Young Achievers 2 TB

Teachers Book
Achieving goals with Young Achievers!
page 2
For the Student
page 3
Take a tour of the Students Book
page 4
For the Teacher
page 10
Go Digital!
page 12
Key Competences for Lifelong Learning
page 13
Activity Bank
page 14
Students Book contents
page 18
Unit 0 Welcome
page 20
Unit 1 Back to school
page 28
Unit 2 Life at home
page 42
Language fun! Units 0-2
page 54
Unit 3 Meal time
page 56
Unit 4 Animals on the move
page 68
Unit 5 Changing seasons
page 80
page 94
Unit 6 A day in town
page 96
Unit 7 Summer camp
page 110
Unit 8 Around the world
page 122
page 136
Activity Book Audio Transcript
page 138
Teachers Audio Material Track Lists
page 141
Achieving goals with

Young Achievers!
At this key stage of a childs development and language learning,
focus on the four skills is imperative. With the inclusion of models to
follow, children are supported 100% with emphasis on success and
building confidence.
With Trinity GESE and Cambridge Language Assessment in mind,
childrens ability to communicate purposefully is at the forefront
of this course. Communicative activities appear throughout each
unit and give children ample opportunities to use the vocabulary
and grammar along with various communicative strategies: social
interaction, problem solving, game playing and interpretating
information.
Grammar is treated as a key part of the course and is highlighted
from the start. The focus is on production and fluency in order to
promote communication. Children are given the opportunity to
recycle and consolidate their knowledge of grammar at various
points during the course.
Vocabulary is introduced using a variety of age-appropriate and
high-interest themes and topics that are developed throughout
each unit. The key vocabulary is present not only in the exercises,
tasks, and activities where it is the main focus, but also integrated
into grammar and skills practice.
It is fundamental that English language learning is treated as
an integral part of the curriculum. In order to give children a
broader learning experience there is focus on CLIL and cultural
connections.
Young Achievers combines a variety of English language teaching
approaches in order to give students a rounded learning experience.
For the Student

Students Book
The Students Book is made up of a Welcome, eight main and three review
units. Each of the main units is divided into ten lessons plus a two-page unit
review. Throughout each unit, skills and language practice is fully integrated.
Sticker and Cut-out activities are included in every unit and provide fun
reinforcement of the unit language.
Stickers
Cut-outs
Activity Book
The Activity Book provides children
with lesson-by-lesson further practice
of the Students Book content. The
Picture dictionary at the back of
the book gives children an illustrated
reference of the main vocabulary
from each unit. Extra listening
practice is available to download
from the website along with all the
songs, chants and stories in the
Students Book.
Picture dictionary
Take a tour of the Students Book

Lesson 1
Each unit opens with a
cartoon featuring a group
of school children which
introduces the topics and
themes of the unit.
Vocabulary is
presented through
visuals. At this
level, children are
encouraged to trace
letters and words
in order to gain
confidence writing.
Lesson 2
Songs and chants
feature in every
unit. Fun lyrics
and catchy tunes
motivate children
to participate and
become more
confident.
Once children
have worked with
a model, they
are given the
opportunity to
personalise the
material.
Grammar is integrated into

every lesson through model
texts. Children then move
towards independent use of
the language.
Activity Book
Lesson 3
Children are presented with
a variety of exercise types
which are carefully guided
and practise a range of skills.
Carefully controlled
practice of the language
is consolidated through
dialogues, role-plays, songs
and games.
Lesson 4
Throughout the Students Book,
vocabulary is presented using
illustrations and photos in order to
provide children with a visual record.
Skills activities contextualise
the grammar and vocabulary
presented in each unit.
Once children have worked with a
model, they are given the opportunity
to personalise the material.
Activity Book
Lessons 5 and 6
The children listen to and read a story. As the children move through the levels the amount of text increases
until they have the whole story written. The story is an ideal method to practise the unit language and
extend it in a natural, familiar context.
Each story aims to develop understanding of the

language and literacy skills such as comprehension,
sequencing and character development. The
exercises become more challenging through the
levels in accordance with childrens abilities and age.
Activity Book
Lesson 7
The use of Stickers provides children

with fun, game-like activities. Sticker
activities are included in every unit.
The children have

opportunities to practise
the language, to gain
confidence in speaking
and using English.
Lesson 8 - Phonics
Children develop their pronunciation
through Phonics by focusing on specific
sounds and letters. In the early levels the
focus is on initial sounds, but as their
skills develop children move on to work
with silent letters, minimal pairs and
consonant clusters.
Activity Book
Lesson 9 - CLIL
Each unit includes a focus on CLIL and
encourages children to see how their
knowledge of different subject areas can
cross-over in to English and vice versa.
Hands-on project-type activities

appear throughout the book
which encourage children to work
together in pairs or small groups.
Lesson 10 - Culture
A range of activities throughout
the book give children a glimpse
of various cultural aspects of life
in English-speaking countries.
The Cut-outs provide a hands-on

learning experience and practise
the language presented in the
lesson.
Activity Book
Reading activities
provide further
revision but also a
model for children
to use as a guide
to their own
writing.
Unit Review
The unit review
consolidates and
revises grammar
and vocabulary
from the unit. Each
exercise focuses on
a different skill.
The review
writing task
provides
children with the
opportunity to
bring together
all the elements
of the unit and
personalise them.
Speaking tasks
encourage children
to use the unit
language in a
communicative
way.
Activity Book
Language Fun!
The Language fun! pages are a
way for children to review what
they have learnt over the course
of three units through puzzles and
games. These activities encourage
children to work alone, in pairs
and small groups.
Activity Book
For the Teacher

Teachers Book
A guide with unit overviews for quick lesson plans, step-by-step guidance to Go Digital at your own pace, complete
teaching notes plus extra suggestions for exploiting the course, transcripts and answer keys, assessment guidance,
cross references to support material, Key competences and Activity bank to make the most of all the course materials.
Unit
Back to school
Grammar
Language
and Skills
objectives
are clearly
listed.
Present continuous:
affirmative and
interrogative
Questions: Where, What
Prepositions of place: in
Prepositions of time: on
Likes and dislikes: like,
not like and interrogative
Vocabulary
Pronunciation
Places in school: art room,

Phonics: short vowel
assembly hall, canteen,
sounds
classroom, computer lab, gym,
library, playground
Verbs: do, eat, listen, paint, play,
read, sing, study, take, wash,
watch, work, write
School subjects: Art, English,
Maths, Music, P.E.
Other: alone, best friends, bleed,
cut, fall, happy, help, knee, laugh,
lonely, new, sad, slide, swing, talk
Assessment criteria
Days of the week
Grammar
More
practice
More
phonics
i-poster
Materials
To ask and answer about likes and dislikes

To give personal information
To name the days of the week
To describe a school routine
To identify school subjects and locations
To describe school activities and locations
To follow instructions
To identify and ask about musical instruments
Vocabulary
The Key
Competences
are marked
for each
activity and
continuous
assessment
guidance is
provided.
Realia: musical
instruments
simple map of the school
Pronunciation
More
practice
More
phonics
More
phonics
For suggestions
on how to exploit the course
i-poster
resources see our Activity Bank, pages 14-17
i-flashcards
LC
Reading
To recognise the target language in the context of a story
To read and follow a simple story
To understand text to place the stickers correctly
To interpret and respond to questions using the target
language
To use reading strategies to demonstrate comprehension
MST
Linguistic competence
Children learn to ask what someone is doing

and where somebody is. Children describe
school activities during the week. They learn to
ask about likes and dislikes.
Mathematical competence and

basic competences in Science and
Technology
CAE
LL
Children develop and apply mathematical

thinking to explain the natural world.
They express quantities and revise counting.
Writing
To write key vocabulary: places in school, activities, school
subjects
To complete a timetable and a chart
To write a description of oneself using a model text
as a guide
DC
Digital competence
SCC
Social and civic competence
Children become familiar with the use

of technology as a tool to reinforce language
acquisition.
Children learn basic social interaction patterns
and social conventions to help them become
competent citizens, such as working in pairs,
playing games and acting out stories.
i-book
IE
The support
material is
referenced
in every unit
and lesson.
Cultural awareness and expression
Children develop drawing and colouring skills.

They join in with a chant, sing a song and
perform craft tasks. They learn about musical
instruments (CLIL).
Competence in learning to learn
Children develop strategies to improve the

learning process like observing, linking,
matching, etc.
Sense of initiative and

entrepreneurship
Children show initiative revising the content

of the unit in the review section and making
decisions regarding the craft activity (making
a class counting book).
29
Unit 1
Lesson 1 - SB Page 10
Language objectives
Vocabulary
art room, assembly hall, canteen, classroom, computer

lab, gym, library, playground
Skills objectives
Listening
Identify places in school
Reading
Read and follow a simple story
Writing
Copy the key vocabulary
of their group guesses which room it is. The winner then

has a turn.
Wrap up
Put the unit 1 word Flashcards of the items seen in the

lesson on the board. Tell the children to look at them for a
minute and then close their eyes and count to ten. Swap
the position of two cards. When the children open their
eyes, they must tell you which cards have changed places.
Initial evaluation
Put the unit 1 word Flashcards on the board. Mime
an activity from one of the rooms and ask the
children to write the word down. Repeat with three
other rooms.
At home
Materials
Activity Book - page 10
Digital Book
Audio CD 1
Flashcards Unit 1
Simple map of the school
Answer key:
1 1. canteen, 2. gym, 3. library, 4. art room

2 Childs own drawing.
Optional extra: Children draw a map of the school.
Warmer
Show the map of school or draw a simple one on the

board. Point to different rooms and ask the children to
identify them. Do actions if necessary to prompt.
Audio CD 1
Lead-in
1 library
2 gym
3 classroom
Hold up the unit 1 Flashcards one at a time and name them.

Show them again for the children to name.
Show them faster and faster in random order.
10
More
practice
Provides extra interactive practice whichF canF be used

at the end of the unit in class or as homework.
SC SC There
are seven activites in each unit.
A4 paper
5 pieces of card
28
Clear, concise lesson

instructions make
lesson planning easy.
Extra suggestions to
enhance the Students
Book activities are
included.
More practice
IWB
Listening
Each lesson
includes what to
look out for and
suggestions of
how to deal with
evaluation.
i-book
Complete the activities with the children on the IWB.
Key competences
Skills objectives
To identify places in school

To understand activities in the context of a song
To understand days, activities and rooms
To identify characters in a story
To follow the narrative of a story
To recognise short vowel sounds
To identify musical instruments from their sound
i-flashcards
IWB
Digital book
To highlight and practise short vowel sounds
Speaking
To sing along to a song to reinforce target language
To ask and answer questions using the present continuous
To ask and answer questions about locations and activities
To use the present simple to describe a timetable
To ask and answer about likes and dislikes related
to school subjects
To identify and produce short vowel sounds
To ask and answer questions about an orchestra
To use key language to play a game
Go digital!
Digital Book
Audio CD 1
Teachers Resource Material
Language worksheet Unit 1, pages 4-6: Lesson 7
Reading worksheet Unit 1, page 36: Lesson 6
Writing worksheet Unit 1, page 48: Lesson 4
Speaking worksheet Unit 1, page 60: Lesson 8
Listening worksheet Unit 1, page 70: Lesson 3
Test Unit 1, pages 98-103: Unit 1 Review
Flashcards Unit 1
Extra
Functions
To identify and name places in school

To understand and use common verbs related to school
To express opinions about school subjects
Assessment
guidance in
every lesson.
More
Check children are able to identify, understand and produce present continuous,
questions,
P P
practice
prepositions of place and time and likes and dislikes.
F F
Check children are able to identify, understand and produce everyday verbs, places in school, days
SC SC
of the week and school subjects.
More
Check children are able to follow instructions, ask what someone is doing,phonics
where someone is,
describe school activities during the week and ask about likes and dislikes.
Language objectives
To differentiate between the 1st person singular
and plural
To practise questions using What ... doing?
To ask where people are and what they are doing there
To talk about school routines
To express likes and dislikes
Unit 1
Overview
Recycled language
1.7
1.8
Children listen and write.
Answer key: 1. library, 2. gym, 3. classroom,
4. playground, 5. canteen, 6. computer lab, 7. art room,

8. assembly hall
Optional extra: The children play a miming game. Divide
the class into small groups. One person from each group
mimes an activity from one of the school rooms. The rest
30
4 playground
5 canteen
6 computer lab
7 art room
8 assembly hall
Children read and listen.
Values: Remind the children about the value of friendship.

Ask them how they can tell that the characters in the story
are good friends: Do they notice that George is missing? Do
they look for George together?
Optional extra: Ask questions about the story: Where are
the children? Is there a computer lab at their school? Is there
a canteen? Is George at school with them? Are they happy
to see each other again? Is George in the computer lab?
Where is he?
1.8
Language objectives
Grammar
Present continuous: Im, were
Vocabulary
listening, painting, playing, singing, studying, taking,

working
Functions
Describing school activities
The Activity
Book answers are
available at the end
of each unit and
the transcripts are
available at the end
of the book.

The Teachers Resource Material provides a wealth of photocopiable resources which supplements the language and
skills covered in the Students Book and is available on the website. It includes Language, Reading, Writing, Speaking
and Listening worksheets for every unit, three Festival worksheets and Tests (Diagnostic, Unit, End of term and End
of year). Both the Language worksheets and Tests are presented at three levels to suit different abilities within the class.
There are also suggestions on when each worksheet could ideally be used. Reproductions of each worksheet with the
answer key in place are included.
Teachers Audio Material

The pack includes 2 audio CDs:
Audio CDs 1 and 2
The Activity Book Audio is available on the website
and so is the Teachers Resource Material Audio.
Flashcards and Word Cards

514853 _ 0001-0178.indd 5
art room
06/05/14 11:53
82 photo flashcards each with an accompanying word

card are available on the website for you to print.
You can also make them yourself with your students
help out of magazine cut-outs. They are ideal for
presenting, reinforcing and reviewing vocabulary. There
are also games suggestions in the Activity Bank on page
14 of the Teachers Book. The flashcards are reproduced
in the Picture Dictionary in the Activity Book.
11
Go Digital!
Tailor your digital teaching! Richmond teachers decide what digital materials they or
the children will use in the classroom or at home. Digital resources are the perfect aid to
enhance your teaching, motivate the children and make the most of all course materials.
Digital Book
The Digital Book is an interactive version

of the Students Book, which includes
the audio material for use with IWB or
projector.
The Young Achievers Game

The solution for
your students to
learn and have
fun. The game
is ideal for fast
finishers, as
wrap-up activities
or homework.
Includes
learning
progress
12
Encourages children
to get the best results
to unlock the next
unit
Key Competences for Lifelong Learning

Key competences combine the knowledge, skills and
attitudes necessary to develop and achieve success as
well being active in all areas of social and civic life. Each
of the competences is equally important and for that
reason there are many shared goals which support and
underpin one another. The basic skills of language,

literacy, numeracy and information and communication
technologies provide the foundation blocks for critical
thinking, creativity, taking initiative, problem-solving,
decision-making and management of feelings.
Young Achievers works on the following Key Competences as set out by the European Commission:
LC
MST
This competence develops the use of language as a tool for communication. It involves understanding oral
messages, communicating verbally, reading and writing. The games and personalised activities in the series
motivate children to speak right from the outset. The emphasis on understanding oral messages is developed
by the stories, dialogues and songs where children learn to listen to extract relevant information. The ability
to read and understand texts is systematically introduced and developed through the series.
Mathematical competence and basic competences in Science and Technology
This competence develops the ability to use numbers and mathematical reasoning to solve a range of
problems and to use science to explain the natural world. The course provides plenty of opportunities for
children to apply their mathematical thinking in everyday contexts, for example, telling the time, using
charts, completing surveys or sequencing events. Children are made aware of the world around them and
the effect human activity has on it.
DC
Digital competence
This competence involves the confident use of computers and other technology for learning, communication
and recreation. Through the integration of digital and multi-media resources, the children develop familiarity
and competence in this area. The children are encouraged to use the interactive material and, in higher
levels, to research information on the internet.
SCC
Social and Civic competences

This competence equips children with the necessary skills to participate fully in social and civic life.
Collaboration and tolerance is developed throughout the course by the inclusion of pair and group work.
Children learn about healthy lifestyles, empathise with characters in the stories and learn social rules through
games and role-plays.
CAE

This competence is developed through a wide range of fun songs, chants, drama, stories and craft activities.
The cut-outs provide the opportunity to create and assemble games which are then used for language practice.
There is also a strong emphasis on appreciation and enjoyment of culture by the inclusion of popular stories
and works of art. The culture focus present in each unit shows aspects of life in English speaking countries.
LL
Learning to learn
This competence means children develop and become aware of effective ways to organise and manage
their own learning. The incorporation of the unit reviews encourages the children to be responsible, aware
learners who can reflect on their own progress. Throughout the course children are offered opportunities to
build on prior learning, to apply their knowledge and to make use of guidance.
IE
Sense of initiative and entrepreneurship

This competence refers to the ability to turn ideas into actions. The skills to be able to work both proactively
as a member of a team and individually are developed by activities where the children create a product.
Throughout the course they are continually encouraged to use their imagination and to be creative.
13
Activity Bank
Classroom Dynamics
Birthdays
This is often the most important event in a childs calendar
and offers a great opportunity to show that we value
them. Its a good idea to keep a birthday chart on the
classroom wall. Make sure not to forget those students
with birthdays in the holidays or on non-school days.
Classroom display
Children really value their work when it is displayed in
class and we encourage other students to notice and
praise it.
It also motivates children to produce good work and think
about presentation.
Choice
Offer children choices wherever possible as it will give
them a greater sense of ownership in the class and
also helps establish a culture of negotiation. For young
learners, this can be as simple as choosing the song
or story, but can be built on throughout the course to
promote more autonomous learning.
Humour
Noticing the funny side of things and encouraging shared
laughter (not at any ones expense) will help create a
much happier classroom environment.
It costs nothing to be polite
Hello, goodbye, please and thank you are so easy to learn
and are important markers of respect. If you insist on
using these conventions you will promote mutual respect
among your students.
Names
We may find ourselves calling out some names more than
others, or using certain tones of voice with certain names.
This will send powerful messages to the class so we should
try to use all our students names in as positive a way as
we can.
Roles and responsibilities
Most children value being given responsibility, this can be
as simple as handing out pencils. These roles show that
you trust the child to act responsibly. Although assigning
tasks can be seen as a reward, its important to make sure
that all students get the chance to step up.
Start as you mean to go on
The beginning of the class is a key time for promoting a
caring dynamic in your class. Have a mini conversation
with a couple of students while the rest of the class are
listening; ask about their family, likes and dislikes and so
14
on. This allows everyone to learn more about each other

and as you show a genuine interest in each child you will
raise their status in the eyes of the whole class.
Your voice
This is your most powerful teaching tool. How you use
your voice is key to getting the students attention and
holding their interest but it also gives strong messages
about how you feel about them as a class and as
individuals. Every time you talk to your class or the
individuals in it, you are providing a model of how you
want them to talk to each other.
Assessment
Observation
Observing children in class and making regular notes
on their development can complement more formal
assessment techniques, and help build a more complete
picture of each child.
Keep on-going notes in a notebook with a page (or
pages) for each child. During or after each lesson, make
notes about childrens comprehension, use of language,
participation or behaviour.
It is hard to observe all the children on a regular basis,
so try focussing on two or three children each lesson or
week. Alternatively, choose a specific area of language
learning to observe each week.
Portfolios
A portfolio is a collection of each childs work from over
the course of a term or school year. With young children,
it can include art and craft work, labelled diagrams and
short pieces of writing. It is useful as an assessment tool
as we can observe a childs progress in their written work
through the year. It can also be a starting point for one-toone interviews with children to talk about their learning
and progress.
Making the most of the register
Rather than just reading out the names to elicit a yes from
the children, ask them all to answer a question when their
name is called. For example, Sally, tell me your favourite
colour. Some children may just say green while others may
say My favourite colour is green.
Password
At the end of the lesson, ask each child to think of a new
word they have learnt in todays class. This new word is
their password. Ask each child to tell you their password
for the day. After saying their password, they can line
up or leave the room. This helps make children aware of
their own learning and lets you know which new words
children have noticed and found memorable.
Attention to Diversity
Thinking time
To include everyone when answering questions, tell
the children to stay quiet and put up their hands when
they have an answer so everyone has time to think.
Alternatively, have a pot of name cards and take names
at random to answer questions so that all children have
a turn.
Praise
Praise all children, not just for the standard of their work,
but for making an effort, showing improvements or
helping others. Be enthusiastic and try to give helpful
feedback too. For example, Thats great! Your writing is
very clear and neat, it helps me to read it.
Working in pairs and groups
Organise groups in a variety of ways depending on the
activity. Mixed ability groups work well, for example,
while playing a game. Remember, weaker children
can often learn more from a fellow student. For other
activities, it can be more productive to put the stronger
students together while you give more attention to a
weaker group. Try to avoid having an identifiable group
where weaker students are always together.
Accessible learning
Make instructions and tasks accessible to all students.
Some children benefit if you accompany instructions
with gestures or pictures or if you show them a finished
example. Demonstrate tasks as much as possible and
provide visual references, for example, put up flashcards.
Fast finishers
To avoid boredom or frustration, have activities ready
for faster workers to go on to, for example, simple word
searches, a picture to label, a picture book to read.
Alternatively, ask fast finishers to help other students with
their work.
Flashcards Games
You can print the Flashcards provided on the website
or make your own with the help of your students out
of magazine cut-outs. It will provide lots of fun and an
opportunity to engage in some arts and crafts activities.
If you wish, you can also prepare them at home and bring
them ready to class.
Funny voices
Show picture cards and say the words in a funny voice for
the children to repeat. For example, a monsters voice, a
squeaky voice, a whisper, a deep opera singers voice, etc.
Look and point
Put word cards around the classroom. Hold up a picture
card, ask the children to look for the matching word card
and point to it as quickly as they can. Try holding up two
cards.
Mime games
Hold a flashcard over a volunteers head so that the class
can see it, but the child cannot. The children mime the
word for the volunteer to guess.
Alternatively, show the card just to the volunteer who
then mimes it for the rest of the class.
Pelmanism on the board
Put picture cards face down on one side of the board and
word cards on the other. Divide the class into two teams.
A member from Team A turns over a picture card and a
word card and says the words. If the cards match, they
keep them and the team gets a point. If the cards do not
match, the child puts them back as before.
Quick flash
Show the children a picture card very quickly and then
turn it back straight away. The class say what they think
it is.
Read my lips!
Put the flashcards on the board and silently mouth a
word. The children try to read your lips. The first child to
guess the word mouths the next word.
Repeating game
Put picture cards on the board, point to a card and say a
word. If the word is correct, the children repeat it. If not,
15
they keep silent. This can be extended to sentences: These

are pencils. Its a green snake.
Slow show
Hold a picture card or word card behind a book and show
it little by little. The class guess what the picture is before
they see the whole.
Whats missing?
Hold up word cards one by one, and say each word for
the children to repeat. Remove a card, then stick the
remaining ones to the board. Ask Whats missing?
Vocabulary Games
Air writing
When children are familiar with the alphabet, use your
finger to write a word in the air. The children call out each
letter and then say which word the letters spell.
Can you remember?
Say I like apples and ask a child to repeat the sentence and
add another word, I like apples and cherries. Then the next
child repeats the sentence and adds another word and so
on.
Change places
Sit the children in a circle of chairs. Say Change places if
youre wearing (blue). Alternatively you can say: Change
places if youve got a (cat); Change places if you like (ice
cream).
Find the cards
Before class, draw simple pictures on cards and hide them
around the classroom or playground. Divide the class into
teams. Give them two minutes to find the cards. Award a
point for each card found and a second point if they can
say the word.
Noughts and crosses
Draw a three by three grid on the board. Divide the class
into two teams and assign noughts to Team A and crosses
to Team B. Ask Team A a question, if they answer correctly
they draw a nought in a square. Then Team B has a turn.
The winner is the first team to draw three noughts or
crosses in a row.
Stand on it
Write colour words on pieces of paper and place them
on the floor in an open space. Divide the class into teams
and invite a volunteer from each team out. Ask a question:
What colour is a frog? The volunteers run and stand on the
answer, the first one wins a point. You can also play with
numbers: How many legs has a chicken got?
16
Word tennis
Divide the class into two teams. Choose a category
(transport) and ask Team A to say a transport word. Team
B then have five seconds to say a different word, then
Team A have five seconds to say another word and so on.
If they cannot think of a word in five seconds or if they
repeat a word, then the other team win the point.
Grammar Games
Four corners
Take four cards and write like, love, dont like, hate. Stick
each card in one of the corners of the room. Ask: Do you
like (spiders)? The children go to the corresponding corner.
Each corner then chants:
We (hate) spiders
Yes we do!
We (hate) spiders
How about you?
Have you got it?
Put some picture cards on the board and ask the class to
remember the words. Then ask a volunteer to
stand outside the classroom while a second volunteer
takes a card and puts it in their bag. The child comes back
in and says which picture is missing. They then have
three chances to guess who has the object, by asking
Have you got the (pencil)?
Throw the ball
The class stands in a circle. Throw a ball to a child and ask:
Can you ride a bike? The child answers Yes, I can/No, I cant
and then takes a turn to throw the ball and ask another
question. This game can be played with Do you like ..? or
Have you got ..? questions.
Wheres the ?
Ask a volunteer to stand outside the classroom for a
moment. Hide an object or picture card in the classroom.
Invite the volunteer back to look for it. Encourage the class
to chant Wheres the (sharpener)? quietly when the volunteer
is far away from the sharpener and loudly when close.
Songs and Chants

