themed vocabulary, a fun festival song, activity worksheets
and craft projects, all of which can be used to create an
intercultural festival atmosphere in the classroom. Details
can be found in the Festivals section.
8 Introduction
4006934 ACE TB1 Sign Off.indb 8
Phonics
Ace! has developed a system which employs aspects of
Phonics teaching which are of benefit to primary children
learning English, making sure that they are fully adapted to
the childrens needs. Like the UK and USA Phonics system for
native speakers, the Phonics lessons in Ace! teach children
skills to help them to read better in English. The Phonics
lessons in Ace! also include an element of pronunciation
practice, as children need to be able to recognize and say
a letter sound before they can attempt to recognize and
read it in text. In addition, the words used to exemplify each
Phonics focus in Ace! are known words from the same unit,
grouped semantically to aid memory and recall.
In Ace! 1 the Phonics lesson of each unit raises awareness
of the relationship between the sound and the spelling of
individual letters and letter combinations in English.
Songs and chants
Songs are an invaluable way of practising new language, as
they naturally include plenty of repetition and greatly aid
memory through their use of rhythm.
Each unit of Ace! 1 contains two songs; one in Lesson 1
and one in Lesson 4. These present and practise the new
language of the lessons and cover a wide variety of musical
genre, specifically designed to encompass the diverse range
of musical styles children enjoy in the real world.
Cross-curricular focus
The Ace! course embraces the opportunity to transfer useful,
practical English language to a range of different areas of the
curriculum including Art, Music, Science, Geography, History
and Maths. The areas chosen reflect and build on the kind
of subject matter that the pupils are working with in other
classes.
In Lesson 6 of every unit of Ace! 1, we join Monty and Lola
at The Ace School, as one of their subject teachers presents
the key content. The appropriate subject teacher appears on
the large, colour poster, which is provided for presentation
purposes for each cross-curricular lesson of the course.
The poster provides step-by-step teachers notes for easy
presentation of the cross-curricular concept and new cross-
curricular words.
For teachers who have access to an Interactive Whiteboard,
an interactive version of the poster can be found on the
Ace! 1 iPack.
The cross-curricular content of the lesson is then
consolidated and practised through listening activities and a
personalised communication game in the Class Book, as well
as follow up activities in the Activity Book.
Values and citizenship
Learning about values is a key feature of the Ace! series as a
whole.
In Ace! 1, the values focus is presented in every Lesson 9
by Mrs Drew, the Citizenship Education teacher at The Ace
School. The Mrs Drews Values feature integrates socio-cultural
aspects of learning and helps to promote self-esteem, as well
as positive attitudes, tolerance and respect towards others.
The Teachers Notes for Lesson 9 outline the Ace! 1 Values
routine, which involves the teacher monitoring and rewarding
good behavior and practice with regard to the values.
22/12/2011 10:31
 Revision
Because of the higher level language load in Ace! 1,
paramount importance is placed on recycling and review
of language throughout the course. Systematic recycling
of all core language takes place in every unit. In Ace! 1, all
the core vocabulary and grammar of the unit is revised in
each Lesson 10. Monty and Lola present the review material
in an entertaining way with a maze activity and a board
game, both designed to elicit all the unit language from the
children.
The language review in the Activity Book is accompanied by
a self-evaluation My Work section.
Following each sequence of three units, there is also a more
extensive revision section. The revision sections are each
based around a story in the Class Book featuring Monty and
Lola. Two pages of follow-up exercises per story appear in
the Activity Book. These revision story lessons review all the
core and secondary vocabulary and grammar from each
term. Details can be found in the Revision stories section of
the Teachers Book.
Optional lessons
Each unit includes two optional lessons, details of which can
be found in the Optional lessons using the DVD section and
in the lesson notes which follow. The first optional lesson
comes after Lesson 3 and reviews the main vocabulary from
the unit and provides reinforcement of the main grammar
point presented in the previous lesson. This is also the
suggested point for showing the animated version of the
story on the DVD. The second optional lesson follows Lesson
6. It gives ideas for extending cross-curricular content and
language taught in the cross-curricular lesson, and for a
project based on the cross-curricular topic. This is also the
suggested point for showing the real world film clips from
the DVD.
Testing and evaluation
Childrens progress can be evaluated through formal testing,
ongoing assessment and self-assessment. For formal testing,
there are nine unit tests, three term tests and one end-of-
year test on the Teachers Resource CD-ROM, which together
cover the target language from the course. All these tests
are available as printable or editable documents so you can
choose to adapt the material to suit your class.
For ongoing and self-assessment, there are evaluation grids
and portfolio material on the Teachers Resource CD-ROM,
which allow you to continuously assess your pupils progress
and provide them and their parents with feedback.
You will also find practice papers for the Trinity and
Cambridge English: Young Learners, Cambridge English: Key for
schools (KET), and Cambridge English: Preliminary for schools
(PET) examinations on the External Exams Practice CD-ROM.
Multimedia
Ace! has a fresh, innovative and fully integrated approach to
multimedia in the classroom, allowing teachers to create a
tailored digital solution to best suit them and their school
facilities. The Ace! digital tools include the iPack, Teachers
Resource CD-ROM, DVD and Oxford Online Learning Zone
website. Details of these features are provided in the Ace!
Digital and Optional lessons using the DVD sections of the
Teachers Book.
4006934 ACE TB1 Sign Off.indb 9
Key Competences
The inclusion of the Key Competences in the curriculum is
designed to integrate the formal learning specific to each
subject area with less formal learning. This helps pupils to
see the relationship between different subjects and use
skills learned in one area in different contexts. The Key
Competences encourage the activation of resources that the
learner already has. Foreign language learning contributes
directly to the development of competence in linguistic
communication as it increases, enriches and complements
a pupils communicative capacity. When language learning
is based on the development of the four communicative
skills (speaking, listening, reading and writing), it helps
to develop this Key Competence in the same way as the
study of a native language. A more detailed explanation
of how learning a foreign language can develop the other
Key Competences can be found on the Teachers Resource
CD-ROM, along with ideas and worksheets for further
exploitation of each Key Competence.
The materials in Ace! 1 offer many opportunities for the
development of the Key Competences. These are clearly
highlighted and explained throughout the teachers notes.
Parental involvement
Learning involves a co-operative relationship between
home and school, and it is important to establish clear
communication with parents to encourage home support.
Suggested ways of doing this are:
Keep parents informed about what their children are
learning and their progress. School blogs can be an
effective way to keep parents up-to-date, as well as highly
motivating for children. Please make sure, however, that
the children in your classes are protected at all times
when they are online. Ensure that the school blog has
a password, so that it is only available for the people for
whom it is intended. In addition, teach children about
internet security. Screen what they plan to post before
they post it and make sure that they dont reveal too
much personal information, especially not telephone
numbers, addresses or personal emails.
Set children homework to tell their parents the unit story,
sing them a song in English or tell them about life in
the UK, for example. Children can also take their cut-out
games home to demonstrate and play with their families.
Encourage parents to play the Songs CD, at home or in
the car, to motivate their children.
Inform parents of the values their children are learning,
and ask them to encourage their children to employ them
at home too.
Introduction 9
22/12/2011 10:31
 Components
Class Book
a starter unit introducing Lola, Monty and Mr Sonic, their class
teacher
nine teaching units of ten lessons per unit providing the core
material
three pages of festival materials
three revision stories featuring the course characters
a clear syllabus summary showing the main language learned
in each unit
a songs CD with all the songs and chants from the course

Activity Book
ten pages of activities per core unit, including a sticker activity;
a Book Club feature; follow-up to the cross-curricular, phonics
and cultural lessons; unit review and self-evaluation
activity ideas for fast finishers at the bottom of each page
Class Book follow-up to the revision stories
follow-up to the festivals
one cut-out per unit for pairwork activities
90 colour picture stickers of the core vocabulary
17 colour picture stickers of the festivals vocabulary
1
Monty the ar t st
Lesson 2
1 Remember the story. Colour and match. Say the colour.

Lesson 1
1 2 3 4

Teachers Book
1 Read and colour. Say.

1 1
1
2
red
green
an introductory section including descriptions of the
3
2

4 4
2
3
3
4
white
brown
yellow
blue red blue
methodology and concept behind the course
a full description of the syllabus
6
5 5 5 yellow
6 black

8 8
7 7 orange
10 9 9 10
8
9
pink
purple
an annotated Tour of a unit

2 Colour.

2 Stick and write.

10 blue
clear, succinct teaching notes for each lesson
The blue hand

3 Circle your favourite character.

teaching notes for two optional lessons per unit (one DVD
1 blue 2 3 4 5
lesson and one cross-curricular lesson)
4 Colour your favourite Storycard.
1 2 3 4 5 6 7 8 optional extra activity ideas

6 7 8 9 10
4
Finished? Find something red, something white and something blue in your classroom. Draw. Finished? Read the story again. What colour is the butterfly? Write, e.g. Its
5
culture notes
references to Key Competences
Activity Book
full answer keys for Class Book and Activity Book activities
tapescript for each lesson
references to worksheets on the Teachers Resource CD-ROM
an Ideas bank with games, activities and ideas for how to
exploit the extra resources further (flashcards, posters, etc.)
a list of the unit flashcards and wordcards
useful classroom language and a wordlist
Audio CDs
Audio CDs
Lesson Two
STORY AND MAIN LANGUAGE
CB pages 6 and 7 and AB page 5
Play the recording again, encouraging the children to
listen and follow the story in their books.

2 Listen and say the number. $115

recording of all the songs, stories and listening activities
including test listenings
PRESENTATION Play the recording, pausing as indicated below.
Lesson objectives Ask the children to tell you the number of the story frame
each phrase is from.
Describe the colour of objects using present simple.
Understand a story. Transcript
Listen and say the number.
Language Mr Gnome Oh, no! Look! A handprint! [Pause]
Core: purple, black, green, red, white, blue, brown, pink, Daisy This is my paint. Its yellow! [Pause]
yellow, orange, Its (red) Billy But my hand is small. This hand is big. [Pause]

Teachers Resource CD-ROM

Extra: today, art class, teacher, painting, butterfly, very good,
handprint, wall, Oh, no! Look! My favourite colour is (blue).
small, big, your, Oh, dear! sorry, Its OK.
Materials
CD1 $ tracks 12, 1415; Unit 1 flashcards Set 1 (colours);
Elf Look at my painting. Its a butterfly. [Pause]
Mr Gnome Oh, dear! Sorry, children! [Pause]
Billy This is my paint. Its blue! My favourite colour is blue.
[Pause]
Billy Look at your hand, Mr Gnome! [Pause]
Sammy This is my paint. Its red! [Pause]

evaluation material
Unit 1 wordcards; Unit 1 storycards AnsWErs
Frame 2 Frame 4 Frame 6 Frame 1
Frame 8 Frame 5 Frame 7 Frame 3
Warmer $112

Ask ten children to come to the front of the class, take a 3 Act out the story.
colour flashcard and stand in the order of the words in the Divide the group into five large groups.
song Blue, blue, blue in Lesson 1.

