Poster and Cutout Activities
Welcome Unit – Hello!
Activity WA – Review and Presentation cutout on the poster, and follow the same procedure
Objectives: Review school objects. Introduce to present the instruction. Do the same with the rest
greetings and classroom instructions. of the instructions cutouts. If you wish you can divide
the class in two. You can tell students that half of the
Examples: Good morning ,class. Stand up. Take out class will be the teacher, and will give instructions to
your pencils. Open your books. Close your books. Put the other half of the class who will be the students.
away your pencils. Have students act out, and then switch roles.
Put the cutouts on your desk. Put the poster on the Activity WB
left-hand side of the board, draw students’ attention
to it and say: Look, it’s a… . Encourage students to Objective: Introduce yourself.
say the word classroom. Point to the classroom walls Examples: Hello. What’s your name? Hi. My name’s Jill.
on the poster and say: Look, there are some pictures How are you? I’m fine thanks.
of school objects. Point to each picture, and have Point to the boy who is sitting in the front row of the
students name them. When you get to the empty poster. Model the first line of the following dialogue
picture say: Look, it’s empty! Show students the for the students to repeat:
ruler cutout, put it on the empty picture, and have
students name it. Boy: Hello. What’s your name?
Girl: Hi. My name’s Jill.
Show students the teacher cutout and ask: Who is Boy: How are you?
she? Make sure students know the word teacher. Girl: I’m fine thanks.
Put the cutout on the poster. Point to the teacher’s Next, point to the girl, and teach the second line in
hand, mime and say: Good morning, class! Have the same way. You could write the lines on the board
students repeat the greeting after you. Then put the as you practise them. Next, divide the class into boys
teacher cutout on the right-hand side of the board and girls, and have them practise the first two lines.
and write Good morning, class! next to it. You could You could point to the characters in the poster while
have students repeat the phrase one more time. they are talking. Use the same procedure to teach
Next, point to the students sitting down and say: the last two lines of the conversation. Once students
Listen to the teacher. Sit down, please. Repeat the have learned the conversation you can ask them to
instruction as you mime it. Write the instruction on work in pairs, and practise the conversation using
the board, and have students say it. Put another their own names.
Welcome Unit Hello!
Welcome Unit Hello!
2020
hing, S.A. de C.V.,
© Richmond Publis
© Richmond Publishing, S.A.
de C.V., 2020
XX
Unit 1 – My Friends
Activity 1A Activity 1B
Objective: Present questions with the verb to be. Objective: Present possessive adjectives his / her.
Examples: What’s your name? How old are you? Examples: His favourite colour is blue.
Are you in Year 1 or 2? Are you six (years old)? Display the poster and the cutouts of the numbers,
Display two cutouts (a boy and girl) in the centre of schoolbags and school objects on the right-hand side
the board. Suggest names for each. If you wish, you of the board before the class starts. Point to the
can have students vote for the name they like best. poster and ask: What is it? (a classroom) Then place
Write the name below the corresponding cutout. the cutouts of the boy and girl that were not used in
Point to the girl and pretend that you ask her: What’s Poster Activity 1A. You can ask volunteers to assign
your name? Answer pretending to be the girl: My a name to each. Point to the girl and ask: What's
name’s (Anna). Have a volunteer pretend to be the her name? How old is she? Is she six or seven? Have a
girl and ask: How old are you? Are you six or seven? volunteer answer the question. Then have them come
Show students the cutouts 6 and 7 to prompt the to the front and place the corresponding number
answer. Have the volunteer answer and place the next to the girl. Point to the girl and the schoolbags as
number below the girl. Then ask: Are you in Year 1 or you ask: What is her favourite colour? Have a volunteer
2? The volunteer answers and places number 1 or 2. place a schoolbag next to the girl and answer the
Repeat the procedure with another volunteer and the question: Her favourite colour is (red). After that, place
cutout of the boy. Write the following questions on three school objects next to the girl and say: These are
the board in a column: Are you six? Are you in Year 2? her school objects. This is her (pen). This is her (rubber).