Actions
Combining language production with movement is
a powerful way to fix the language. It also makes the
experience more enjoyable and gives students who are
not confident with singing a chance to join in the activity.
For songs that dont have obvious accompanying actions,
get the children to invent them.
Answer back
Divide the class in half. Get each half of the class to sing
alternate lines. This can also work with more than two
groups, if your students are confident singers.
Clap the rhythm
Read out a line from the song. Then read it again but this
time clap with each syllable. Encourage students to join in.
Then clap the rhythm without saying the words. Children
can clap lines without singing and have others guess the
line. Alternatively, divide the class into two groups where
one group sings as the others clap the rhythm.
Correct the mistakes
Write the song words on the board but include some
mistakes, substituting, adding or removing certain words.
Play the track, students call out Stop! if they see a mistake
and say what the correct word is.
Dance routines
Songs that dont immediately lend themselves to actions
may still be good to dance to. Divide the class into groups
and get them to invent a dance routine to accompany a
song.
Draw the song
Once the children have been through the song, get them
to draw it.
Echoes
Read out or sing lines of the song and get students to repeat
back to you. This activity can be made quite sophisticated
by insisting that students mimic accent and intonation.
Extra verses
A great number of songs can be extended by adding new
verses. This can be done in many cases by substituting key
vocabulary items in the song.
Funny voices
Read or sing lines using funny voices and get the children
to mimic you. You can also sing lines as if you were a story
character or a famous person.
Humbug
Once students are familiar with a song, try humming lines
from the song to the class and choose volunteers to say or
sing the words that go with that line. This activity could
still work with chants as even spoken words have melodic
intonation; you just have to exaggerate it!
Make a recording
This gives singing a clear purpose and encourages children
to make a real effort. Comparing recordings made at
different times will also give them the chance to hear
directly how they can improve with practice.
Musical statues
This is a good activity for students to get to know songs at
a passive level. The children walk around or dance on the
spot while you play the song. Stop the track at random
points and the children freeze like statues. If anyone
moves, they are out of the game.
Transitions
Use song tracks to time events in the class, for example,
when students are tidying up at the end of class. They
should have finished the activity or be in place by the time
the track ends.
What comes next?
Once children are familiar with a song, play the track,
stop at key points and ask them to tell you the word or
line that comes next.
Narratives
Act Out!
Once the children are familiar with the story, divide the
class into groups making sure everyone has a part. You
can also increase the fun-factor by giving some students
the role of providing sound effects. Get the groups to
practise the miniplay and then perform for the rest of the
class.
Help me remember
Retell the story but pretend that you cant remember
particular events or lines from the story and get them
to help you.
Making mistakes
Check your students memory of the story by reading it
out with deliberate mistakes. You can get them to call out
when they hear a mistake or try and count the number of
mistakes they hear in the story.
Story quiz
Write a series of questions based on the story, then divide
the class into teams. Players take turns to answer questions
about the story, winning points for their team with correct
answers.
Who said that?
Write the names of the characters on the board. Divide
the class into two teams. Read out a line from a speech
bubble or caption. Students race to the board and the first
player to touch the correct character name wins the point.
17
Young A chievers 2
Contents
Unit
0
Welcome!
page 4
Vocabulary
Colours
Family members
Classroom objects
Furniture
Rooms in the house
Grammar
Fruits and vegetables

Farm animals
Sports and activities
Ordinal numbers
Places in school: art room, assembly hall, canteen, classroom, computer lab,
gym, library, playground
Verbs: do, eat, listen, paint, play, read, sing, study, take, wash, watch, work,
write
Back to school
Days of the week
page 10
School subjects: Art, English, Maths, Music, P.E.
2
Life at home
page 22
page 34
3
Meal time
page 36
4
Animals on
the move
page 48
5
Changing
seasons
page 60
page 72
Chores: clean, feed the dog, lay the table, make the bed, take out the
rubbish, tidy the room, wash up, water the plants
Daily routine: get up, have breakfast, go to school, have lunch, have dinner,
go to bed
Places in the house: bathroom, bedroom, dining room, garage, garden, kitchen
8
Around the
world
page 98
page 110
18
There is, There are: affirmative, negative and interrogative

Questions: Where
Prepositions of place: in, on, under, in front of, behind, next to
Imperatives: Tidy your room.
Present simple: be third person s
Likes and dislikes: like, not like and interrogative

Present simple: like third person s
Demonstratives: this, these
Imperatives: Cut the fruit.
Animals: bear, bird, camel, crocodile, dolphin, eagle, elephant, fish, fox, frog, Ability: can affirmative, negative and interrogative
giraffe, gorilla, hare, lion, lizard, monkey, octopus, owl, panda, parrot, polar
have got: affirmative, negative and interrogative
bear, shark, snake, tiger, tortoise, whale, zebra
Present simple: live third person s
Habitats: desert, forest, grasslands, ice, jungle, ocean
Verbs: climb, crawl, eat, fly, jump, live, run, swim, walk
Animal body parts: beak, claws, feathers, fin, fur, paw, scales, tail, wings, whiskers
Animal food: fish, insects, meat, plants
Seasonal clothes/objects: boots, coat, gloves, hat, jacket, jeans, jumper,
raincoat, sandals, scarf, shorts, sunglasses, swimsuit, umbrella
Weather: cloudy, cold, hot, raining, snowing, sunny, windy
Colours: blue, brown, grey, green, red, orange, purple, yellow
Seasons and months of the year
Questions: What + like, Whose

Present continuous: affirmative, negative and interrogative
Present simple
want: affirmative and negative
Possessive s
Summer camp
page 86
Present continuous: affirmative and interrogative

Likes and dislikes: like, not like and interrogative

Food: apple, banana, beans, biscuits, bread, broccoli, cake, carrot, cereal,
cheese, cherries, chips, chocolate, egg, fish, grapefruit, grapes, ham,
hamburger, ice cream, juice, kiwi, lettuce, mashed potatoes, meat, milk,
pasta, peach, peas, pineapple, pizza, rice, salad, spinach, steak, strawberries,
sweet corn, toast, tomato, yoghurt
Verbs: cut, eat, look, mix, serve, smell, taste, wash
Adjectives: bad, delicious, good
Adjectives: big, clean, dirty, empty, fast, full, new, old, slow, small
Vehicles: bus, car, lorry, motorbike, plane, train
Places in town: bank, bus stop, cinema, fire station, hospital, ice cream shop,
library, museum, park, pet shop, police station, post office, restaurant, shoe
A day in town shop, supermarket, zoo
page 74
Jobs: bus driver, chef, doctor, firefighter, mechanic, police officer, postman,
shop assistant, waitress
have got
Present continuous
Present simple: be
Demonstratives: this, that, these, those
Prepositions of place: in, on, under, behind, in front of
Ability: can/cant
Questions: What, How many
Demonstratives: this, that

be + adjectives
Prepositions of place: between, next to, opposite
Questions: Where
Present continuous: affirmative, negative and interrogative
Present simple: third person s
Camping activities: canoeing, fishing, hiking, horse riding, mountain biking,

playing football, playing volleyball, swimming
Camping: cabin, field, forest, lake, mountain, pool
Parts of the day: morning, afternoon
Questions: Where
Past simple: be affirmative
Prepositions of time: at, in, on
Present simple and past simple: before, now
Dates: ordinal numbers
Countries: Argentina, Brazil, Canada, China, Egypt, France, Germany, India,

Ireland, Italy, Japan, New Zealand, Peru, Turkey
Hair adjectives: curly, dark, light, long, short, straight
Eye and hair colour: black, blond, blue, brown, green, red
Directions: go down, go straight on, go past, go to the end, its opposite, next on
the right, turn right, turn left
There is, There are

Questions: How many, When, Where, What
any
have got: affirmative and negative, third person
Listening
Speaking
Reading
Contents
Functions
Achieve!
Culture
Phonics for
pronunciation
Greetings and introductions

Describing peoples physical appearance
Describing where people are and what they are doing
Ask what someone is doing: What are you doing? Im reading.

Ask where somebody is: Wheres Ted? Hes in the library.
Describing school activities during the week: On Monday we paint in the
art room.
Asking about likes and dislikes: Do you like...? Yes, I do. No, I dont.
Short vowel sounds
Describing houses: There is a garage. There isnt a garden.

Locating people, animals and objects: The dog is under the table.
Describing routines and time: I get up at half past six.
Telling the time: She gets up at half past six.
Long a sound
Asking about likes and dislikes: Do you like...? Yes, I do. No, I dont.
Describing food: This tastes delicious. Those smell good.
Reading and writing a recipe: Mix the fruit.
Long e sound
Asking about animals abilities and body parts: Can foxes fly? Snakes have
got scales.
Talking about animals habitat and diet: It lives in the ocean. It eats meat.
Long i sound
Talking about the weather: Whats the weather like? Its windy.
Describing what someone is wearing: Hes wearing a coat.
Talking about seasonal activities: We go swimming in the summer.
Talking about wants: I dont want my umbrella.
Identifying possessions: Whose gloves are these? Theyre Mels gloves.
Long o sound
Describing vehicles: That train is fast.

Asking where places are: Wheres the park? Its next to the library.
Talking about what people are doing: John isnt shopping at the
supermarket. Hes playing at the park.
Describing professions: A waitress serves food.
Giving directions: Turn right. Its opposite the park.
Long u sound
CLIL: Numbers 1-50

My collection: Describing your collection
CLIL: Food pyramid

Fruit salad: Write a recipe
CLIL: Amazing animals

Endangered animals: Describe an endangered
animal
CLIL: Warm and cool colours

Fun all year long: Celebrations throughout
the year
CLIL: Giving directions go straight on, turn

right, turn left
Our town: Design a brochure
Asking about past activities: Where were you on Wednesday in the afternoon?
I was in the forest.
Comparing the past and the present: Before there was a library. Now there
is a cinema.
Describing positions in the past: Who was third? Andy was third.
Asking about birthdays: Whens your birthday? Its the 14th of November.
b or v
Saying where people are from: Shes from France.

Asking about quantity: How many students are there from Peru? Are there any
students from Canada?
Describing appearance: Hes got short blond hair and light brown eyes.
Asking about celebrations: What do they do? They visit their relatives.
Giving directions: Turn right and its the next door on your left.
h or j
CLIL: Lets take care of the Earth

Save the Earth: Earth Day poster
CLIL: The Chinese Moon Festival

Celebrations: Describing celebrations
More
practice
Writing
CLIL: Musical instruments - cello, double

bass, drum, flute, guitar, piano, saxophone,
tambourine, trumpet, violin
More
practice
Interactive practice
SC SC
More
phonics
More
phonics
19
Unit
Welcome!
Grammar
Vocabulary
have got
Present continuous
Present simple: be
Demonstratives: this,
these, that, those
Prepositions of place:
behind, in, in front of,
next to, on, under
Ability: can/cant
Questions: What, How
many
Pronunciation
Colours
Family members
Classroom objects
Furniture
Rooms in the house
Fruits and vegetables
Farm animals
Sports and activities
Ordinal numbers
Recycled language
Greetings
Introductions
Language objectives
Grammar
Functions
To review have got and wearing

To review the use of this, these, that, those
To review prepositions of place and the question
Wheres...?
To review the Present continuous for all persons

To ask and answer about objects
To describe position
To describe activities
Vocabulary
Pronunciation
To review physical descriptions

To review common nouns
To review rooms in a house and furniture
To review classroom objects
To review action verbs
Skills objectives
Speaking
To introduce oneself
To sing along to a chant to reinforce target language
To ask and answer questions about position
To ask and answer questions using the Present
continuous
To ask and answer questions using a variety
of structures and vocabulary
Listening
To follow a simple story
To listen to a chant to reinforce target language
To understand in order to complete activities
20
Reading
To read and demonstrate understanding by completing
activities
language
Writing
To copy and write vocabulary
as a guide
More
practice
Overview
More
practice
SC SC
More
phonics
More
phonics
Unit 0
i-poster
Assessment criteria
Go digital!
i-flashcards
Check children are able to identify, understand

and produce have got, present continuous, present
simple, demonstratives, prepositions of place, ability
and questions.
Check children are able to identify, understand and
produce colours, family members, classroom objects,
furniture, rooms in the house, fruits and vegetables,
farm animals, sports and activities and ordinal
numbers.
Check children are able to use greetings and
introductions, describe physical appearance
and describe where people are and what they are
doing.
IWB
Digital book
i-book

More practice
More
practice
More
practice

at the end of the unit in class or as homework. There
SC SC
are seven activities in each unit.
More
phonics
More
phonics
i-poster
i-flashcards
Materials
IWB
Digital Book
Audio CD 1
Diagnostic test, pages 96-97: Lesson 6
Extra Card
i-book
For suggestions on how to exploit the course

Key competences
LC
MST
DC
Children develop listening, speaking, reading

and writing skills. Children use basic language
to describe peoples physical appearance, where
people are and what they are doing.

Technology
SCC
CAE

thinking and explain the natural world.
LL
Digital competence
IE
Children become familiar with the use of

technology as a tool to reinforce language
acquisition.
Children use basic social interaction patterns

playing games and acting out stories. Children
also practise greetings and introductions.
Children develop their creativity by drawing

and colouring. Children participate in songs
and chants.

learning process such as observing, linking,
matching, etc.

entrepreneurship
Children show initiative by revising the content

of the unit in the review section, and making
decisions regarding the craft activity.
21
Unit 0
Language objectives
Vocabulary
chair, pencil case, school, school bag
Skills objectives
Speaking
Introduce oneself
Listening
Follow a simple story
Reading
Recognise the target language in the context

of a story
3 Children introduce themselves to their

classmates.
Optional extra: Ask a group of children to introduce

themselves to each other while the rest of the class watch.
Repeat with other children.
Wrap up
Invite eight volunteers to the front of the class to say their

names. Tell the rest of the class to close their eyes and ask
one of the volunteers to keep quiet. The seven volunteers
then repeat their names. Ask the class: Whos missing?
Repeat with other volunteers.
Initial evaluation
Get children to stand up and walk around the
classroom introducing themselves to the other
children.
Materials
Digital Book
Audio CD 1
Warmer
Greet children as they come into the classroom:

Hello. Welcome back to school! My names (Ms Byrd).
Whats your name?
Lead-in
Ask individual children: Have you got your (pencil case)?

Wheres your (school bag)? Take the opportunity to review
classroom materials.
1.1
Values: Remind the children about the value of being

prepared. Ask them how they prepare for school.
Do they prepare their bag and clothes the night before?
Remind them that they should start being responsible for
their belongings and making sure they have what they
need for the day ahead.
Optional extra: Ask comprehension questions about the
story.
2 Children read and say.

Optional extra: Ask two children to read the speech
bubbles out loud. Divide the class into two groups
and assign each group a character. Get each group
to read the corresponding part out loud in unison.
They then switch characters and repeat.
Invite several pairs to the front and encourage them
to repeat the dialogue without looking at the book.
22
At home
Answer key:
1. - school bag, 3. - pencil case, 4. - pencil,

5. - sharpener, 7. - rubber
2 1. my - name, 2. Hello - meet
Optional extra: Children prepare their own school

bag for the next day.
Language objectives
Grammar
have got
Present continuous
Vocabulary
blond, blue, brother, purple, sister
Functions
Giving personal information
Skills objectives
Listening
Understand in order to complete activities
Reading
Read and demonstrate understanding

by completing activities
Unit 0
Writing
Copy and write vocabulary

Write a description of oneself using a model text as
a guide
Materials
Digital Book
Audio CD 1
Card
Attention to diversity
Over the summer holiday many children will have had
no contact with English and will have forgotten lots of
things they learnt in Students Book 1.
This initial unit aims to review the language to help
them remember and prepare for the coming units.
Continuous assessment
Each child writes a short description of someone in
the class.
At home
Answer key:
1 1. new York, 2. eight, 3. hair, 4. saxophone, 5. cat

2 Childs own drawing and writing.
Optional extra: Children write about a member of
their family.
Audio CD 1
1.2
Warmer
Invite a volunteer to the front and describe their hair, eyes

and clothes. Ask children to describe the person sitting
next to them.
Lead-in
Ask the children lots of questions about themselves: What

colour are your eyes? Have you got a (brother)? Whats your
favourite (colour)? Do you like (apples)?
1.2
Children listen and number.
Answer key: 3, 1, 2, 4, 5
Optional extra: Call out long hair and all the children with
long hair stand up. Continue with eye colour, hair colour
and clothes.
1 Hes got short brown hair. Hes wearing a red T-shirt.

2 Shes got short blond hair. Shes wearing a pink dress.
3 Shes got long brown hair. Shes wearing a green
T-shirt.
4 Hes got short black hair. Hes wearing a black T-shirt.
5 Shes got short black hair. Shes wearing a blue dress.
Language objectives
Grammar
2 Children read and complete.
Review: this, these, that, those
Answer key: blond - blue - like - dont like - sister -
ant, apple, banana, books, boys, pen, pig,

sharpener, toys
brother - purple
Vocabulary
Optional extra: Describe a child in the class without

saying their name. Continue describing until someone
guesses who it is.
Functions
3 Children write about themselves.
Skills objectives
Asking and answering about objects
Answer key: Childs own writing.
Speaking
Optional extra: Children draw a picture to go with their

personal description showing their likes and dislikes.
Listening
Wrap up
Divide a sheet of card into three sections and label the

columns: Whats your name? How old are you? Whats your
favourite animal?
Ask each child to come up one at a time to complete the
chart with their information.
Sing along to a chant to reinforce target language

Listen to a chant to reinforce target language
Reading
Interpret and respond to questions using

the target language
Writing
23
Unit 0
Materials
Digital Book
Audio CD 1
Warmer
Put a pencil on a shelf where the children can all see

it. Tell them to hold their own pencils and then say in
unison: This is a pencil and that is a pencil, as they point
to their own and the one on the shelf. Repeat with other
objects until they see the difference between this and that.
Lead-in
Invite three girls to the front of the class and ask three girls
to stand at the back of the class. Demonstrate these and
those by pointing to the groups of girls. Repeat with boys
and different objects.
1.3
Children listen and chant.
Optional extra: Tell the children that when they hear this
or these they tap their table. When they hear that or those
they point away from themselves. Say sentences for them
to listen to and react to: This is a cat. Those are cars. That is
a clock. These are books.
1.4
Wrap up
Together write new words for the chant with items in the
classroom. It doesnt matter if it doesnt rhyme. Make sure
the children can differentiate between the use of all four
demonstratives. Repeat with other children and numbers.
Dictate the following sentences for the children to
write and draw:
1 This is a cat.
2 That is a pen.
3 These are books.
4 Those are ants.
At home
Answer key:
1
2
1. Those, 2. This, 3. That, 4. These, 5. This,

6. These
Children listen and stick the correct

pictures.
Answer key:
Language objectives
Grammar
Optional extra: The children draw a picture to represent
the different items mentioned in the chant.
3 Children complete and answer.

Answer key: 1. that - No, it isnt. Its an apple,
2. this - No, it isnt. Its a pencil, 3. these - Yes, they are,

4. those - No, they arent. They are clocks.
Optional extra: Draw some circles on the board and ask
the children to guess what they are by asking: Are those...?
After a few guesses, add stalks and leaves to show they are
apples. Repeat with other drawings in singular and plural
for the children to guess.
24
Review: questions with Wheres...? + prepositions

of place
Vocabulary
Prepositions of place: in, on, under, behind, in front

of, next to
Rooms in the house: bathroom, bedroom, kitchen,
living room
Furniture: bed, chair, sofa, table
Functions
Describing position
Unit 0
Skills objectives
Speaking
Ask and answer questions about position
Listening
The children write four sentences about the position
of people or objects in the classroom.
Understand in order to complete an activity
At home
Reading
Read and demonstrate understanding by completing

an activity
Materials
Digital Book
Audio CD 1
Warmer
Place various objects on the table and encourage

the children to ask and answer questions about
where the things are, for example: Wheres the sharpener?
Its under the pencil case.
Lead-in
Ask the children to say who they are sitting next to,
behind and in front of.

Answer key:
1. Alice is first, 2. Harry is behind Alice,

3. Harry is in front of Dad, 4. Mum is fourth,
5. Mum is behind Dad, 6. Dad is third.
Childs own drawing.
Audio CD 1
1.5
The apple is on the table in the kitchen.

The shoes are in the bathroom.
The school bag is in the living room, on the armchair.
The pencil is in the bedroom, under the bed.
The cat is in the living room, on the sofa.
1 Children read and write the names.

Answer key: From left to right, top to bottom:
Victoria, Emma, James, Lucy, Daniel, Harry
Optional extra: Stand a group of children in a line and

invite the rest of the class to describe the position of each
child in as many ways as possible: Vicky is behind Sara. She
is in front of Mark. She is third.
1.5
Children listen and point.
Optional extra: Draw a simple bedroom on the board

with a bed, a table and a chair. Give the children
instructions to come and add things to the picture.
Say: Theres a big dog on the bed, and so on.
3 Children ask and answer.

Optional extra: The children make statements about
the picture for the others to say true or false. For
example: There is a ball under the table. There are two
cats on the sofa.
Wrap up
Ask all the children to stand up. Give them instructions

about where to stand in the classroom. For example: Girls,
sit on your table. Peter, stand next to the door. Alex, sit under
your table.
Language objectives
Grammar
Present continuous: all persons
Vocabulary
climb, cycle, drink, eat, play, read, run, sleep, swim
Functions
Describing activities
Skills objectives
Speaking
Ask and answer questions using the present

continuous
Listening
Understand in order to complete an activity
Writing
Materials
Digital Book
Audio CD 1
25
Unit 0
Warmer
Mime an action and ask the children to guess what you

are doing. Encourage them to say: Youre (eating).
Lead-in
Invite some children to the front and together or

individually do some actions to demonstrate: Im, youre,
hes, shes, were, youre, theyre (dancing). Ask the children
each time what they can see to practise the pronouns and
the verb be.
1.6
Children listen and complete.
Answer key: 1. flying, 2. swimming, 3. eating,
At home
Answer key:
1
2
Clockwise: 5, 2, 4, 3, 1, 6
1. Theyre sleeping, 2. Its swimming, 3. Shes
reading.
Optional extra: Children write sentences about

what members of their family are doing as they do
their homework. Their first sentences should be: Im
doing my homework.
4. reading, 5. cycling, 6. running
Optional extra: The children mime an action from the

book or another they know and the rest of the class guess.
Whoever guesses correctly has a turn to mime.
2 Children complete and match.

Answer key: 1. Its climbing, 2. Theyre eating,
Audio CD 1
1.6
1 Its flying.
2 Theyre swimming.
3 Shes eating.
4 Hes reading.
5 Theyre cycling.
6 Were running.
3. Im running, 4. Shes drinking, 5. Hes sleeping,

6. Were playing football.
Optional extra: Ask questions about the pictures and

get the children to answer with both the full and the
contracted version. Say: Look at number 3. What is she
doing? Shes running. Who is sleeping?
Fast finishers
Ask the children to draw a picture of themselves or

someone else doing an action. They write underneath
what they are doing. Encourage them to use the correct
pronoun.
Wrap up
Divide the class into two teams: A and B. Ask a student

from team A to mime an action from the lesson.
Encourage their team to guess and say: Shes eating!
If the team can guess in less than 15 seconds, award them
one point. The team with the most points at the end of
the game wins.
Ask individual children to describe the pictures from
activity 1 or 2 without reading from the book.
Language objectives
Grammar
Review: can/cant
Vocabulary
play tennis, ride a bike, ski, swim
Functions
Describing ability
Skills objectives
Speaking
Ask and answer questions using a variety of

structures and vocabulary
Reading
Interpret and respond to questions using the target

language
Writing
Write about oneself using a model text as a guide
Materials
Digital Book
Cutouts Unit 0
26
Unit 0
Some children may need help with forming questions
for the cutout activity. Give them lots of practice
beforehand and write some questions on the board.
Pair weaker children with stronger ones at first and
then mix up the pairs.
Warmer
Ask questions about ability and tell the children to simply

raise their hands if they can do the activity you say. For
example: Can you swim / ride a bike / ski / speak French /
play the piano / climb a tree / fly?
At home
Activity Book - pages 9
Answer key:
1 Childs own writing.

Optional extra: The children copy the chart
from their book and complete it for three family
members.
Lead-in
Ask a question about ability and all those who can do the
action stand up, whilst those who cant, stay seated. The
standing children then say in chorus: We can (play golf)
and the ones sitting down say We cant (play golf). Repeat
with other activities.
1 Children look and tick ( = can) or cross

( = cant).
Answer key: Jessica: ski - swim - ride a bike, David:

swim, ride a bike, play tennis - Childs own answers
Optional extra: Ask individual children to say what Jessica,

David, they or their friend can and cant do.

Optional extra: The children think of two more activities
and ask their friends if they can do them or not.
3 Children cut out and colour. Then ask and

answer.
Optional extra: Divide the class into four teams. Ask a

question about the cutout and the first team to answer
correctly wins a point.
Wrap up
Encourage children to play Pictionary with words from

this unit. In small groups, one child begins to draw and
the others guess what they are drawing. The child who
guesses correctly takes the next turn to draw.
Final evaluation
Teachers Resource Material: Diagnostic test
27
Unit
Back to school
Grammar
Present continuous:
affirmative and
interrogative
not like and interrogative
Vocabulary
Pronunciation
Places in school: art room,

Phonics: short vowel
assembly hall, canteen,
sounds
classroom, computer lab, gym,
library, playground
Verbs: do, eat, listen, paint, play,
read, sing, study, take, wash,
watch, work, write
School subjects: Art, English,
Maths, Music, P.E.
Other: alone, best friends, bleed,
cut, fall, happy, help, knee, laugh,
lonely, new, sad, slide, swing, talk
Recycled language
Days of the week
Language objectives
Grammar
Functions
To differentiate between the 1 person singular

and plural
To practise questions using What ... doing?
To ask where people are and what they are doing there
To talk about school routines
st
To ask and answer about likes and dislikes

To name the days of the week
To describe a school routine
To identify school subjects and locations
To describe school activities and locations
To follow instructions
To identify and ask about musical instruments
Vocabulary
Pronunciation
To identify and name places in school

To understand and use common verbs related to school
To express opinions about school subjects
To highlight and practise short vowel sounds
Skills objectives
Speaking
To ask and answer questions using the present continuous
To ask and answer questions about locations and activities
To use the present simple to describe a timetable
To ask and answer about likes and dislikes related
to school subjects
To identify and produce short vowel sounds
To ask and answer questions about an orchestra
To use key language to play a game
Listening
To identify places in school
To understand activities in the context of a song
To understand days, activities and rooms
To identify characters in a story
To recognise short vowel sounds
To identify musical instruments from their sound
28
Reading
language
Writing
To write key vocabulary: places in school, activities, school
subjects
To complete a timetable and a chart
as a guide
Unit 1
Overview
Assessment criteria
More
Check children are able to identify, understand and produce present continuous,
questions,
P P
practice
prepositions of place and time and likes and dislikes.
F F
Check children are able to identify, understand and produce everyday verbs, places in school, days
SC SC
of the week and school subjects.
More
Check children are able to follow instructions, ask what someone is doing,phonics
where someone is,
describe school activities during the week and ask about likes and dislikes.
More
practice
More
phonics
i-poster
Materials
Go digital!
i-flashcards
Digital Book
Audio CD 1
Flashcards Unit 1
Extra
Realia: musical
instruments
simple map of the school
IWB
Digital book
i-book

More practice
More
practice
More
practice

SC SC There
More
phonics
A4 paper
5 pieces of card
More
phonics
For suggestions
i-poster
i-flashcards
IWB
i-book
Key competences
LC
MST
Children learn to ask what someone is doing

and where somebody is. Children describe
school activities during the week. They learn to
ask about likes and dislikes.