Play the recording, encouraging the class to sing and the
children with the cards to hold them up when they hear
their word. The other children should point to the colours.
Repeat with different groups of ten children. If you like,
use the colour wordcards instead of the flashcards.
nine unit tests, three term tests and one end-of-year test
Assign a role from the story to each group, e.g. one group
is Mr Gnome, one group is the first elf, one group is
Sammy, etc.
Play the part of the narrator yourself and then encourage
the groups to act out their part, saying the words from the
story and doing appropriate actions of their choice.

two worksheets to supplement the starter unit

Lead-in Then divide the class into smaller groups of five children
to act out the story by themselves.
With books closed, hold up the first storycard.
Ask the children questions about the picture, e.g. Where Bring one or two groups to the front of the class to act out
the story for the rest of the class.
are they? (at school) Whats this? (a painting) What colour is
it? (red, yellow and blue). Whos this? (the teacher).
Activity Book

Teachers Book one story worksheet per unit

Listen to the story with the storycards. $114
1 remember the story. Colour and match. say the
Tell the children to look at the storycards and listen and
colours.
enjoy the story.
Play the recording, holding up the storycards one at a time. Ask the children to open their Activity Books and look at
the characters, paint pots and handprint.
Point to key items in the pictures as they are mentioned in
Tell the children to match the characters with the things

two vocabulary and grammar worksheets per unit

the recording.
that belong to them by drawing pencil lines.
Answer the storycard questions. Check the activity by saying the name of the character
Hold up the storycards one at a time and ask the and eliciting the colour of the paint or handprint.
children the questions on the back of each card to check AnsWErs
comprehension of the story. 1 red 2 yellow 3 blue 4 blue

one cross-curricular worksheet per unit

KEY COMPETENCE: Autonomy and personal initiative Book Club (Activities 24)
Stories help raising awareness of values and, often, Activity 2: Ask the children to colour the stars according to
developing strategies for confronting problems. Ask the how much they enjoyed the story.
children how Billy feels in Frame 5 of the story and how he
copes with it in Frame 6. Ask why Mr Gnome apologises to
Activity 3: Ask the children to circle their favourite
character from the story.
the class at the end of the story and how the class react.

six festival worksheets (two per festival)

Activity 4: Ask the children to colour their favourite
storycard. Display the storycards on the board in order
Class Book and numbered to elicit their favourite card.

1 Listen to the story. $114

Further practice
Teachers Resource CD-Rom, Worksheet section, Unit 1,
Tell the children to open their Class Books.
Story worksheet. Notes and answers on CD-Rom.

Unit 1 31

10 Components

4006934 ACE TB1 Sign Off.indb 10 22/12/2011 10:31

 full tapescripts and answers for tests, and full teaching notes
and answers for worksheets
Portfolio material
key competences notes and worksheets
three DVD worksheets per unit (two mini book worksheets and
one cross-curricular worksheet)
PDF version of the printed Teachers Book (English) as well
as PDFs of Gua Didctica and Llibre del professor

External Exams Practice CD-ROM Teachers Resource CD-ROM

practice tests for the following external exams: Cambridge English: Young
Learners, Trinity, and Cambridge English: Key

Teachers Resource Pack

Flashcards
163 flashcards for presenting the key unit vocabulary (Flashcards Set 1:
lesson 1 vocabulary; Flashcards Set 2: lesson 4 vocabulary)
11 flashcards of Monty and Lola in their everyday clothes as well as their
costumes see the end of this Teachers Book for the list of flashcards

Wordcards Flashcards
38 wordcards to accompany the flashcards see the end of this Teachers
Book for the list of wordcards
pencil case
Book cupboard flashcard pocket 1 Unit 1 Oxford University Press

This is a cardboard pocket designed to look like a book cupboard in pencil

which to place the flashcards. It has two sides and serves as a device Magic book cupboard
to support the course concept of Monty and Lola going into the book
1 Unit 1 Oxford University Press

flashcard pocket
cupboard and entering a fictional story world. pen
Storycards
1 Unit 1 Oxford University Press

72 large, full-colour storycards depicting the nine stories from rubber

the course in Units 1 to 9 1 Unit 1 Oxford University Press

Ace 1_Wordcards_sopp.indd 6 06/09/2011 13:27

all the cards have the story text and comprehension questions Wordcards
on the back

Posters Storycard
6

nine cross-curricular posters for presenting the cross-curricular theme for 5 U g ly b

rd

each unit. All posters include teachers notes at the top of the poster. Script
:
$ 28

Narrator the animals

CD2

see a big
, white
bird.

ly
Sudden

one classroom language poster containing useful instructions and Chicken

Look at
1:
that bird

Cow 1:
!

utiful!

questions Its bea

Frog 1:
Its a swa
n!

s
Question

DVD Whats
(A chicke
Is this
this?
n / A cow
a chicke
n?
/ A frog.)

animation of each unit story

(No.) n.
Its a swa
n ugly?
Is the swa
(No.)
utiful.
Its bea

one cross-curricular video clip per unit

Storycards
ty Press
Universi
1 Oxford

iPack
011 15:25
06/09/2

12

Presentation and practice material for Interactive Whiteboards and data

R.indd
cards_P
Ace 1_Story

projectors that includes the following:

stories, songs and chants
audio
posters, flashcards, and cross-curricular presentation material
Activity Book activities

Oxford Online Learning Zone

interactive website content for students to use at home or in
the classroom Posters

Components 11

4006934 ACE TB1 Sign Off.indb 11 22/12/2011 10:31

 Tour of a Un t
Lesson 1 Key vocabulary
Lesson 1 teaches and practises the first key vocabulary set of ten words. It shows Monty
or Lola, the course characters, in a story world setting. They enter this world through
the magic book cupboard, where they pick up a story book related to the unit topic.
The children learn about the magic book cupboard in the starter unit story.

Class Book
presentation
of the key
vocabulary. Sticker
activity
practising
the key
Key vocabulary
vocabulary.
contextualized in
Montys and Lolas
fictional world, Activity
entered through suggestions
the magic book for fast
cupboard. finishers.
Activity Book 1
Practice of the
Active key vocabulary
production through a song.
of the key
vocabulary.
Class Book 1

Flashcards and
wordcards for
presentation
and practice.

Magic book cupboard

Flashcards Set 1 flashcard pocket

Flashcards Activity Book

Use the book cupboard flashcard pocket for the
flashcard presentation.
Alternatively, use the digital flashcards on the iPack for
presentation via an interactive whiteboard.
Class Book
The children listen to the recording, point to the
corresponding item in the picture and then repeat the
vocabulary in chorus.
The children listen to the song and gradually join in
singing themselves. Play the song several times.
Then they do a listening activity relating to the picture
that prompts them to produce the vocabulary actively.
In the first activity, the children practise recognizing the
vocabulary by reading and writing the correct number
next to each item.
In the second activity, the children take the stickers
from the sticker inlay and stick them in their Activity
Book. Then they write the word.
An activity suggestion for fast finishers keeps all
children engaged. This feature is present in all lessons.

12 Tour of a unit

4006934 ACE TB1 Sign Off.indb 12 22/12/2011 10:31

 Tour of a Un t
Lesson 2 Story
Lesson 2 teaches and practises the vocabulary presented in Lesson 1 through a story,
and introduces the grammar point presented in Lesson 3. The story corresponds to the
book that Monty or Lola have taken from the book cupboard. The children also practise
the language by acting out the story.

Key structure 1 Lesson 2

and vocabulary 1 Remember the story. Colour and match. Say the colour.
1 2 3 4

contextualized in
Monty and Lolas
story from the yellow
blue red blue

book cupboard.

2 Colour.

The blue hand

Children 3 Circle your favourite character.

review the
story in the 4 Colour your favourite Storycard.

Book Club
1 2 3 4 5 6 7 8

feature.
5
Finished? Read the story again. What colour is the butterfly? Write, e.g. Its

AB1.indb 5 02/09/2011 10:21

Opportunity Activity Book 1

to act out
the story.

Class Book 1
Storycards for story
1
presentation.
Theleblu e han
Tit
d Storycard
XX
1

Script $ CD1
00
14

Narrator:
Today is art class.
The teacher is Mr
Elf: Gnome.

Extra story
Look at my painti
ng. Its a butter
fly.
Mr Gnome:
Its very good!
good.

worksheet Questions
Is this the teache

for literacy
r?
(Yes
(Yes. // No)
No.)
What colour is
the butterfly?
(Blue, green,
green, orange
orangeand
andyellow
yellow.))

development.

Ace 1_Storycards_P
R.indd 2
1 Oxford University
Press

06/09/2011
15:23

Story worksheet Storycards

Storycards Activity Book

Use the storycards and audio to present the story the
first time.
Alternatively, use the digital storybook on the iPack for
presentation via an interactive whiteboard.
Class Book
The children listen to the story again and read along.
The children listen to frames from the story out of
order and say the frame number, to consolidate their
memory of the story.
The children act out the story, either as a whole class or
in small groups.
In the first activity, the children consolidate their
comprehension of the story.
There are three Book Club review activities to develop
literacy skills. In the first one, the children indicate how
much they enjoyed the story by colouring one, two or
three of the stars. In the second activity, they choose
and circle their favourite character. In the third activity,
they choose their favourite storycard by colouring.
Optional
The optional story consolidation worksheet offers
reinforcement of the story to focus on developing
literacy skills and awareness of narrative.

Tour of a unit 13

4006934 ACE TB1 Sign Off.indb 13 22/12/2011 10:31

 Tour of a Un t
Lesson 3 Grammar
Lesson 3 teaches and practises the grammar structure which was introduced
in the story in Lesson 2. Children practise the structure in a pair work game.

Listening 1 Lesson 3

activity to 1 Read, follow and trace. Colour.

t black. t pink. t orange.

recognize the Sentence-level
key vocabulary reading and
within the new writing practice
structure. of the key
structure and t purple. t green. t brown.
2 Choose and colour. Write.

Active vocabulary. 1 2

practice
t white. t .
of the key 3 4

structure.
6
Finished? Whats your favourite colour? Write, e.g. Its green.

Active
AB1.indb 6 02/09/2011 10:21

Activity Book 1
production
of the key
structure in a
communication
pair work game.
1
Class Book 1 Titeleblu e ha
Th
nd Storycard
XX
1

Script $ CD1
00
14

Narrator:
Today is art class.
The teacher is
Mr Gnome.
Elf:
Look at my painti
ng. Its a butte
rfly.
Mr Gnome:
Its very good!
good.

Extra Questions

grammar
Is this the teach
er?
(Yes
(Yes. // No)
No.)
What colour is
the butterfly?
(Blue, green
green,, orang

practice
orangeeand
andyellow
yellow.))

worksheet.