Write next to them: Yes, I am. / No, I’m not. Point to This is her (notebook). Invite a volunteer to say a
the cutout of the girl and ask a volunteer to pretend sentence for the third item. Guide them into saying
to be the girl. Ask: Are you six? Point to the answer on her before the school object. Repeat the procedure for
the board to help the volunteer answer. Then ask him the cutout of the boy. After that, write on the board:
or her to come to the board and draw a line from the This is his (book). This is her (pen). Circle the possessive
question to the answer on the board. Do the same for adjectives and explain that when we talk about
the second question with a different volunteer. Finally, objects that belong to a boy, we use his. When we
point to the questions and answers. Read them one talk about an object that belongs to a girl, we use her.
by one for students to repeat chorally. Circle the verb Finally, ask two volunteers to talk about the boy and
inversion in the questions. Leave the cutouts on the the girl on the board using possessive adjectives where
board for future use. necessary: Her name’s Anna. She is six. She is in Year 1.
Her favourite colour is blue. This is her book.
Unit 1 My Friends
Unit 1 My Friends
© Richmond Publi
shing, S.A. de C.V.,
2020
© Richmond Publishing, S.A.
de C.V., 2020
XXI
Unit 2 - My Family
Activity 2A Additional materials: Adjectives Flashcards.
Objective: Present family members. Tell students that you are going to show them what
Display Poster 2 on the board. Ask: What is it? What can a rebus is. (a puzzle which mixes pictures with letters
you see? Encourage students to say the words park and to depict phrases) Point to all the family members in
picnic. Write the two words in the left-hand side corner the poster and say: they. Have students repeat. Then
of the board. Show students the cutouts and ask: point to you and your class and say: we. Students
Who is having a picnic? Introduce the word family and repeat. Next, write the following rebus on the board:
write it on the board. Place the family members on the Are + (cutouts of grandma and grandpa) + (flashcard
left-hand side of the board. Invite volunteers to come of the adjective old) + ? Point to each piece of the
to the board and organise the cutouts according to rebus and read: Are they old? Write Are under the Are
the age of each of the members in form of a pyramid. in the rebus and invite a volunteer to come and form a
(grandma and grandpa on top, mum and dad below similar question. Make sure that they choose cutouts
them and the kids below their parents) Then point to of two people to convey the meaning of they. Repeat
each family member, say the word and have students for two more questions. Circle Are and they in each
repeat chorally. You may ask volunteers to come to the question. Then remind students that when they include
board, take a cutout, say the word and put it in the themselves in a group that they want to talk about,
corresponding place on the poster. Finally, write the they should use the pronoun we. Give some examples:
names of the family members on the right-hand side of We are in the classroom. We are (Argentinian). Then
the board. invite a volunteer to form a question in the form of a
rebus. To convey the meaning of we, they should use
Activity 2B a cutout and their name: Are + (cutout of a brother
Objective: Present questions with the verb to be and and the student's name) + (flashcard of the adjective
the personal pronouns we / they. young) + ? Continue with several volunteers. Once the
structure is clear, students can draw a rebus for one
Examples: Are your grandma and grandpa happy? Yes, question using the pronoun they and one using the
they are. / No, they aren’t. Are we sad? No, we're happy. pronoun we in their notebooks.
Unit 2 My Family
Unit 2 My Family
2020
hing, S.A. de C.V.,
© Richmond Publis
© Richmond Publishing, S.A.
de C.V., 2020
XXII
Unit 3 - My House
Activity 3A the answer in plural form. Elicit the question: How many
Objective: Present rooms in the house. Present the rooms are there in the house? Model the question and
question: How many… are there? and answers with have students repeat. Have different students ask you
There is / There are + numbers. questions about the house. Finally, have students ask
and answer the questions in pairs.
Examples: How many rooms are there in the house?
There are five rooms. Activity 3B
Point to the poster and ask: What is it? Teach the Objective: Present furniture vocabulary. Ask and
word house, and point to the title at the top of the answer about the location of furniture.
poster, My House. Point to the rooms in the house as Examples: Where’s the fridge? It’s in the kitchen.
you ask: How many rooms are there in the house? Let’s Place the cutouts on the board. Point to them one
count. Encourage students to count with you. Then at a time to introduce each furniture item. Have
say the name of each room, and have students repeat students repeat after you. Then point to the furniture
after you: living room, dining room, kitchen, bathroom, items in random order, and have students name
bedroom. You can write the names on one side of the them. To vary the activity, you can have volunteers
board to teach the written form. come to the front, and point to the furniture items
Point to the rooms in the house and ask: How many for their classmates to name them.
rooms are there in the house? Students might say five. Place the fridge cutout in the kitchen and ask: Where’s
Model the full answer: There are five rooms in the house. the fridge? Encourage students to answer: It’s in the
You can have students repeat chorally and individually. kitchen. Model the answer and have students repeat.
