Welcome to

Kid’s Box New Generation is a new and

enhanced edition of the trusted course that
has inspired thousands of teachers and
a whole generation of pupils all over the
world to teach and learn English.
Kid’s Box New Generation represents the ideal combination Hi! We’re Stella, Simon, Meera
of contemporary, research-backed methodology with and Lenny. We’ll take your
learner-friendly content. Our course characters will take pupils on a learning journey!
your pupils on an English-language learning journey,
with lessons on values, such as giving and sharing and
helping our world, and CLIL lessons about maths, science,
geography, and music, all the while developing the
language they need to succeed in the Cambridge English
Qualifications for young learners.
I’m Lock. Your pupils will
practise sounds and spelling
Kid’s Box New Generation takes a blended approach to
with me!
learning English and includes a wide variety of print and
digital components:
• The Pupil’s Book with eBook features all the Class Videos
s Box Wo
and embedded Class Audio. d’
rld
Ki

The Kid’s Box World sections

• The Activity Book with Digital Pack includes Practice will help your pupils with maths,
Extra, our suite of online practice activities, as well as the
science, technology, geography,
Class Audio and a downloadable Learner Resource Bank.
sport, music and art!
• The Teacher’s Book with Digital Pack includes a host of
resources, such as Presentation Plus, Test Generator and
an extensive Teacher Resource Bank.

The digital components are delivered We’re Lock and Key. Through our
through our new-generation learning stories, your pupils will have fun
environment Cambridge One. and learn.

6
We asked teachers from around the world to tell us what they like about
Kid’s Box, as well as what they would like to see in Kid’s Box New Generation.

Course characters and design Resources

“From the start, pupils seem to identify “What I would highlight most about
with the characters and the topics.” Kid’s Box is the quality of the material
that complements the book: the audio,
So, Stella and Simon, Suzy and their family and flashcards and Activity Book.”
friends are back again to continue inspiring learners.
Although the same course characters are back, the There are now even more resources available.
artwork and page design have been completely See pages 10 and 11 of this introduction for a full
updated. overview of the course components.

Language focus Enhanced Teacher’s Book

From the outset, our aim has been to provide even more
“The grammar topics are exactly support to teachers through the new and enhanced
what we want to teach our pupils.” Teacher’s Book. This ranges from how to structure a
lesson to different ways of providing extra support and
challenges to pupils. Each page clearly specifies the
The language focus of each lesson is clearly indicated
objectives, target language and materials needed.
both in the Teacher’s Book, as it was previously, and
Digital Classroom components and Extra Resources for
now at the bottom of each page in the Pupil’s Book.
each lesson are indicated at the end of each page.

Audio and video

“The large number of audio recordings that

the book offers seems to me a very useful
resource that multiplies the percentage of
what learners will absorb.”

Kid’s Box New Generation continues to offer lots of

audio material, as well as even more video content,
including videos for all Sounds and spelling and CLIL
pages. We have also recreated the story and song
animations in a contemporary style.

7
 Songs

Unit walkthrough Practise and extend the unit vocabulary and language.
Song animations and karaoke versions are available in
Presentation Plus and Practice Extra on Cambridge One.

Presentation
Introduces the unit topic and the
key vocabulary through the Star
family and friends.

Key language
Presented in a fun and
engaging way.

Chant
Encourages pupils to listen, point to
and repeat the vocabulary in context.

Values
The course characters explore
the Cambridge Life Competencies
Framework and universal values.

Videos
A wide variety of content presents and
reviews key vocabulary and language.
This page includes an introductory video
with the Star family and friends.

8
Sounds and spelling
Pupils practise pronunciation and
spelling with Lock in a step-by-step
video lesson.

Kid’s Box World

Learn about maths, art,
science, geography and
sports with new audio
and video.

Story
New video animations recycle
and reinforce the vocabulary
and language from the unit.

Ready to write
Guides pupils through the writing
process and helps them to write
a variety of text types.

Review
Revise the language and vocabulary
covered in the preceding two units
through Cambridge exam-style
questions and games.