Ace 1_Storycards_
PR.indd 2
1 Oxford University
Press

06/09/2011
15:23

Vocabulary and grammar 1 worksheet Storycards

Storycards Activity Book

Review the story using the storycards, or alternatively,
using the digital storybook on the iPack via the
interactive whiteboard.
Class Book
A listening activity teaches the new structure. The
children listen to sentences containing the key
vocabulary within the key structure and number the
correct picture.
The children then practise producing the key structure
by listening to the sentences, pointing at the picture
and repeating them.
Then they actively produce the key language by
playing a communication game in pairs, using a
picture prompt.
In the first activity, the children practise reading and
recognizing the new grammar structure through a
ticking, colouring or matching activity.
In the second activity, they practise writing the new
structure through a personalized drawing or colouring
activity.
Optional
Extra grammar practice can be found in the Vocabulary
and grammar 1 printable worksheet on the Teachers
Resource CD-ROM.

14 Tour of a unit

4006934 ACE TB1 Sign Off.indb 14 22/12/2011 10:31

 Tour of a Un t
Lesson 4 Secondary new vocabulary
Lesson 4 teaches and practises the second set of six new vocabulary words.
It also involves the children in singing a song that includes the new words
and a new grammar structure, which will be further practised in Lesson 5.

Practice of Class Book presentation of

secondary the secondary vocabulary set.
vocabulary.

Secondary
1 Lesson 4
vocabulary 1 Read and write the number.
and grammar
pen 4
structure 1

pencil case
contextualized 2

rubber
in a song.
pencil
bag
4 5
3

2 Find and circle. Write.

rubberpenbagpencilpencilcase
Class Book 1 1 2 3

Word-level
reading and pen

New vocabulary writing practice 4 5

set presentation of the secondary

via flashcards. vocabulary set.
7
Finished? Whats in your pencil case? Write, e.g. two rubbers.

AB1.indb 7 02/09/2011 10:21

Activity Book 1

Flashcards Set 2 Songs CD

Flashcards The children listen to the song while looking at the

Present the new secondary vocabulary using the
flashcards.
Alternatively, use the digital flashcards on the iPack for
presentation via an interactive whiteboard.
Class Book
The children listen to the recording and point to the
pictures on the page.
The secondary vocabulary is practised via a listening
activity and the picture on the page. The children listen
to sentences and say a number from the picture.
picture. They listen to the song again and gradually join
in singing themselves. Play the song several times.
Activity Book
In the first activity, the children practise recognizing
the new vocabulary through a numbering, circling or
colouring activity.
In the second activity, the children practise writing the
new vocabulary through a word puzzle or game.

Tour of a unit 15

4006934 ACE TB1 Sign Off.indb 15 22/12/2011 10:31

 Tour of a Un t
Lesson 5 Communicative practice and cut-out
Lesson 5 involves the children in cutting out and making a game, which they then
use in a pair work game to practise the new grammar structure from Lesson 4.

1 Lesson 5 Cut-out
1 Cut and colour the classroom object cards. 2 Play the game.

Cognitive
cut-out activity
Key speaking encourages
practice via a good pairwork
communicative and sharing.
pair work game
using the cut-out.

119

AB1.indb 119 02/09/2011 10:29

1 Lesson 5
1 Read and tick 3.

Class Book 1 1 2 3

Its my pen. Its my rubber. Its my pen.

Its my pencil. 3 Its my bag. Its your pen.

4 5
Unit 1 Vocabulary and grammar 
1 Read and match.
pen pencil case pencil rubber bag

Its your pencil case. Its your bag.

Its my pencil case. Its your pencil.

2 Look and write.

1 2 3 4 5 my your
 Look and write. your
my your 1 Its pen.

Extra grammar
1
2 Its bag.

t my pencil.
Reading and writing 3 Its pencil.

practice 2 practice of the secondary

4 Its
5 Its
pencil case.
rubber.

worksheet. t your . grammar structure. 8

Finished? Draw your schoolbag and your friends bag. Write, e.g. Its my bag.

3 AB1.indb 8 02/09/2011 10:21

Activity Book 1
4

1 Teachers Resource CD-ROM Oxford University Press Photocopiable 3

Vocabulary and grammar 2 worksheet

Activity Book cut-out Activity Book

The children work in pairs to cut out, colour and make In the first activity, the children practise recognizing the
the game which is at the back of the Activity Book in new grammar structure in a reading activity.
the cut-out section. In the second activity, they practise writing the new
grammar structure.
Class Book
The children listen to the recording and repeat the Optional
grammatical model for the pair work game. Extra grammar practice can be found in the Vocabulary
Then the children play the game in pairs. and grammar 2 printable worksheet on the Teachers
Resource CD-ROM.

16 Tour of a unit

05 AceTB1_Tour of the Unit.indd 16 22/12/2011 10:45

 Tour of a Un t
Lesson 6 Cross-curricular topic 1 Lesson 6
1 Read and match.
Art

Lesson 6 presents cross-curricular content from key areas of the curriculum, and new one circle, two
rectangle and
fifteen square
and
three square,
two circle and
vocabulary. The story world is now left behind and Monty and Lola are back in their two square three circle two rectangle

classroom, in a Science, Art, Music, P.E. or Maths class. The cross-curricular content and 1 2 3

the new vocabulary are presented in a poster. Then the children do some consolidation
activities in the Class Book lesson.
2 Find and colour. Count and write.

Consolidation of nine square

the key concepts

through a listening
activity.
9
Finished? Find a rectangle, a circle and a square in your classroom. Draw and write.

AB1.indb 9 02/09/2011 10:21

Activity Book 1

Unit 1 Cross-curricular
1 Colour and cut out. Make a picture.

Content
presentation
contextualized
in Monty and
Lolas real world,
with a different
teacher for each
subject area.
1 Teachers Resource CD-ROM Oxford University Press Photocopiable 

Cross-curricular worksheet

Practice of the key

concepts through
a personalization
activity.

Controlled listening Class Book 1

and speaking practice Content and new vocabulary is
of the new vocabulary. presented via the poster and / or
interactive whiteboard.
Cross-curricular poster

Cross-curricular poster In the third activity, the children do a personalized

Use the unit cross-curricular poster to present the new drawing activity to practise the concepts and
vocabulary during the lead-in section of the lesson. See vocabulary on the page and prepare for Activity 4.
the Ideas bank for a more detailed explanation of the After a clearly modelled example, the children do a
poster presentation routine. freer speaking activity in pairs or as a class.
Alternatively, use the digital poster on the iPack for
Activity Book
presentation via an interactive whiteboard.
In the first activity, the children practise reading the
Class Book new concepts and vocabulary they have learnt.
First, the children look at the pictures in the activity to In the second activity, they practise writing the new
guess what the recording will be about. The teacher vocabulary.
elicits as many relevant words as possible.
Optional
Then the children listen to the recording and point
to the pictures in their books. The teacher asks some The Cross-curricular worksheet on the Teachers
comprehension questions. Resource CD-ROM offers further exploitation of the
content in the form of a project task.
Then they listen to the recording and repeat the
vocabulary in chorus.

Tour of a unit 17

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 Tour of a Un t
Lesson 7 Phonics
Lesson 7 presents and practises a particular sound and its letter. The children
listen to and practise saying known words which contain this sound, and practise
recognizing and making the connection between its phonetic and written form.

Presentation
of key sound
within context
of known words.

Innovative phonics education system

devised to combine synthetic phonics
with the pronunciation needs of EFL
Practice young learners.
recognizing
the sound
within a
chant. 1 Lesson 7 Mr Son cs Phon cs

1 Listen. Circle the words with i (pink). Say. CD1

$ 29

6 10
1 2 3 4

Class Book 1
5 6 7 8

Practice identifying
the sound via a 2 Match with different colours. Read and say.

listening activity. x
b
b
i n 6
art ndow

g
w st
10
Finished? Say Mr Sonics Phonics chant again.

AB1.indb 10 02/09/2011 10:21

Activity Book 1
Active practice of blending
sounds to make words.

Class Book Activity Book

The children listen and repeat six known words
containing the target sound / letter.
The teacher explains that the highlighted letter in the
words is making a particular sound.
The children listen and repeat the words several times,
before moving on to listen and read a chant with
examples of the target sound / letter.
The children listen and repeat the chant line by line,
then listen and repeat the chant with the recording.
In the first activity, the children listen to eight known
words. They identify the words with the target sound,
by circling the correct pictures.
In the second activity, they match parts of words to
make a full word, before matching to the pictures. This
practises blending the target sound with others to
make full words. They finish by actively producing the
blended sounds.

18 Tour of a unit

4006934 ACE TB1 Sign Off.indb 18 22/12/2011 10:31

 Tour of a Un t
Lesson 8 Culture
Lesson 8 provides key cultural input, focusing on a particular cultural aspect of
children living in Great Britain. The children practise reading an extended text and
learn four new vocabulary items.

Pre-reading
activity to
familiarize
children with
the cultural
topic and the
reading task.

Real photos of different aspects of

Carefully UK culture to increase childrens
supported intercultural awareness.
extended
reading.

Class Book 1 Listening activity to practise

culture vocabulary.

01 Lesson 8
0
School
1 Listen and say the number. $ 31
CD1

1 2 3 4

Full cultural teaching support via

notes in the Teachers Book.
Lesson 8 CB page 12 and AB page 11
Photo 2: Whats this? (a classroom). Whos this? (the teacher)
What colour is the desk / board? (red / green)
Practice of new 2 Read and look. Count and write the numbers.

vocabulary and
CULTURE AND INTEGRATED SKILLS Photo 3: Whats this? (a library) What can you see? (books)
LESSON Photo 4: Whats this? (a playground) What can you see? (boys
and girls) How many boys and girls are there? (eight) classroom library playground school
Lesson objectives
KEY COMPETENCE: Artistic and cultural competence

consolidation 6
Raise awareness of British culture.
girls girls girls girls
Beginning to see similarities and differences between
Present and practise school-related vocabulary. the childrens own culture and the target culture is an
Develop integrated skills. important part of their learning. Encourage the children
to compare the British school in their Class Book with
Language their own school by asking questions about the childrens

of the cultural
school, e.g. Is your school big or small? What colour is the
boys boys boys boys
Core: books, pens and pencils, a door, windows, boys and
girls, a teacher, school, classroom, library, playground, This door? What colour are the windows? Can you see pens and
is (my school), Lesson 1 colour words, Lesson 4 school pencils in the classroom? What colour are the desks? What
object words colour is the board? Can you see a library in your school? Can
extra: small, big, Look! How many (boys and girls) are there? you see a playground?