Technology
CAE
LL

thinking to explain the natural world.
They express quantities and revise counting.
DC
SCC
Digital competence

acquisition.

IE
Children develop drawing and colouring skills.

They join in with a chant, sing a song and
perform craft tasks. They learn about musical
instruments (CLIL).

matching, etc.

entrepreneurship

a class counting book).
29
Unit 1
Language objectives
Vocabulary
art room, assembly hall, canteen, classroom, computer

lab, gym, library, playground
Skills objectives
Listening
Identify places in school
Reading
Writing
of their group guesses which room it is. The winner then

has a turn.
Wrap up
Put the unit 1 word Flashcards of the items seen in the

lesson on the board. Tell the children to look at them for a
minute and then close their eyes and count to ten. Swap
the position of two cards. When the children open their
eyes, they must tell you which cards have changed places.
Initial evaluation
Put the unit 1 word Flashcards on the board. Mime
an activity from one of the rooms and ask the
children to write the word down. Repeat with three
other rooms.
At home
Materials
Digital Book
Audio CD 1
Flashcards Unit 1
Simple map of the school
Answer key:
1 1. canteen, 2. gym, 3. library, 4. art room

Warmer
Show the map of school or draw a simple one on the

board. Point to different rooms and ask the children to
identify them. Do actions if necessary to prompt.
Audio CD 1
Lead-in
1 library
2 gym
3 classroom
Hold up the unit 1 Flashcards one at a time and name them.

Show them again for the children to name.
Show them faster and faster in random order.
1.7
1.8
Answer key: 1. library, 2. gym, 3. classroom,
4. playground, 5. canteen, 6. computer lab, 7. art room,

8. assembly hall
mimes an activity from one of the school rooms. The rest
30
4 playground
5 canteen
6 computer lab
7 art room
8 assembly hall
Values: Remind the children about the value of friendship.

Ask them how they can tell that the characters in the story
are good friends: Do they notice that George is missing? Do
they look for George together?
Optional extra: Ask questions about the story: Where are
the children? Is there a computer lab at their school? Is there
a canteen? Is George at school with them? Are they happy
to see each other again? Is George in the computer lab?
Where is he?
1.8
Language objectives
Grammar
Present continuous: Im, were
Vocabulary
listening, painting, playing, singing, studying, taking,

working
Functions
Describing school activities
Unit 1
Skills objectives
Speaking
Sing along to a song to reinforce target language
activity from the lesson. They write a sentence to describe

what they are doing. Display the pictures or make them
into a book.
Listening
Reading
Call out an action, for example: Im working on the

computer. Were painting a picture. The children mime
the action. If it is We, they link arms with a classmate.
Understand activities in the context of a song

Differentiate between I and we
Writing
Use key language to say what people are doing
At home
Materials
Digital Book
Audio CD 1
Paper
Answer key:
Optional extra: Children write a new verse for the

song.
Some learners might find it difficult to keep up with

the song. Let them join in with the parts they can.
Warmer
Write the phrase At School on the board. Elicit from

children different things they do at school and make a
mind map with their ideas.
1 1. F, 2. T, 3. F, 4. T
2 1. Im singing a song, 2. Were playing the violin.
Audio CD 1
1.9
1 Im painting a picture.
2 Were studying English.
3 Were playing outside.

4 Im playing the flute.
Lead-in
Invite a volunteer to the front and demonstrate the

difference between I and we.
1.9
Answer key: From top to bottom, left to right: 4, 2, 3, 1

Optional extra: Do actions as you listen to each verse
of the song.
1.10
Children listen and sing.
Optional extra: Mime an action and let the children sing

that verse. Invent new verses for the song.
Language objectives
Grammar
Present continuous: 3rd person singular

Questions: Wheres...? Whats... doing?
Vocabulary
eating, playing, reading, taking, washing, watching

assembly hall, bathroom, canteen, classroom, gym,
library
Functions
3 Children read and circle.
Identifying school activities and locations
Answer key: 1. Im, 2. Im, 3. Were
Skills objectives
Optional extra: Say: Were singing a song. Play some music

as students mime the action. When you stop the music,
students freeze. Say another action and play the music
again. Students mime the new action. Repeat with other
actions from the lesson.
Speaking
Wrap up
Writing
Give each child a piece of paper. Ask them to draw a

picture of themselves or themselves and a friend doing an
Ask and answer questions about activities and

locations
Reading
Show understanding of key vocabulary by placing

stickers
Write key vocabulary: places in school
31
Unit 1
Materials
Digital Book
Audio CD 1
Flashcards Unit 1
Warmer
Hold one of the unit 1 Flashcards facing the children but

covered by a piece of paper. Slowly remove the paper.
Children must guess what the place is. Repeat with other
flashcards.
Lead-in
Hand out the unit 1 Flashcards. Point to a child holding

one and ask where they are: (Maria), where are you? Then
ask the class: Wheres (Maria)? Repeat with the other
children.
1 Children read and stick.

Answer key:
Optional extra: Play Track 1.10 and sing the song.

Then sing the song substituting the new actions from this
lesson. Ask the children to mime the actions as they sing.
Wrap up
Divide the class into two teams. Display the unit 1

Flashcards. Invite a member of each team out. Describe
an action: Tony is painting a picture. The first child to point
to the place where this might happen wins a point.
Teachers Resource Material: Listening worksheet
Unit 1
At home
Answer key:
1. canteen, 2. bathroom, 3. art room, 4. classroom,

5. gym, 6. assembly hall
2 2. washing her hands, 3. Shes painting a picture,

4. Hes listening to the teacher, 5. Shes playing
basketball, 6. Hes watching a film.
Optional extra: Children draw a picture of

themselves or with a friend doing something in
school. They write a sentence underneath to say
where they are and what they are doing.
Optional extra: Call out a place from the picture and

ask the children to tell you who is doing what in there.
Then call out a name and ask them to tell you where that
person is. Finally, call out an activity and ask them to tell
you who is doing it.
2 Children look and complete.

Answer key: 1. bathroom - washing her hands,
2. gym - playing basketball, 3. in the classroom - taking a

test, 4. Hes in the assembly hall. - Hes watching a film.
Optional extra: Divide the class into six groups. Assign
each group one of the locations from activity 1.
Describe an action related to one of the places and the
students assigned that place put their hands up: Im
(running). Repeat with different actions.
3 Children play a memory game.

Tell children to close their books. Ask children the
questions from activity 2 and see if they can remember
who is doing what and where.
32
Language objectives
Grammar
Present simple for routines

Prepositions: on, in
Vocabulary
do exercise, paint, read, watch films, work on

computers
Days of the week
Functions
Describing a school routine
Unit 1
Skills objectives
Speaking
Describe a routine
Listening
Understand key vocabulary: days of the week,

activities and places in school
Writing
Complete a chart and copy key vocabulary
Materials
Digital Book
Audio CD 1
5 pieces of card
Encourage the children to follow the squares of
the chart in activity 1 with their fingers in order
to put the ticks in the correct places.
Warmer
Write the days of the week on the board from Monday to

Sunday. Review them with the chant:
Every week has seven days,
See how many you can say.
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday,
And Sunday, hooray!
Lead-in
Write your classs weekly timetable on the board, using

the chart in activity 1 as a guide. Draw a small picture
next to each activity to illustrate its meaning. Then point
to and elicit the names of the activities and the days they
do them.
1.11
Children listen and tick ().
Answer key: Monday: paint - do exercise, Tuesday:
watch films, work on computers, Wednesday: paint - do

exercise, Thursday: read books - work on computers,
Friday: do exercise - watch films
Optional extra: Divide the class into pairs and let the
children compare their answers before going through the
activity with the whole class.
1.12
Optional extra: Divide the class into five groups. Give

each group a card and assign a day of the week. Let them
write the day, an activity and a place. They can decorate
their cards.
3 Children point and say.

Optional extra: Say either a true or false sentence about
the childrens timetable and let them agree or disagree
with you, for example: On Monday we paint in the gym.
Wrap up
Write a name of a school location on the board: library.

Elicit everything children do there and make a list on the
board with their ideas: read books, listen to stories, listen to
music, do homework. Repeat with other school locations.
Teachers Resource Material: Writing worksheet
Unit 1
At home
Answer key:
1 From left to right, top to bottom: 5, 2, 1, 3, 4

2 From left to right, top to bottom: 5 - Tuesday, 2 Friday, 1 - Thursday, 3 - Wednesday, 4 - Monday
3 1. art room, 2. assembly hall, 3. library, 4. computer

lab, 5. gym
Audio CD 1
1.12
and
We paint on Monday and Wednesday.
We paint in the art room.
We do exercise on Monday, Wednesday
and Friday. We do exercise in the gym.
We watch films on Tuesday and Friday.
We watch films in the assembly hall.
We read books on Thursday. We read books
in the library.
We work on computers on Tuesday and Thursday.
We work on computers in the computer lab.
1.11
Answer key: Monday: art room - gym, Tuesday:
assembly hall - computer lab, Wednesday: art room - gym,

Thursday: library - computer lab, Friday: assembly - gym
33
Unit 1
Language objectives
Vocabulary
alone, best friends, new
Skills objectives
Listening
Identify characters in a story

Follow the narrative of a story
Reading
Understand and follow a narrative

Demonstrate comprehension
Materials
Digital Book
Audio CD 1
Fast finishers
Children read the story to themselves quietly.
Wrap up
Dictate the following words from the story: friends, school,

alone. The children write them in their notebooks and
illustrate them. Put the words on the board so they can
check their spelling.
Read the first sentence of the story out loud. Ask
a small group of children to read it out loud after
you. Continue with the rest of the story and other
children.
At home
Answer key:
1 1. F, 2. T, 3. F, 4. T
2 From left to right: 3, 4, 2, 1
Children read at different speeds. Put the

children into pairs or small groups to read together.
Let stronger readers help weaker ones.
Warmer
Ask children if they have ever been a new person in a

class with no friends. Elicit how they felt and encourage
them to describe how a new student feels on the first day
of class.
Lead-in
Language objectives
Vocabulary
cut, bleed, fall down, happy, help, knee, laugh, sad,

slide, swing, talk
Children open their books and look at the pictures in the

story on page 14. Encourage them to predict what the
story is about. Ask questions about the pictures. Explain
that this story is about a new girl in school.
Speaking
Listening
1.13
Children read and listen to the story

(1-8).
Optional extra: Ask students to point to Mrs Smith, Lily,

Sue and Kate in the story.
2 Children look and match.
Skills objectives
Use the text to act out the story
Reading

Answer key: From left to right: Sue, Kate, Mrs Smith, Lily
Optional extra: Let the children use a different colour to

join each character to their name. Write the words teacher,
friend and new girl on the board. The children write the
words at the bottom of the page in the corresponding
colour they have used for matching.
Some children may have more difficulty in

reproducing the script orally. Be attentive in your
monitoring to assist with pronunciation.
34
Unit 1
Materials
Digital Book
Audio CD 1
Warmer
Ask the children to stand up. Tell them you are going
to say some sentences about the first part of the story The
new girl. If the sentences are true, they clap. If they are
false, they sit down: The story is about three boys. There is a
girl named Kate in the story. Lily is from Italy...
Lead-in
Write some key vocabulary from the story on the board.

Point to each word and ask children how each word is
connected to the story.
1.14

(1-8).
Optional extra: Read and listen to the story again, but

pause at different points for children to say the next word
in the story.
2 Children read and circle true (T) or false (F).

Answer key: 1. T, 2. F, 3. F, 4. F, 5. T, 6. T
Optional extra: Children read the story on their own
and underline the words they dont understand. Read the
sentences of the story one by one and lead children in
miming each one. If necessary, draw simple pictures on
the board to help convey meaning.
Wrap up
Divide the class into two teams. Write the following words
from the story on the board: slide, swing, sad, lonely, knee,
bleeding, cry, nurse, happy, talk.
Start drawing a picture for one of the words. The first
child to identify the word wins a point for their team.
Continue with the remaining words.
Teachers Resource Material: Reading worksheet
Unit 1
At home
Answer key:
1 From left to right, top to bottom: 3, 4, 1, 2

2
Optional extra: Children write what they can to

describe the story.
Language objectives
Grammar
Like: affirmative, negative and interrogative
Vocabulary
Art, English, Maths, Music, P.E., reading, writing
Functions
Asking about likes and dislikes

Identifying school subjects
Skills objectives
Speaking
Ask and answer questions about likes and dislikes
Reading

stickers
Materials
Digital Book
Each child will have their personal preferences. Make
sure they all feel comfortable about expressing them.
Warmer
Write the following subjects and school activities on the

board: Art, English, Maths, Music, P.E., reading, writing.
Use mime to clarify any subject that students do not
understand.
35
Unit 1
Lead-in
1 Children read the poem and stick.
Teachers Resource Material : Language worksheet

Unit 1
Optional extra: Dictate the following sentences to
the class:
1 I like Art.
3 I dont like Maths.
2 I dont like Music.
4 I like P.E.
The children write the sentences in their notebooks.
Ask them to mark each sentence with a T (true) if it is
true for them or with an F (false).
Write like and dont like on the board. Draw a happy face
next to like and a sad face next to dont like. Point to a
subject on the board and ask the children to silently smile
or pull a sad face depending on their feelings towards it.
Answer key:
At home
Optional extra: Read the text out loud so that children
can catch the rhythm and rhyme. Then encourage them
to read the text out loud in unison several times.

Answer key: Childs own answers.
Optional extra: Call out the name of a subject and ask
the children to stand up if they like it or remain seated if
they dont. Repeat with the other subjects.
3 Children ask a friend and complete the

chart.
Optional extra: Put the children into small groups. Write

a subject word on the board. The children ask each other
in the group if they like it. If they all like the subject, they
put their hands up. If they do not all agree, then they do
not put their hands up.
Wrap up
Draw a Venn diagram (two intersecting circles) on the

board. Call two children to the front and show them
how to complete it. They label the first circle with one
childs name and the second circle with the other childs
name. The subjects they both like should be written in the
middle, intersecting section of the circles. The subjects
only liked by one child should be placed in the section of
the circle labelled with that childs name. Divide the class
into pairs and help them make a Venn diagram that shows
their likes/dislikes. Let them describe their Venn diagrams
to the class: I like (Maths). We like (Art).
Answer key:
1 1. Maths, 2. Art, 3. Reading, 4. Music

2 1. Emma, 2. Jack, 3. Matt, 4. Jess
Optional extra: The children write a simple
paragraph about their likes and dislikes at school.
Language objectives
Vocabulary
cat, fat, hat, lamp, rat

hen, pen, red, bed, jet
pig, pink, wig, fish, ship
dog, log, on, clock, frog
duck, funny, rug, drum, sun
Pronunciation
Phonics: review of short vowel sounds: a, e, i, o, u
Skills objectives
Speaking
Identify and produce short vowel sounds
Writing
Copy words
Listening
Recognise short vowel sounds
Materials
Digital Book
Audio CD 1
36
Unit 1
Though this is a review of short vowel sounds, some
children may have difficulty differentiating between
a and u, and between e and i. Give them plenty of
practice with these sounds.
Warmer
Write a, e, i, o and u across the top of the board.

Model the short vowel sounds as you point to each letter
and ask children to repeat. Ask the children to suggest
one short word for each sound, for example, mat, ten, big,
dog, fun.
This time hold a competition and award a prize to the pair

that can write the most words in three minutes: ten, top,
net, nut, not, nap, pan, pen, pin, pet, pot, put. (Additional
words that students may not be familiar with include: tin,
tan, tap, tip, nip, pat, pit.)
Teachers Resource Material: Speaking Worksheet
Unit 1
Optional extra: Dictate the short vowel sounds e,
i, u, a, o and children write the letters down in their
notebooks.
Lead-in
Children open their books and look at the pictures

on page 17. Encourage them to name the animals.
Add them to the board if they are not already there.
1.15
Answer key:
At home
Answer key:
2 From left to right: pen, hat, clock, rug, pig

Optional extra: Divide the class into five groups and
assign each group a sound. Call out a number and
the group whose verse it is say their verse.
1.16
Optional extra: Children repeat the rhyme chorally and

individually, trying to imitate the correct pronunciation of
the vowel sounds.
1.17
Optional extra: Children write a word containing

each sound.
Audio CD 1
1.17
cat, rat, lamp

hen, jet, bed
pig, ship, fish
dog, clock, frog

duck, drum, sun
Children listen and complete the chart.
Answer key: short a: rat - lamp, short e: jet - bed,
short i: ship - fish, short o: clock - frog, short u: drum - sun

Optional extra: Children write as many words as they can
which contain the short vowel sounds.
Wrap up
Write h, t, s on the board. Divide the class into pairs and

let them make as many words as they can by combining
the three letters with one vowel each time. Go over the
answers and write the new words on the board: hat, hit,
hot, hut, has, his, sat, sit, set.
Repeat the activity with a different set of letters: t, n, p.
Language objectives
Functions
Identifying and asking about musical instruments
Vocabulary
cello, double bass, drum, flute, guitar, piano,

saxophone, tambourine, trumpet, violin
37
Unit 1
Skills objectives
Listening
Identify musical instruments by their sound

and by their name
Speaking
Ask and answer questions about the orchestra using

Are there any...?
Materials
Digital Book
Audio CD 1
Realia: real musical instruments
Classical music CD, paintbrushes, plastic cups with
water, watercolours, white paper
Optional extra: Call out the name of an instrument and

ask the children to pretend to play the instrument and
make the sound too.

Optional extra: Divide the class into four teams and ask
a member of each team to come to the front.
Name a musical instrument. The first child to draw it
correctly wins a point for their team. Repeat until one
team obtains five points.
Wrap up
Distribute watercolours, paintbrushes, plastic cups with

water and paper. Play some classical music. Let children
paint freely on the paper, trying to represent how the
music makes them feel. Display the paintings around the
classroom.
Some children may not recognise the sounds of the

musical instruments.
Point to some of the instruments. Ask the children to

write down their names and say which ones are in an
orchestra and which arent.
Warmer
Display some real musical instruments. Play a few notes

on each one. If you have any children who can play an
instrument, invite them to play a short tune. Pass the
instruments around and let the children manipulate them.
Name the instruments and write the words on the board.
Children open their books and look at the pictures in
activity 1. Name the instruments one by one and tell the
children to point to them.
Children listen and number the

instruments.
10 - cello, 5 - drum, 1 - double bass, 8 - saxophone, 9 tambourine, 2 - guitar, 1 - piano
Optional extra: Start to draw one of the instruments on

the board. As soon as someone identifies what it is, ask
them to call out the name. Repeat with other instruments.
1.19
Answer key:
38
Answer key:
1. trumpet, 2. double bass, 3. drum, 4. guitar,
5. tambourine, 6. piano, 7. flute, 8. violin,
9. saxophone
2 1. Yes, there are, 2. No, there arent,

3. Yes, there are, 4. Yes, there are.
1.18
Answer key: From left to right: 3 - flute, 6 - trumpet,
Lead-in
At home
Audio CD 1
1.18
1 (piano)
2 (guitar)
3 (flute)
4 (violin)
5 (drum)
6 (trumpet)
7 (double bass)
8 (saxophone)
9 (tambourine)
10 (cello)
1.19
My name is Jane. I play the flute! There are many

different instruments in my school orchestra. There
are violins. There are cellos. There are double basses.
There are trumpets. There is a piano. And of course,
there are flutes!
Unit 1
Language objectives
Functions
Following instructions.
Vocabulary
beat, recycled, shake
Skills objectives
Reading
Follow instructions
Speaking
Use key language to play a game
Materials
Digital Book
Audio CD 1
Cutouts Unit 1
Music CD
Warmer
Divide the class into different instruments as if they

were an orchestra or band. Play some music and let the
children pretend to play their instrument as they hear it.
Help by pointing to them like a conductor.
Lead-in
Wrap up
Play some music and let children play their drum or

tambourine. Encourage them to try to find the beat and
play their instrument to the beat of the music.
Write all the instructions for making their instrument
jumbled up on the board. Children rearrange the
instructions and write them in the correct order in
their notebooks.
At home
Answer key:
1 From top to bottom, left to right: 3, 4, 2, 5, 1, 6

2 Childs own writing and drawing.
Review - SB Pages 20 & 21

Language objectives
Grammar
Present simple
Present continuous
Ask children which instruments are made of wood

and which are made of metal. Divide the class into
two groups: wood and metal. Call out the name of
an instrument and the corresponding group waves
their hands.
Vocabulary
Answering questions
1.20
Children listen and read.
Optional extra: Ask about the things the children recycle

at home or school.
2 Children cut out and make instruments.

Optional extra: Sit the children in a circle and explain
that this is an experiment in sound. Ask them to close
their eyes, be absolutely quiet and count the sounds they
hear. After a while, let them open their eyes and discuss
the sounds they heard and where they came from.
3 Children mime and play Guess what Im

playing!
Optional extra: Give children instructions for miming

different actions: Youre playing the guitar / singing a song /
painting a picture / watching a film / playing the piano /
washing your hands, etc.
School subjects and activities

Places in school
Personal descriptions
Functions
Skills objectives
Speaking
Ask and answer questions using the target vocabulary

and grammar
Listening
Review the target vocabulary and grammar

Reading
Writing
Write a description using model texts as a guide
39
Unit 1
Materials
Digital Book
Audio CD 1
Flashcards Unit 1
A4 paper
Some children might need to hear the listening activity
several times.
Warmer
Display the unit 1 Flashcards. Write the following

headings on the board: Actions, School locations, Musical
instruments, School subjects. Divide the class into small
groups. Let them work together to think of and write as
many words as they can for each category. Go over the
answers with the whole class. Make sure to check spelling.
Lead-in
Play Track 1.9 and review the song that children learnt in
Lesson 2. Remind them to mime the actions that go along
with the words.
1.21
Answer key:
sentences using the contracted form (Im, Hes, Shes,

Were, Theyre). Explain to children that both forms are
correct.
Audio CD 1
1.21
Hi! My names Jack. I like reading and writing. I dont

like English.
My names Liz. I like Maths and English. I dont like
writing.
My names Andy. I like P.E. and writing. I dont like
reading.
3 Children read and match.

Answer key: From top to bottom: text 1 - picture 3,
text 2 - picture 1, text 3 - picture 2
Optional extra: Ask the children to read the descriptions

in silence. Write the following key on the board and ask
the children to underline the corresponding information in
each text:
name = orange
eye colour = yellow
likes = green
dislikes = red
age = purple
hair colour = blue
Children then compare answers in pairs.
4 Children complete the chart about

themselves.
Optional extra: Divide the class into pairs. The children

tell each other about what they like or dont like from the
chart.
2 Children look and say.

Optional extra: Write the following incomplete sentences
on the board:
singing.
I
He
working.
She
painting.
We
studying.
They
playing.
Ask different volunteers to complete the sentences with
the correct form of the verb to be. Then write the
40
Optional extra: Tell children that they must listen

carefully to what you say because afterwards they will
have to answer some questions. Formally present yourself.
Tell the class your name and your age. Describe your eye
and hair colour. Then say what you like and what you
dont like, what your favourite instrument is, what your
favourite sport or animal is and something you do every
day. Once you have finished, start asking questions about
what you have said to see how well the class listened and
understood: Whats my name? How old am I? What colour
is my hair? What colour are my eyes? What do I like? What
dont I like? What is my favourite (animal)? What do I do
every day?
5 Children write about themselves.

Optional extra: Children draw a picture of themselves
including details to show their likes and dislikes.
Fast finishers
The children write a description about someone special

in their lives, a relative or friend, as in the personal
description, but changing the pronoun.
Unit 1
Wrap up
Volunteers read out their descriptions to the class.

Encourage the class to listen quietly, look at the speaker
and then clap politely at the end.
Final evaluation
Teachers Resource Material: Test Unit 1
At home
Activity Book - pages 20-21
Answer key:
1 From top to bottom: 4, 3, 1, 2

2 1. eating lunch - canteen, 2. playing the violin assembly hall

4 1. Paul - blond - blue - Maths, 2. Sylvia - green writing - Exeter, 3. Childs own writing.