9
 Kid’s Box New Generation
for Learners

Pupil’s Book with eBook

Learners can listen to all the
audio and watch all the videos
from the course in their eBook.

Activity Book with Digital Pack

The Activity Book practises the target
language and vocabulary from the Pupil’s
Book and includes games and puzzles to
add enjoyment of vocabulary practice.
5 Fit
Fit a
ann d w el
ell
Accessing the Digital Pack via the code
1 Look and write the words.
inside the front cover, learners have a
ear tooth back stomach head foot hair
eye mouth shoulder nose hand leg arm
further1 chance to practise the language
head 8

and exams
2 skills online. Practice Extra 9

includes a selection of activities and

3 10

4 11
games5 designed to reinforce the12
language
6 in each unit. 13

7 14

2 Complete the sentences.

temperature toothache stomach-ache cold headache cough

I’ve got a cold . I’ve got a . I’ve got a .

1 2 3
KBx3_IN_L1_
AB_U05_p046_
x02_i03

I’ve got a . I’ve got a . I’ve got a .

4 5 6
KBx3_IN_L1_
AB_U05_p046_
x02_i06

46 Vocabulary: health | Language: have got and has got Do the online activities on Practice Extra
as you complete this unit

10
Kid’s Box New Generation
for Teachers
Unit 3 Play time!
Pupil’s Book p.18

22

The Digital Pack includes:

Objectives

Teacher’s Book with

Suzy: Ooh, kites! Can we look at them, Dad?
By the end of the lesson, pupils will have learnt to name and Mr Star: OK, Suzy. Where are they?
talk about toys. Suzy: They’re here!
Target language Mr Star: Where?

Digital Pack Presentation Plus Digital Flashcards

Suzy: Over there! Next to the lorries.
• Key language: toys: kite, teddy bear, robot, alien, watch,
camera, computer game, tablet, lorry Simon: Look at these robots!
• Additional language: ugly, board game Stella: Ugh! They’re ugly, and those green aliens next to the
teddy bears are ugly, too.
• Revision: colours, adjectives, the alphabet, toys from

The interleaved Teacher’s Book makes

Kid’s Box 1, prepositions, There are (some board games), Alex: I like this big yellow watch.
Is there (a Maskman Playbox)? Yes, there is, There’s (a game),
(Suzy)’s got (a kite).
Meera: Look at this camera. It’s orange, my favourite colour.
Stella: Hum! … Look! There are some board games, and …
Ooh! Computer games for my tablet! I love computer games!
Practice Extra  eacher Resource
T
your lesson planning and teaching
Materials
Bank
Simon: Great! Is there a Maskman Playbox?
• Flashcards: toys (42–48) Stella: Yes, there is, and there’s a ‘Can you spell …?’ game.
Meera, Alex & Simon: Ugh! Stella!
Class Audio
experience as straightforward as
Warmer • Say Look at the picture. Listen and repeat. Play the Audio.
• Write Toys in a circle on the board to begin a mind map. Elicit Pupils repeat the words. Listen for correct pronunciation of

Test Generator
the meaning. Say, e.g. Give me a b, and spell out known toy camera (two syllables).
words that begin with a b. Ask a volunteer to spell each toy

possible. Lessons are structured logically

word and write it on the mind map. Include: doll, ball, bike,
car, train, lorry, boat.
23
Camera, watch, kite, robot, lorry, alien, tablet, board game,
teddy bear
Class Video
Presentation
and provide instructions for warmers,
• Teach the new toys vocabulary using the flashcards. Show
each flashcard and elicit/say the word. Pupils repeat in
chorus and then in groups, loudly, softly, and so on. Stick the
PB18. ACTIVITY 2

Play and say.

presentation, activities and class games,

flashcards (picture side) around the mind map. Point to each • Focus on the example speech bubbles. Spell another one of
flashcard. As pupils chorus the word, turn the flashcard to the new words. The class guess.
show the word. (Optional: Leave the mind map on the board
for the Consolidation activity.) Extra support Review the alphabet, particularly letters which

groupwork and pairwork, and ending

are sometimes confused (e.g. k and c, g and j, e and i).
PB18. ACTIVITY 1 • Pupils work in pairs. Pupil A spells a word. Pupil B says the
word and points to it in the picture. Then they swap. Fast
Listen and point. Listen and repeat.
lessons. You can find what’s in the Digital
finishers can spell items in the classroom / their pencil cases.
• Say Open your Pupil’s Books at page 18, please. Elicit who
pupils can see. Raise awareness of plurals by saying, e.g. Point AB18. Answer key, see page T104

to the kites. Point to the teddy bears. Point to the robots.