Materials
CD1 $ tracks 3031

warmer
Activity Book
1 Listen and say the number. $131

Ask the children to open their Activity Books and look at

information. 1 2
Play a spelling game. the pictures in Activity 1.
Divide the class into two teams, A and B. Say a word from Tell the children to listen and say the number of the
Lesson 7 Class Book Activity 1. picture that matches the phrase they hear.
Choose a child from Team A to come to the front of the Play the recording, pausing after each phrase and eliciting
class and spell the word. If he / she is right, his / her team the number of the corresponding picture.
gets one point.
Transcript
Repeat and this time choose a child from Team B. If a child Listen and say the number.
spells the word incorrectly, the word is offered to the This is the library.
other team. This is the school.
The team with the most points is the winner. This is the playground.
This is the classroom.
Lead-in
Answers
Ask the children to open their Class Books and look at the
3 1 4 2
photos. Ask the children what the photos show (a school).
Establish that it isnt a school in their country. Its a school 2 read and look. Count and write the numbers.
in Great Britain.
Ask the children to look at Activity 2 and the example.
Class Book Tell the children to count the numbers of boys and girls 3 4
in each place in the school and write the numbers in
1 Find and point. the boxes.
Ask the children to look at the photos again and find each Check the activity by pointing to each picture and
of the items in Activity 1, one by one. eliciting the number of girls and boys.
Ask, e.g. Where are the books? and encourage the children Answers
to tell you the number of the photo. classroom 6 girls, 4 boys library 2 girls, 7 boys
Answers playground 4 girls, 5 boys school 3 girls, 2 boys
books Photo 3 pens and pencils Photo2 CulTural NOTE: Primary schools in england
adoor Photo 1 boys and girls Photos 2, 4 Children start primary school at the age of four or five,
ateacher Photo 2 depending on when their birthday falls. At primary school,
2 Listen and read. $130
children are mostly taught by the same teacher for all
subjects. Primary schools are often subdivided into infant
Play the recording all the way through, encouraging the schools for children aged four to seven (Foundation Stage
children to listen and read.
and Key Stage 1) and junior schools for ages seven to
Answer your teachers questions. eleven (Key Stage 2). Primary school children in England
sit standardized tests called SATs in Year 2 and Year 6.
Play the recording again, this time pausing after each
paragraph and photo to ask questions.
Photo 1: Whats this? (a school) Is it big or small? (Its small.)
What colour is the door / are the windows? (green / white)
11
Unit 1 39
Finished?
Finished? What
How many
have you
boysgot?
andWrite
girls are
e.g.in your
I've gotclassroom?
a brush, I'veCount
got a and write.
towel.

AB1.indb 11 02/09/2011 10:21

Teachers Book 1 Activity Book 1

Class Book Activity Book

The children use known words to anticipate the In the first activity, the children listen to and identify
meaning of the text and guess what it is likely to be the meaning of four new culture words from the Class
about. They find the words in the pictures or text Book by choosing the correct picture.
before reading it. In the second activity, they practise recognizing the
The children listen to the text and follow it on the Class new vocabulary items through a game.
Book page.

Tour of a unit 19

4006934 ACE TB1 Sign Off.indb 19 22/12/2011 10:31

 Tour of a Un t
Lesson 9 Culture and Citizenship Values
Lesson 9 focuses on consolidating the cultural input through a traditional song,
chant or tongue twister. The children also consolidate the new vocabulary from
Lesson 8 through writing and speaking activities. This lesson then has a key focus
on citizenship values, and the children discuss one of Mrs Drews Values.

Extension of Focus on values develops

the cultural citizenship education and social
theme through a awareness, presented by Monty
traditional song and Lolas teacher.
or chant.

Written practice of
the new culture
vocabulary.

Communication
activity using 01 Lesson 9
0
School
the new culture 1 Read and match.
1
vocabulary. hi i the school.
Class Book 1
2
hi i the classroom.

3
hi i the library.
Personalized sentence-level
reading and writing practice
4
hi i the playground.
of the new culture vocabulary.
2 Draw yourself in your school, classroom, library or playground. Write.

hi .

12
Finished?
Finished? Colour
Draw and
your
label
picture.
yourWrite
face. the colours.

AB1.indb 12 02/09/2011 10:21

Activity Book 1

Class Book Activity Book

The children sing a traditional song or chant, linked to In the first activity, the children identify culture
the cultural theme of the unit. vocabulary from Lesson 8 through a reading activity.
Then the children are introduced to Mrs Drews Value In the second activity, they practise writing culture
for the unit, which makes them aware of a particular vocabulary from Lesson 8 through a personalized
value of good citizenship. The children should be drawing activity.
encouraged to employ the value in their everyday lives.
In the next activity, the children do a pencil activity to
practise writing the culture vocabulary from Lesson 8.
Then they do further speaking practice in a
communication game using the culture vocabulary
from Lesson 8.

20 Tour of a unit

4006934 ACE TB1 Sign Off.indb 20 22/12/2011 10:31

 Tour of a Un t
Lesson 10 Review
Lesson 10 provides a comprehensive review of all the vocabulary and grammar
structures from the unit through a game. This lesson reviews all four skills of listening,
speaking, reading and writing, and provides an opportunity for self-evaluation.

Listening maze
reviews main
vocabulary and
grammar in
spoken form.

Reading activity
reviews main
Monty or Lola go into the magic
vocabulary and
book cupboard to enter the story
grammar in
world of the next unit.
written form.

Cognitive writing
activity reviews 1 Lesson 10 Review
1 Play. Trace and write.
production of
main language
and develops
Class Book 1
puzzle-solving
skills.

Review and written

production of secondary t my .

vocabulary and grammar.

t your .

Self-evaluation activity. My Work 1 Colour.

2 Colour. Excellent Good OK

13 13
3 Draw onMake
Finished?
Finished? youryour
Draw favourite
and label
birthday page
yourcard
face. of Unit
on a piece 1 in your Class Book.
of card.

AB1.indb 13 02/09/2011 10:21

Activity Book 1

Class Book Activity Book

The children look at the listening maze game and
answer questions about the items to reactivate the
main vocabulary and grammar.
The children listen to the recording and follow the
route with their finger until they reach the star at the
bottom. They say the number of the star.
In the second activity, the children read the directions
and follow the route in the maze until they reach the
star at the bottom. They write the number of the star.
Then they look at the number of the star in Activity 3,
and write their own directions for a route to lead to
that star.
In the first activity, the children work in pairs and
play a board game using a dice. When they land on a
vocabulary item from the unit, they trace over it in their
Activity Book. The winner is the first child to trace all
six items. Then they complete a writing activity which
practises secondary vocabulary and grammar from the
unit.
In the My Work section, the children complete a self-
evaluation activity by colouring the face of Monty or
Lola to reflect how they feel about their work in the
unit. Then they draw a smiley face on their favourite
page of the unit in their Class Book.

Tour of a unit 21

4006934 ACE TB1 Sign Off.indb 21 22/12/2011 10:31

 us ng the DVD
Opt onal lessons
Main language and story practice lesson 3a
The language and story reinforcement lesson is optional
in each unit, but it gives teachers a great opportunity to
enhance their pupils learning experience and enjoyment
by introducing an animated version of the unit story and
engaging follow-up activities.
The lesson starts by reviewing the main vocabulary from
the unit, using the flashcards and the song.
The second activity reviews the story using the storycards
with a fun, class participation game.
The third activity introduces the animated version of
the story on DVD. Play the DVD story as many times as
possible, encouraging children to focus on a different
aspect of the story each time. First, focus on the order of
the story frames to help foster key literacy skills, then play
a game to develop listening for key language.
The lesson concludes with a colouring or craft activity
linked to the theme of the story and the language worked
on in the DVD.
As further practice, the children can make mini books
of each story to take home, using the story frames
worksheets on the Teachers Resource CD-ROM.
At least one activity in each lesson 3a has a specific
focus on one of the Key Competences, for example, craft
activities for artistic and cultural competence, or looking
at the underlying message in the story to help develop
autonomy and personal initiative.
DVD story sample screen
DVD story
worksheets sample
22 Optional lessons using the DVD
05a AceTB1_Optional Lessons.indd 22
Cross-curricular project lesson 6a
This second optional lesson is designed to allow the teacher
to reinforce and extend the cross-curricular topic for the unit
through more practical project work. It gives teachers a great
opportunity to exploit the cross-curricular content in a way
which develops pupils key project work skills.
The lesson begins by reviewing the cross-curricular topic
with the unit poster.
Two new items of vocabulary are then introduced to
extend the content presented on the Class Book page in
lesson 6.
In the second part of the lesson, teachers are encouraged
to present the pupils with simple outside research linked
to the topic. For example, in Unit 1 this might be pictures
of similar paintings using shapes from books, magazines
and the internet.
The children then begin work on a project task based on
the topic, which ranges from creating their own version of
a piece of fine art, to making their own family tree.
To conclude the lesson, a range of follow-up activities are
suggested, which include presenting the projects to the
class to further practise the subject-specific language,
and displaying the projects for the rest of the school.
For further practice and extension, the teacher can play
the relevant real-world film clip from the DVD. Play the
DVD as many times as possible, pausing it and eliciting
language so the children can repeat or describe scenes on
the screen. The children can then complete the activities
on the DVD cross-curricular worksheet on the Teachers
Resource CD-ROM. You can also exploit the scenes for
cultural content and use them to talk about the childrens
own experiences.
DVD cross-curricular sample screen
DVD cross-curricular worksheet sample
22/12/2011 15:58
 the course
Other features of
Festivals
There are three festivals in Ace! 1: Halloween, Christmas and Carnival. The pages offer a detailed
look at a specific aspect of English-speaking festival culture. The festivals are found at the end
of the Class Book and Activity Book, so you can use them at the appropriate point in the school
calendar. The Teachers Resource CD-ROM contains language practice activities and a themed
craft activity, such as making a Father Christmas hat or making and playing a board game.

Craft activity worksheets.

Class Book presentation
Hallowe e n Festival 1
Further language Halloween B
of new themed words. 1 Cut out. Make a cat mask.
1 Look, read and circle. Say.
1 2 3
practice.
pumpkin witch
cat bat
ghost ghost

4 5 6 Halloween A
witch pumpkin
bat cat 1 Read and write the number. a b
spider ghost 1 A cat, a witch and a pumpkin!
2 A bat, a cat and a ghost!
2 Stick and write. 3 A pumpkin, a spider and a cat!
1 2 3 4 A witch, a ghost and a spider!
5 A pumpkin, a bat and a witch! 1
c d e
hat thi? hat thi? hat ?
t a . t a . t .

4 5 6

hat ?  Write. Sing. $ CD4

02

t .
Its Halloween! A ,
100
Finished? Draw yourself
and labelinyour
Halloween
face. costume. Write e.g. Im a ghost.

AB1.indb 100 02/09/2011 10:28

Rat-a-tat-tat! a ,

Activity Book 1 Whats this? A too.