Then ask: How many bedrooms are there? Encourage Call students to the front. Give each student a furniture
students to say: There are two bedrooms. Next, ask: cutout, and have them put it in the room they think it
How many living rooms are there in the house? Model should go. Then ask questions about the location of the
the answer in singular form: There is one living room. furniture items: Where’s the bed? Where’s the toilet?
Have students repeat after you. Then write both Where’s the chair? etc. Have students answer: It’s in… .
sentences on the board: There is one living room. There Then write the beginning of the question on the board:
are two bedrooms. Make sure students understand the Where’s the…? Invite students to ask questions for the
difference between the answer in singular form, and class to answer.
Unit 3 My House
Unit 3 My House
2020
hing, S.A. de C.V.,
© Richmond Publis
© Richmond Publishing, S.A.
de C.V., 2020
XXIII
. Unit 4 – My Bedroom
Activity 4A you. You can give different volunteers a toy cutout.
Objectives: Review prepositions of place and Have them go to the front, and follow your instructions:
furniture vocabulary. Present toys vocabulary. Put the train on the rug. Put the doll on the bed. Put the
car in the toy box. Put the robot in the toy box, next to
Examples: The mirror is on the wall next to the window. the car., etc. Then ask: Which are your favourite toys?
The bookcase is under the mirror. The desk is opposite Encourage students to raise their hands and answer.
the bookcase. The doll is on the bed. The car is in the toy
box. The robot is in the toy box next to the car. Activity 4B
Additional Materials: Two face masks on lollypop Objective: Talk about likes and dislikes.
sticks (a boy and a girl). Examples: I like cars, but I don’t like boats. Do you like
This review should be carried out after the prepositions trains? Yes, I do. Do you like monsters? No, I don’t.
of place have been presented with the flashcards. Additional Materials: Two face masks on lollypop sticks
Put the poster on the board and ask: What part (a boy and a girl).
of the house is it? Who are the family members in Put the toys cutouts on the poster. Hold the girl’s
the picture? Then point to the title of the poster: My mask to your face. Point to the doll and the monster
bedroom. Put the furniture cutouts on your desk, and as you say: I like the doll but I don’t like the monster.
call four students to the front, one at a time. Ask them Then hold the boy’s mask and say: I like the truck but
to listen to, and follow your instructions: Student I don’t like the car. Divide the class into girls and boys.
1—Put the mirror on the wall next to the window. Use the girl’s mask, and have them act out. Say: I like
Student 2—Put the bookcase under the mirror. Student the doll but I don’t like the monster. Then use the boy’s
3—Put the desk opposite the bookcase. Student 4—Put mask and have them act out and say: I like the truck
the rug on the floor next to the bed. Then ask: Where’s but I don’t like the car. Give the masks to different
the mirror? Where’s the bookcase? Where’s the desk? pairs, and invite them to act out their lines. You can
Where’s the rug? Have students answer chorally. also call volunteer pairs to the front, and ask them to
Put the toys cutouts on the board. Point to them, one at talk about their own likes and dislikes.
a time and name them. Have students repeat after
Unit 4 My Bedroom
Unit 4 My Bedroom
2020
hing, S.A. de C.V.,
© Richmond Publis
© Richmond Publishing, S.A.
de C.V., 2020
XXIV
Unit 5 – On the Farm
Activity 5A Activity 5B
Objective: Present farm animals vocabulary. Objective: Describe farm animals’ abilities.