The picture dictionary on page 112 gives children an
illustrated
of the main vocabulary in Unit 1
More
More reference
P P
tice listeningpractice
withprac
extra
practice.
More practice
SC SC
Students do the interactive activities in The Young

More
Achievers
GamesMore
in class or at home.
phonics
phonics
i-poster
i-flashcards
IWB
i-book
41
Unit
Life at home
Grammar
Vocabulary
there is, there are

Questions: Where
Prepositions: in, on,
under, behind, in front of,
next to
Imperatives
Present simple: be third
person s
Pronunciation
Chores: clean, feed the dog, lay Phonics: long a

the table, make the bed, take out
sound
the rubbish, tidy the room, water
the plants, wash up
Daily routines: get up, go to
bed/school, have breakfast/
dinner/lunch
Places in a house: bathroom,
bedroom, dining room, garage,
garden, kitchen
Numbers: 150
Recycled language
Rooms in the house:
bathroom, bedroom,
kitchen, living room
Family members: dad,
grandad, grandma, mum
Furniture: armchair, chair,
sofa, table
Numbers: 112
Prepositions: behind, in,
in front of, on, under
Language objectives
Grammar
Functions
To describe a house
To use correctly the Present simple in the 1st person
singular
To give orders using the Imperative
To practise questions using Wheres?
To talk about daily routines
To describe chores
To identify places in a house
To describe locations
To tell the time
To describe a daily routine
To count to 50
Vocabulary
Pronunciation
To highlight and practise the long a sound
To identify and name household chores

To identify and name places in a house
To describe a daily routine with the time
Skills objectives
Speaking
To use key language to describe a house
To sing along to a chant to reinforce target language
To ask and answer questions about locations
To use the present simple to describe a routine
To identify and produce the long a sound
To count in tens and say numbers up to 50
To describe a collection using model language
To give instructions about chores
Listening
To identify household chores
To show understanding of key language by drawing
To understand key vocabulary in the context of a chant
To identify characters and activities in a story
To differentiate between short and long a sounds
To demonstrate comprehension
42
Reading
To show understanding of prepositions and imperatives
To interpret and respond to questions using the target language
To understand and follow a narrative
To show understanding of the time expressions
Writing
To copy and write key vocabulary: chores, places
in a house, prepositions
To find and copy words to complete a chart
To write words to complete a description
Unit 2
Overview
Assessment criteria
More
practice
More
practice
Check children are able to identify, understand and produce there is and there are, questions withF where,
F
prepositions of place, imperatives and present simple.
SC SC
Check children are able to identify, understand and produce chores, daily routines
and places in the home.
More
phonics
Check children are able to describe houses, locate people, animals and objects, describe routines with the
time and tell the time.
More
phonics
i-poster
Materials
Go digital!
i-flashcards
Digital Book
Audio CD 1
Flashcards Unit 2
Extra
2 sheets of paper per child
Realia: a clock, objects to
A piece of coloured paper
count (e.g. buttons, shells),
per child
a collection of something
A piece of card per child
(shells, coins, stamps, etc.)
A small card per child with a Stapler
word with the long a sound
A glass with water in
Picture of a whale and of a
Coins
Eyedropper/pipette
cat
IWB
Digital book
i-book
Complete the activities with the children on

the IWB.
More practice
More
practice
More
practice
Provides extra interactive practice whichF F

can be used at the end of the unit in class
SC SC
or as homework. There are seven activites
More
More
phonics
phonics
in each unit.
i-poster
For suggestions i-flashcards

IWB
i-book
Key competences
LC
MST

and writing skills. Children learn some basic
language for describing houses and locating
people and objects. Children also learn to
describe routines and tell the time. Children
learn grammar rules, vocabulary and phonics
for pronunciation.
CAE

Technology

thinking to explain the natural world. Children
learn to tell the time and numbers 1-50 (CLIL).
DC
SCC
Children develop drawing and colouring skills

and creativity. Children enjoy saying a chant
and singing a song, as well as performing craft
tasks (making a poster). Children learn about
collections.
LL
IE
Digital competence

acquisition. Children use the video and
interactive whiteboard material.

Children develop using strategies to improve

the learning process like observing, linking,
matching, etc.
a poster about their collections).
43
Unit 2
Language objectives
Vocabulary
feed the dog, lay the table, make the bed, take out the
rubbish, tidy the room, water the plants, wash up
Skills objectives
Wrap up
Display the unit 2 Flashcards and name different chores.

Ask a volunteer to come out and point to a person doing
that job.
Initial evaluation
Put the unit 2 word Flashcards on the board. Put
three picture flashcards on the board and ask the
children to write down the words for those pictures.
Listening
Identify household chores
Reading
At home
Writing
Answer key:
Materials
Digital Book
Audio CD 1
Flashcards Unit 2
Warmer
Ask children to look at page 22. Say different words and

ask volunteers to point them out, for example: mum, boy,
dog, kitchen.
Lead-in
Show the unit 2 Flashcards for feed the dog, lay the table,
make the bed, take out the rubbish, tidy the room, water the
plants, wash up. Say what each one is and ask the children
to repeat after you.
1.22
Values: Ask the children who tidies their bedroom.

Get them to reflect on the importance of keeping ones
space clean and in order. Elicit reasons why leaving out
toys, clothing and food is a bad idea. (Help them to
consider health risks and potential dangers as well as
aesthetic reasons.)
Optional extra: Write the expression What a mess! on the
board and explain its meaning. Elicit the chores that need
to be done in Peters room.
1.23
Children listen, point and write.
Answer key: 1. water the plants, 2. wash up,
1. Make the bed, 2. Wash up, 3. Water the plants,

4. Lay the table.
2 1. Tidy up your room, 2. Take out the rubbish.
Optional extra: Children write a list of chores they

do in their house.
Audio CD 1
1.23
1 Water the plants

2 Wash up
3 Tidy the room
4 Take out the rubbish
Language objectives
Grammar
there is, there are
Vocabulary
bathroom, bedroom, dining room, garage, garden,

kitchen, living room
Functions
Describing a house
Skills objectives
3. tidy up, 4. take out tje rubbish, 5. lay the table,

6. feed the dog, 7. make the bed
Speaking

mimes a household chore. The rest of their group guesses
what it is. The winner then has a turn.
Reading
44
5 Lay the table

6 Feed the dog
7 Make the bed
Use key language to describe a house

Unit 2
Materials
Digital Book
Flashcards Unit 2
Pieces of card
When children describe their own houses, some will show
off because they have a bigger house and others may feel
uncomfortable because they have a smaller house. Insist
that it is not important what size their house is.
At home
Answer key:
1 1. is, 2. isnt, 3. are, 4. is

3 Childs own answers.
Optional extra: Children write a description of their
own house.
Warmer
Display the unit 2 Flashcards. Ask the children to name

as many rooms as they can. Write the vocabulary on the
board. Children should be able to recall the following
words from level 1: kitchen, bathroom, bedroom, living
room. Use the poster to present the new vocabulary:
dining room, garage, garden.
Lead-in
Let the children look at the picture on page 23.

Ask questions about the house: Can you see a sofa? How
many beds are there? Is there a bathroom? Where is the car?
What colour is the car?
1 Children look and say.

2 Children read and tick () the correct
description.
Answer key: - In my house, there are two bedrooms
and two bathrooms. There is a garden.
Optional extra: Play There isnt a dog in the classroom!

On the board, write a list of things that may or may not be
found in the classroom, for example: a fish, a door, a dog,
a poster, a window, etc. On the board, write There is /
There isnt Divide the class into two teams. Children
from each team take turns making a true statement using
the words on the board: There is a poster in the classroom.
There isnt a dog in the classroom. Award one point for
each correct sentence. The team with the most points at
the end of the game is the winner.
Wrap up
Divide the class into small groups and give each group
a piece of card. Show children how to cut the top two
corners off diagonally to make a house shape. Then let
them draw the rooms in the house and furniture.
Note: Save the houses for the next lesson.
The children draw a fantasy house and describe it to
the rest of the class.
Language objectives
Grammar
Questions with Wheres...?

Prepositions: in, on, under, in front of, behind,
next to
Vocabulary
armchair, box, boy, cat, chair, dog, football, girl, plant,

sofa, table
Functions
Describing where things are
Skills objectives
Listening
Show understanding of key language by drawing
Reading
Show understanding of prepositions
Writing
Write prepositions
Materials
Digital Book
Audio CD 1
Houses from the last lesson
Warmer
Ask everyone to stand up and take out a rubber. Give

instructions and demonstrate what you want them to do:
Put your rubber on your head. Put it behind you. Put it next
to your pencil case and so on to practise in, on, under, in
front of, behind, next to.
Then give them instructions without demonstrating.
45
Unit 2
Lead-in
Let the children look at the picture on page 24. Ask questions
about the furniture to review the words: What colour is the
sofa? Where is the box? Is this a chair or an armchair?
1.24
Children listen and draw.
Answer key: Childs own drawing.

Optional extra: Children draw a picture of their
bedroom and describe where different things are.
Audio CD 1
1.24
Wheres the boy? Hes on the sofa.

Wheres the football? Its in the box.
Wheres the dog? Its under the table.
Wheres the girl? Shes behind the armchair.
Wheres the plant? Its next to the chair.
Wheres the cat? Its in front of the sofa.
Optional extra: Put the children in pairs and let them
describe the picture to each other.

Answer key: 1. on, 2. in, 3. under, 4. behind,
5. next to, 6. in front of

ask each other questions about the locations of different
objects in the classroom: Wheres the (computer)? Its
(next to the door). Then tell them to write three questions
and answers in dialogue form in their notebooks. Call on
volunteers to present their dialogues in front of the class.
Wrap up
Distribute the childrens houses (see Materials). Let them

make labels for the furniture and rooms. Then ask them
to write a description of their house on a separate sheet of
paper. Display the houses and texts on a classroom wall.
Fast finishers
Children draw more objects in the living room scene and

write what things are where.
Unit 2
Optional extra: Write some simple sentences on the
board and ask the children to draw the pictures: The
ball is under the table. The pencil is on the sofa.
At home
Answer key:
1
46
1. next to, 2. on, 3. under, 4. behind, 5. in,

6. in front of
Language objectives
Grammar
Imperatives
Vocabulary
clean the floor, feed the dog, make the bed, lay
the table, take out the rubbish, tidy your room, walk
the dog, wash up, water the plants
Functions
Giving instructions
Skills objectives
Speaking
Sing along to a chant to reinforce target language
Listening
Understand key vocabulary in the context of a chant
Reading
Understand the imperatives
Writing
Copy key vocabulary
Materials
Digital Book
Audio CD 1
Flashcards Unit 2
Warmer
Display the unit 2 Flashcards. Help the children to name

all the activities. Then ask them to close their eyes whilst
you remove one of the flashcards. The children try to
identify which one is missing.
Unit 2
Language objectives
Vocabulary
friend, grandma, grandad, raining, wish
Lead-in
Mime one of the household chores and get the children to

guess what you are doing. Let children take over your role.
Skills objectives
Listening
1 Children read and number.
Identify characters and activities in a story

Answer key: From top to bottom: 6, 2, 5, 3, 4, 1
Reading
Optional extra: Let the children mime the actions as they

listen to the song.
1.25

Optional extra: Divide the class into four groups. Give

each group a way of saying the chant, for example, in an
angry voice, in a whisper, like an opera singer, like a pop
singer. Give them some minutes to practise and then ask
them to perform the chant in their given style to the class.
Materials
Digital Book
Audio CD 1
Children read at different speeds. Put the children into

pairs or small groups to read together. Let stronger
readers help weaker ones.
Answer key: 1. Water the plants, 2. Lay the table,

3. Wash up, 4. Walk the dog.
Optional extra: Put the children into pairs. They take turns
to give each other an instruction and act it out.
Wrap up
Display the unit 2 Flashcards. Divide the class into two

teams. Invite one member of each team out. Say a chore
and the children try to find a person doing that activity.
The first one to find a person wins a point for their team.
Unit 2
At home
Answer key:
From left to right: 1. Lay the table - Clean the floor,

2. Walk the dog - Wash up, 3. Make the bead Feed the dog.
2 1. Tidy up, 2. Wash up, 3. Feed the dog, 4. Take

out the rubbish
Optional extra: The children list six household

chores and then write next to them who does each
activity.
Warmer
Draw a circle in the centre of the board and write the

word birthday in it. Ask children to name all the things
they can think of when they hear the word birthday. Write
their ideas on the board, around the circle. Provide the
words in English as necessary.
Lead-in
Let the children look at the pictures on page 26. Ask them
to point to different elements: Point to the cake/grandma/
present. Read the title of the story out loud and ask
children questions to help them predict what the story is
about: Whose birthday is it? Is Nick at home? Is the party at
his house? Who comes to the party? Is Nick happy? Explain
the meaning of the word wish and ask: What do you think
is Nicks birthday wish?
1.26
Children read and listen to the

story (1-8).
Optional extra: Play the track again, pausing after each

sentence, and lead students in acting out the sentences that
contain action verbs. Ask comprehension questions: Why
is Nick excited? Who tidies the living room? Who makes the
cake? What flavour is the cake? Who washes the dishes? Who
is Stephen? Is it raining outside? Who comes to the house?
47
Unit 2
Materials
Answer key: 1. tidies up the living room, 2. washes up,

3. is Nicks friend, 4. is raining, 5. sings Happy Birthday.
Digital Book
Audio CD 1
Optional extra: Children write two more sentences about

what Nick and his mum do.
Fast finishers
Wrap up
Say sentences out loud and ask the children to say which
character in the story would say it: Its my birthday today.
Who is it? Repeat with: I tidy the living room. Im Nicks best
friend. We have got coats and umbrellas. I make the cake.
Warmer
Write the title of the story on the board: Nicks birthday

wish. Ask children what they remember about the story.
Elicit the names of the characters and the setting of
the story.
Lead-in
Ask children if they remember what Nicks birthday wish

was.
Read the story but keep stopping and asking

children to provide you with the next word(s).

in the story.
At home
Answer key:
1 1. F, 2. T, 3. F, 4. T
favourite birthday cake.
Language objectives
1.27

story (1-8).
2 Children circle the incorrect words and

then write the correct words.
Answer key: 1. carrot - chocolate, 2. basketball -
football, 3. mouth - eyes, 4. grandad - dad, 5. cant - can
Wrap up
Work together with the children to make a map of the

story. Put the headings on the board: Title, Characters,
Setting, Beginning, Middle, End.
Encourage children to use words, sentences and pictures
to complete their maps. In the beginning, middle and end
sections, get children to include one important event from
each part of the story.
Unit 2
Vocabulary
dark, hug, lights, presents, surprise, wish
Skills objectives
Reading
Answer key:

Listening
Writing
Find and write correct words
48
At home
1 1. Mum, 2. Stephen, 3. Mum, 4. Nick

2 Picture 2
Optional extra: Children draw a scene from the
story and write something about it underneath.
Unit 2
Language objectives

Answer key:
Grammar
Present simple routines with the time
Vocabulary
half past, oclock

get up, go to bed/school, have breakfast/dinner/lunch
Functions
Telling the time

Describing a routine
Skills objectives
Optional extra: Read the sentences out loud and get

the children to read with you and mime the actions.
Speaking
2 Children read and write the times.
Reading
Optional extra: Draw some clocks on the board or pass

around the real clocks. Say a time and get the children to
move or draw the hands to that time.
Use the present simple to describe a routine

stickers
Show understanding of the time expressions
Materials
Digital Book
Analogue clocks
Some children find the concept of telling the time very
difficult. Help them to understand half past, and show
them that the small hand is between two numbers but
it is always half way past the first of the two numbers.
Some children might not know at what time they do
certain activities. Give them probable times that they
do them.
Warmer
Draw a large circle on the board. Write in the numbers

12, 3, 6 and 9. Ask the children to help you to fill in the
missing numbers.
Lead-in
Using the large clock on the board to review oclock

times. If there is a real clock available, move the hands to
demonstrate the concept of half past. Give the children
lots of practice to say the two times.
3 Children play a guessing game.

Optional extra: The children imagine that they are one
of the girls. They write six true/false sentences in their
notebooks about their day. Write an example on the
board: I eat lunch at two oclock. Then ask: True or false?
Divide the class into pairs.
They take turns reading their sentences out loud to their
partner for them to respond.
Wrap up
Draw various clocks on the board showing oclock and

half past times. Divide the class into teams and invite a
member of each team to come out. Call out a time and
the first person to touch it wins a point for their team.
Teachers Resource Material: Language worksheet
Unit 2
At home
Answer key:
1. does chores, 2. has a shower, 3. has dinner,

4. goes to bed

Optional extra: The children create a simple daily

routine list for themselves with activities and times.
49
Unit 2
Language objectives
Vocabulary
break, cake, day, eight, great, lady, lake, late, make,

mistake, skate, snake, straight, take, tastes
Pronunciation
Phonics: Long a sound
Skills objectives
Speaking
Identify and produce long a sounds
Listening
Differentiate between short and long a sounds
Materials
Digital Book
Audio CD 1
Long a sound word cards (one per child)
Pictures of a whale and of a cat
1.30
Children listen and circle the words

with the long a sound.
Answer key: 1. skate, 4. snake, 6. cake, 8. eight

Optional extra: Distribute the word cards. Tell the
children to memorise their word and turn the card over so
no one can see it. Let them walk around the room saying
their word over and over until they find someone with
the same word. When they do, they link arms and look
for others. When groups have been formed, each person
must say their word to reinforce pronunciation.
Wrap up
Display a picture of a whale and a picture of a cat on

opposite walls of the room. Say whale and ask the children
to repeat. Do the same with cat. The children stand up.
Say the following words and the children walk to the
corresponding wall: cat, apple, whale, man, snake, plane,
hat, eight, plant, snail, bat, tail, train, hat, rain, table.
Teachers Resource Material: Speaking worksheet
Unit 2 Optional extra: Ask the children to copy six
words with the long a sound from the lesson in their
notebooks.
Warmer
Write the letter a on the board. Remind children of the

short sound. Elicit some examples of the short a sound:
cat, apple.
Lead-in
Answer key:
Tell children that the letter a can also say its name and
make a long a sound. Give some examples for the children
to say together: train, snake, day. Elicit more examples
from the children.
1.28
At home
1 Pictures 2, 3, 7, 8
2
Answer key:
Optional extra: Read out each line of the poem but stop
for the children to say the last word of each line.
1.29
Optional extra: Children repeat the rhyme chorally and

individually, trying to imitate the correct pronunciation.
50
Language objectives
Functions
Recognising numbers 1 to 50
Vocabulary
ten, twenty, thirty, forty, fifty
Unit 2
Skills objectives
Writing
Count in tens and write numbers up to 50
Materials
Digital Book
Cutouts Unit 2
Small objects to count (buttons, shells)
Warmer
Count with the children alternating numbers. Say

one and the children say two and so on up to twenty.
Turn your back to the class and write a number from
1 to 20 in the air. Encourage individual children to guess
the number. The first child to guess correctly comes to the
front and writes the next number in
the air. Continue for several rounds.
Lead-in
Write the following sums on the board:

10 + 10 =
10 + 20 = 10 + 30 = 10 + 40 =
Ask a volunteer to solve the first sum and write the word
twenty on the board. Repeat with the remaining sums.
Then point to the numerals and words 2050 at random
and ask the children to name them.
1 Children look and order.

Answer key: ten, twenty, thirty, forty, fifty
Optional extra: Write lots of numbers on the board between
1 and 50 in random order. Divide the class into teams and
ask a member of each team to come out. Call out a number
and the first child to circle it wins a point for their team.
2 Children count the objects and write the

numbers.
Answer key: 1. thirty-two, 2. forty-three, 3. twenty-seven

Optional extra: Do a number dictation by saying a
number and the children then write it down.
3 Children cut out and play Bingo.

Optional extra: Write eight numbers on the board
between 1 and 50 in random order. Then say Go! and the
children race to write the numbers in order.
Wrap up
Divide the class into pairs. Give each pair a bag of small
objects (see Materials). Let the children group the objects
in tens and then set the leftovers to the side in order to
count all the objects. Let them exchange bunches with
other pairs and repeat the activity.
Note: This could also be done as a race.
Ask children to write all numbers ending in 5
between 1 and 50. (5,15,25,35,45)
At home
Answer key:
1 2. 51 - fifty-one, 3. 23 - twenty-three, 4. 46 - forty-six

2
3 ten, twenty, thirsty, forty, fifty, sixty, seventy,
eighty, ninety
Language objectives
Vocabulary
collection, collector
Skills objectives
Reading
Select information from a text
Writing
Find and copy words to complete a chart
Speaking
Describe a collection using model language
Materials
Digital Book
A collection of
something (shells, coins,
stamps, rocks, etc.)
2 sheets of paper per
child
A piece of coloured
paper per child
A piece of card per child

Stapler
A glass with water in it
Coins
Eyedropper/pipette
Warmer
Show the collection you have got. Pass the objects around
and let the children look at them. Talk about different
items, where they came from or why they are special.
Explain what a collection is.
51
Unit 2
Lead-in
Vocabulary
Write the word shell on the board and draw a picture of a

shell next to it. Ask children if any of them collect shells or
any other item.
Household chores
Routine activities
Functions
1 Children read and complete the chart.
Giving instructions
Describing locations
Describing a routine with the time
Answer key: 1. shells, 2. forty-five, 3. big and small

shells, many different collars, 4. the beach
Optional extra: Elicit items that people might collect.
Skills objectives
Children complete the chart about their

collection.
Speaking
Give instructions about chores
Listening

3 Children make a poster and present their
Reading
collection to the class.
Optional extra: Children draw and describe a fantasy

collection, for example, football players or animals.
Writing
Write words to complete a description
Wrap up
Do two experiments. Show the children a glass about halffull of water. Ask the children to guess how many coins
can be put into the glass before the water spills out. Do
the experiment, getting everyone to count along, and see
who was right.
Ask the children to guess how many drops of water will fit
onto the surface of a coin before it runs off.
Do the experiment to see who was right.
Children write some sentences to describe their collection.
At home
Answer key:
1. thirteen, 2. eighteen, 3. twenty-one
Materials
Digital Book
Audio CD 1
Flashcards Unit 2
Warmer
Display the unit 2 Flashcards. Call out words and ask

children to come and point to the items in the pictures:
kitchen, tidy up, take out the rubbish, dad, sofa and so on.
Draw four columns on the board and write the headings:
Rooms, Furniture, Family, Chores. Ask the children to give
you words for each category.
Lead-in
Play Track 1.25 and review the chant that children learnt
in Lesson 4. Remind them to mime the actions that go
along with the words. Show the unit 2 Flashcards as they
say each line.
Answer key: From left to right, top to bottom: 3, 5,

4, 2, 1
Language objectives
Optional extra: Get the children to write the names of

the chores under the pictures.
Grammar
Imperatives
Present simple routines
Prepositions: behind, in front of, next to, on, under
52
1.31
1.32
Answer key: 1. Feed, 2. Tidy up, 3. Wash up, 4. Clean,

5. Watch
Unit 2
Optional extra: Ask children to choose four chores and
write a note to a classmate. Once they have completed
their notes, invite a volunteer to the front to read their
note. The class can mime the actions as they hear them.
3 Children look and say the chores to do.

Optional extra: The children write a list of the chores that
need doing in the bedroom.
Audio CD 1
1.31
Dear Paul,
Heres your list of chores for the day:
1 Feed the cat.
2 Tidy up your bedroom.
3 Wash up the dishes
4 Clean the kitchen.
When you finish your chores, you can watch TV.
Love, Mum
Give each child a piece of paper and ask them to choose

an object in the classroom and write several clues
describing where the object is located: Its on a desk. Its
next to Sam.
Collect the papers in, read them out loud one by one and
see who can be the first to guess the object that is being
described.
Wrap up
Write the letters t, b and w on the board. Put the children

into small groups and ask them to write as many words
they have learnt in unit 2 as they can that start with those
letters.
t: take, tidy, table, two, three, ten, twenty, thirty
b: bathroom, bedroom, boy, box, behind, bed, birthday
w: water, wash, watch, walk, wish
Final evaluation
At home
1.32
1 Feed the cat.

2 Tidy up your bedroom.
3 Wash up the dishes.
4 Clean the kitchen.
5 Watch TV.
4 Children read and write the times.

Answer key:

Answer key:
1 1. Make, 2. Wash up, 3. Feed, 4. Lay

2 1. Make the bed, 2. Wash up the dishes, 3. Feed
the fish, 4. Lay the table

4 1. has, 2. Childs own writing, 3. goes - eight
5
oclock, 4. Childs own writing, 5. does - three

oclock, 6. Childs own writing.

Optional extra: Children write two sentences about
themselves and draw the times.

Answer key: 1. behind, 2. in front of, 3. next to,
4. under, 5. on
Optional extra: Place real objects in diverse locations

around the classroom. Write the names of the objects
on the board and ask the children to tell you where the
objects are. Be sure that all of the prepositions of location
are being reviewed.

The Picture Dictionary on page 113 gives children an
illustrated
More
More reference
P P
withprac
extra
practice.
More practice
SC SC

More
Achievers
GamesMore
phonics
phonics
53
i-poster
Language fun!
Units 0-2
SB Pages 34 & 35
Language objectives
Grammar
Review: present simple and present continuous
Vocabulary
Furniture
Animals
Colours
Sports
Functions

Communicating in order to play a game
2 Children present their poster to the class.

Optional extra: Display the childrens posters and then
describe one of them. Ask the children to guess which one
you are describing.
3 Children play Guess what Im doing!

Optional extra: Divide the class into two teams. Invite a
member from each team to the front. Show them a strip
of paper with an action written on (see Materials) and
they both mime the action to their team. Whichever team
guesses first wins a point.
1.33
Answer key: 1. John - eight - blue - horse - football,

2. Olivia - seven - green - cat - swimming
Skills objectives
Speaking
Ask and answer questions in the context of a game
Writing
Write a description using a model text as a guide

Complete a survey
5 Children interview two classmates and
Materials
Digital Book
Audio CD 1
Flashcards Units 1 and 2
Strips of paper with actions from Units 0, 1 and 2
written on, such as feeding the dog, painting, playing
tennis, skiing, singing, watering the plants
Warmer
Review the songs and chants from Units 0, 1 and 2. Encourage the children to make appropriate movements as
they sing or chant along.
Lead-in
Ask the children questions about their houses.

Ask them how many people live in their house, how many
bedrooms and bathrooms they have, if they have a garden or a garage, etc.
1 Children make a poster of their bedroom

and write a description.
Optional extra: Read the text on the poster out loud

with the children and ask them simple comprehension
questions:
How many beds are there? What colour is the bedroom?
How many posters are there? Are there any stuffed animals?
54
Optional extra: Play Bingo! The children draw a 3 by 3

grid and in each square they put a word from the chosen
category, for example, colours. Call out words from the
category and the first child to cross out three words in a
row wins.
complete.
Optional extra: The children present one of their

classmates from their survey to the class. They need to
switch the language to the third person: (His) name is...
(He) is... (His) favourite colour is...
6 Children do a class survey and write the

results.

Optional extra: Write the words Colours, Animals and
Sports on the board. Go around the class asking children
to suggest a word for one of the categories. Continue
until no one can think of any more words.
Wrap up
Divide the class into two teams. Give Team A the unit 1
Flashcards and Team B the unit 2 Flashcards. Tell the
children they have two minutes to observe their flashcards
and try to memorise as much of them as they can.
Remove the flashcards and get children to write down
as many things as they can from them. The team that
remembers the most wins.
Teachers Resource Material: End of Term 1 Test
Ask children individually how old they are and some
questions about their favourite items.
Language fun!
Units 0-2
At home
Answer key:
2 1. thirty - fifty, 2. Tuesday - Thursday - Friday,

3.
3 Shes playing the guitar.

