&lt;p&gt;Pupil&rsquo;s Book page 87
&lt;/p&gt;&lt;p&gt;16 Listen and repeat. Then act. 
&bull;Ask Where 
are these girls? (In a living room.) What have they got? 
(Two watches.) Explain the girl in the pink and white shirt 
is choosing a watch. Ask Which watch does she want? 
Pupils guess. (The pink/brown one.)
&bull;Play the recording, pausing after the 
dialogue to ask Which watch does she want? (The 
brown one.)&lt;/p&gt;&lt;p&gt;&bull; Pupils act out similar dialogues in pairs, choosing 
different items from the word box to choose between 
each time. Read through the word box fi rst, to check 
pupils remember all the words. Check the activity by 
asking pairs of pupils to act out their dialogues&lt;/p&gt;&lt;p&gt;17 Listen and repeat. /t&int;/
&bull; In this activity, pupils practise saying the /t&int;/ sound. 
&bull;What&rsquo;s this? (It&rsquo;s a chipmunk.)
&bull; Then say Chipmunk &ndash; /t&int;/ /t&int;/ /t&int;/ &ndash; chipmunk. Pupils 
repeat, emphasising the /t&int;/ sound in chipmunk.
&bull;. Play the recording. Pupils listen 
and repeat the sound sentence twice. Use the photo to 
make sure they understand the new words cheek and 
pouches&lt;/p&gt;&lt;p&gt;&bull; Encourage pupils to think of other words which contain 
the sound&amp;nbsp;/t&int;/, e.g.&amp;nbsp;chant, March, children, chimpanzee, 
lunch, chew, watch, sandwich, chart, chicken.&lt;/p&gt;&lt;p&gt;Activity Book page 71
&lt;/p&gt;&lt;p&gt;14 Look and tick the pictures that show the value: 
reuse old things. 
&bull; Pupils tick the pictures that show people reusing old 
things rather than throwing them away&lt;/p&gt;&lt;p&gt;15 Draw the shapes around the words with the 
same sound.
&bull; This activity contrasts the sounds /&int;/ and /t&int;/.
&bull; Pupils look and say the words illustrated by the pictures. 
They decide if each word has a /&int;/ or /t&int;/ sound and 
draw the correct shape around it accordingly. They draw 
a square around words with a /&int;/ sound, and a circle 
around words with a /t&int;/ sound&lt;br&gt;&lt;/p&gt;