Place the poster on the board. Have students look Examples: Can ducks swim? Yes, they can. Can horses
at the picture, and teach the word farm. Point to climb a tree? No, they can’t.
each item in the scene and name it: farmer, barn, pen, Say and mime the following actions to introduce the
well, bucket, pond. Have students repeat after you. concept of can and can’t: I can jump. I can run. I can
Then ask: What animals are there on a farm? Show sing but I can’t fly. Then ask students to stand up, say,
students the animals cutouts, place them on the and mime the actions after you. Place the dog cutout
board, and name them. Have students repeat after on the poster, point to it and ask: Can dogs run?
you. Call different students to the front, and have Students might say: Yes. Model the full form: Yes,
them follow your instructions to place the animals they can. Have students repeat. Continue asking
on the poster: Put the sheep in the pen. Put the dog questions that require Yes answers: Can sheep jump?
next to the farmer. Put the donkey behind the well, etc. Can ducks swim? Can donkeys walk?
You can also invite volunteers to choose where to put
the animals, and have the class say where they are.
Finally, write the names of the farm animals on the board.
Unit 5 On The Farm
Unit 5 On The Farm
2020
hing, S.A. de C.V.,
© Richmond Publis
© Richmond Publishing, S.A.
de C.V., 2020
XXV
Unit 6 – Backyard Safari
Activity 6A Activity 6B
Objective: Present backyard animals vocabulary. Objective: Present have got and haven't got to talk
Point to the poster’s scene and ask: What is it? about animals’ characteristics.
Present the word backyard. Draw students’ attention Examples: An ant has got six legs. It has got two eyes. It
to the title of the poster. Explain that Backyard Safari hasn’t got any ears. A worm hasn’t got any legs. It hasn’t
means going around the backyard, observing all the got any ears but it has got a mouth.
small animals that live in it. Then ask: Who has got To carry out this presentation you should ideally have
a backyard at home? Is it big or small? Point to the presented the body parts with the flashcards.
poster and ask: What can you see in this backyard? Put the poster and the ants cutouts on the board.
Then point to the binoculars and magnifying glasses. Then point to an ant, and model the following sentences:
Ask: What are these? Teach both words and write An ant has got six legs. It has got two eyes. It hasn’t got
them on the board. Point to the children in the any ears. Have students repeat after you. Write the
poster as you ask: What can you use binoculars and information on the board, and encourage students to
magnifying glasses for? Point to the worms, ants say it while you point at the sentences.
and beetle and ask: Are these backyard animals big
or small? Use the cutouts to present the different Put the worms cutouts on the poster. Point to the worm,
animals, put them on the poster, and write their names and mime to elicit the following sentences: A worm hasn’t
on the board. Have students repeat their names. got any legs. It hasn’t got any ears but it has got a mouth.
Then call two students to the front, and ask: Which Model the sentences, and have students repeat after
backyard animals do you like? Which backyard animals you. Put the butterflies, snails and spiders cutouts on the
don’t you like? Have students point to the animals poster. Write the following prompts on the board, and
and answer. You can divide the class into pairs. Have have volunteers describe the animals.
students tell their classmate which backyard animals
they like and don’t like like. (I like butterflies. A butterfly A snail A spider
I don’t like frogs.) ( ) four wings ( ) two eyes ( ) 8 legs
( ) two eyes ( ) a shell ( ) 8 eyes
( ) 6 legs ( ) two tentacles ( ) tail
( ) a mouth or antennas ( ) wings
Call a volunteer to the front to describe a backyard
animal without saying its name. The class should guess
the animal.
Unit 6 Backyard Safari
Unit 6 Backyard Safari
ing, S.A. de C.V., 2020
© Richmond Publish
© Richmond Publishing, S.A.
de C.V., 2020
XXVI
Unit 7 – Dressing Up
Activity 7A the boy’s and girl’s clothes for the rest of the class to
Objective: Describe what someone is wearing. describe what they are wearing. Point to the sentence
beginnings on the board to prompt the description.
Examples: The girl’s wearing a white and pink dress.
The boy’s wearing shorts and a green T-shirt. I’m wearing Finally, point at your clothes and say: I’m wearing… .
a blue skirt and a white blouse. (describe your clothes) Write the sentence beginning
on the board. Invite different students to describe
Present the clothes vocabulary using the flashcards what they are wearing.
before using this poster. Place the poster on the
board, and put the clothes cutouts on your desk. Point Activity 7B
to the poster and say: This is a clothes shop. Point to Objective: Ask questions about what someone is
the different clothes, and have students name them. wearing.
Call a girl volunteer to the front. Ask her to find the Examples: Are you wearing…? Yes, I am. / No, I’m not.
dress cutout, and place it on the girl in the poster.