Optional extra: Children interview two family
members and make charts for them.
Audio CD 1
1.33
1 My names John. Im 8 years old. My favourite colour

is blue. My favourite animal is a horse. My favourite
sport is football.
2 My names Olivia. Im 7 years old. My favourite
colour is green. My favourite animal is a cat. My
favourite sport is swimming.
55
Unit
Meal time
Grammar
Vocabulary

not like, and interrogative
Present simple: like, third
person s
Demonstratives: this,
these
Imperatives
Pronunciation
Food: apple, banana, beans,

biscuits, bread, broccoli, cake,
carrots, cherries, cheese, chips,
eggs, fish, grapefruit, ham,
hamburgers, honey, ice cream,
lettuce, mashed potatoes,
milk, pasta, peaches, peas,
pineapple, rice, salad, spinach,
steak, strawberries, sweet corn,
tomatoes, yoghurt
Food groups: dairy, fats and
oils, fruit and vegetables, grains,
meat, fish, eggs and beans
Phonics: long e
sound
Recycled language
this, these
Language objectives
Grammar
Functions
To practise the Present simple using like in all

persons
To use singular and plural demonstratives correctly:
this, these

To describe what people like to eat
To describe food using sensory verbs
To categorise food into groups
To describe personal taste
To describe healthy food
Vocabulary
Pronunciation
To identify and name food
To highlight and practise the long e sound

To differentiate between alternative spellings of the long
e sound
Skills objectives
Speaking
To ask and answer questions about likes
To answer questions
To use the present simple with sensory verbs to
describe food
To identify and produce long e sounds
To name food groups
Listening
To identify food
To understand key language in order to complete an
activity
To identify food in a story
56
Reading
To demonstrate comprehension of vocabulary
To read a poem and recognise there is a rhythm
To interpret a chart
To understand key language in order to complete an activity
Writing
To copy and write key vocabulary: food
To create a food pyramid with target vocabulary
To write about someones food preferences
Overview
Assessment criteria
Unit 3
More
practice
More
practice
Check children are able to identify, understand and produce likes and dislikes, present simple,
demonstratives and imperatives.
More
phonics
Check children are able to identify, understand and produce food, verbs and adjectives.
Check children are able to ask about likes and dislikes, describe food and read and write a recipe.
SC SC
More
phonics
i-poster
Materials
Go digital!
i-flashcards
Digital Book
Audio CD 1
Flashcards Unit 3
Extra
Paint
Realia: different food cut
CD of music
into pieces for the children
Bean bags
to smell and taste
Chalk
Paper
Old magazines or food fliers
A soft ball
Continuous paper
from supermarkets
Plastic bowls, spoons, knives
Glue
Cutting boards
Envelopes
Recipe books or recipes from
Card
magazines
Different fruit-flavoured jelly
crystals or drink powder
IWB
Digital book
i-book

the IWB.
More practice
More
practice
More
practice

SC SC
More
More
phonics
phonics
in each unit.
i-poster
i-flashcards

IWB
i-book
resources see our
Activity
Bank, pages 14-17
Key competences
LC
MST

and writing skills. They learn some basic
language for asking about likes and dislikes.
Children learn to describe food and to read
and write a recipe. Children learn grammar,
vocabulary and phonics for pronunciation.
CAE

Technology

learn about the food pyramid (CLIL).
DC
SCC
LL
Digital competence

IE


and creativity. Children enjoy saying a chant,
singing a song and performing craft tasks (a
family album). Children learn about recipes:
fruit salad.

matching, etc.

decisions regarding the craft activities.
57
Unit 3
Language objectives
Vocabulary
biscuits, broccoli, cake, cherries, grapefruit, pineapple,

rice, spinach, steak, strawberries, sweet corn
Skills objectives
Speaking
Listening
Identify food
Reading
Writing
Materials
Digital Book
Audio CD 1
Paper
Warmer
.
But I love
The children can decorate it and then read it out in a small
group or for the whole class.
3 Children look and write.

Answer key: 1. cake, 2. steak, 3. strawberries,
4. cherries, 5. pineapple, 6. spinach, 7. grapefruit,

8. broccoli
Optional extra: The children choose four of the food
items from the chant and in small groups say if they like
them or dont like them.
Wrap up
Call out the name of a food from either the song or the
story. Tell the children to stand up if they like it, stay
seated if they dont like it or stand up and wave their
hands if they love it.
Initial evaluation
Ask children to name something they like to eat and
something they dont like.
At home
Ask children to look at page 36. Invite them to name

any item of food they know. Write the words as they say
them. Then brainstorm a list of other foods the children
know and add them to the list. If necessary, you can draw
simple pictures next to the words.
Answer key:
Lead-in
Optional extra: Children write what they have for

dinner.
Let the children look at the story on page 36. Ask questions
about the pictures: Where are the children? Is it time for lunch?
Elicit the name of the foods pictured and write a list on the
board, providing vocabulary as needed: chicken, sweet corn,
biscuits, rice.
1.34
Values: Talk with the children about why Trish feels sick.
Ask why Toby doesnt feel sick. Discuss why it is not a
good idea to eat only biscuits for lunch. Elicit what a
healthy lunch should include and write on the board
several possible menus for a proper lunch.
1.35
Values: Give each child a piece of paper and get them to

write their own version of the chant. Write the following
outline on the board:
I like
.
I like
.
I dont like
,
58
1 Childs own colouring.

Language objectives
Grammar
Present simple with like: questions and short

answers, 1st and 2nd persons
Vocabulary
carrots, chips, eggs, fish, hamburgers, mashed

potatoes, peas, pineapple, salad, sweet corn
Functions
Expressing likes and dislikes
Unit 3
Skills objectives
Speaking
Ask and answer questions about likes
Listening
Understand key language in order to complete

an activity
Reading
Demonstrate comprehension of vocabulary
Materials
Digital Book
Audio CD 1
Flashcards Unit 3
Old magazines
Paper
Glue
Envelopes
Warmer
Hold up the unit 3 Flashcards one by one and elicit the

words. Teach any new vocabulary. Put the flashcards on
one side of the board and the word cards on the other.
Invite volunteers to match the pictures with the words.
3 Children complete the chart for

themselves.
Optional extra: The children read out their personal tastes

in small groups.
4 Children ask a classmate and complete the

chart for him or her.
Optional extra: Give each child some old magazines and

an envelope. They find a photo of a food item they know
and like, cut it out and put it in the envelope. Divide the
class into pairs. The children then try to guess what the
other child has chosen.
Wrap up
Say an item of food you like and ask a child if they like it:
I like (salad). (Dan), do you like (salad)? The child answers
and then repeats the procedure with a different food item.
Continue around the class.
Ask each child to tell you something they love, like
and do not like.
At home
Lead-in
Hold up a unit 3 Flashcard and say: Look, a (pineapple).

I (love) (pineapple)! (Claudia), do you like (pineapple)?
Encourage them to say Yes, I do or No, I dont.

Answer key: From left to right: 3, 1, 2
Answer key:
1. Do you like grapefruit?, 2. Do you like salad?,

3. Do you like eggs?, 4. Do you like sweet corn?

3
Optional extra: Give each child a piece of paper and

show them how to fold it into thirds. They write I like
at the top of the left-hand column, I love in the middle
column and I dont like in the right-hand column. Ask
them to look through magazines for pictures of food.
They cut out the pictures and glue each one in the
corresponding column.
1.36
Answer key:
Optional extra: As a class read the first question chorally:

Do you like hamburgers? The children that do call out: Yes,
I do and then the ones who do not call out: No, I dont.
Repeat with the other food items from the chart.
Audio CD 1
1.36
Owen, do you like hamburgers? No, I dont.

Do you like salad? Yes, I do.
Do you like chips? Yes, I do.
Do you like sweet corn? No, I dont.
Do you like eggs? No, I dont.
Do you like pineapple? Yes, I do.
59
Unit 3
Language objectives
Grammar
Present simple with like: affirmative and negative,

3rd person singular and plural
Vocabulary
biscuits, cheese, fish, ham, hamburgers, ice cream,

lettuce, milk, peas, tomatoes, yoghurt
Functions
Describing what people like to eat
Skills objectives
Reading
Demonstrate understanding by placing stickers

Read a poem and recognise there is a rhythm
Interpret a chart
Materials
Digital Book
Warmer
Ask a student a question about food: (Susana), do you like

eggs? When the child answers, repeat the answer in the
third person: She likes eggs. Repeat with other children
and food items.
Lead-in
Write the word picky on the board. Explain that picky

means that a person has very narrow tastes. For example,
people who are picky might not like vegetables, or they
might only like things that are coloured pink. (Clarify
that picky is not limited only to specific tastes in eating.)
1 Children read the poem and stick.

Answer key:
2 Children look and circle true (T) or false (F).

Answer key: 1. T, 2. T, 3. F, 4. T, 5. T, 6. T
Optional extra: Write the following on the board:
She likes ice cream.
They like ice cream.
Encourage the children to notice and explain the difference
between the two sentences. Next to the first sentence,
draw a girl with a happy face next to an ice cream cone.
Next to the second sentence, draw two girls with a happy
face next to an ice cream cone. Underline the verbs in each
sentence. Explain that when we are using he or she, we add
an s to the verb. Elicit other pairs of similar sentences and
write them on the board with simple pictures.
Repeat the procedure with He doesnt like yoghurt. / They
dont like yoghurt.
Wrap up
Draw a 3 by 3 grid on the board and in each space write

one of the following: like, likes, doesnt like, dont like.
Divide the class into two teams: X and O. The teams take
turns to choose a square. In order to win the square,
they must make a correct sentence using the verb in the
square. When a team wins a square, one member draws
an X or an O in it. The first team to win three squares in
a row wins the game.
Unit 3
Optional extra: Say several sentences and ask the
children to quickly draw pictures to represent their
meaning: They like pizza. He likes fish. They dont like
cherries. She doesnt like bananas.
The children then make up and illustrate four
sentences of their own.
At home
Answer key:
1 1. doesnt like, 2. likes, 3. likes, 4. doesnt like

2
Optional extra: Write a big letter s on the board. Elicit all

the names of food the children can remember that begin
with that letter, for example: steak, spinach, strawberries,
salad, sweet corn. Repeat the activity with p and c
(pineapple, peas, potato, pizza; cheese, cherries, chicken,
chips, carrots, cake).
60
Optional extra: Children write about the likes and

dislikes of a member of their family.
Unit 3
Language objectives
Grammar
Present simple with like: questions and short

answers, 3rd person singular and plural
Vocabulary
bread, cheese, pasta, salad
Functions
Describing what people like to eat
Skills objectives
Speaking
Answer questions
Reading

an activity
Writing
Copy key language
Materials
Digital Book
Flashcards Unit 3
Paper
Warmer
Display the Unit 3 Flashcards. Divide the class into two

teams. Invite one member of each team out. Say a food
item and the children try to find it. The first one to find it
wins a point for their team.
Lead-in
Draw a Venn diagram on the board. Ask two children

to come out and write each name on one of the circles.
Ascertain food which they both like and write it in the
overlapping segment, and food only one likes and write
it in their part of the circle.
1 Children read and write the names.

Answer key: 1. Mary, 2. Cary
Optional extra: The children make a list for both Mary
and Cary with the food that they like.
2 Children read again and complete.

Answer key: From left to right, top to bottom: bread,
pasta, salad, salad, cheese, bread
Optional extra: The children compare their answers with

a partner. A pair of children then draws the diagram on
the board for the others to check.
3 Children read and answer.

Answer key: 1. Yes, she does, 2. Yes, they do, 3. No,
she doesnt, 4. No, they dont.
Optional extra: Divide the class into pairs and distribute

paper. The children make a Venn diagram about their
tastes. Walk around the class as children are working,
providing help as needed. When children finish, they can
present the information to the rest of the class.
Wrap up
Display the unit 3 Flashcards. On the board write a chart

with the following headings: Sweet foods, Drinks, Fruit,
Vegetables. Invite children out to point to an item of food,
name it and say where it belongs on the chart. If they are
correct, write the word in the corresponding column.
Teachers Resource Material: Writing worksheet Unit 3
Optional extra: Draw a Venn diagram on the board
for two imaginary children. Ask the children questions
about the children using Does he/she like...? and Do
they like...?
At home
Answer key:
1 1. T, 2. T, 3. F, 4. F, 5. F, 6. T
2 1. No, she doesnt, 2. No, he doesnt, 3. Yes, they
do, 4. No, they dont
Language objectives
Vocabulary
broccoli, cake, carrots, cheese, fish, honey, lettuce,

pasta, peas, pineapple, spinach, strawberries, yoghurt
Skills objectives
Listening
Identify food in a story

Reading

61
Unit 3
Materials
Digital Book
Audio CD 1
Language objectives
Vocabulary
Warmer
broccoli, cake, carrots, cheese, fish, honey, lettuce,

pasta, peas, pineapple, spinach, strawberries, yoghurt
Write the phrase Mothers Day on the board. Ask the

children if they know when it is and if they ever do
anything special for their mum. Ask them if they have
ever helped to prepare any food at home.
Skills objectives
Listening
Lead-in
Ask the children to think of all the food their mum or dad
likes or doesnt like and to tell the person sitting next to them.
1.37
Reading


story (1-8).
Materials
Optional extra: Play the track again and ask comprehension

questions: What do the children want to do? What does Dad
make a list of? Where do they buy the fruit from?
Digital Book
Audio CD 1
2 Children tick () the food Mum likes.

Answer key: strawberries, peas, spinach, honey,
lettuce, cheese, pineapple, carrots
Warmer
Optional extra: Children put a tick or a cross for each

food item for themselves. In pairs they tell their partner
which food they like and which they do not like.
Write the title of the story on the board: Mothers Day

surprise. Ask children what they remember about the
story. Elicit the names of the characters and the setting of
the story.
Fast finishers
Lead-in
Wrap up

Tell the children that they are Mum and you are going
to ask questions about the food. Say: Mum, do you like
(cake)? The first child to put up their hands and answer
correctly wins a point.
Name a food item from the story and ask the
children: Does Tina and Marks mum like it?
At home
Answer key:
1. Today is Mothers Day, 2. Da makes a list of food,

3. Tina and Mark say what food Mum likes, 4. They
buy the food.
2 1. Mum, 2. help, 3. broccoli, 4. cake, 5. market

favourite dish.
62
In pairs, ask children to remember and list the food

mentioned in the story.
1.38

(1-8).

in the story.

Answer key: 1. Yes, she doues, 2. No, she doesnt, 3.
Yes, he does, 4. No, he doesnt, 5. Yes, she does.
Optional extra: Write the names of all the ingredients on
small pieces of paper. Distribute them among the children.
Call out one of the dishes, for example, fruit salad, and ask
all the people holding one of the ingredients to come out
to the front. Review them together to see if you have the
right ingredients for the dish.
Wrap up
Write the dishes that appear in the story as headings on

the board: Pasta, Salad, Fruit salad. Ask the children to tell
you which ingredients belong in which dish. As they say
them, write them under the correct column.
Unit 3
Teachers Resource Material: Reading worksheet Unit 3
Paint
CD of music
At home
Answer key:
1 1. Dad, 2. Mark, 3. Dad, 4. Tina, 5. Tina, 6. Mum

Optional extra: Children draw their favourite food.
Language objectives
If you bring in real food for children to smell and taste,

be careful to check for any food allergies beforehand.
Warmer
Draw a face on the board and write the words taste, smell
and look. Discuss that we taste with our mouths, smell
with our noses and look at with our eyes. Point to each of
the features as you talk about these senses.
Lead-in
On the board write: This cherry smells good and These

cherries smell good. Ask children if they can see the
difference between the two sentences. Draw one cherry
next to the first sentence and several next to the second.

Answer key:
Grammar
Present simple with senses: looks, smells, tastes

Adjectives: bad, good, delicious
Demonstrative adjectives: this, these
Vocabulary
biscuits, bread, cherries, ham, hamburgers, juice, milk,

salad, sweet corn
Functions
Describing food using sensory verbs
Skills objectives
Reading

stickers
Speaking
Use the Present simple with sensory verbs to

describe food
Materials
Digital Book
Flashcards Unit 3
Different food cut into pieces for the children to smell
and taste, such as fresh bread, fruit, biscuits, etc.
Card
Glue
Different fruit-flavoured jelly crystals or drink powder
(for example, strawberry, orange, lemon)
Optional extra: Show the children the real food and give
each child something. Ask them to tell the class how it
smells, looks and tastes.
2 Children read, complete and number.

Answer key: 1. These, 2. This, 3. These, 4. This
Optional extra: Divide the class into groups and give
each group a large piece of card. Tell them to draw a
large piece of fruit on their card (depending on the
flavours of jelly/drink powder available).
The children paint their fruit and then, while the paint is
wet, sprinkle the appropriate flavoured powder to give
the picture a unique smell. Display the smelling fruit
pictures in the classroom. The children can then say:
This (strawberry) smells (good).
3 Children cut out, colour and make dinner.

Optional extra: Divide the class into groups of four.
Tell them to push their desks together to form a table.
The children put their cutouts in the middle, pass the
food around and discuss how their food tastes, smells and
looks. Invite a few groups to act out the role-play for the
rest of the class.
63
Unit 3
Wrap up
The children stand in a circle. Distribute unit 3 Flashcards

or real food. Play some music and the children pass the
items around the circle. Pause the music. The children
holding something say a sentence with this or these.
Unit 3
At home
Answer key:
Warmer
Write the letter e on the board. Remind children of the

short sound. Elicit some examples of the short e sound:
red, leg.
Lead-in
Tell children that the e letter can also say its name
and make a long e sound using the letters ee or ea.
Give some examples for the children to say together:
green, feet, eat, pea. Elicit more examples from the
children. Write the word pizza on the board and say that
this word also has the long e sound.
1.39
Answer key:
1. These beans taste bad, 2. These pancakes look

delicious, 3. This juice smells bad, 4. This bread
tastes good.

3 1. This - bad, 2. These - good
Language objectives
Vocabulary
beans, cheese, eat, green, ice cream, meat, peaches,

peas, sweets
Pronunciation
Phonics: long e sound
Skills objectives
Speaking
Identify and produce long e sounds
Listening
Differentiate between alternative spellings for the

long e sound
Materials
Digital Book
Audio CD 1
Bean bags
Chalk
64
for the children to say the words with the long e sound in
each line.
1.40
Optional extra: Children repeat the song chorally and

individually, trying to imitate the correct pronunciation.
1.41
Children listen and match.
Answer key: 1. peas, 2. feet, 3. meat, 4. green,

5. peach, 6. beans
Optional extra: Write the words Feet and Meat as column

headings on the board. Ask volunteers to come out and
write a word in one of the columns.
Wrap up
Draw a large bulls eye on the floor with chalk. In each

circle include different letters: ea, ee, e.
Divide the class into teams. Give a child a bean bag and
ask them to throw it. If it lands on the bulls eye, they say
a word with those letters. If they say a correct word, they
win a point for their team.
Teachers Resource Material: Speaking worksheet 3
Optional extra: Ask the children to copy four words
with the long e sound and ee spelling and four with
the ea spelling in their notebooks.
Unit 3
At home

Answer key:
Answer key:
1. beans, 2. meat, 3. ice cream, 4. peaches, 5. feet,

6. cheese, 7. peas
2 1. Pete - pizza, 2. Pete - cheese, 3. Pete - meat,

4. Pete - sweet
Language objectives
Vocabulary
beans, dairy, eggs, fats, fish, fruits, grains, meat, milk,

oils, vegetables
Functions
Categorising food into groups
Optional extra: Name an item of food and ask the

children to tell you which category it belongs to.
2 Children look and colour.

Answer key: 2. purple, 3. blue, 4. purple, 5. red,
6. yellow, 7. green, 8. orange
Speaking

look back through the unit for other examples of foods
that belong to these categories and write lists in their
notebooks. Elicit lists and write them on the board.
Writing
3 Children make a food pyramid poster.
Skills objectives
Name food groups
Create a food pyramid with target vocabulary
Materials
Digital Book
A soft ball
Continuous paper
Paper
Warmer
Ask the children to stand up. Toss a soft ball to a child

and ask them to name a food item. They then toss the
ball to another child to name another food item, and so
on. Write a running list on the board of all the food words
that children remember.
Lead-in
Let the children look at the food pyramid and draw their
attention to the size of the coloured blocks. Explain that
the size corresponds to the importance in our diet. Ask
which sections are biggest (grains, vegetables, fruits, milk
& dairy) and which are the smallest (meats, fats & oils).
Clarify that to ensure a balanced diet, it is important to eat
more daily servings of the foods in the categories at the
bottom of the pyramid and less servings of foods in the
other two categories.
Wrap up
Give each child a piece of paper and show them how to

divide it into six sections and label them with the names
of the food groups. At home, ask them to keep a food
journal for a couple of days and write down everything
they eat each day in the corresponding category. They
can share and discuss their journals at school.
Ask children to write a list with 5 foods you should
have often and 3 you shouldnt.
At home
Answer key:
1. cereal - rice, 2. broccoli - carrots, 3. cherries - grapes,

4. butter - oil, 5. cheese - yoghurt, 6. chicken - steak.
Childs own drawing.
Optional extra: Children complete a food journal.
65
Unit 3
Language objectives
Vocabulary
apples, bananas, bowl, grapes, kiwis, peaches,

pineapple, strawberries; cut, eat, mix, serve, wash
Skills objectives
Reading
Recognise and select key vocabulary
Writing
Write ingredients for a recipe
Materials
Digital Book
Fruit
Plastic bowls, spoons, knives
Cutting boards
Recipe books or recipes from magazines
Paint
Paper
If you bring in fruit for children to make a fruit salad,
be careful to check for any food allergies beforehand.
Optional extra: Children describe their ideal fruit salad.
Wrap up
Give the children paper and paint, and use any leftover
fruit to make fruit print paintings.
Dictate the following sentences:
1 This peach looks delicious.
2 These strawberries taste bad.
3 This pineapple smells good.
The children write the sentences in their notebooks.
Write them on the board for children to check their
spelling. Then ask them to draw pictures to illustrate
the meaning of each sentence.
At home
Answer key:
2. Wash the fruit, 3. Cut the fruit, 4. Mix the fruit

in a bowl.
2 1. banana, 2. orange, 3. grapes, 4. kiwi, 5. apple,

6. peach, 7. watermelon
Optional extra: Children write a recipe for a

favourite dish.
Warmer
Write the heading Fruit on the board. Call on volunteers

to come up and draw different fruits on the board at
the same time. Then go over the pictures with the class,
encouraging children to name each piece of fruit as you
write the corresponding word under the picture.
Lead-in
Divide the class into groups and assign each group a fruit.
Give commands, for example: Apples, jump! Kiwis, dance!

Optional extra: Hand out the recipes and let children see
how they always have a list of ingredients followed by the
instructions. Encourage them to share their cooking
experiences.

Answer key: 1. strawberries, 2. apples, 3. peaches,
4. bananas, 5. grapes, 6. bowl, 7. pineapple, 8. kiwis
3 Children write a recipe.

Answer key: Childs own writing
66

Language objectives
Grammar
Present simple with like: affirmative, negative,

interrogative; all persons
Vocabulary
Food
Functions
Expressing likes and dislikes

Describing personal taste
Describing healthy food
Skills objectives
Listening

Speaking
Ask about food likes
Unit 3
Reading
Writing
Write about someones food preferences
Warmer
Toss a ball to a child as you say fruit. Encourage them

to name a piece of fruit and toss the ball to a classmate,
who in turn names another piece of fruit, and so on.
When a child repeats the name of a fruit or cannot think
of anything, change the category to vegetables, grains
or dairy.

Optional extra: The children label all the food they know
in the photo.
Wrap up
Divide the board into two and on one side write Good for
you and on the other write Bad for you. Brainstorm with
the children all the food items they know and together
decide which side of the board to write them on.
Final evaluation
Lead-in
Display the unit 3 Flashcards. Call out food words and ask
children to come and point to the items in the pictures.
Review the chant that children learnt in Lesson 1, Track 1.35.
1 Children complete the questions.

Optional extra: Play food Pictionary. Tell the children to
look through the unit and choose a food they would like
to draw. Divide the class into two teams. Invite a child to
the board and ask them to draw the food item for the rest
of the class to guess. The first child to correctly guess wins
a point for their team.
1.42
At home
Answer key:
Children listen and answer.
Optional extra: The children answer the questions for

themselves as well.
2 1. Yes, she does, 2. No, they dont, 3. No, he
3 Children ask two classmates and complete
3 1. doesnt like, 2. dont like, 3. like, 4. likes.
the chart.
Optional extra: The children make their own

questionnaire with their own favourite food items named
along the top. They then ask two or three classmates if
they like the same food as they do.
Audio CD 1
1.42
1 Do you like broccoli? Yes, I do.