Ending the lesson
Pack for each unit by looking at the end of
• Say Find the hidden star. Elicit where it is, and point to it on
the whiteboard (on the orange kite).
• Say Listen and point. Play the Audio. Pupils listen and point.
• Display the toys flashcards on the board. Elicit the words.
Say Look and think. What’s your favourite toy? Point to the
flashcards. Say Now hands up. Say each toy and write the

each unit for links.

• Set the pre-listening questions: Where are the kites? What
colour is the watch? What is Meera’s favourite colour? Play the number of pupils under each picture. At the end, announce
Audio again. Pupils listen for the answers. Check with the the class’s favourite toy.
class (next to the lorries, yellow, orange).
• Check comprehension by asking, e.g. What are these?
Who’s this? What colour’s this? Where are the watches?

Digital Classroom Extra Resources

Presentation Plus: Unit 3 Digital Flashcards • Teacher Resources: Unit 3, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 3, Downloadable Activity Book Audio Script
Audio 22–23 Practice Extra
• PB98 – Pre A1 Starters Exam folder: Listening Part 3
• Teacher Resources: Unit 3, Reinforcement worksheet 1
• T112 – Consolidation activity: Board slap
• T112 – Extension activity: Toy chant

Unit 3 | Play time! T18

Presentation Plus
The software includes interactive
activities from the Pupil’s Books and
Activity Books and all the course videos.

Teacher Resources
All the Audio, worksheets and additional
photocopiable activities to supplement
your classes.

Flashcards and Posters

Flashcards are a fun way to help learners practise the unit
vocabulary. See the Teacher’s Book for suggestions on how to
use them in class.
There are 8 colourful posters which focus on key language
from the Pupil’s Book, providing teachers with an eye-
catching, engaging resource for language practice.

11
 Cambridge English Qualifications
and Kid’s Box New Generation
Cambridge English Qualifications Kid’s Box New Generation
Cambridge English’s three exams for young learners, Pre A1 The Kid’s Box New Generation syllabus is built around
Starters, A1 Movers and A2 Flyers, are the first steps in a the Cambridge Engish exams for young learners, which
language learner’s journey. Learners between the ages of means your pupils will be well prepared for any exams they
six and 12 can take these exams to start learning English in take. We break down exam preparation into small steps
a positive and practical way. The exams are fun, colourful and make pupils aware of the progress they are making
and activity based, motivating children to learn. They help towards their end goal.
pupils develop the skills needed for everyday life and build
Pupil’s Book
their confidence step by step.
Each unit of the Pupil’s Book prepares learners for their
Each exam focuses on a level of the Common European exam by practising the vocabulary and language they
Framework of Reference (CEFR), helping learners improve see on the exam. The Exam folder at the back of the
their speaking, writing, reading and listening skills. book, helps familiarise pupils with the level and task types
in the exam. Warmer activities in the Teacher’s Book help
“95% of teachers and school leaders agree that
introduce the language learners need to know before
preparing for Cambridge English Qualifications each task.
improves their learners’ English.”
The Cambridge English Qualifications School Survey*
Many Review activities are based on the Listening,
Speaking and Reading and Writing exam tasks.