Then ask: What colour is the girl’s dress? Students Place the poster on the board, and the clothes cutouts
might say: white and pink. Say: The girl’s wearing a on one side. Call a boy and a girl volunteer to the
white and pink dress. Have students repeat after you. front. Explain that they are going to be the manikins
Call another girl volunteer to the front, and ask her to on the poster. Have them write down on a piece of
find the red boots cutout. Have her place them on the paper what they are wearing without telling the
girl in the poster. Then say: The girl’s wearing a white class. Then divide the class into two teams, and explain
and pink dress and red boots. Have students repeat that they will ask questions to guess the clothes the
after you. You can call other volunteers to the front to manikins are wearing. Model the question: Are you
choose more clothing items, and accessories for the wearing…? Next have a student ask the question to the
girl. Have the class describe what the girl is wearing. boy or girl at the front. If the answer is affirmative (Yes,
Then have different boy volunteers go to the front, I am.), the student takes the cutout, and places it on
and choose clothing items, and accessories for the the corresponding manikin on the poster. If the answer
boy. Have the class describe what the boy is wearing. is negative (No, I’m not.), they will have to wait for
Write the following sentence beginnings on the their next turn to ask again. The team that puts all the
board: The girl’s wearing… . The boy’s wearing… . Then correct clothes on the manikins first, wins.
have volunteers come to the front to change both
Unit 7 Dressing Up
Unit 7 Dressing Up
2020
hing, S.A. de C.V.,
© Richmond Publis
© Richmond Publishing, S.A.
de C.V., 2020
XXVII
Unit 8 – In the Park
Activity 8A 3. Nolan is skateboarding.
Objective: Describe actions happening at the 4. Mario is running.
mument of speaking. 5. Leo is riding his bike.
Examples: Matt is eating ice cream. Kate is taking 6. Sophie and Lisa are playing football.
a selfie. Nolan is skateboarding. Sophie and Lisa are 7. Rita and her dad are fishing.
playing football. Ask questions which require affirmative answers only
Additional Materials: Small pieces of cardboard for the students to respond: Yes, he is. / Yes, she is. or
for name tags. (Sophie, Claire, Gianna, Linda, Kate, Yes, they are. Model the answers if necessary. Do the
Patrick, Mario, Mat, Nolan, Leo) same with questions which require negative answers,
Point to the title of the poster and ask: Do you like so that students respond: No, he isn't / No, she isn’t.
going to the park? Have students close their eyes. or No, they aren’t. Then model the question form, and
Put the girl on the swing cutout with a name tag have the class repeat after you. Finally, divide the
on the poster. Ask students to open their eyes. Say: class in two groups. Have them take turns asking and
Look, Gianna is playing on the swing. Have students answering questions using the prompts provided.
repeat after you. Continue in the same way until all Group A: Matt / eating / ice cream?
the cutouts have been put on the poster. Use the Group B: Answers.
following models:
Group B: Sophie and Lisa / fishing?
1. Matt is eating ice cream.
2. Kate is taking a selfie. Group A: Answers.
Unit 8 In the Park
, S.A. de C.V., 2020
© Richmond Publishing
XXVIII
Unit 8 In the Park
ing, S.A. de C.V., 2020
© Richmond Publish
Activity 8B
Objective: Ask questions about actions happening at
the moment of speaking.
Examples: Are you wearing yellow shorts? No, I’m not.
Are you wearing a purple and orange T-shirt and orange
shorts? Yes, I am. Are you fishing? Yes, I am.
Place the poster on the board, and the children cutouts
on one side with their name tags. Review the activities
the children are performing. Model the following
questions: Are you a boy or a girl? Are you wearing…?
Are you (eating)? Explain that you have chosen a
child from the set of cutouts for them to guess. Have
students ask questions:
Student 1: Are you a boy or a girl?
Teacher: I’m a girl.
Student 2: Are you wearing yellow shorts?
Teacher: No, I’m not.
Student 3: Are you wearing a purple and orange T-shrit,
and orange shorts?
Teacher: Yes, I am.
Student 1: Are you fishing?
Teacher: Yes, I am.
Student 2: Are you Rita?
Teacher: Yes, I am.
Have students work in pairs. Have them take turns
asking and answering questions about the child they
chose for their classmates to guess.
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