2 Do you like eggs? No, I dont.
3 Do you like spinach? No, I dont.
4 Do like you beans? Yes, I do.
4 Children write about their classmates likes
doesnt, 4. Yes, they do.
Pictures from left to right: 1, 4, 3, 2

6 1. good, 2. bad, 3. good, 4. good, 5. bad, 6. good
illustrated reference of the main vocabulary in Unit 3
More
withMore
extra
practice.
P P
prac
More practice
SC SC

More
Achievers
GamesMore
phonics
phonics
and dislikes.
Optional extra: Children write two sentences about

themselves and draw the food.
i-poster
i-flashcards
IWB
i-book
67
Unit
Animals on the move
Grammar
Vocabulary
Pronunciation
can for ability:

Animals: bear, bird, crocodile, Phonics: long i sound
affirmative, negative,
eagle, elephant, fish, fox,
interrogative
frog, giraffe, gorilla, hare,
have got: affirmative,
lion, lizard, monkey, octopus,
negative, interrogative
owl, parrot, polar bear, shark,
Present simple: 3rd person
snake, tiger, tortoise, whale
singular
Habitats: desert, grasslands,
jungle, ocean
Verbs: climb, crawl, eat, fly,
jump, live, run, sleep, speak,
swim, walk
Animal body parts:
beak, claws, feathers, fin, fur,
paw, scales, tail, whiskers,
wing
Recycled language
Farm animals
Language objectives
Grammar
Functions
To use the Present simple: 3rd person singular

To describe ability using can/cant
To recognise and use the contracted form of has got
To associate animals with different habitats

To describe animals and their abilities
To identify animal body parts
To associate animals with body parts
To describe an animal by habitat, body and abilities
Vocabulary
Pronunciation
To identify and name animals

To associate animals with their habitat
To describe animals based on their bodily features,
abilities and habitat
To highlight and practise the long i sound

To recognise alternative spellings for the long i sound
Skills objectives
Speaking
To ask and answer questions about animals
To use the Present simple to describe animals features
To enjoy saying a chant
To identify and produce long i sounds
Listening
To identify animals and their habitats
To understand key language in order to complete an
activity
68
Reading
To read a poem and recognise rhyme and rhythm
To understand and recognise key vocabulary
To show comprehension by answering questions
To sequence events in a story
Writing
To copy and write key vocabulary: animals, body parts
To answer questions
To write a verse for a song using a model as a guide
To write an animal fact file using a model as a guide
Unit 4
Overview
More
practice
Assessment criteria
More
practice
Check children are able to identify, understand and produce can, have got and Present simple.
SC SC
Check children are able to identify, understand and produce animals, habitats,
verbs, animal body parts
More
phonics
and animal food.
Check children are able to ask about animals abilities and body parts, and talk about animals habitat and diet.
More
phonics
i-poster
Materials
Go digital!
i-flashcards
Digital Book
Audio CD 1
Flashcards Unit 4
Extra
CD of music
Decoration materials:
paint, wool, cotton wool,
Paper
pipe cleaners
Paper squares
Old magazines
Magazines with animal
Card
pictures or animals
A large piece of paper
printed from internet
Glue
per child
Coloured paper
Scissors
Strips of paper
Paper plates
Hole-punch
Elastic bands
Wool
IWB
Digital book
i-book

More
practice
practicepractice
More
More
More P
practice
More
practice
F F can
Provides extra interactive practice which
be used at the endSCofSCthe unit in class
SC orSCas
homework.
More There are seven activites in each unit.
More
phonics
phonics
More
phonics
More
phonics
i-poster
i-flashcards
IWB
i-book
i-poster
i-flashcards

IWB
i-book
Key competences
LC
MST

and writing skills. Children learn to ask and talk
about animals abilities, body parts, habitat and
diet. Children learn grammar rules, vocabulary
and phonics for pronunciation.

Technology
Children learn about animals abilities, body

parts, habitat, diet, etc. Children learn about
amazing animals (CLIL). They learn about
endangered animals.
DC
SCC
CAE
LL
Digital competence

acquisition by using the audiovisual and
IE

playing games, acting out stories, reflecting and
being critical about endangered animals.
singing a song and performing craft tasks.

matching, etc.

69
Unit 4
Language objectives
Vocabulary
Initial evaluation
Display the unit 4 Flashcards. Ask children to point to
an animal, name it and say where it lives.
bear, elephant, giraffe, gorilla, lizard, octopus,

parrot; habitat; desert, grasslands, jungle, sea
Skills objectives
Listening
Associate animals with a habitat
Reading
Materials
Digital Book
Audio CD 1
Flashcards Unit 4
Warmer
Display the unit 4 Flashcards. Invite children to come out,

point to and name any animal they know. Write the words
as they say them. Then, ask if they know where those
animals live. Teach the word habitat and explain that
some animals may live in more than one habitat.
Lead-in
Let the children look at the story on page 48.

Ask questions about the pictures: Where are the children?
What animals do they see?
1.43
Values: Talk with children about gorillas. First, ask where

they think gorillas live and what they eat. (They live in forests
and jungles. They eat plants and insects.) Explain that gorillas
are not aggressive animals; they are shy and peaceful.
1.44
At home
Answer key:
1. lizard, 2. octopus, 3. giraffe, 4. bear, 5. gorilla,

6. parrot
2 From top to bottom: 2, 6, 3, 1, 5, 4

Audio CD 1
1.44
1 Where do lizards live?

They live in the desert.
2 Where do octopuses
live?
They live in the sea.
3 Where do parrots live?

They live in the jungle.
4 Where do giraffes live?
They live in the
grasslands.
Language objectives
Grammar
Can foxes fly? Yes, they can. No, they cant.
Vocabulary
bears, birds, fish, foxes, frogs, snakes; climb, crawl, fly,

jump, run, swim
Functions
Describing animals abilities
Answer key: 1. Desert, 2. Sea, 3. Jungle, 4. Grasslands
Skills objectives
Optional extra: Ask questions to reinforce the vocabulary:

Where do (giraffes) live? Can you see (lions) in the desert?
Finally, ask children if any of them have visited one or
more of the habitats or if they have seen any of the
animals; if so, ask them where.
Speaking
Wrap up
Answer questions
Write a verse for a song using a model as a guide
Display the unit 4 Flashcards and explain that you are

going to play a memory game about the animals and
their habitats. Let the children study the flashcards for two
minutes and then cover them. Divide the class into two
teams and ask questions: Where do (giraffes) live? Award a
point for each correct answer.
70
Listening
Understand key language through a song
Writing
Unit 4
Materials
Digital Book
Audio CD 1
Flashcards Unit 4
CD of music
Paper
Warmer
Ask the children to stand up. Play some music. Say Jump!
and the children jump on the spot whilst saying the word
repeatedly. Pause the CD and the children freeze. They
must not move until they hear the music again. Say Run!
Play the music again and the children mime the new
action and say the word until the music stops. Repeat with
swim, fly, crawl and walk.
Lead-in
Ask children to look at page 49. Point to the forest habitat

and the bear, bird, fox and frog. Teach any of these
animal names if necessary. Then ask children to find the
fish and the snake. Point to the six animals at random and
ask individual children to name them.
1.45
Optional extra: Write the six verbs across the top of

the board. Starting with the first one, brainstorm with
the children three animals that can do that action. Repeat
with the other verbs.
2 Children look and write Yes, they can or

No, they cant.
Answer key: 1. Yes, they can, 2. No, they cant,
3. No, they cant, 4. No, they cant, 5. No, they cant,

6. Yes, they can.
Children choose an animal and write

and sing a new verse.
1.46

Optional extra: Children work in small groups to prepare
their new verse. They rehearse it together and then
perform it for the rest of the class.
Fast finishers
Children decorate their new verse.
Wrap up
Give each child a piece of paper. Let them choose an

animal and draw a picture of it. Write the following
outline on the board:
can
, but they cant
.
Then children use the structure as a guide to write a
sentence below their picture, describing what the animal
can and cant do.
Show a unit 4 Flashcard and ask the children to tell you
something the animal can do and something it cant.
At home
Answer key:
1. can - cant, 2. cant - can, 3. can - cant,

4. cant - can
2 1. No, they cant, 2. Yes, they can, 3. No, they

cant, 4. Yes, they can.
Language objectives
Grammar
Present simple of have got: 3rd person plural
Vocabulary
beak, claws, feathers, fin, fur, paw, scales, tail, whiskers,

wing; parrots, sharks, snakes, tigers
Functions
Identifying animal body parts
Skills objectives
Speaking
Enjoy saying a chant
Reading

Read a chant and recognise there is rhyme and
rhythm
Understand and recognise key vocabulary
Materials
Digital Book
Audio CD 1
Flashcards Unit 4
Warmer
Display the unit 4 Flashcards one by one and ask the

children to name the animals. Then ask them to suggest
different ideas for sorting the animals, for example: big /
small, four legs / two legs, can fly / cant fly. Choose one
71
Unit 4
of the ideas and write the headings on the board. Invite
individual children to attach the flashcards under the
corresponding heading.
Lead-in
Display the dolphin, bear, eagle and snake Flashcards.

Point to the animals body parts and name them. Write the
words on the board: claws, beak, wings, feathers (around
the eagle); paws, fur, tail (around the bear); fin (next to
the dolphin); scales (next to the snake).

Answer key:
At home
Answer key:
1 Parrot, snake, fox

2 Parrot: feathers, snake: scales, fox: fur
3 1. have got, 2. havent got, 3. have got, 4. have
got, 5. havent got, 6. have got
Optional extra: The children find photos of animals

from a magazine or Internet and label the body parts.
Language objectives
Grammar
have got: 3rd person, questions and short answers
Vocabulary
beak, claws, feathers, fin, fur, paw, scales, tail, whiskers,

wing; eagle, giraffe, lion, lizard, polar bear
Optional extra: Play a guessing game. Put six flashcards on
the board and describe the body parts of one of them: This
animal has got a beak, claws and feathers.
Let the children take turns giving clues.
1.47
Children listen, chant and point.
Optional extra: Read through the chant with the children.

Invite volunteers to suggest the name of an animal each
time the chant says some
3 Children read, look and circle.
Functions
Associate animals with body parts
Skills objectives
Speaking
Ask and answer questions about animals
Reading

an activity
Writing
Answer key: 1. whiskers - beaks, 2. scales - claws,
Copy and write key vocabulary: animals, body parts
Optional extra: The children choose an animal that they

like, draw a picture of it and then label the body parts.
They can tell the other children about their animal.
Materials
3. fins - wings, 4. feathers - fur
Wrap up
Write a body part on the board. Put children into teams

and they write as many animals as they can think of that
have that body part. Give them two minutes and then see
which team has written the most animals. Repeat with the
other body parts.
Unit 4
72
Digital Book
Audio CD 1
Flashcards Unit 4
Warmer
Play Track 1.47 and see if the children can remember their
version with the animal words instead of the word some.
Lead-in
Write the list of animal body parts on the left-hand side of

the board in a column: beak, claws, feathers, fin, fur, paw,
scales, tail, whiskers, wing. On the right-hand side write
a list of animals: bear, lizard, snake, shark, fish, bird, tiger,

parrot, giraffe, fox.
Invite a child to draw a line connecting one of the body
parts to one of the animals. Continue around the class,
until children have made as many connections as possible.
Unit 4
Language objectives
Grammar
hare, owl, tortoise; beat, race, fast, slow
Answer key: 1. lion - tail - fur - claws, 2. eagle -
Skills objectives
wings - claws - tail, 3. polar bear - claws - fur - tail,

4. lizard - claws - tail - scales, 5. giraffe - tail - fur
Listening
Optional extra: The children compare their answers with

a partner. A pair of children then reads out their list for
the others to check.
Reading

Show comprehension by answering questions
Materials
Answer key: 1. Yes, they have, 2. No, they havent,

3. No, they havent, 4. Yes, they have.
Optional extra: Hand out some of the unit 4 Flashcards

and invite the children holding one to ask a question
about their animal: Have (frogs) got (wings)?
3 Children draw a funny animal. Then they

ask and answer.
Optional extra: Divide the class into small groups and the
children take turns to show and talk about their funny
animal.
Wrap up
Draw a large Venn diagram on the board. Label each

circle with the name of a different animal. Compare the
body parts of the animals. If they have a body part in
common, write it in the centre, where the circles intersect.
If their body parts are different, write the differing body
parts in the section of the circle that corresponds to each
animal. Divide the class into pairs. Let the children choose
two animals and create their own Venn diagrams in their
notebooks.
Teachers Resource Material: Writing worksheet Unit 4
At home
Digital Book
Audio CD 1
Warmer
Draw a tortoise on the board. Elicit everything that

children know about them and write their ideas in note
form on the board: have got four legs, a shell and a tail,
can crawl.
Draw a hare. Explain that a hare is a very large type of
rabbit. Elicit everything children know about hares: have
got long legs, fur, paws and a tail, can jump, can run.
Lead-in
Draw the childrens attention to the illustrations in the

story and ask them if they can name all the animals
pictured. Ask questions: Look at picture 1. Where are they?
What is Hare doing in picture 2? Is Tortoise happy in picture
3? What is Tortoise wearing in picture 4?
1.48
Children read and listen (1-8).
Optional extra: Play the track again and ask

comprehension questions: Where do they live? Can Hare
run fast? What is Tortoises idea? Does Hare think the race is
a good idea? Does Hare think he is going to win? Who
is fast and who is slow?
2 Children answer the questions.
Answer key: 1. Owl, 2. Hare, 3. Tortoise, 4. Hare
Answer key:
Optional extra: Write some verbs from the story on the

board with the letters in the wrong order (laugh, run, beat,
crawl, watch). The children order the letters and write the
words in their notebooks.
Finally, invite pairs of children to the front of the class.
Whisper one of the verbs to them and have them act out
the action.
The other children guess which verb they are acting out.
1. No, they havent, 2. Yes, they have,

3. No, they havent, 4. Yes, they have.
2 From top to bottom, left to right: beak - claws paw - fin - tail
73
Unit 4
Fast finishers
Materials
Digital Book
Audio CD 1
Paper squares
Wrap up
Divide the class into groups of three and get the children
to role-play the first part of the story. One child can be
Tortoise, one can be Hare and the other can be Owl.
Invite groups to the front to act out the story.
Warmer
Ask children what they remember about the story. Elicit

the names of the characters and the setting of the story.
Say an animal body part and ask the children to make

a true sentence about Hare, for example: Tail. Hare has
got a tail. Repeat with Tortoise.
Lead-in
At home
Answer key:
Ask children to look at the pictures from the story.

Children take turns to describe the pictures.
1.49
Optional extra: Put the children into four groups and

assign them a part of the story. Ask each group to read
out loud in unison their part of the story.
2 Children read and order.

Answer key: From top to botttom: 4, 1, 3, 5, 2
2 2. Tortoise and Hare live in the forest, 3. I run
so fast! says Hare, 4. Owl blows the whistle,

5. Tortoise and Hare are waiting at the starting line.
Optional extra: Children look for story books at

home with the story The tortoise and the hare.
Language objectives
Optional extra: Give each child two paper squares. Tell

them to write a big T for Tortoise on one and a big H for
Hare on the other. Say phrases about the characters and
ask the children to hold up the corresponding square: He
crawls slowly. He runs very fast. He is sure he can win. He
stops to rest under a tree. He crawls for a long time. He takes
a nap. Hes tired but he doesnt stop. He wins the race.
Wrap up
Explain that this story is a fable, a traditional story with

animals that act as humans. A fable always has a moral:
What is the story trying to teach us? Ask children which
animal has a better attitude. Discuss why Tortoise won the
race: Did Tortoise give up even though he was slower? Did he
make an effort? Did he believe in himself?
Unit 4
Grammar
At home
hare, tortoise; fast, slow; nap
Skills objectives
Answer key:
Listening
Reading
2 From left to right: 3, 2, 1

3 1. No, he doesnt, 2. No, he doesnt, 3. No, he

Sequence events in a story
74

1. Owls have got a beak, 2. Owls can fly,
3. Owls live in the forest.
doesnt, 4. Yes, he does, 5. Yes, he does,

6. No, he doesnt.
Unit 4
Language objectives
Grammar
Present simple: 3rd person affirmative

Contractions
can/cant
Vocabulary
crocodile, monkey, owl, whale; climb, crawl, fly, jump,

run, swim; beaks, claws, feathers, fins, fur, scales, tail,
whiskers, wings; forest, jungle, ocean
Functions
Describing an animal by habitat, body and abilities
Skills objectives
Reading
Show understanding of key vocabulary by completing

an activity
Writing
Write an animal fact file using a model as a guide
Materials
Digital Book
Flashcards Unit 4
Magazines with animal pictures or animals printed
from Internet
Paper
Glue
Scissors
Warmer
Hold a unit 4 Flashcard so the children cannot see

it and cover it with a piece of paper. Slowly remove
the paper and let the children try to guess what it is
before the paper is completely off.
2 Children complete and draw.

Answer key: Childs own writing and drawing.
Optional extra: Give each child a piece of paper and show
them how to fold it in half to make a booklet. Ask the
children to write a riddle for their animal inside the booklet
and the answer on the back. Finally, encourage the children
to swap booklets and try to solve each others riddles.
3 Children read their description to a

classmate.
Optional extra: Give out paper and magazines. Tell

the children to choose a picture of any animal they like.
(Explain that they should choose as large a picture as
possible.) The children glue their picture onto the centre of
the paper and then draw and colour the background. Show
them how to turn their papers over and draw lines to make
puzzle pieces. They cut along the lines and then exchange
them with a partner. Children do the animal puzzles.
Wrap up
Invite a volunteer to the front. Let them secretly choose a

unit 4 Flashcard. They can give the class one clue about
the animal. The class then ask questions to try to guess
what animal it is. Repeat with other children.
Teachers Resource Material: Language worksheets
Unit 4
Optional extra: Name an animal that the children know
and tell them to write down any three facts about it.
At home
Answer key:
1. a - giraffe, 2. a - parrot, 3. an - octopus,

4. an - elephant
Lead-in
Put the unit 4 Flashcards on the board, spreading them

out as much as possible. Tell the children that they have
to guess which card you are thinking about. Give them
clues one at a time, each time asking someone to suggest
which animal it might be: It has got fur. It lives in the
grasslands. It has got a tail. It can run. It cant crawl.
Language objectives
Vocabulary
Answer key: From left to right: 2, 3, 4, 1
Pronunciation
bike, dice, ice, kite, mice, nine, pie, rice, tiger

Phonics: long i sound
75
Unit 4
Skills objectives
Speaking
Optional extra: Give each child a word card (see Materials).

Tell children not to show anyone but to stand up and walk
around the room saying their word. When they find another
person with the same word, they sit down together.
Identify and produce the long i sound
Listening
Recognise alternative spellings for the long i sound
Materials
Digital Book
Audio CD 1
Word cards: Prepare a card for each child in the
class. There should be two cards for each word with
a long i sound (two cards with the word tiger, two
with the word rice and so on).
Warmer
1.52
Wrap up
Divide the class into two teams. A member from each

team goes to the board. Say a word with the long i sound
for them to write it on the board without any help from
their team. Award a point for correct spelling. Continue
with different children and words.
Unit 4. Ask the children to find and copy ten words
with the long i sound.
Write the letter i on the board. Remind children of the short

sound. Elicit some examples of the short i sound: big, six.
Lead-in
Tell children that the letter i can also say its name and
make a long sound using different spellings. Give some
examples for the children to say together: my, five, night,
tie. Elicit more examples from the children.
1.50
Children listen and repeat.
At home
Answer key:
Children read, listen and order.
Answer key:
3 lion
Audio CD 1
1.51
tiger
nine
for the children to say the words with the long i sound in
each line.
1.51
Children listen and connect the words.
Answer key: Tiger - nine - kite - bike - ice - rice - die -
mice - pie
Optional extra: Tell the children to sit in a circle. Start with
one child and ask them to say a word with the long i sound.
The next child says a different word with the long i sound.
Continue around the circle until the children are unable to
think of any new words. Repeat the activity eliciting words
with the long a sound and then the long e sound.
76
1.52
kite
bike
ice
rice
die
mice
pie
Language objectives
Vocabulary
camel, dolphin, eagle, lion, octopus, parrot, polar bear,

zebra; desert, forest, grasslands, jungle, ocean; change,
count, drink, fly, sleep, swim
Functions
Learn some amazing facts about animals
Unit 4
Skills objectives
Speaking
Talk about animals
Listening
Check ones own work
Reading
Relate text to pictures
lion. The children complete the table with information

about lions as fast as they can. When they finish, they raise
their hand. When most have raised their hand, call out
another animal. Check answers on the board.
Unit 4
Materials
Digital Book
Audio CD 1
Warmer
Play Track 1.45 again and encourage the children to sing

along the song in lesson 2. Invite volunteers to sing the
new verse they invented.
Lead-in
Write the word forest vertically on the board. Divide the

class into pairs and tell the children to think of the name
of an animal for each letter of the word. (Clarify that
the animals do not necessarily have to live in the forest.)
Elicit answers and write them vertically on the board, for
example: f: fish, fox, frog; o: owl, octopus; r: rabbit, rat,
rhino; e: elephant, eagle; s: snake, spider, shark; t: tortoise,
tiger. Finally, invite individual children up to the board and
have them circle the animals that live in a forest
At home
Answer key:
Snake: jungle - crawl, Octopus: sea - swim,

Eagle: beak - fly, Fox: fur - meat
Audio CD 1
1.53
1 A dolphin lives in the sea. It can count.

2 A parrot lives in the jungle. It can speak.
3 A camel lives in the desert. It can drink 100 litres of water.
4 A polar bear lives on the ice. It can swim very fast.
5 An octopus lives in the sea. It can change colour.
6 An eagle lives in the forest. It can fly with 4 kg of food.
7 A lion lives in the grasslands. It can sleep in trees.
8 A zebra lives in the grasslands. It sleeps standing up.
Answer key: From top to bottom, left to right: 8, 6, 5,

2, 7, 1, 3, 4
Optional extra: Name an animal and ask the children to

tell you something about it.
1.53
Children listen and check.
Optional extra: Divide the class into two teams. Give

clues about one of the animals on the page: Its big. It eats
meat. It can swim. It lives on the ice. The first child to raise
their hand and correctly guess the animal wins a point for
their team. The first team to reach six points is the winner.
3 Children cut out and play a memory game.

Optional extra: Call out a feature, ability or habitat and
tell the children to choose, show and name their cutouts,
for example: It can fly. / It lives in the ocean. / Its got a tail.
Wrap up
Language objectives
Grammar
Present simple: affirmative, 3rd person singular
Vocabulary
endangered; desert, forest, ice, jungle, ocean; gorilla,

panda, whale
Skills objectives
Reading
Writing
Write animal words
Write a table on the board with the following headings:

Animal, Colour, Big/Small, Can/Cant, Habitat.
Tell the children to copy the chart. Call out an animal:
77
Unit 4
Materials
Digital Book
Audio CD 1
Paper plates
Old magazines
Elastic
Card
Decoration materials: paint, wool, cotton wool,
pipe cleaners
Warmer
Write the word endangered on the board. Explain to children

what it means and name some endangered species.
Lead-in
Brainstorm with children why they think some animals

are endangered. Explain that humans are destroying their
habitats: cutting down forests, polluting the seas and so on.
1 Children read and do the quiz.

Answer key: 1. gorilla - forest - plants and insects,
2. blue whale - sea - small sea animals, 3. giant panda in the forest - plants
Optional extra: Discuss any endangered animals in the
childrens country.
1.54
Children listen and check their answers.
Optional extra: Ask individual children to read the correct

information out for one of the animals.
2 1. It lives in the grasslands, 2. No, it doesnt,

3. No, it cant, 4. Yes, it can.
Optional extra: The children find out about

an endangered animal and write some sentences
about it.
Audio CD 1
1.54
1 The gorilla is an endangered animal. It lives in the

forest. It eats plants and insects.
2 The blue whale is an endangered animal. It lives in
the sea. It eats small sea animals.
3 The giant panda is an endangered animal. It lives in
the forest. It eats plants.

Language objectives
Grammar
Present simple: 3rd person singular

have got: 3rd person, questions and short answers
Vocabulary
animals: body parts, habitats, abilities
3 Children make an animal mask and talk
Functions
Wrap up
Skills objectives
about their animal.
Divide the class into small groups and give them card
and magazines. Ask them to make a poster to share ideas
about endangered animals. It could be about how to help
protect animals or about one animal in particular.
Ask children to write the names of some endangered
animals.
Describing an animal by habitat, body and abilities
Speaking
Describe a giraffe
Listening
Reading
Writing
Write a fact file about an animal
At home
Answer key:
Materials
Digital Book
Audio CD 1
Flashcards Units 4
A large piece of paper per child
Warmer
78
On the board, draw a chart with the following headings:

Animals, Habitats and Body parts. Ask children to name
Unit 4
items and say where they belong in the chart. If they are
correct, write the word in the corresponding column.
Lead-in
Review the chant that children learnt in Lesson 3, Track

1.47. Display the unit 4 Flashcards and ask the children to
suggest animals instead of the word some.
1.55
Answer key: From left to right: 5, 1, 3, 4, 2

Optional extra: Divide the class into pairs. Call out a
habitat and give them two minutes to write as many
animals as they can that live in that habitat. Repeat with
other habitats, body parts or abilities.
2 Children look and describe.

Optional extra: The children describe any of the animals
from activity 1.
3 Children look and circle the words.

Answer key: monkey, crocodile, snake, parrot, whale
Optional extra: Write a mixed-up animal word on the
board, for example, rotrap. The first child to recognise the
word comes out and writes it correctly: parrot. Continue
with other animals, body parts or habitats.

Answer key: 1. No, they havent, 2. Yes, they have,
3. Yes, they have, 4. No, they havent.
Audio CD 1
1.55
1 It lives in the jungle. Its got scales and legs, but it

hasnt got fur. It can crawl, swim and run, but it cant
fly. (crocodile)
2 It lives in the jungle. Its got fur and a tail, but it
hasnt got feathers. It can climb and jump, but it
cant fly. (monkey)
3 It lives in the sea. Its got fins and a tail, but it hasnt
got feathers. It can swim, but it cant run. (shark)
4 It lives in the jungle. Its got feathers and a beak, but
it hasnt got scales. It can fly and speak, but it cant
crawl. (parrot)
5 It lives in the jungle. Its got scales and a tail, but it
hasnt got legs. It can crawl, but it cant fly. (snake)

Answer key: The camel: 1. In the desert, 2. Plants,
3. No, it cant. The owl: 4. In the forest, 5. No, it hasnt,

6. Yes, it can.
Optional extra: Give the children a large piece of paper

and get them to make a mind map for an animal of their
choice.
6 Children choose an animal, make a fact file

and draw.
Answer key: Childs own writing and drawing.
7 Children present their animal.

Optional extra: Encourage children to ask each other
questions about their animal.
Wrap up
Display the unit 4 Flashcards and play a game of I spy.