Exam folder

*Cambridge English Qualifications Schools Survey asked teachers and school leaders their views about the impact Cambridge English Qualifications
12 have on learning and teaching. It received a total of 5,789 responses from 109 countries.
 Pre A1 Starters Exam folder
Starters Reading and Writing

Activity Book • Write Th

Objectives you the d
In the Activity Book there is one task per unit By the end of the lesson, pupils will have completed a practice (It’s plura
that familiarises pupils with the format of the task for Part 1 of the Starters Reading and Writing exam. • Say Ope
exam tasks. through
Target language match th
• Key language: clothes, food, transport, parts of the body, • Check an
This is a/an …, These are …, singular and plural nouns out the n
Materials Key: 1 T
• A selection of six flashcards showing known nouns,
From the
both singular and plural (e.g. food, items of clothing, PB99. AC
parts of the body, toys) Teacher’s
Look
EXAM SKILLS Book
box. There
• Marking sentences with ticks and crosses to indicate • Explain t
whether sentences are true or false. Starters
Teacher’s Book • Reading a sentence and looking at the corresponding • Describe
There are also useful Exam skills and Exam tips picture carefully to check they match. above w
in the Teacher’s Book. See page 14 of this • Read the
EXAM TIPS second p
introduction for more tips on preparing young • Pupils’ ticks and crosses must be clear. the word
learners for exams. • Pupils should run their finger to the side of each sentence • Circulate
to find the key word. They should then keep one finger on • Check an
the key word, and place another on the picture to check cross and
they match up correctly.
Extra challe
of pupils. P
Warmer
sentence ab
• Choose six flashcards of known nouns – some singular, some
or No. If the
plural. Write a sentence for each flashcard (This is … / These
about the fl
are …) on the board in a random order and write two more
sentence ab
false sentences about items which are not on the flashcards.
with anothe
Number the sentences 1–8. Pupils read each sentence aloud.
Practice Extra • Hold up one flashcard at a time. Pupils call out the number of Key: 1 ✓
the matching sentence and read out the sentence.
Practice Extra features one exam preparation Ending t
activity per unit. This allows pupils to practise PB99. ACTIVITY 1 • Pupils co
target language and exam techniques while task. Use
Look and read. Draw a line. vocabula
working on their own.
• Books closed. Draw two bananas and an orange on the board.
Write the sentence This is a banana on the left hand side.
Point to the word banana on the whiteboard. Ask Where’s
the banana? Nominate a volunteer to draw a line from the
sentence to the corresponding fruit.

Test Generator
The Test Generator includes even more exam
Digital Classroom Extra Reso
tasks as well as a full practice test at the end Presentation Plus: Pre A1 Digital Flashcards • T238 – Consolidati
Starters Exam folder
of level 3.
Practice Extra

Pre A1 Starters

13
 Preparing young learners for exams
Motivating and supporting learners as they approach exam day
and on exam day itself are key to their success. Here is some
practical advice to help you do this.

Look back and reflect On exam day

Allow time for pupils to look back on the exam tasks In your last lesson before the exam, remind learners
they have completed and the progress they are making. of anything they need to bring and of the structure
The Exam folder (on pages 88–95 of the Kid’s Box New and length of the exam. Communicate with parents to
Generation Pupil’s Book) provides a useful record of share information and work with them to help relax and
progress for learners to reference. See pages 12–13 of this reassure learners. Make sure that everyone knows what
introduction for more information on where exam-style time the exam will start and how long it will last! When
activities can be found in the Pupil’s Book, Activity Book, pupils arrive, smile and do your best to put them at ease.
Practice Extra and Test Generator. Remind them that they have prepared well for the exam.

Practise exam tasks in class After the exam

Practising exam tasks in class gives pupils a chance to Praise learners for completing the exam. Allow them
show what they know and what they can do, as well as time to reflect and share how they felt about the
an opportunity to practise the exam strategies you have experience. Ask learners questions and encourage them
taught them. Doing a full mock exam also helps to make to ask questions, too. Try to build up a positive attitude
pupils aware of the tasks they have to do and the time towards examination. This positive outlook is invaluable
they have to complete the exam. to learners’ long-term academic success.