1 Teachers Resource CD-ROM Oxford University Press Photocopiable 
Its a ! A

and a .
Teachers Resource
Class Book 1 Listening, speaking, reading and writing
Woo! Woo! Woo!
CD-ROM worksheets
practice across Class Book and Activity Book.
1 Teachers Resource CD-ROM Oxford University Press Photocopiable 1

Revision stories
Regular revision of vocabulary and grammar is a key element of learning a language. Ace! 1
has three revision stories following three exciting adventures of the course characters, Monty
and Lola, in the book cupboard story world. The revision lessons are designed to be used
after Units 3, 6 and 9, and each focuses on the vocabulary and grammar in the preceding
three units. The revision stories include key skills practice in the Activity Book.

Revision of grammar and vocabulary Story consolidation work develops

through a story context. literacy skills, along with further
language practice in the Activity Book.
Follow the
adventures
of Monty
and Lola to
appeal to the
imagination
of the
pupils and
foster their
engagement
with the
course.

Class Book 1
Activity Book 1

Other features of the course 23

4006934 ACE TB1 Sign Off.indb 23 22/12/2011 10:31

 Ace D g tal
Teachers Resource CD-ROM External Exams Practice CD-ROM
The Teachers Resource CD-ROM contains a full range of A second CD-ROM contains a comprehensive range
supplementary photocopiable worksheets for Ace! 1. This of practice papers for the external Trinity, Cambridge
includes: English: Young Learners and Cambridge English: Key
extra story worksheets for every unit suite of examinations, to help your class prepare for
two vocabulary and grammar practice worksheets per unit external exams.
cross-curricular worksheets for every unit Oxford Online Learning Zone
starter unit and festival worksheets The Oxford Online Learning Zone includes extra
DVD worksheets for use in the optional DVD lesson practice material for the pupils to use online either
individually, at home or at school. The material
It also includes all the material you will need for assessing includes interactive versions of the songs and stories,
your class. This includes: extra vocabulary and grammar practice activities, and
A full suite of course-specific unit, term and end-of-year exciting new games.
tests. These tests are available as printable PDFs and as
editable Word documents to adapt to your own classes.
Key Competences notes and worksheets
Evaluation grid and portfolio material

Key Competences 3 Autonomy and personal initiative

1 Work with a partner. Choose Monty or Lola. Draw and write about them.

m...dontlike...
hiimy...like...
vegota...herea...

ello!m .

Oxford Online Learning Zone

Printable and editable tests.

1 Teachers Resource CD-ROM Oxford University Press Photocopiable 3

Teachers Resource CD-ROM

Worksheets to print
out and photocopy.

24 Ace! Digital

4006934 ACE TB1 Sign Off.indb 24 22/12/2011 10:31

 Ace D g tal
iPack
The Ace! 1 iPack includes all the presentation and practice material you need to make
the most of the new technology in the classroom. Use it on your interactive whiteboard
or data projector to deliver key aspects of the language presentation and engage the
attention of the whole class. The iPack offers:
all the pages of the Class Book and Activity Book on screen
quick, easy navigation between the corresponding pages of the Class Books and
Activity Books
extra vocabulary and grammar practice activities for each unit accessible from
clickable links on the page, along with all the audio, video, flashcards and posters
both interactive storybook and animated versions of the stories, and interactive
versions of the songs accessible from the page
answers to all activities, which can be revealed either one by one or all at the same
time, depending on which way works best for your class
separate resource banks containing all the video, flashcards, posters, stories and songs,
so that you can access them whenever you need them iPack

Click easily between

the Class Book and
Activity Book pages.

iPack sample

Play the audio by

clicking on the page.

Practise vocabulary
and grammar with
the whole class using
the fun, interactive
games in each unit.

Ace! Digital 25

4006934 ACE TB1 Sign Off.indb 25 22/12/2011 10:32

 L o l a t h e p rate
Lesson 1 CB page 55 and AB page 54
MAIN VOCABULARY PRESENTATION AND
PRACTICE
Lesson objectives
Identify different fruits.
Practise naming fruits through a song and follow up
activities.
Language
Core: coconut, mango, pineapple, orange, lemon, banana,
grape, pear, lime, apple
Review: Numbers 110
Extra: pirate ship, pirate
Materials
CD2 $ tracks 5052; Lola flashcard; book cupboard
flashcard pocket; Lola the pirate flashcard; Unit 6
flashcards Set 1 (fruit); AB Unit 6 stickers
Warmer
Prepare the book cupboard flashcard pocket by placing the
Lola the pirate flashcard and the fruit flashcards inside it.
Hold up the flashcard of Lola in her normal clothes. Ask
the children Whos this? (Lola). Encourage them to say hello
to Lola.
Hold up the flashcard pocket. Say Heres the book cupboard.
Put the Lola flashcard in the flashcard pocket and say Now
Lolas in the book cupboard.
Turn the flashcard pocket around to show the other side
of the cupboard. Take the flashcard of Lola as a pirate out
and say Look! Lolas a pirate!
Point to Lola and ask the children what they think she
likesto eat. Say Look! Different kinds of fruit!
Lead-in
Tell the children that they are going to learn some new
words for fruit.
Use the fruit flashcards to introduce the vocabulary. Pull
the cards out of the flashcard pocket one at a time and ask
Whats this? Try to elicit the words but model any words
the children dont know.
Hold up each flashcard and say the words for the children
to repeat in chorus.
Class Book
1 Listen and point. $250
Ask the children to open their Class Books and look at the
picture and words.
Play the recording for the children to listen and point to
the appropriate fruit in the picture.
Play the recording again for the children to repeat the
words in chorus.
90 Unit 6
4006934 ACE TB1 Sign Off.indb 90
Play the recording again for individual children to say the
words for the class.
2 Listen and sing. $251
Play the recording for the children to listen to the song
once through, pointing to the fruit in the picture as they
hear it.
Ask a question to check comprehension, e.g. Where's Lola?
(on a boat)
Play the recording a second time for the children to sing
along. Repeat as necessary.
3 Listen and repeat. Say. $252
Tell the children to look at the different fruits.
Play the recording and ask the children to listen and say
the name of the fruits. They can point to each fruit in their
Class Books. Repeat as necessary.
Transcript
Listen and repeat. Say.
applemangoorangelimegrapepearpineapple
lemonbanana
Optional activity
In pairs, one child says the colour of a fruit and the
other child names and points to the fruit in the Class
Book picture. Then the children change roles.
Optional activity
Say It begins with o. What is it?
The children guess which fruit it is (orange).
Then the children play in pairs.
Activity Book
1 Read and write the number. Say.
Ask the children to open their Activity Books and look at
the fruit.
Tell the children to read the words and write the number
in the correct box. Then they say the word aloud.
ANSWERS
coconut4lemon10apple5orange7grapes2
lime9banana3mango8pear6pineapple1
2 Stick and write.
Show the children the Unit 6 stickers on the sticker page.
Tell the children to stick the fruit stickers over the
corresponding silhouettes and write the fruit words.
ANSWERS
1 lemon2 apple3 pear4 banana5 coconut
6 lime7 grapes8 pineapple9 orange10 mango
22/12/2011 10:32
 Lesson 2 CB pages 5657 and AB page 55
STORY AND MAIN LANGUAGE
PRESENTATION
Lesson objectives
Understand and act out a story.
Talk about fruit using I like / I dont like.
Language
Core: coconut, mango, pineapple, orange, lemon, banana,
grape, pear, lime, apple, I like (mangoes) / I dont like (frogs)
Review: frog, big, has got, Its hot.
Extra: sees, phew, but, monkey, tree, then, fruit salad, pirate
ship, sorry, Heres a, Here are, lets pick, Who can help? Not
me! ready to eat, Me please! Im hungry!
Materials
CD2 $ tracks 51 and 5354; Unit 6 flashcards Set 1 (fruit);
Unit6 storycards; coloured pencils
Warmer $251
Give the fruit flashcards to 10 children and ask them
to stand at 10 different points around the four walls of
theclassroom.
Play the recording, encouraging the class to sing and
point to the corresponding flashcard when they hear the
fruit in the song.
Lead-in
With books closed, hold up the first storycard.
Ask the children questions about the picture, e.g. What
can you see? (pirates, a boat, monkeys, mangoes)
Listen to the story with the storycards. $253
Tell the children to look at the storycards and listen and
enjoy the story.
Play the recording, holding up the storycards one at a time.
Point to key items in the pictures as they are mentioned in
the recording.
Answer the storycard questions.
Hold up the storycards one at a time and ask the questions
on the back of each card to check comprehension.
KEY COMPETENCES: Learning to learn
Observing visual details and predicting is an important
cognitive skill which helps children to become more
effective learners. The skill of interpreting pictures
and following the plot of a story can be enhanced by
the nature of the teachers questions. Asking as many
questions as possible in both the L2 and the L1 helps
children to make meaning.
Class Book
1 Listen to the story. $253
Tell the children to open their Class Books.
Play the recording again, encouraging the children to
listen and follow the story in their books.
4006934 ACE TB1 Sign Off.indb 91
2 Listen and say the number. $254
Play the recording, pausing after each phrase as indicated.
Ask the children to tell you the number of the story frame
each phrase is from.
Transcript
Listen and say the number.
Narrator Then Pirate Pete sees bananas. [Pause]
Pirate Pete Phew! Its hot! But I like mangoes. [Pause]
Pirate Pete My fruit salad is ready to eat! Who can help? [Pause]
Pirate 2 Not me! I dont like frogs. [Pause]
Pirate Pete Sorry, pirates! Its my fruit salad! [Pause]
Pirate Pete Phew! Its hot! But I like pineapples. [Pause]
Pirate Pete Phew! Its hot! But I like bananas. [Pause]
Pirate 2 Not me! I dont like monkeys.
Answers
Frame 5Frame 2Frame 7Frame 3
Frame 8Frame 4Frame 6Frame 1
3 Act out the story.
Divide the class into four groups.
Assign a role from the story to each group: Pirate Pete,
Pirates 1 and 2, and a parrot.
Play the part of the narrator yourself, then encourage the
groups to act out their parts, saying the words from the
story and doing appropriate actions of their choice.
Then divide the class into groups of four to act out the
story by themselves.
Bring one or two groups to the front to act out the story
for the rest of the class.
Activity Book
1 Remember the story. Look and tick . Say the fruit.
Ask the children to open their Activity Books and look at
the picture.
Tell the children to tick the pictures that best represent the
story.
Then they say the names of the fruits in the pictures they
have ticked.
Check the activity by asking the children which fruits are
in the pictures they ticked.
ANSWERS
mangopineapplebananafruit salad
Book Club
Ask the children to complete the Book Club activities
(Activities 24) as described on page 31.
Further practice
$ Teachers Resource CD-ROM, Worksheet section, Unit 6,
Story worksheet. Notes and answers on CD-ROM.
Unit 6 91
22/12/2011 10:32
 Lesson 3 CB page 58 and AB page 56 Optional activity
Organize the class into pairs.
MAIN LANGUAGE PRACTICE Each child chooses a picture from Activity 1 and makes
a riddle like the ones on CD2 track 56.
Lesson objectives
Talk about fruits using I like / I dont like.
One child says his / her riddle. The other points to
thepicture.
Review the fruits.
KEY COMPETENCES: Autonomy and personal initiative
Language
Creating and solving riddles is a problem-solving skill and
Core: coconut, mango, pineapple, orange, lemon, banana,
a key cognitive skill. Working independently to create
grape, pear, lime, apple, I like (oranges) / I dont like (pears).
original work is satisfying to children and helps to develop
Extra: monkeys self-esteem.
Review: frogs
3 Tick the fruit you like. Cross the fruit you
Materials
dont like. Listen and repeat. Play the game. $257
CD2 $ tracks 53 and 5557; Unit 6 storycards; Unit 6
flashcards Set 1 (fruit); Unit 6 wordcards; coloured pencils
Ask the children to tick the fruits they like and cross the
fruits they dont like in their Class Book. They should keep
their choices secret.
Warmer $253 Play the recording and ask the children to listen and repeat.
Re-tell the story from the previous lesson using the Organize the children into pairs to play the game. One
storycards. child says a fruit he / she likes, e.g. I like grapes. If the other
Encourage the children to tell you which is their favourite child also likes grapes, he / she says I like grapes too. If not
character and their favourite storycard. he / she says I dont like grapes. Then they swap roles.
Lead-in Optional activity
Tell the children to open their Class Books. Put the ten fruit flashcards on the board.
Point to the pictures at the top of the page. Ask What Give out the fruit wordcards to ten children.
can you see? (a pirate, mangoes, monkeys, bananas, tree, Point to a flashcard and choose a child to spell the word.
pineapples, frogs, fruit salad)
The child with the corresponding wordcard stands up
and shows the class if the spelling was correct or not.
Class Book
Repeat with the rest of the fruit words.
1 Listen and number. $255
Play the recording, pausing after each phrase for the children Activity Book
to write the number next to the corresponding picture.
Check the activity by saying the number and eliciting 1 Read and tick or cross .
thefruit. Ask the children to open their Activity Books and look at
the sentences and the pictures.
Transcript
Listen and number.
Tell the children to read each sentence and tick or cross
the correct picture.
1 I like pineapples. I dont like frogs.
2 I like fruit salad. ANSWERS
3 I like bananas. I dont like big trees. 1 pears oranges 2 bananas lemons
4 I like mangoes. I dont like monkeys. 3 grapes limes 4 coconuts apples
Answers 2 Draw two fruits you like. Draw two fruits you
1 third picture dont like. Write.
2 fourth picture
3 second picture
Ask the children to draw and colour two fruits they like
and two fruits they dont like.
4 first picture
When they have finished, ask them to complete the
2 Listen, point and repeat. $256 sentences using I like and I dont like .
Play the recording again, pausing after each phrase and Further practice
encouraging the children to repeat the phrase and point $ Teachers Resource CD-ROM, Worksheet section, Unit 6,
to the corresponding picture. Vocabulary and grammar 1 worksheet. Notes and answers on CD-ROM.