Say, for example: I spy with my little eye, something ...
in the forest / with a tail / that can fly. Let the child who
guesses correctly have a turn to give the clue.
Final evaluation
At home
Activity Book - page 58-59
Answer key:
1. Yes, they can, 2. No, they cant, 3. Yes, they can,

4. Yes, they can.
2 1. lizard, 2. parrot, 3. fish, 4. shark, 5. tiger,

6. polar bear
3 1. It hasnt got - can, 2. Its got - can, 3. Its got - cant,

4. Its got - can, 5. It hasnt got - can, 6. Its got - cant
4 Childs own drawing. From left to right, top to

bottom: penguins, tiger, elephant, shark
5 1. They live in the sea, 2. They eat plants, 3. They
live on the ice, 4. The eat meat, 5. They eat fish,
6. They live in the grasslands.
Optional extra: The children find out about an

endangered animal and write some sentences
about it.
Activity Book - pages 115 & 116

The Picture Dictionary on pages 115 & 116
givesMore
children an illustrated
reference of the main
More
P P
practice in Unit practice
vocabulary
4 with extra listening practice.
More practice
SC SC

More
Achievers
GamesMore
phonics
phonics
79
Unit
Changing seasons
Grammar
Questions: What + like,

Whose
Present simple
Present continuous
Possessive s
want
Vocabulary
Pronunciation
Seasonal clothes: boots,

Phonics: long o
coat, gloves, hat, jacket, jeans,
sound
jumper, raincoat, sandals, scarf,
shorts, sunglasses, swimsuit,
umbrella
Seasons: spring, summer,
autumn, winter
Weather: cloudy, cold, hot,
raining, snowing, sunny, windy
Months of the year
Recycled language
this/these
Language objectives
Grammar
Functions
To recognise and use the Present simple and

the Present continuous
To identify possession using s and Whose
To use and identify this, these
To associate clothes with seasons

To describe weather and clothing
To describe seasonal activities
To express what one wants
To express possession
To identify warm and cool colours
Vocabulary
Pronunciation
To identify and name seasons, clothes and weather

To associate clothes with seasons and weather
To describe seasonal activities
To highlight and practise the long o sound

To recognise alternative spellings for the long o sound
To discriminate between the long o sound and
the short o sound
Skills objectives
Speaking
To express possession correctly
To identify and produce long o sounds
To talk about colours
To ask and answer questions
Listening
To associate clothes with seasons
To understand key language through a song
To differentiate between the short o sound and
the long o sound
80
Reading
To understand and identify key vocabulary
To show comprehension by matching text and pictures
To read and recognise mistakes
To read a chart
To recognise alternative spellings for the long o sound
To recognise and select key vocabulary
Writing
To copy and write key vocabulary: clothes, seasons, weather
To write a description using a model text as a guide
To correct mistakes
To write describing possession correctly
To complete a chart
To write a postcard using a model as a guide
Unit 5
Overview
Assessment criteria
P Whose.
P
practiceWhat + like and
Check children are able to identify, understand and produce questions with
F F
Present continuous, Present simple want and Possessive s.
SC
Check children are able to identify, understand and produce seasonal clothes/objects, weather, SC
colours, seasons and months of the year.
More
phonics
Check children are able to talk about the weather, describe what someone is wearing, talk about
seasonal activities, about wants and identify possessions.
More
More
practice
More
phonics
i-poster
Materials
Go digital!
i-flashcards
Digital Book
Audio CD 2
Flashcards Unit 5
Extra
Realia: clothes,
Paper
sunglasses, umbrella
Paints
Different coloured tissue
Plain paper plates
Card
paper
Water in sprayers
Paper fasteners
Clothesline
A soft ball
Pegs
Large pieces of paper
A non-transparent bag
IWB
Digital book
i-book

More practice
More
practice
More
practice

SC SC There
More
phonics
More
phonics
i-poster

i-flashcards
IWB
i-book
Key competences
LC
MST

language to talk about the weather, seasonal
activities, wants and to describe what someone
is wearing. Children identify possessions.
Children learn grammar rules, vocabulary and
phonics for pronunciation.
CAE

Technology
thinking to explain the natural world: the
weather and the four seasons.
DC
SCC
LL
Digital competence

IE

Children learn about painting: warm and cool
colours (CLIL). Children learn about celebrations
throughout the year.

matching, etc

81
Unit 5
Language objectives
Vocabulary
autumn, spring, summer, winter; boots, jeans,

jumper, raincoat, scarf, shorts, sunglasses, umbrella
Skills objectives
Listening
Associate animals with a habitat
Reading
sections. They write the name of a season in each section

and decorate with seasonal pictures. They make an arrow
from the piece of card and attach it to the centre of the
plate with a paper fastener. Call out the name of a season
and tell the children to move the arrow to point to that
season. Then call out items of clothing and let them move
the arrow and say which season they are pointing to.
Wrap up
Display the unit 5 Flashcards and divide the class into two
teams. A member of each team comes out. Call out the
name of an item of clothing and the first one to point to it
wins a point for their team.
Initial evaluation
Materials

and name clothes and seasons.
Digital Book
Audio CD 2
Flashcards Unit 5
Plain paper plates (1 per child)
Card
Paper fasteners
Warmer
Ask children to look at page 60 and invite them to name

any clothes or weather they know. Write the words as they
say them. Then ask if they know what the four seasons
are. Teach the names of the seasons and the clothes items
mentioned in the lesson.
Lead-in
Let the children look at the story on page 60.

Ask questions about the pictures: Where are the children?
What are they doing? What is George doing? What season
is it?
2.1
2.2

Answer key:

2 1. coat, 2. boots, 3. sunglasses, 4. scarf,
5. umbrella
Audio CD 2
2.2
1 In spring I wear a raincoat and carry an umbrella

because it rains.
2 In summer its hot and I wear shorts and sunglasses.
3 In autumn it starts to get cold. I wear jeans and a
jumper.
4 In winter its very cold. I wear a scarf and boots.
Values: Discuss the value of helping others and

contributing to the work around the house. Ask children
how they help at home and at school. Ask them how they
feel when they have to do a chore by themselves and how
they feel if someone else helps them. Ask children to think
of three ways in which they can help at home and ask
them to write their ideas in their notebooks. Elicit ideas
and write them on the board.
At home
Answer key: 1. spring: raincoat, umbrella,
Language objectives
Grammar
Whats the weather like today? Its (windy).

Whats he wearing? Hes wearing...
Vocabulary
2. summer: shorts, sunglasses, 3. autumn: jeans, jumper,

4. winter: boots, scarf
cloudy, raining, snowing, sunny, windy; gloves,

hat, jacket, jeans, jumper, raincoat, sandals, scarf,
shorts, sunglasses
Optional extra: Give each child a paper plate and show

them how to draw two lines to divide it into four equal
Functions
82
Describing weather and clothing
Unit 5
Skills objectives
Speaking
Listening
Understand key language through a song
Writing
Write key vocabulary
Materials
Digital Book
Audio CD 2
Flashcards Unit 5
Clothes, sunglasses and umbrella
Clothesline
Pegs
A non-transparent bag
Warmer
Ask children to look at page 61 and review the weather.

Point to one of the pictures and ask:
Whats the weather like?
Wrap up
Divide the class into five groups and assign each one a
weather type. Ask a member of each group to come and
take an item of clothing for their weather. Repeat until
there are no more clothes left. The groups then say what
clothes they have chosen for their weather.
The children draw a picture of a child and write a
sentence to describe what they are wearing.
At home
Answer key:
From left to right, top to bottom: 2, 4, 1, 3

Childs own colouring.
2 From left to right, top to bottom: sunny, raining,

snowing, windy
Optional extra: The children cut out pictures of

clothes from magazines, stick them on paper and
label them.
Lead-in
Hang a clothesline from one corner of the classroom to

another. Then hang clothing items on it using the pegs.
Ask children to name the clothing items they are already
familiar with and present any new vocabulary, asking
children to repeat after you.
2.3
Answer key: 1. raining, 2. cloudy, 3. snowing,

4. windy, 5. sunny
Optional extra: Name an item of clothing and get the

children to point to it in their books. Put them into pairs
to repeat the activity taking turns to say the word or point
to the item.
2.4
Optional extra: Divide the class into five groups and give
each group a weather word. Play the song and the children
sing only the verse that corresponds to their group.

Answer key: 1. a raincoat, 2. jeans, 3. gloves,
4. a jacket, 5. sunglasses
Optional extra: Take down clothes from the clothesline

and put them in a non-transparent bag. The children
stand in a circle. Play some music and the children pass
the bag around the circle. Pause the music. The child
holding the bag takes out an item of clothing, describes
it and hangs it on the clothesline.
Audio CD 2
2.3
1 Whats the weather like today, like today, like today?

Whats the weather like today?
Today its raining.
2 ... Today its cloudy.
3 ... Today its snowing.
4 ... Today its windy.
5 ... Today its sunny.
Language objectives
Grammar
I (dont) build a snowman in the summer.
Vocabulary
autumn, spring, summer, winter; build a snowman,

celebrate Christmas, fly a kite, go swimming,
pick flowers, play with leaves, ride our bikes, wear shoes
Functions
Describing seasonal activities
83
Unit 5
Skills objectives
Reading
Understand and use key vocabulary
Materials
Digital Book
Audio CD 2
Flashcards Unit 5
Card
Warmer
Display the unit 5 season Flashcards and review the

seasons. Get the children to chant the names of the
seasons several times.
Lead-in
Name a season and ask the children what the weather is

like in that season. Ask them to suggest clothes they wear
in each season.
Unit 5.
Optional extra: Say something about a season and
ask the children to write the name of the season. For
example: Its snowing. Shes wearing a swimsuit and
sandals. I play with leaves. I see lots of flowers.
At home
Answer key:

2 1. autumn, 2. winter, 3. spring, 4. summer
Answer key: 1. summer, 2. autumn, 3. winter, 4. spring
Language objectives
Optional extra: Divide the class into two teams. Describe

a seasonal activity: I go swimmingThe first child to raise
their hand and say the complete sentence correctly, wins a
point: I go swimming in the summer. The first team to obtain
six points is the winner. (Note: In order to give as many
children as possible a chance to answer, once a child on a
team has been called on once, he or she cannot be called
on again.)
Grammar

Answer key: 1. in the winter, 2. in the autumn,
I (dont) want my gloves.
Vocabulary
gloves, lemonade, raincoat, sandals, scarf,

sunglasses, umbrella; cold, hot, raining, snowing
Functions
Expressing what one wants
Skills objectives
3. in the spring, 4. in the summer.
Reading
Optional extra: If possible, take the children to an open

space. Put the unit 5 season Flashcards around the
walls. Call out an activity and let the children run to the
appropriate season, for example: I wear sunglasses.
Writing
Wrap up
Write the name of a season on the board. Brainstorm

weather, clothes and activities for that season. Divide the
class into four groups and assign a season to each one.
Give them a piece of card and let each group make a
poster for their season with words and pictures.

an activity
Write sentences using a model text as a guide
Materials
Digital Book
Flashcards Units 5
Warmer
Display the unit 5 Poster and discuss the weather in the

different parts of it. Encourage the children to describe the
weather today.
84
Lead-in
Draw a glass of water and a woolly hat on the board. Say

to the children. Its summer, its very sunny and hot. I want...
and ask them to say which of the two things you want.
Unit 5
Language objectives
Vocabulary
collar, hat, jumper, scarf
Answer key: 1. I want my gloves, 2. I want my

raincoat, 3. I want my sunglasses, 4. I want some
lemonade.
Skills objectives
Listening
Optional extra: Point to each picture and ask questions

about the weather, clothes and season. Ask a volunteer
to look at picture 1 and read the correct speech bubble.
Continue with the other pictures.
Reading

Show comprehension by matching text and pictures

Answer key: 1. sandals - scarf, 2. umbrella - sandals,
Materials
Optional extra: The children make sentences with items

other than the ones in the book.
Digital Book
Audio CD 2
Paper
3. scarf - sandals
3 Children write sentences in their notebook.

Optional extra: Put the children into pairs. Say: Its cold
and ask them to write down as many things as they can
that they want. Repeat with Its hot.
Wrap up
Elicit and write the names of clothes and objects for

different types of weather on the board: T-shirt, hat,
swimsuit, jumper, raincoat, boots, jeans, sunglasses, coat, etc.
Divide the class into two teams. Describe a type of
weather and have teams take turns saying what they want
and dont want: Its (sunny). I want my (sunglasses). I dont
want (my coat).
Repeat with different types of weather and award one
point for every correct pair of sentences. The team with
the most points after several rounds is the winner.
Teachers Resource Material: Writing worksheet Unit
5 page 52
Optional extra: Put a unit 5 season Flashcard on the
board and ask the children to write something they
want and something they dont want for that weather.
At home
Answer key:
1. sunny - want, 2. raining - dont want,

3. snowing - want, 4. windy - dont want
2 1. raincoat, 2. scarf
Warmer
Ask the children to imagine that school is cancelled for one

day. Encourage them to imagine what they would like to do
all day. Clarify that watching TV and playing video games are
not possible. Write childrens ideas on the board. Then take a
class vote to determine their favourite free day activity.
Lead-in
The children look at the pictures in their book.

Ask questions about what the characters are wearing,
the season of the year and the weather.
2.5

comprehension questions: Look at picture 1. Wheres Phil?
Is it sunny outside? Does Phil want to go to school? Look at
picture 2. Whats his dogs name? Wheres Phil? What news
does he hear? Look at picture 3. Whats Phil doing? Look at
picture 4. What does Phil put on? What does he put on Bo?

Answer key: 1. Its Phils scarf, 2. Its Bos collar,
3. Its Mums jumper, 4. Its Phils hat.
Optional extra: Tell the children to think about a time

when they had a day off from school. Ask them to draw
a picture of what they did that day. Display the pictures
around the classroom and call on volunteers to describe
their pictures to the class.
Fast finishers
Wrap up
Ask the children what season it is in the story. Give them

each a piece of paper and tell them to write the word
85
Unit 5
winter in the middle of the page and draw a circle around
it. They then draw six straight lines extending outwards
from the circle. At the end of each line, they write one
word and draw a simple picture that is associated with
winter, for example: snow, cold, Three Kings Day, school
holiday, Christmas, snowman.
The children draw a picture of Phil with his winter
clothes on and label the clothes.
At home
Answer key:
1. Bo is barking, 2. She is putting on her boots,

3. They are calling for Bo, 4. He is putting on her
boots.
Materials
Digital Book
Audio CD 2
Warmer

Ask about the weather and the clothes Phil puts on.
Lead-in
Draw a scene from the story on the board. Ask the

children to describe the scene.
2.6
Optional extra: Read the story out loud together as a

class. Encourage the children to ask about words they
do not know
2 Children circle the incorrect words and

write the correct words.
Answer key: 1. summer raining - winter snowing,

2. Jacks - Phils, 3. open - closed, 4. green - blue,
5. arm - leg, 6. Bo - Phil and his mum
2 1. Jack is walking to Phils house, 2. Phils mum and
Jacks mum are worried, 3. Its cold and snowing

outside, 4. Bo barks and finds Jack, 5. Jack is crying,
6. The TV reporter interviews Phil and his mum.
Language objectives
Grammar
crying, phone, snowing
Skills objectives
Listening
Reading

Read and recognise mistakes
Writing
Correct mistakes
86
Optional extra: Dictate the following sentences and

tell the children to write them in their notebooks:
1 This is Phils hat.
2 This is Mums jacket.
3 This is Jacks scarf.
Check spelling on the board. Then tell the children to
look at the pictures in their Students Book and draw
and colour the corresponding clothes item next to
each sentence.
Wrap up
Divide the class into two teams. Each team works together
to write five true or false statements about the story.
The teams take turns saying a true/false statement, for
example: Jack is at home. The members of the other team
decide if the statement is true or false. Award one point
for every grammatically correct sentence and one point
for every correct answer. The team with the most points
at the end of the game is the winner.
Note: For next lesson ask the children to bring in an item
of clothing.
Unit 5
Unit 5
Materials
At home
Digital Book
Audio CD 2
Items of clothing that the children have brought in
Clothesline
Pegs

Answer key:
1. isnt - is, 2. isnt - is, 3. is - isnt

From left to right: 3, 2, 1
Warmer
Write the following on the board:

1
? Shes wearing a coat.
? Its green.
2
? Hes wearing gloves.
? Theyre blue.
Divide the class into pairs and ask them to write the
missing questions. Then call on volunteers to write the
questions on the board.
Lead-in
Language objectives
Vocabulary
Call four volunteers to the front with different pencils.

Let them show their pencils. Then put the pencils in a
bag. Choose one from the bag, hold it up and ask:
Whose pencil is this? Then model the answer for the class:
Its (Rosas) pencil.
Invite a volunteer to take the next pencil out of the bag
and ask the question. Repeat the activity with different
school objects.
boots, coat, gloves, scarf
Grammar
Answer key:
Possessive s
Whose
This, these
2.7
Children listen and tick.
Functions
Expressing possession
Skills objectives
Speaking
Express possession correctly
Reading
Read a chart
Writing
Write possession correctly
Optional extra: Display the unit 5 Flashcards. Point to

an item of clothing and help the children to form the
question: Whose (hat) is this? Whose (jeans) are these?
Point to clothes items and the children call out the
question.

Answer key: 1. Philips, 2. Tonys, 3. Rachels
Optional extra: Walk around the class lifting up the
childrens own items of clothing. Choose one child to
ask the question: Whose (swimsuit) is this? / Whose
(sunglasses) are these? Then choose another child to
answer the question.
87
Unit 5
3 Children play a matching game.
Skills objectives
Optional extra: The children choose four classmates and

draw the item of clothing each person has brought. They
then draw the four items and label whose they are, for
example: Its (Jons jumper).
Speaking
Identify and produce long o sounds
Listening
Differentiate between the short and the long o

sounds
Wrap up
Hang up some of the clothes on the clothesline. Play a

guessing game with the children. Give clues for them to
guess, for example: Its something for winter. Its red. When
a child knows what it is, they answer: Its (Marias scarf).
Reading
Recognise alternative spellings for the long o sound
Materials
Digital Book
Audio CD 2
Paper squares

Unit 5
At home
Answer key:
Childs own drawing.

1. Megs, 2. Lucys, 3. Steves
2 1. Megs - swimming costume, 2. Steves - shorts,

3. Lucys - coat
Optional extra: The children cut out pictures of

clothes from magazines, stick them on paper and
label them.
Audio CD 2
2.7
Whose scarf is this? Its Rachels scarf.

Whose boots are these? Theyre Phillips boots.
Whose gloves are these? Theyre Rachels Gloves.
Whose coat is this? Its Tonys coat.
Warmer
Write the words cold and hot on the board. Trace

the letter o in each word to make it stand out and tell the
children that this letter has two sounds: a short o sound as
in hot and a long o sound as in cold.
Lead-in
Ask children if they can think of other words that have the
same short o sound as hot. Write the words on the board:
dog, sock, frog, doll, etc. Ask them to write the word hot
in their notebooks and circle the word. They write other
words with a short o sound around the word hot. Then
ask them to trace all the letters o with a red crayon.
Repeat with the word cold using a blue crayon for the
letters o.
2.8
Children listen and stick.
Answer key:
Language objectives
Vocabulary
blow, boat, coat, crow, float, goat, grow, hoe, home,

old, phone, rope, row, soap, snow, toe
Pronunciation
Phonics: long and short o sounds
88
Optional extra: Read out each sentence but stop for

the children to say the words with the long o sound.
2.9
Optional extra: As they listen, the children underline the

words with two different coloured crayons: red for the
short o sound and blue for the long o sound.
Unit 5
3
2.10
Children listen and classify.
Answer key: Short o: fox - frog - sock - mop - pot

Long o: phone - toe - soap - crow - rope
Optional extra: Give each child two paper squares. Tell

them to write hot in red crayon on one square and cold in
blue crayon on the other. Write a word on the board with
either the long or short sound and tell the children to hold
up the corresponding square. Then say the word so they
can check if they have the correct answer or not.
Wrap up
Write the following incomplete long o sound words

on the board:
1t__
6 ph _ n _
2 cr _ w
7r_p_
3 sn _ w
8g__t
4c__t
9b__t
5s__p
10 h _ m _
The children copy and complete as many words as they
can in their notebooks. Ask volunteers to go to the board
and complete the words. The children check their spelling.
Unit 5.
Ask the children to find and copy ten words with the
long o sound.
At home
Answer key:
Audio CD 2
2.9
2.10
1 phone
2 toe
3 fox
4 frog
5 soap
6 sock
7 crow
8 mop
9 pot
10 rope
Language objectives
Vocabulary
cool, warm, colours
Functions
Learning warm and cool colours
Skills objectives
Speaking
Talk about colours
Materials
Digital Book
Audio CD 2
Paper
Paints
White card
Different-coloured tissue paper (the kind that will
leak its colour)
Water in sprayers
Warmer
3 1. soap, 2. phone, 3. coat, 4. crow

Optional extra: The children draw a picture of
Joe the goat and write a sentence to describe
the picture.
Write the following scrambled words on the board:

1rde
5ngere
2loylew
6ppleur
3lueb
7rnbow
4rengao
8cbkla
Explain that all of these words are colour words.
Divide the class into pairs and tell them to unscramble the
words. The first pair to complete the activity stands up.
Invite the children to write the words on the board.
Lead-in
Write the words cool and warm on the board. Explain

what they mean. Tell children that colours are described
as cool or warm. Say a colour and ask them if they think it
is a warm or a cool colour.
89
Unit 5
Answer key: 1. cool, 2. warm
Optional extra: Ask the children to underline each colour
word mentioned with the corresponding coloured crayon.
2 Children look and answer.
At home
Answer key:
Spring: green - blue - flowers,

Autumn: leaves - red - brown
3 1. cool, 2. warm, 3. cool, 4. cool, 5. warm, 6. warm
Optional extra: Ask the children to look around the

classroom at any posters or pictures. Ask them to identify
the colours and to say if they are warm or cool.
Optional extra: Children look through old

magazines and cut out pictures to make either
a warm or a cool collage.
3 Children paint a picture using warm or

cool colours.
Answer key: Childs own drawing.

Optional extra: Give each child a piece of card and
ask them to spray it with water. They then tear pieces of
tissue paper and place it onto the wet card, so that the
pieces overlap. If the card starts to dry while they work,
they can spray on some more water. When the work has
completely dried, they remove the tissue paper and they
will have a beautifully coloured sheet of card.
Wrap up
Give each child a piece of paper. Show them how to fold

their paper into thirds horizontally and then vertically.
They unfold their paper so that they have nine squares.
Write the colours on the board and tell the children to
copy them at the bottom of each square: red, blue, yellow,
green, orange, purple, pink, brown, black.
The children draw a picture in each square showing
something that is typically that colour, for example, a
strawberry, the sky, a banana, a plant, an orange, grapes,
a flower, a bear and a spider. The children share their
pictures in pairs.
Write the words warm and cool on the board. Ask the
children to copy the words into their notebooks but
colour the letters using appropriate colours.
Language objectives
Grammar
Present simple
Vocabulary
months of the year

celebrate, football, sledging, swimming, Thanksgiving
Skills objectives
Speaking
Ask and answer questions
Reading
Writing
Complete a chart
Write a postcard using a model as a guide
Materials
Digital Book
12 pieces of card
It is quite possible that some children do not know
when their birthday is. Find out before the lesson
from school records to help them.
Warmer
Display a month-by-month calendar. Ask children

questions about it: Whats this? How many days are there in
a week? How many months are there in a year?
Display the months one by one and lead children in
90
Unit 5
saying them out loud chorally. Write the names of the
months on the board in random order and ask volunteers
to come out to number them in the correct order.
Lead-in
Open a calendar to January. Encourage the children to

name any celebrations or special days in this month,
for example, New Years Day and Three Kings Day.
Invite a volunteer to the front and draw a symbol for
those celebrations in the calendar. Repeat with the
remaining months.
1 Children read and complete the calendar.

Answer key: January: go sledging,
March: play football,

April: play football,
June: start summer holidays,
July: go swimming,
August: go swimming,
September: start school,
October: fly kites,
November: celebrate thanksgiving
Optional extra: Ask comprehension questions about

the letter: Who does Stacy write the letter to? Where is
Stacy from? Does it snow where Stacy lives? What is her
favourite holiday? Talk with them about what Stacy does
each month. Explain that Thanksgiving is a big American
celebration in November.
When they have finished they can draw pictures to

decorate.
Dictate the months and ask the children to write
them.
At home
Answer key:
1. June, 2. January, 3. October, 4. February

From left to right, top to bottom: 3, 1, 2, 4
2 1. New Years Day, 2. Halloween, 3. Christmas,

4. Childs own writing.
Optional extra: The children find a photo of

themselves in a celebration, stick it into their
notebook and write a sentence about it.

Language objectives
2 Children cut out and complete their
Grammar
Optional extra: Describe an activity and let the children

suggest the special occasion or month when this happens,
for example: decorate a tree, give a present, eat chocolate
eggs, make a present for their mum.
Vocabulary
calendar.

Optional extra: Divide the class into 12 groups and assign
a month to each. Give them a piece of card and ask them
to write the name of their assigned month at the top of
their paper and draw a picture of their favorite activity
or celebration in that month. Next, help them write
sentences below their pictures describing what they do on
that special day. Staple the childrens pages together to
make a class activity calendar.
Wrap up
Let the children read the postcard once again and write
a model on the board as a guide:
Dear
,
I live in
. We have fun all year long! We
in January.
We
in
.
We
in
.
Your friend,
Present simple
Present continuous
clothes, weather
Functions
Describing activities
Skills objectives
Speaking
Listening
Reading
Writing
Write the answers to questions
91
Unit 5
Materials
Digital Book
Audio CD 2
Flashcards Unit 5
A soft ball
Warmer
Display the unit 5 Flaschards. Call out weather, season

or clothes words and ask children to come and point to
the items in the pictures.
Lead-in
Review the song that children learnt in Lesson 2, Track

2.3. Display the unit 5 Flashcards and ask the children
to suggest which season each verse might be sung in.
2.11
Answer key:
Audio CD 2
2.11
1 Hes wearing shorts and a T-shirt.

2 Shes wearing a swimming costume and sandals.
3 Shes wearing a dress and sandals.
4 Hes wearing sunglasses and swimming trunks.
5 Shes wearing a T-shirt and a skirt.
6 Hes wearing a shirt and trousers.
3 Children read and classify.

Answer key: Questions: 1. Where do you live?, 2.
Whats the weather like today?, 3. Do you like snow?,

4. What do you do in winter?, 5. Do you celebrate
Christmas? Statements: 1. My names Julia, 2. I live in
Scotland, 3. Its snowing here, 4. I love snow, 5. We go
skiing every day.
Optional extra: Put the children into pairs and ask them
to read the e-mail out loud to each other to practise
intonation.