14
The Cambridge Life
Competencies Framework
Kid’s Box New Generation is aligned to the Cambridge Life CLIL and Values pages
Competencies Framework. The Framework outlines six key The CLIL and Values pages which follow every second unit
areas of competency that are important for both personal specifically develop the Cambridge Life Competencies. The
and educational development: creative thinking, critical competency being developed is flagged at the bottom of
thinking, learning to learn, communication, collaboration each page.
and social responsibilities.
Through CLIL, pupils learn useful knowledge and skills for
Developing these competencies not only helps pupils to maths, geography, art, science and sports, while engaging
learn, but also to communicate and collaborate in the with topics critically and creatively. The projects on these
classroom and the world outside. pages encourage pupils to use and develop useful skills,
Competencies combine knowledge, skill and attitudes: such as planning and presenting.
• Knowledge is what you need to know to do The Values pages help pupils to appreciate cultural
something well. diversity, respect differences
7 and develop human values.
4 Read the description of the imaginary animal. What can you
• Skill refers to the level of mastery or fluencysay about the animal? He also encourages pupils to understand the importance
when you apply a competency. of respecting and protecting our natural environment.
• Attitudes involve mindset and a willingness This is a ‘hippoctopus.’
It’s part hippo, part Ready to write
to develop and use competencies. octopus. It lives in the
sea. It’s pink and orange. These practical sections walk pupils through the stages
For more information on the Cambridge LifeIt’sCompetencies
got big teeth to
of the writing process, from planning to review. The model
scare away sharks.
Framework, visit our dedicated webpage. The webpage
It eats starfish.
texts from various genres give pupils a reference point to
It can swim fast.
features downloadable competency-specific and learning support them in structuring their writing.
stage-specific booklets, which help you to introduce these
5 Circle the adjectives in Activity 4.
skills to you learners. Learning to write:
Ready to write:
Adjectives
It is pink and orange. Go to Activity Book page 70.
It’s got bright colours.

6 Combine two animals and

invent a name. What features
has it got?
Eleraffe
It’s part zebra, part parrot. It’s a zebrot!
It’s got the colourful wings of a parrot. It’s an elephant
and a giraffe. It
has giraffe legs.

Write a fact file for an

imaginary animal.

Science: animals staying safe | creative thinking 71

15
 Inclusive classes
One in every 10 learners is likely to exhibit signs of specific learning difficulties
(SpLDs). These pages outline some strategies for supporting all learners in
order to create an inclusive environment in which everyone can thrive.

Supporting all learners Language skills

As we all know, every learner is unique. SpLD learners When reading, some learners may:
often have strengths, such as holistic thinking, and • read more slowly and less accurately.
problem-solving and visuospatial skills. Individual
• misread words which can result in misunderstanding.
strengths should be recognised and used to each
learner’s benefit. When listening, some learners may:
Many of the following suggestions are beneficial for • find it challenging to listen to longer texts and
SpLD learners, and for all learners in your classes. remember specific information.
• find it difficult to distinguish between similar sounds
Raise self-esteem and self-confidence
in English or sounds that are different from the
Regular praise and acknowledgement of learners’ sound system of their first language.
work and effort are crucial. Setting short-term,
achievable goals and rewarding learners for reaching When writing, some learners may:
them are great ways of boosting self-confidence and • find it particularly hard to spell in English.
self-esteem. • have difficulties organising ideas.
Create an inclusive environment • find handwriting challenging.
• If possible, speak with learners and their parents • make more grammatical errors.
to establish what adjustments and assistance they • be less skilled at reviewing their work.
might find useful.
When speaking, some learners may:
• Assess progress regularly and make adjustments to
learning goals and instructional methods. • find it challenging to express their ideas coherently.

• Assess learning outcomes fairly: focus on more than • struggle to retrieve words quickly from memory
tests of spelling and vocabulary knowledge as under the pressure of oral communication.
these are areas that some learners with SpLDs find • have difficulty paying attention to accuracy and
challenging. content at the same time, when either speaking or
writing.
Practical tips
• Make allowances for learners with SpLDs who work
more slowly and need extra time to complete tasks.
• Give learners extended time and additional breaks
to complete assessment tasks.
• Give learners the opportunity to work (or
participate) in a variety of group and pair activities,
in roles based on their strengths.
• Organise peer support for learners.