92 Unit 6

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 Reinforcement Lesson 3a
(optional) DVD Story 6
REINFORCEMENT AND PRACTICE OF MAIN
LANGUAGE
Lesson objectives
Review and practise different fruits.
Review and practise fruits using I like / I dont like.
Language
Core: coconut, mango, pineapple, orange, lemon, banana,
grape, pear, lime, apple, I like (oranges) / I dont like (pears).
Review: frog, big, has got, Its hot.
Extra: sees, phew, but, monkey, tree, then, fruit salad, pirate
ship, sorry, Heres a, Here are, lets pick, Who can help? Not
me! ready to eat, Me please! Im hungry!
Materials
CD2 $ track 51; Lola the pirate flashcard; book cupboard
flashcard pocket; Unit 6 flashcards Set 1 (fruit); Unit 6 fruit
wordcards; Unit 6 storycards; DVD Story 6; Photocopies of
Unit 6 mini book worksheets (Teachers Resource
CD-ROM $, DVD worksheets section, Unit 6, worksheets
1 and 2); coloured pencils and paper
Warmer
Hold up the flashcard of Lola the pirate and say Look!
Lolasa pirate!
Ask the children to name the fruits they can remember.
As they name them, stick the corresponding flashcards on
the board.
Then use the fruit wordcards and the book cupboard
flashcard pocket to review the vocabulary. Encourage the
children to guess which fruit word you are going to pull
out. Then pull out the cards one at a time. Ask a child to
read each word and go and place it next to the matching
fruit flashcard on theboard.
Point to each of the fruit flashcards and words on the
board and encourage the children to tell you which fruit
itis, e.g. pineapple, mango.
Lead-in
Ask the children Whats your favourite fruit? Encourage the
children to answer individually.
1 Listen and sing. $251
Tell the children they are going to sing the Fruit song again.
Give out the fruit flashcards to ten children and ask them
to come to the front.
Play the recording for the children to sing along. The
children at the front hold up their flashcard when they
hear their corresponding fruit in the song.
Repeat with ten more children.
2 Order the storycards.
Ask the children if they remember who is in the story.
(three pirates and a parrot)
Ask eight children to come to the front and give each of
them a Unit 6 storycard, but not in order.
4006934 ACE TB1 Sign Off.indb 93
Ask the eight children to put themselves in the correct
order of the story.
Count from ten down to one slowly with the class. The
eight children must try to be in order before you get to one.
Put the cards on the board in the final order chosen by
the children.
3 Watch the story on DVD.
Tell the children they are going to watch the story
Fruit salad on DVD. Ask them to watch and check if the
storycards are in the right order. Play Story 6 on the DVD.
Ask the children to correct the order of the storycards
ifnecessary. Tell the children they are going to watch the
story again.
This time, every time they hear I like or I dont like
they should put up their hands. Play Story 6 on the DVD
again.
4 Copy and colour the storycards.
Point to the storycards on the board and ask the children
which cards show a pirate saying I like (fruit) (storycards 2,
4 and 6).
Tell the children to choose one of these storycards and
copy and colour it on a piece of paper. They should copy
what Pirate Pete is saying.
Optional activity
Ask the class to stand up with their pictures to play
agame.
Tell the children to walk around and try to find
someone who has copied the same storycard 2, 4 or 6.
Encourage the children to read the speech bubbles on
their picture as they do this.
When they have found another child with a matching
picture they stand together.
Read out the speech bubbles for each of the three
storycards. When the pairs hear their words, they hold
up their pictures.
5 Make a mini book.
Give each child a copy of the mini book worksheets
1 and 2. See Teachers Resource CD-ROM $ DVD
worksheets section, Unit 6, mini book worksheets 1 and 2.
Show the pupils a mini book that you have made before
the lesson. For ideas of a variety of mini books and
instructions of how to make them, see Teachers Resource
CD-ROM $ DVD worksheets section, Teachers Notes.
Guide the children through the making process step by
step.
Encourage the children to read the stories to friends or
parents. If possible, organize a display of them.
You could also do the other activities mentioned in the
DVD section, Teachers Notes.
KEY COMPETENCES: Artistic and cultural competence
Copying a page from a story helps children to internalize
the story and makes it more memorable because of the
positive emotional experience of an art and crafts activity.
Teachers could also ask children to make a zig-zag book of
the story at home. These could also be displayed.
Unit 6 93
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 Lesson 4 CB page 59 and AB page 57
VOCABULARY AND LANGUAGE
PRESENTATION AND PRACTICE
Lesson objectives
Learn the names of some food and drinks made with fruit.
Practise the names of the food and drinks through a song
and follow up activities.
Language
Core: lemonade, smoothie, fruit salad, juice, jelly, yoghurt,
Do you like (smoothies)? Yes, I do. / No, I dont.
Extra: secret word
Materials
CD2 $ tracks 5860 Unit 6 flashcards Set 1 (fruit); Unit 6
wordcards; Unit 6 flashcards Set 2 (food and drink)
Warmer
Divide the class into two teams, A and B.
Give out the ten fruit flashcards to the children in team A
and the ten fruit wordcards to the children in team B.
Say the name of a fruit. The children with the
corresponding flashcard and wordcard should stand up
quickly and show the class. The children get a point for
the team if they are correct. Repeat for the other fruit
words.
Lead-in
Tell children they are going to learn some new words to
describe food and drinks made with fruit.
Use the Unit 6 food and drink flashcards to introduce the
vocabulary. Hold up each flashcard and say the words for
the children to repeat in chorus.
3 Listen and sing. $260
Play the recording for the children to listen to the song
once through, looking at the picture and pointing to the
food and drinks as they hear them.
Give some commands to check comprehension, e.g. Point
to a smoothie.
Play the recording a second time for the children to sing
along. Repeat as necessary.
Activity Book
1 Read and write the number.
Ask the children to open their Activity Books and look at
the pictures and words.
Tell the children to match the food or drink to the words
by writing the number of the picture in the correct box.
ANSWERS
smoothie5jelly2juice3lemonade6
yoghurt1fruit salad4
2 Look and write. Find the secret word. Write.
Ask the children to look at the crossword puzzle.
Tell the children to look at each picture, and write the
corresponding word in the spaces in the puzzle, e.g. 1 jelly.
Then they write the secret word in the box below.
ANSWERS
1 jelly2 juice3 smoothie4 yoghurt
5 lemonade6 fruit salad
Secret word: lemons

Class Book
1 Listen and point. $258
Ask the children to open their Class Books and look at the
pictures and words.
Play the recording for the children to listen and point to
the pictures.
Play the recording again for the children to repeat the
words in chorus.
Play the recording again for individual children to say the
words for the class. Repeat as necessary.

2 Listen and say the number. $259

Ask the children to look at the main picture with
numbered food and drinks in Activity 3.
Play the recording, pausing after each word and eliciting the
correct number of the food or drink. Repeat as necessary.