16
Support programmes and strategies Reading comprehension
strategies
These can be applied in regular classroom teaching and
are beneficial for all learners. Teachers can use a variety
of strategies, such as: setting
Phonological awareness-raising reading goals; previewing the
These programmes support learners in developing text and predicting what the
phonological processing skills, which are the key text will be about; verifying
foundations of reading and spelling. Learners are and revising these predictions;
explicitly taught how to manipulate sounds and syllables. drawing inferences based on
the text and background
Reading comprehension enhancement knowledge; and monitoring
A key element of these programmes is the development comprehension.
of learners’ vocabulary knowledge. This involves explicit
vocabulary teaching, for example:
• pre-teaching key words before reading a text
• providing glossaries with reading texts
• doing practice activities using the target vocabulary
• teaching techniques that help with memorising new
words.

17
 Trevor: Oh. Can you walk, Metal Mouth?
Warmer Robot: I can walk and I can talk.
• Review Whose …? and the possessive ‘s by collecting some Maskman: Well, I can walk. I can talk, and I can spell. U-g-l-y.
objects from pupils and showing them to the class in turn, Trevor: I know! I know! … It’s ugly!
Learner preferences
asking Whose is this (book)? Whose are these (pencils)? Maskman: Yes, it is … and it can’t fly.
Marie: Maskman! Say ‘sorry’, please.
Extra challenge Pupils can take over your role one at a time,
collecting objects and asking questions. Maskman: Sorry.

Research and experience show that pupils have 7 World W o r l d of o f an

a n i mal
mals
Monty: It’s OK, Maskman. You’re a superhero and you’re
different needs
Simon’s favourite toy.when it
Story
comes to learning English. There will probably be a mixture of levels in
yourPB23. ACTIVITY 1
classroom, with some learners needing more support or perhaps
PB23. ACTIVITY 2
bear
Watch the video.
more time to complete an activity. Act out the story.
• Say Open your Pupil’s Books at page 23, please. Elicit who • Divide the class into groups of five. Pupils decide their roles
panda
whale
pupils can see (Trevor, Monty, Marie, Maskman and a robot). (Trevor, Maskman, Robot, Marie, Monty). Play the Audio
lion
Tell pupils they are going to watch a Video of the story.
Extra support and challenges again.dolphin
Stop after each frame for pupils to repeat in role.
kangaroo
Set the pre-watching question Who is Simon’s favourite toy? Groups practise their story.
The Teacher’s Book is full of suggestions on how bat shark
Extra challenge Divide the class into three groups and give each
togroup
give learners extra pre-watching
support. There are also extra Pupils can write key words from their lines in
Extra support
a more specific question: What’s the robot’s their notebooks.
challenges
name? Whose for pushing
robot is it?stronger
Can thelearners
robot walk?further.
After watching, parrot
jellyfish
check
The with
Extra the groups
support and(Metal
Extra Mouth, Simon’s,
challenge yes).
features
Extra challengeThe groups can change some words from the
story, e.g. ugly, walk, talk, fly.
are
• highlighted
Watch the in yellow
Video with inthe
theclass.
Teacher’s Book the
Give pupils to option
of watching it twice if they need to. Elicit the answer to the • Invite two or three groups to role play their story to the class.
make them easy to spot. 1 69 Look, think and answer. Listen and check.
pre-watching question (Maskman). AB23.
1 WhatAnswer key,
are Simon andsee page
Stella T105
doing? 3 Which animal does Stella like?
Catering
• Focus onfor diversity
Pupil’s Book page 23 again. Say Listen and point. 2 Which animals are strong? 4 Which animals talk a lot?
Play the Audio. Pupils listen and follow the story in their
Classes
books also
thisdisplay
time. differences in the way they
Ending
2 Ask andthe lesson
answer.
like to learn. Some pupils by
arepointing
quietertoand might • Ask pupils which
do youchant/song/game
Where do they they
live? would like to do
• Check comprehension each picture on the Which animals like?
again from the unit and do it together.
prefer sitting down
whiteboard and reading.
and asking, Others
e.g. (pointing atmay enjoy
the robot)
I like pandas. They live in the forests and mountains in China.
moreWhat’s
action this?
and(Amovement.
robot.) What Allcolour
pupilsisneed
it? (Grey.) Whose is it?
to have
(Simon’s.) Can it talk? (Yes.) Can it walk? (Yes.) Can it fly? (No.) 3 70 Complete with the words in the box. Listen and check.
opportunities to practise
Is it a superhero? and
(No.) Is revise new
it Simon’s language
favourite toy? (No.) 1 Dolphins, jellyfish, whales and sharks live in
and Whovocabulary. Kid’s Box New
is the superhero? (Maskman.) Generation features the sea .
night sleep 2 Bears eat fish, fruit, plants and .
a variety of activities and skills work, so all pupils will sea leaves meat
3 Kangaroos eat .
find things to enjoy and help them learn. 4 Lions are strong and they a lot.
5 Bats sleep in the day and get their food at .

Digital
Recyling andClassroom
reinforcing Extra Resources
64 Vocabulary: animals

Vocabulary and language are reinforced and recycled:

Presentation Plus: Unit 3 Digital Flashcards • Teacher Resources: Unit 3, Downloadable Activity Book Teaching Notes
pupils have multiple opportunities to put them into • Teacher Resources: Unit 3, Downloadable Activity Book Audio Script
Audio 31
practice through songs, chants andPractice
games,Extra
as well as • Teacher Resources: Unit 3, Extension worksheet 2
through traditional
Test Unit 3 Test activities. This approach also helps
• T113 – Consolidation activity: Dictation
improve memory and retention as content is presented • T113 – Extension activity: My favourite toy
and practised in different modes and contexts.
T23 Play time! | Unit 3

See pages 16–17 of

this introduction for
information and advice
on creating an inclusive
classroom environment.

18
Kid’s Box New Generation Online
Teacher Training on Cambridge One
We live in an ever-changing world with In addition, we’ve developed an online training course for
disruptions to teaching becoming more and teachers on our learning environment, Cambridge One.

more frequent. We have worked hard to

provide support for these new challenges
by updating the teaching scenarios in the
Teaching
enhanced Teacher’s Book. with Kid’s Box
Bite-sized

These updated scenarios include:

• in-person classes with emergency remote teaching plans,
if needed
Certificate
• in-person classes with social distancing and measures Helpful videos
of completion
such as mask wearing
• ‘simultaneous teaching’, i.e. classes that alternate
Progress
between in-person and remote learning
tracking
• a permanent mix of in-person and remote classes
• remote teaching as the norm.

A final word
Dear teachers,
We are honoured and excited to be
presenting Kid’s Box New Generation.
We are deeply grateful to all the schools and
teachers worldwide who have continued
to put their faith in the efficiency of our
teaching method throughout the years – this
new version is for you. We hope you have as
much fun teaching it as we’ve had writing it.
Caroline Nixon and Michael Tomlinson

The classic course for a New Generation

19
 Classroom language
Lenny, Stella, Simon and Meera have shared some useful phrases and
expressions for use in different teaching contexts. Whatever the scenario,
always start each class by smiling and saying hello to everyone.

When teaching from the page

Open your books Listen and repeat /

at page … say / answer.

Look at the picture. Work in pairs / groups.

What do you
Listen and point.
remember about … ?

Ask and answer. Say the chant.

Have you got a pen /

Sing the song.
pencil / coloured pencils?

Do the actions. Close your books.

Put your hand up if you know the answer.

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When teaching online

Turn on / off
Put up your hands.
your camera.

Mute / Unmute Type (your answer)

your microphone. into the chat.

Look at the screen. It’s your turn.

It’s at the top / at the bottom / on the left / on the right of the screen.

Other useful language

Quietly, please. Well done!

I’m very pleased

One at a time, please.
with you today.

Much better. Thank you. Goodbye.

See you next class!

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