Transcript
Listen and say the number.
fruit saladlemonadejellysmoothieyoghurtjuice
Answers
4651342

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 Lesson 5 CB page 59 and AB pages 109 and 58
COMMUNICATIVE PRACTICE
Lesson objectives
Identify different food and drinks made from fruit.
Identify the food and drinks by asking and answering
Doyou like (juice)? Yes I do / No I dont.
Play a communicative game using the unit cut-out.
Language
Core: lemonade, smoothie, fruit salad, juice, jelly, yoghurt,
Do you like (juice)? Yes, I do. / No, I dont.
Review: Numbers
Materials
CD2 $ tracks 6061; book cupboard flashcard pocket;
Unit 6 flashcards Set 2 (food and drink); Unit 6 wordcards;
scissors; coloured pencils
Warmer
Put the Unit 6 food and drink flashcards in the book
cupboard flashcard pocket. Say Ive got some flashcards to
name food and drink! Encourage the children to remember
and say the name of the food and drinks. Take each
flashcard out of the pocket and put it on the board when a
child says a food or drink word correctly.
Give out the food and drink wordcards to six children. Ask
them to come to the front and place their word next to
the corresponding flashcard.
Lead-in
Show the children the cut-out card you have already
made and coloured.
Hold it up so the children can see the numbers and inside
the colours. Lift up a flap inside and show them the fruit.
Show the children how to open and close the game.
Class Book and Activity Book
Make the game.
Ask the children to find the cut-out for Unit 6 on AB
page109.
Ask the children to cut out, colour and fold the cut-out.
They put it on their fingers and practise opening and
closing it.
Listen and repeat. $261
Play the recording. The children listen and repeat.
Demonstrate the game with a child at the front.
Ask the child to choose a number. Open and close the
game according to the number chosen.
Ask the child to choose a colour. Open the flap and look at
the fruit underneath the colour. Ask the child, e.g. Do you
like pineapples? Encourage the child to answer Yes I do or
No I dont.
Point to the cut-out belonging to the child and encourage
him / her to say My turn!
4006934 ACE TB1 Sign Off.indb 95
KEY COMPETENCES: Artistic and cultural competence
Creating an art and craft model develops childrens ability
to follow instructions and develops important motor skills.
It also helps children to take pride in their work. Teachers
should encourage children to take their models home to
show their parents, and play the game with them.
Play.
Divide the children into pairs to play the game with their
cut-outs.
Monitor, encouraging the children to use the core language.
Optional activity $260
Ask the children to look again at the song in Lesson 4.
Play the recording, encouraging the children to join in
and sing.
Activity Book
1 Read and match.
Ask the children to open their Activity Books and look at
the pictures and questions and answers.
Tell the children to read the question and the answer.
Then they draw a line with a pencil to the correct picture.
ANSWERS
1358
2 Write the questions. Answer the questions. Ask a
friend and tick or cross .
Ask the children to look at Activity 2.
They follow the example and write five questions about
food and drink.
They write a tick or cross next to the food they like and
dont like.
Then they work with a partner and ask him / her the
questions. They write a tick or cross according to
theiranswer.
Further practice
$ Teachers Resource CD-ROM, Worksheet section, Unit 6,
Vocabulary and grammar 2 worksheet. Notes and answers on CD-ROM.
Unit 6 95
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 Lesson 6 CB pages 6061 and AB page 59
CROSS-CURRICULAR LESSON
Lesson objectives
Describe the lifecycle of fruit trees.
Become familiar with the concept of tree lifecycles and
create a drawing of different aspects of that lifecycle.
Language
Core: blossom, fruit, plant, tree, Ilike (apples)
Review: Heres the (plant).
Materials
CD2 $ tracks 6263; Unit 6 Cross-curricular poster; Unit
6 flashcards (fruit); Unit 6 wordcards; coloured pencils
Warmer
Give out the fruit flashcards and wordcards to 20 children.
Ask a question, e.g. Do you like oranges?
The children with the corresponding flashcard and
wordcard stand up and answer Yes, I do or No, I dont.
Repeat with the other fruit words.
Lead-in
Display the Unit 6 Cross-curricular poster so all the
children can see it.
Point to the pictures and ask the children what they
recognize on the poster (apple, orange, pineapple).
Use the text on the poster to ask questions and present
the new vocabulary blossom, fruit, plant, tree. Point to the
photos on the poster.
Say the new words again and ask the children to listen
and repeat them.
Class Book
1 Listen and say 1, 2 or 3. $262
Ask the children to open their Class Books.
Play the recording, pausing after each description.
Ask the children Which number is it? and elicit the photo.
Transcript
Listen and say 1, 2, or 3.
Heres a tree. The tree has got blossom.
Heres a tree. The tree has got fruit.
Heres a plant.
Answers
231
2 Listen and repeat. $263
Point to the pictures of the parts of a tree.
Play the recording, pausing between the words. The
children repeat each word. Repeat as necessary.
Tell the children to look at Mr Lab the science teacher.
Read out his question I like apples. Do you like apples?
Ask the children to put up their hands if they like apples too.
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3 Draw a plant and blossom. Choose and draw
thefruit.
Stick the flashcards of a lemon, a lime, a pear, an apple, an
orange and a mango on the board. The children name them.
Tell the children to draw a plant in picture number 1. Then
they draw the blossom on the tree in picture number 2.
Finally they draw the fruit on the tree in picture number 3.
They use coloured pencils.
4 Listen and read. Tell your friend. $264
Point to Monty and Lola in Activity 4. Ask Whos this?
(Lola/Monty)
Play the recording and ask the children to listen and read.
Ask questions about Monty and Lolas drawings of trees,
e.g. What has Montys tree got?
Ask two children to come to the front with their tree in
picture number 3 from Activity 3. Ask them to tell each other
about their trees, e.g. Heres a tree. The tree has got mangoes.
Put the children into pairs to talk about their picture.
Monitor, encouraging the children to use the core language.
Optional activity
Say Stand up, apple trees!
The children who have drawn an apple tree stand up
and show the class their pictures. Count and make a note
of the number on the board. Repeat for the other trees.
Find out which tree is the most popular by comparing
the numbers on the board. Keep a record of this tree for
use in Optional Lesson 6a (page 97).
KEY COMPETENCES: Mathematical competence
Identifying and counting fruits that different children
have chosen to draw helps to develop mathematical
awareness. It also develops the cognitive concepts of
numbers and choice. The teacher can ask children why
they chose to draw their fruit tree.
Activity Book
1 Read and number the pictures in order.
Ask the children to open their Activity Books and look at
the pictures.
The children number the pictures according to the
lifecycle of the tree.
ANSWERS
1 Heres the plant. 2 Heres the tree.
3 Heres the blossom. 4 Heres the fruit.
2 Match. Look and write.
Ask the children to look at the pictures and draw a line
with a pencil between those that are the same.
They choose the correct word from the box and write a
sentence.
ANSWERS
1 Heres the blossom. 2 Heres the fruit.
3 Heres the tree. 4 Heres the plant.
Further practice
$ Teachers Resource CD-ROM, Worksheet section, Unit 6,
Cross-curricular worksheet. Notes and answers on CD-ROM.
22/12/2011 10:32
 Extension Lesson 6a (optional)
CROSS-CURRICULAR LEARNING AND
PROJECT WORK
Lesson objectives
Describe the stages in the lifecycle of a tree.
Explore the concept of a lifecycle.
Provide links with other areas of the curriculum and an
opportunity for creative project work.
Language
Core: lemon, lime, apple, grape, pineapple, pear, banana,
3 Describe the tree.
orange, mango, coconut, blossom, fruit, plant, fruit tree
Extra: seeds, leaves
Materials
Unit 6 flashcards Set 1 (fruit); Unit 6 wordcards; Unit 6
Cross-curricular poster; pictures or magazines and internet
access; brown construction paper, marker pen, seeds and
2 Make a tree.
Use the information about the most popular tree that you
obtained from the optional activity in Lesson 6. If you did
not do the optional activity in Lesson 6, do it here.
Prepare the outline of the most popular tree with
branches on a piece of brown construction paper. Stick
this on a wall.
Tell the children they are going to make the leaves and
fruit to put on this tree.
Give the children coloured paper, and scissors and glue.
They make some leaves and fruit for the tree and stick them
onto the branches of the tree on the construction paper.
Encourage the children to write some sentences about
the tree on a piece of coloured card, e.g. This is a coconut
tree. It has big green leaves. The coconuts are brown. Then
stick the cards on the wall around the tree.
Further practice
$ DVD, Unit 6 Cross-curricular video clip

leaves; coloured paper, scissors, glue $ Teachers Resource CD-ROM, DVD section, Unit 6, DVD Cross-
curricular worksheet. Notes and answers on CD-ROM.
Warmer
Give out the fruit flashcards to ten children. Place the fruit
wordcards face down on the desk.
Invite a child to the front. He / She holds up a wordcard
for the class to read aloud.
The child with the corresponding flashcard comes to
thefront.
Stick the flashcard and wordcard on the board.
Repeat for the other fruit words.

Lead-in
Display the Unit 6 Cross-curricular poster so all the
children can see it.
Invite different children to come to the poster and say
something about the pictures, e.g. This is a tree. Heres a
plant.
Ask the children some questions about the pictures in
the poster, e.g. What colour is the ? Which comes first,
theblossom or the fruit?
Introduce two new vocabulary items, seeds and leaves.
Show the children some different pictures of seeds and
leaves from different trees. If possible, bring in real seeds
and leaves. Talk about where they fit into the tree lifecycle,
e.g. seed, plant, tree, leaves, blossom, fruit.
Encourage the children to repeat the new words.

1 Name different stages of the tree lifecycle.

Tell the children they are going to see pictures of different
trees, leaves and blossom, Show the children how these
all have different shapes and colours.
Use books, pictures and the internet via an interactive
whiteboard to display the pictures. Ask the children to say
whether it is a leaf, blossom or tree as they watch.

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 Lesson 7 CB page 61 and AB page 60
PHONICS LESSON
Lesson objectives
Practise pronouncing words with the sound //.
Practise reading and listening to words with the sound //.
Language
Core: oranges, yoghurt, chocolate, doctor, frog, socks
Review: long, hot, egg
Extra: with, like, leg, hot chocolate
Materials
CD2 $ tracks 60 and 6568; coloured pencils
Warmer $260
Play the song from Lesson 4. The children join in with
thesinging.
Lead-in
Ask the children to open their Class Books.
Tell them that today they are going to practise words with
the // sound as in oranges.
Ask the children to look at the six pictures. Say Point to
oranges, yoghurt, chocolate, doctor, frog.
Introduce the word socks.
The children repeat several times.
Class Book
1 Listen and repeat. $265
Ask the children to listen and point to the small pictures as
they hear the words. Play the recording.
Tell the children all these words have a particular sound.
Say the sound // and ask the children to repeat it.
Explain that the highlighted letter o in the words is
making this sound.
Play the recording again, encouraging the children to
listen and repeat. Repeat as necessary.
2 Listen and read the chant. $266
Tell the children they are going to listen to a chant. Tellthem
to follow it in their books.
Play the recording all the way through.
3 Listen and repeat. Listen and say the chant. $267
Play the recording again, pausing after each line (orsection
of text) and encouraging the children to repeat.
Play the recording one more time, this time encouraging
the children to join in saying the chant with the recording.
Optional activity
Divide the class into four big groups so each group can
practise a line from the chant.
Encourage the class to say the chant together without
the recording, with each group saying their line in turn.
98 Unit 6
4006934 ACE TB1 Sign Off.indb 98
KEY COMPETENCES: Learning to learn
By learning a group of words with a common sound, the
children are preparing the foundations for recognizing and
categorizing words with the same sound in their future
learning. Help them to see their progress by preparing a
wall chart for the // sound and adding to it every time
they come across a new word with the same sound.
Activity Book
1 Listen. Circle the words with o (oranges).
Say. $268
Ask the children to open their Activity Books and look at
the pictures in Activity 1.
Tell the children to listen and circle the words with the
same sound as the // in oranges.
Play the recording.
Check the activity by eliciting the words with the same //
sound.
Transcript
Listen. Circle the words with o (oranges). Say.
1juice2yoghurt3chocolate4hot5duck
6frog7socks 8hat
ANSWERS
2 yoghurt3 chocolate4 hot6 frog7 socks
2 Match with different colours. Read and say.
Ask the children to look at the matching activity and
theexample.
Tell the children to match each part of the words and the
corresponding picture with a different coloured pencil
each time.
Encourage the children to practise reading the words they
made, using the correct pronunciation of the target sound.
ANSWERS
socks third picture
frog fourth picture
yoghurt second picture
doctorfirst picture
hot fifth picture
22/12/2011 10:32
 Lesson 8 CB page 62 and AB page 61 Tell the children to listen and say the number of the
picture that is described.
CULTURE AND INTEGRATED SKILLS Play the recording, pausing after each phrase and eliciting
the number of the corresponding picture.
LESSON
Transcript
Lesson objectives Listen and say the number.
Raise awareness of British culture. Woman I like beans.
Present and practise vocabulary related to the garden. Girl I like blackbirds.
Develop integrated skills. Boy I like roses.
Man I like strawberries.
Language ANSWERS
Core: garden, bird, flower, fruit, roses, blackbird, beans, 4213
strawberries
Extra: favourite, hungry, some, Heres a (bird), Here are 2 Find and colour. Count and write the numbers.
(some green beans), lets pick Ask the children to look at the picture and colour words in
Review: Numbers, Unit 1 colours, Its / Theyre (black), Activity 2.
Look! Im, has got Explain that they have to colour correctly the beans,
roses, strawberries, and blackbirds. Then they count and
Materials complete the phrases.
CD2 $ tracks 66 and 6970; coloured pencils They follow the example.
Check the activity by eliciting the correct answers.
Warmer $266 ANSWERS
Play the chant from Lesson 7 again. five blackbirdstwenty strawberries
Encourage the children to join in. twelve beansfifteen roses

Lead-in
Ask the children to open their Class Books and look at the
photos. Ask the children what the photos show. (things in
the garden)

Class Book
1 Find and point.
Ask the children to look at the photos again and find each
of the items in Activity 1, one by one.
Say, e.g. Find a bird and encourage the children to tell you
the number of the photo.
Answers
a birdPhoto 2a pink flowerPhoto 1
fruitPhoto 4red flowersPhoto 3

2 Listen and read. $269

Play the recording all the way through, encouraging the
children to listen and read.

Answer your teachers questions.

Play the recording again, this time pausing after each
paragraph and photo to ask questions.
Photo 1: Whos this? (a girl, her brother, her granny) Where are
they? (in the garden) What are these? (roses)
Photo 2: Whats this? (a blackbird) Is it happy? (No, its hungry.)
Photo 3: What are these? (beans) What colour are they? (green)
Photo 4: What are these? (strawberries) What colour are
they?(red)

Activity Book
1 Listen and say the number. $270
Ask the children to open their Activity Books and look at
the pictures in Activity 1.

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 Lesson 9 CB page 63 and AB page 62
CULTURE AND INTEGRATED SKILLS
LESSON
Lesson objectives
Say a traditional rhyme.
Develop good citizenship values.
Practise vocabulary related to the garden.
Language
Core: oranges, apples, beans, birds, roses, strawberries,
pears, I like (beans), I dont like (strawberries).
Extra: oranges on the table, apples on the shelf, Annabel
is getting tired, skipping by herself, Howmany times can
she skip? Eat fruit and vegetables everyday! Lets pick the
(strawberries).
Review: Numbers
Materials
CD2 $ tracks 7172; Unit 6 flashcards Set 1 (fruit);
coloured pencils
Warmer
Stick the fruit flashcards on the board. The children name
each one.
Point to a fruit, e.g. pineapple. Say I like pineapples and rub
your tummy. Then point to another fruit, e.g. coconut.
Shake your head and say I dont like coconuts.
Point to each flashcard and encourage the class to respond
in the same way according to their likes or dislikes.
Lead-in
Ask the children to open their Class Books and look at the
picture in Activity 1.
Ask What can you see? (a girl and two boys, fruit)
Explain that the children are skipping and saying a rhyme.
Class Book
1 Listen and say the traditional rhyme $271
Tell the children to listen to the rhyme.
Play the recording all the way through.
Play the recording again, encouraging the children to join
in with the rhyme.
Mrs Drews Values routine
Point to Mrs Drew and say Heres Mrs Drew.
Point to the picture and say Mrs Drew says, Eat fruit and
vegetables every day!
Encourage the children to tell you why it is important to
eat fruit and vegetables every day.
In following lessons before Unit 7 Lesson 9, praise children
who tell you which fruit and vegetables they have eaten
that day.
100 Unit 6
4006934 ACE TB1 Sign Off.indb 100
NOTE: You may like to record their efforts. Put up a big sheet
on the wall. Write the title Mrs Drews Values at the top. List all
the names of the children in your class in a vertical row on
the left-hand side. Along the top of the sheet write Unit 1,
Unit 2, etc in a horizontal row from left to right. Then explain
that the children who eat fruit and vegetables will have a
star. Draw or stick a coloured or gold star next to their name
when appropriate.
KEY COMPETENCES: Competence in social skills and
citizenship
Mrs Drews Values routine develops social skills and focuses
on civic education. Talk to the children about why its
important to eat fruit and vegetables every day. Discuss
what might happen if children do not eat healthily.
2 Colour and find. Write.
Point to the two pictures in Activity 2 and ask the children
what they can see. (beans)
Explain to the children that they should colour correctly
the sections with a dot in order to find some more things
from the garden. Then they should write the words below
each picture.
Check the activity by monitoring. Ask the children to spell
the words aloud.
answers
1 beans2 blackbirds3 roses4 strawberries
3 Listen and repeat. Point and say. $272
Point to Monty and Lola. Ask Whos this? (Monty / Lola).
Explain that Monty and Lola are talking about Activity 2.
Play the recording. Ask the children to listen. Point to the
items in Activity 2 as they are mentioned.
Play the recording again and encourage the children to
listen and repeat.
Organize the children into pairs and ask them to take it in
turns to say what they like or dont like.
Activity Book
1 Read and draw.
Ask the children to open their Activity Books and look at
Activity 1.
Tell the children to read each sentence and complete
thepictures.
2 Draw a garden with three things you like and
three things you dont like. Write.
Ask the children to draw a garden with three things they
like and three they dont like.
Then they complete the sentences using I like (beans) and
Idont like (apples).
Monitor the children as they draw and ask them questions
about their drawing, e.g. Whats this? What colour is it?
Doyou like it?
22/12/2011 10:32
 Lesson 10 CB page 64 and AB page 63
REVIEW LESSON
Lesson objectives
Review all the vocabulary and language from the unit.
Provide an opportunity for self-evaluation.
Language
Core: Lesson 1 fruits, I like (pears), I dont like (grapes),
Lesson 4 food and drinks, Do you like (fruit salad)? Yes,Ido
/ No, I dont.
Materials
CD2 $ tracks 51 and 73; die (one per pair); coloured
pencils
Warmer $251
Sing the song from Lesson 1 to motivate the children at
the beginning of the lesson.
Lead-in
Ask the children to open their Class Books and look at the
maze in Activity 1.
Ask the children questions about the maze, e.g. Whos this?
(Lola) Which fruits can you see? (apples, pears etc.)
Class Book
1 Listen and follow. Say the number. $273
Demonstrate how the listening maze works by playing
the first section of the recording and following the maze
with your finger until you reach the star at the bottom.
AskWhat number is it? (one).
Play the recording, pausing after each section and eliciting
the correct number in the star. Repeat as necessary.
Transcript
Listen and follow. Say the number.
I like apples. I like grapes. I like pineapples. Say the number!
I like pears. I dont like oranges. I like coconuts. Say the
number!
I like pears. I dont like oranges. I like limes. Say the number!
answers
oneeightseven Do you like jelly?Do you like juice?
Optional activity
Divide the class into two teams, A and B.
Choose a child from Team A and a child from Team B
to come to the front. Ask the child from Team A to
give directions to a star without saying the number of
the star. The child from Team B listens and follows the
directions through the maze to give the number of the
star at the end of the path.
Repeat, asking the children to change roles, then bring
other children out to the front.
The children can play the same game in pairs.
4006934 ACE TB1 Sign Off.indb 101
KEY COMPETENCES: Competence in social skills and
citizenship
Learning how to be a team member and how to represent
your team well is part of learning the values of citizenship.
Teamwork teaches children how to work competitively and
co-operatively. Try to have a balance of activities in lessons
to develop both these ways of working.
2 Look at Activity 1. Read and write the number.
Ask the children to look at the maze, reading and
following the directions until they come to a star. They
then write the number of the star they come to.
Check the activity by asking a child to read the text aloud
and following the path through the maze with your finger.
answers
1 five2 three
3 Look at Activity 1. Read and write the number.
Demonstrate the activity with an example by asking the
children how to get to star number 3. (I like apples. I like
grapes. I like coconuts.) Write the sentences on the board.
Tell the children to write the three sentences which lead
to star numbers 6 and 2. Check the activity by asking a
child to read his / her sentences aloud. Write them on the
board.
answers
1 I like pears. I like oranges. I dont like mangoes.
2 I like apples. I like grapes. I dont like lemons.
Activity Book
1 Play. Trace and write.
Ask the children to open their Activity Books and look at
Lolas game.
Tell the children to play the game in pairs, taking it in turns
to throw the dice and move around the board. When they
land on a fruit they trace the picture below. The first player
to trace the six pictures is the winner
When they have finished the game, the children write a
question for each fruit. They follow the example.
ANSWERS
Do you like fruit salad?Do you like smoothies?
Do you like yoghurt?Do you like lemonade?
2 Colour.
Ask the children to look at the three pictures of Lola the
pirate in Activity 2.
Tell the children to choose and colour the picture that
best reflects how they feel about their work in Unit 6.
3 Draw on your favourite page of Unit 6 in your
Class Book.
Give children a few moments to look through Unit 6 in
their Class Book. Ask them to choose their favourite page
and draw a little smiling face at the top.
Note: The children are now ready to do the Unit 6 Test or
Term 2 Test. You will find the tests on the Teachers Resource
CD-ROM. $ Teachers Resource CD-ROM, Test section, Unit 6
Test / Term 2 Test. Notes and answers on CD-ROM.
Unit 6 101
22/12/2011 10:32
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ISBN 9782220024363