Answer key: Childs own writing
Optional extra: Write a large letter s on the board and
elicit words from the unit that begin with that letter. Write
them around the letter like a mind map.
The children copy the mind map into their notebooks.
5 Children ask and answer with a classmate.

Optional extra: The children stand in a circle. Toss a ball
to a child and say clothes. The child names a clothing item
and tosses the ball to another child, who in turn, names
another clothing item, and so on. When a child drops
the ball or cannot name a clothing item, the game starts
over again. Play the game several times with different
categories: colours, seasonal activities, months.

Optional extra: Children look around the classroom and
describe what their classmates are wearing.
Optional extra: Ask the children to stand up. Say

Youre a snowstorm. Encourage them to move like a
snowstorm, shaking and raging about. Repeat with
other situations: Youre leaves in autumn. Youre flowers
on a rainy day. Youre a kite flying in the wind. Youre a
snowman on a hot day.
Wrap up
Give each child a large piece of paper. Show them how to

fold it so they have four equal rectangles. They label each
section with the name of a season. In each box, they draw
a picture of themselves doing something they usually
do in that season and wearing appropriate clothes. They
write two sentences for each picture, for example: I eat ice
cream in the summer. I wear shorts.
Final evaluation
92
Unit 5
At home
Answer key:

2 1. summer - sitting, 2. autumn - is collecting,
3
3. spring - is picking, 4. winter - she s sledging

illustrated
reference
More
More
P P
withprac
extra
practice.
More practice
SC SC

More
Achievers
GamesMore
phonics
phonics
i-poster
i-flashcards
IWB
i-book
93
Language fun!
Units 0-5
SB Pages 72 & 73
Language objectives
Grammar
Review: Present simple, Present continuous, can,

has got
Vocabulary
school subjects, colours, animals, food, actions,

weather, clothes, months
Functions
Optional extra: Display the posters around the classroom

and play a guessing game: This (girl) likes (art). She has
got (one brother). Her favourite animal is the (cat). She loves
(hamburgers). The children guess which childs poster you
are describing.

Answer key: 1. camel, 2. giraffe, 3. leopard,
4. dolphin, 5. crocodile, 6. owl

Optional extra: Write words from the units on the board

with the letters all mixed up. Put the children into pairs
and let them try to discover what the words are.
Skills objectives
4 Children play Eight questions.
Speaking
Writing
Materials
Digital Book
Audio CDs 1 and 2
Flashcards Units 1-5
Game markers
Coins
Warmer
Review the songs and chants from units 0-5. Divide the
class into groups and assign a song or chant to each one.
Each group performs their song to the class. Encourage
the children to make appropriate movements as they
sing or chant along. The class can vote for the best
performance.
Lead-in
Mix up the units 1-5 Flashcards and give one to each

child. Tell them to go around the class saying their word
until they find someone with a flashcard from the same
group. They then hold hands and go in search of others.
1 Children make an All about me poster.

Optional extra: Ask simple comprehension questions
about the poster: How many children are there in her
class? Where does she live? Has she got a sister? What is her
favourite animal? Does she like ice cream?
94
2 Children present their poster to the class.
Optional extra: Display the posters and tell the children

you are thinking of one of them. Encourage them to ask
questions to discover which one you have chosen.
5 Children play The question game.

Optional extra: Divide the class into pairs. Distribute
game markers and coins and explain the rules of the
game:
1 The children place their markers on Start. They take
turns flipping a coin and moving their marker on the
board accordingly (heads = advance one space;
tails = advance two spaces).
2 If children are able to answer the question on the
square, they can stay there. If they are unable to answer
the question, they must move their marker back to the
square that they started on before flipping the coin.
3 The first child to reach Finish is the winner.
Wrap up
Divide the class into five groups and assign each group
a different unit. The groups design and create a scene for
their unit. For example, the unit 4 group might include
a large scene of one of the habitats in the unit, along
with several animals doing different activities. Make sure
that each group includes simple sentences on its mural
that feature the key grammar structures from the unit.
The groups share their murals with the class. Display the
murals on the classroom walls.
Teachers Resource Material: End of Term 2 Test
As the children play the game, walk around and listen
to them ask and answer questions to assess their
progress.
Language fun!
Units 0-5
At home
Answer key:

3
4 Food: pineapple - milk - childs own writing,
Animals: fox - shark - parrot - childs own writing,

Clothes: boots - jumper - scarf - childs own
writing.
95
Unit
A day in town
Grammar
Vocabulary
Pronunciation Recycled language
Demonstratives: this, that

be + adjective
Prepositions of place:
between, next to, opposite
Questions: Where
Present continuous:
affirmative, negative,
interrogative
Present simple: 3rd person s
Opposite adjectives: big, clean, dirty,

empty, fast, full, new, old, slow, small
Transport: bus, car, lorry, motorbike,
plane, train
Places in town: bank, cinema, fire
station, hospital, library, park, police
station, post office, restaurant, shoe
shop, supermarket
Jobs: bus driver, chef, doctor, firefighter,
mechanic, police officer, postman, shop
assistant, waitress
Phonics: long u
sound
Present simple
Adjectives
this/that
Language objectives
Grammar
Functions
To describe vehicles
To use prepositions to describe position
To use the Present continuous to say what someone
is or is not doing right now
To use the Present simple to describe the role of
a profession
To describe vehicles
To describe where things are
To say what people are doing and where they are
To identify occupations
To say what people do in their job
To give directions
Vocabulary
Pronunciation
To describe things
To describe a town
To say where people are and what they are doing
To say what people do in their job
To highlight and practise the long u sound
Skills objectives
Speaking
To say which adjectives are opposites
To use key language to describe vehicles
To join in with a song
To identify and produce long u sounds
To ask for and give directions
To describe a town using model language
Listening
To identify adjectives
To show understanding of key language by placing
the stickers
To understand key language and associate it with
a picture
To identify places in a story
To understand key language in the context of a song
To differentiate between long and short u sounds
96
Reading
To show understanding of prepositions
To understand the Present continuous
To show understanding of key vocabulary
To understand directions
To understand a text and use the information from it
Writing
To write simple sentences
To copy part of the verb be
To write the answers to questions
To write key vocabulary
Unit 6
Overview
Assessment criteria
More
practice
More
practice
Check children are able to identify, understand and produce the key grammar structures. F F
Check children are able to identify, understand and produce the key vocabulary.
SC SC
Check children participate in pair and group work activities and are able to
More share information.
phonics
Check children are progressing in their ability to write words and sentences.
More
phonics
i-poster
Materials
Go digital!
i-flashcards
Digital Book
Audio CD 2
Flashcards Unit 6
Extra
Realia: tourist brochure
Paper
Card
Strips of paper
IWB
Digital book
i-book

More practice
More
practice
More
practice

SC SC There
More
phonics
More
phonics
i-poster

resources seei-flashcards
our Activity Bank, pages 14-17
IWB
i-book
Key competences
LC
MST

language for describing vehicles, asking where
places are and giving directions. Children talk
about what people are doing and they describe
professions. Children learn grammar rules,

Technology

learn about professions and expressing
directions (CLIL).
DC
SCC
CAE

singing a song and performing craft tasks
(designing a brochure).
LL
IE
Digital competence


playing games and acting out stories. Children
learn to give directions and they learn about
towns and communities.

matching, etc.
Children show initiative revising the content of the
unit in the review section and making decisions
regarding the craft activities (making a clock).
97
Unit 6
Language objectives
Vocabulary
big, clean, dirty, empty, fast, full, new, old, slow, small
Skills objectives
Speaking
Say which adjectives are opposites
Listening
Identify adjectives
Reading
Materials
Digital Book
Audio CD 2
Adjective word cards: write an adjective on a small
card, so there is one per child; repeat the words
if necessary.
Warmer
3 Children say the opposites.

Optional extra: Put the children into pairs and let them
play a guessing game. One of them describes one of the
pictures and then other guesses it, for example: It is slow.
Wrap up
Give each child an adjective word card (see Materials).

Tell them to keep it secret. Let the children walk around
the class saying their word. When they find someone
with the opposite word, they sit down together. When
everyone is sitting down, they say their opposite pair of
adjectives out loud.
Initial evaluation
Write big, clean, empty, fast and new on the board.
The children copy them down and write their
opposites down next to them.
At home
Answer key:
Display the unit 6 Flashcards and point to something big

and something small. Name different objects and ask the
children to say if they are big or small, for example: an
elephant and a mouse, a house and a pencil.
Lead-in
Write the word ice cream shop on the board. Talk about
what people buy there and ask them their favourite
flavour of ice cream. Ask the children to name other kinds
of shop.
2.12
Values: Write the word steal on the board and do a simple

role play to demonstrate its meaning. Ask the children if it
is good or bad to steal. Discuss the problem with stealing
and what might happen if a person is caught stealing.
Optional extra: Ask comprehension questions:
Whos hungry? What flavour ice cream do they get? What
does George steal? Do the children take the banana back
to the shop?
2.13
Answer key: 1. empty, 2. slow, 3. big, 4. small, 5. old,

6. clean, 7. new, 8. dirty, 9. fast, 10. full
Optional extra: Say the start of a sentence and ask

for volunteers to provide the adjective, for example:
This glass is...
98

Audio CD 2
2.13
1 empty
2 slow
3 big
4 small
5 old
6 clean
7 new
8 dirty
9 fast
10 full
Unit 6
Language objectives
Grammar
This/that
Vocabulary
bus, car, lorry, motorbike, plane, train; big, clean, dirty,

empty, fast, full, new, old, slow, small
Functions
Describing vehicles
Skills objectives
Speaking
Use key language to describe vehicles
Reading
Materials
Digital Book
Flashcards Unit 6
Paper
Warmer
Display the unit 6 vehicle Flashcards. Ask the children to

name the different vehicles and help them with any they
do not know. Show them one by one for the children
to call out the name and increase the speed so they are
saying them faster and faster.
Lead-in
Put the unit 6 vehicle Flashcards on the board and write

the adjectives around them: big, clean, dirty, empty, fast,
full, new, old, slow, small. Ask if any of the words can be
used to describe the vehicles, for example: The train is
fast. / The train is big and fast.
Optional extra: Assign an adjective to each child.

Give everyone a piece of paper and ask them to draw
a car that illustrates their assigned adjective.
Call two children to the front with their pictures.
Ask one to stand near you, and the other to stand far
away. Lead the class in describing the pictures:
This car is (clean). That car is (old).

Answer key: 1. clean, 2. slow, 3. old, 4. small,
5. full, 6. small
Optional extra: Divide the class into two teams and

ask a member of each to come up and face the class.
Stand behind them displaying one of the unit 6 vehicle
Flashcards. Get the class to count to three and tell
the children to turn around. The first child to correctly
name the picture wins a point for their team. After a few
rounds, make the game more challenging by getting the
children to say a phrase that includes an adjective that
accompanies the noun, for example: a long bus, an
empty train.
Wrap up
Show the children how to make a simple paper aeroplane.

Let them make and decorate their own. Then hold a
competition to see whose plane flies the furthest. Let them
experiment with big planes and small ones to see if they
are fast or slow.
Fast finishers
The children copy the correct sentences into their

notebooks.
The children draw a fantasy car and describe it to the
rest of the class.
At home
1 Children read, look and number.
Answer key:
1 1. That bus is full, 2. This car is dirty.

Answer key:
Optional extra: Children write a list of the vehicles

they see as they go home from school.
99
Unit 6
2.14
Answer key:
Language objectives
Grammar
Questions: Wheres...?
Prepositions: between, opposite, next to
Vocabulary
cinema, fire station, park, library, supermarket,

police station, post office, hospital
Functions
Optional extra: Put the children in pairs and let them

describe the picture to each other.
Describing where things are
Skills objectives
Answer key: 1. next to, 2. opposite, 3. between
Listening
Show understanding of key language by placing

the stickers
Reading
Show understanding of prepositions

ask each other questions about the locations of different
classmates: Wheres (Maria)? Shes (between Laura
and Dani).
Writing
Write simple sentences
Answer key: 1. Its the hospital, 2. Its the library,

3. Its the fire station, 4. Its the post office.
Materials
Optional extra: Call four volunteers to the front.

Give each one a unit 6 place Flashcard. Describe an
arrangement of places and let the children position
themselves accordingly: The (park) is (between) (the post
office and the fire station). Time children to see how fast
they can get into the correct positions.
Digital Book
Audio CD 2
Flashcards Unit 6
Paper
Wrap up
Warmer
Draw the following map on the board:

library
hospital
cinema
fire station
park
police station
supermarket
post office
Teach any new vocabulary. Then ask questions such as:

Where can you have a picnic? Where can you watch a film?
Where can you buy some fruit?
Lead-in
Keep the map on the board and present the prepositions

opposite, next to and between by giving examples:
The park is opposite the library (point to both locations
on the map).
100
Give each child a piece of paper and show them how to

fold it into six equal sections. Get them to quickly draw a
different vehicle in each section and cut them out. Give
instructions on how to place the vehicles, for example:
The (bus) is next to the (car).
The children compare the position of their vehicles in
pairs. Repeat the activity with different instructions.
Unit 6
Unit 6
Skills objectives
At home
Listening
Understand key language and associate it with

a picture
Answer key:
Reading
Understand the Present continuous
Writing
Copy part of the verb be
Materials
Digital Book
Audio CD 2
Flashcards Unit 6
Paper
2 1. is opposite the hospital, 2. is next to the park,

3. is opposite the park, 4. is between the park
and the hospital.
Warmer
Display the unit 6 Flashcards. Ask volunteers to come

out to find and name any vehicles they know. Repeat
with the places.
Audio CD 2
2.14
Wheres the supermarket? Its opposite the cinema.

Wheres the fire station? Its next to the park.
Wheres the post office? Its opposite the park.
Wheres the police station? Its between the
supermarket and the post office.
Lead-in
Point to a building on the unit 6 Poster and name it, for

example, supermarket. Then ask the children what the
people inside it are doing: shopping. Tell the children
to mime shopping in a supermarket. Repeat with other
buildings and actions.
2.15
Children listen and tick () or

cross ().
Answer key: 1. - 7, 2. - 7, 3. 7 -
Language objectives
Grammar
Present continuous: 3rd person
Vocabulary
asking, eating, reading, shopping, waiting, bank,

library, park, restaurant, shoe shop, supermarket
Functions
Saying what people are doing and where they are
Optional extra: Ask the children questions about the

pictures: Wheres Michelle? Is Michelle shopping in the
supermarket?

Answer key: 1. isnt - is, 2. is - isnt, 3. are - arent
Optional extra: Give each child a piece of paper and ask
them to draw a person carrying out an action. Encourage
them to make the person as large as possible. Ask them
to copy and complete the following sentences under their
pictures:
.
He/She is
He/She isnt
.
Fast finishers
The children choose a picture from activity 1 and write

a sentence about it.
101
Unit 6
Wrap up
Skills objectives
Divide the class into two teams. Invite a member of each

team to the front. Whisper the name of a place to them
and they then mime being in that place. The teams have
to guess where they are and what they are doing. Award
an extra point for giving a correct sentence: Antonio is
playing football in the park.
Listening
Identify places in a story

Reading

Unit 6
At home
Answer key:
1 1. is - isnt, 2. arent - are, 3. isnt - is

Optional extra: The children write a sentence about
a member of their family saying where they are and
what they are doing there.
Audio CD 2
2.15
1 Wheres Michelle? Is she shopping at the

supermarket?
No, she isnt shopping at the supermarket. Shes
shopping at the shoe shop.
2 Wheres Daniel? Is he watching a film at the cinema?
No, he isnt watching a film at the cinema. Hes
getting money at the bank.
3 Where are John and David? Are they checking out
books from the library?
No, they arent checking out books at the library.
Theyre playing football in the park.
Language objectives
Vocabulary
flower shop, hospital, hungry, library,

supermarket, town
Materials
Digital Book
Audio CD 2
Warmer
Write the word Saturday on the board. Ask children to

name all the things they do on Saturdays. Ask them if they
ever help their parents go shopping or do other errands
on a Saturday.
Lead-in
Write the title of the story on the board. Explain that

it means that it has been a day full of events. Ask the
children to look quickly at the pictures on pages 78-79
and then close their books again. Let them tell you the
different places that feature in the story.
2.16

scene and ask comprehension questions: Where are Vicky
and her mum going? Is mums car new or old? What time is it?
2 Children read and order.

Answer key: 1. flower shop, 2. hospital, 3. library,
4. supermarket, 5. restaurant, 6. park
Optional extra: Draw a simple map on the board and ask

the children to copy it. Draw Vickys house, the flower
shop, the hospital, the library and the supermarket. The
children then draw a line to show the route Vicky and her
mum take.
Fast finishers
Wrap up
Say sentences out loud and ask the children to say which
character in the story would say it: Look at my baby. Lets
go into town. I like dragons. We need to buy bread. Mum,
Im hungry.
Read the story but keep stopping and asking children
to provide you with the next word(s).
102
Unit 6
At home
Answer key:
1. Its Saturday, 2. Nicoles baby is called Jack,

3. They get four books, 4. They go to the
supermarket at 12 oclock.
2 1. Mum, 2. Vicky, 3. Nicole, 4. Mum, 5. Vicky

3 1. car, 2. hospital, 3. library, 4. supermarket
Language objectives
Vocabulary
breaks down, fix, hungry, mechanic, park,

picnic, restaurant

Answer key: 1. Nicole, 2. Three, 3. Its full,
4. Two police officers, 5. Yes, she does.
Optional extra: Divide the class into eight groups and

assign a scene to each group. Let them expand the scene
if they like, for example, in the library, there can be a
librarian. Let them rehearse and then act out their scene
to the rest of the class.
Wrap up
Work together with the children to make a map of the

story. Put the headings on the board: Title, Characters,
Setting, Beginning, Middle, End. Encourage them to use
words, sentences and pictures to complete their maps. In
the beginning, middle and end sections, get children to
include one important event from each part of the story.
Unit 6
Skills objectives
At home
Listening
Reading
Answer key:

Writing
Write the answers to questions
Materials
Digital Book
Audio CD 2
Warmer
Write the title of the story on the board: What a day!

Ask children what they remember about the story.
Elicit the names of the characters.
2 hungry, restaurant, traffic, road, mechanic, park

Optional extra: Children draw a picture of
themselves having a picnic.
Lead-in
Ask children to name all the places Vicky and her Mum
went to and to order them chronologically.
2.17

pause at different points for children to say the rest of the
sentence.
103
Unit 6
Language objectives
Grammar
Present simple: 3rd person singular
Vocabulary
bus driver, chef, doctor, firefighter, mechanic,

police officer, postman, shop assistant, waitress
Functions
Identifying occupations
Saying what people do in their job
Skills objectives
Speaking
Join in with a song
Listening
Understand key language in the context of a song
Reading
Show understanding of key vocabulary
Writing
Materials
Digital Book
Audio CD 2
Strips of paper
Warmer
Teach children the following song. It is sung to the tune

of Im a Little Teapot. Teach motions to accompany
the song:
Im a firefighter dressed in red.
Here is my helmet on my head.
I work at a fire station. Yes, its true.
I put out fires and help you and you.
Lead-in
Write the word firefighter on the board. Elicit the names

of other professions and write them on the board.
2.18
Answer key: From top to bottom: doctor, shop

assistant, firefighter, postman
104
2.19
Optional extra: As the children sing, get them to mime

each profession.
3 Children look and number.

Answer key: From left to right, top to bottom: 6, 3, 1,
5, 2, 7, 4, 8
Optional extra: Write the names of six professions on the

board with scrambled letters. Have a race to see who can
unscramble and then write them correctly first.

Answer key: 1. bus driver, 2. firefighter, 3. mechanic,
4. police officer, 5. waitress, 6. doctor, 7. shop assistant,
8. chef
Optional extra: Write true/false statements on the board

about what different workers do: A doctor fixes cars.
A doctor helps sick people. Read the sentences out loud
with the class. The children copy the sentences in their
notebooks and write true or false next to each one.
If false, they rewrite the sentence correctly: A doctor
doesnt fix cars.
Wrap up
Give each child three strips of paper. Ask them to write

one sentence on each strip, describing a job, for example:
A chef makes food. They then cut their sentences in half
between the name of the worker and the action: A chef /
makes food.
Divide the class into small groups. They place their strips
face down on the desk and mix them up. The groups then
race to put all their sentences back together.
Unit 6
At home
Answer key:
1. shop assistant - supermarket, 2. firefighter - fire

station, 3. doctor - hospital
2 1. Where does a chef work? chef - restaurant,
2. Where does a nurse work? nurse - hospital,

3. Where does a teacher work? teacher - school
Unit 6
Language objectives
Vocabulary
blue, flute, June, moo, noon, shoes, suit, toot, true
Pronunciation
Phonics: long u sound
Skills objectives
Ask the children to copy and complete them.

Ask volunteers to write them correctly on the board.
Wrap up
Make personal vowel sound books. Give each child six
pieces of paper. Show them how to divide a piece of
paper in half. On one half they write: short a sound and on
the other long a sound. Repeat with the other vowels. The
sixth piece of paper is for the cover for their book. Elicit
words for each section and encourage them to write the
words and draw a picture.
Listening
Reading

Unit 6
Optional extra: Ask the children to copy six words
with the long u sound from the lesson on their
notebooks.
Identify and produce long u sounds

Differentiate between short and long u sounds
Materials
Digital Book
Audio CD 2
Paper
Warmer
Ask the children if they can remember the long vowel

sounds they have learnt so far. Write a, e, i and o on
the board. Say the long vowel sounds and encourage the
children to repeat after you. Then elicit words with each
of those sounds. As children say the words, write them on
the board.
At home
Answer key:
1. glue, 2. two, 3. suit, 4. noon, 5. flute, 6. boot,

7. shoe, 8. juice
Lead-in
Tell children that the u letter also has a long sound.

Give some examples for the children to say together: you,
two, blue. Elicit more examples from the children.
2.20
Children listen and answer. Then listen

and chant.
Answer key: 1. 21st June, 2. Its half past eleven,

3. a new suit, 4. blue, 5. the flute, 6. a cow
Orange: bug, thumb, tub, drum, Yellow: noon,

new, tune, zoo, fruit, June, blue, suit
Optional extra: The children take their vowel book
home to share with their family.
Optional extra: Divide the class into pairs and let children
take turns to ask and answer the questions.
2.21
for the children to say each word with the long u sound.
2.22
Answer key: Short U: bus, sun. Long U: fruit, two,

glue, noon
Optional extra: Write some incomplete words with

the long u sound on the board:
bl _ _, sh _ _, n _ _ n, fr _ _ t, t _ _
Language objectives
Grammar
left, right, straight on; between, next to, opposite
Functions
Giving directions
105
Unit 6
Skills objectives
Speaking
Ask for and give directions
Reading
Ask the children to write three sentences about the
map, one sentence using next to, one sentence using
opposite, and the third with between.
Understand directions
Materials
Digital Book
At home
Answer key:
Warmer
Stand up with your back to the children and ask them

to stand up too. Lead them in carrying out the directions:
Turn left. Turn right. Go straight on (they take one step
forwards). Repeat several times, changing the order in
which you give the directions and giving them faster
and faster.
From left to right, top to bottom: park, museum,

library, bus stop, school
2 1. right - opposite, 2. opposite, 3. left - between,

4. left - next to
Optional extra: The children take their vowel book

home to share with their family.
Lead-in
Let the children look at the map and ask them questions
about it: What shops can you see? What street is the Art
Museum on? What is next to / opposite the fire station?
1 Children read, look and number.

Answer key: 1. sweet shop, 2. Hilltop hospital,
3. Hilltop school, 4. art museum
Optional extra: In pairs, the children take it in turns to ask

each other directions to places.
2 Children read, look and complete the

directions.
Answer key: 1. right - Pine - art museum,

2. straight - between - sweet shop
Optional extra: Say the following riddle: Im on Pine

Street. Im opposite the sweet shop. Where am I?
Divide the class into pairs and ask them to make new
riddles. They then share their riddles with the class and
their classmates try to solve them.
Fast finishers
The children write directions to somewhere simple in

school, for example, to another class or the bathroom.
Wrap up
Ask the children to choose a location on the map in

activity 1. They then write a set of directions that lead
to that place. Then collect the papers and read a set of
directions out loud to the class. The children follow and
say where the directions lead to.
106
Language objectives
Vocabulary
cinema, ice cream shop, museum, tourists, zoo
Skills objectives
Speaking
Describe a town using model language
Reading
Understand a text and use the information from it
Materials
Digital Book
Flashcards Unit 6
Tourist brochures
Warmer
Display the unit 6 Flashcards. On the board write the

headings: Professions, Places and Transport. Divide the class
into small groups and ask them to find as many words
related to each category as they can. Let the children read
out their lists.
Lead-in
Review the prepositions with TPR. Divide the class

into groups of three and assign each child a number 1,
2 or 3. Give the children instructions for getting into
position, for example: 2 is between 1 and 3.
1 Children read the brochure.

Optional extra: Ask comprehension questions about the
text: How many places are mentioned? Where is the lake?
Where is the museum? What flavour is Bobs famous ice
cream?
Unit 6
Language objectives
Grammar
Imperatives for directions

Prepositions: between, next to, opposite
Present simple 3rd person
2 Children cut out, read and place the icons

on the map.
Vocabulary
Optional extra: Mime an action from one of the

places on the icons and ask the children to hold up the
corresponding cut-out. Let volunteers take over your role.
Places in town
Professions
Transport
3 Children rearrange the icons and describe.
Functions
Optional extra: Let children look at real brochures from

towns. Put them into groups to look at them and discuss
what the towns have to offer tourists.
Giving directions
Describing locations
4 Children invent a town and design a
Skills objectives
brochure.
Speaking
Optional extra: The children make a simple map of their

imaginary town to accompany their brochure.
They can invent street names and clearly label the
buildings and tourist attractions. Display maps around the
classroom next to the brochures. Ask children to describe
the location of different places on their maps: The (zoo) is
(next to) the (restaurant).
Give directions
Listening

Reading
Wrap up
Writing
Ask the children to prepare a brief and simple oral

presentation about their imaginary town. Write the
following clues on the board to guide them:
The name of my town is In my town, there is a
Write words to describe what people do
Materials
Digital Book
Audio CD 2
Flashcards Unit 1-6
Children write some sentences to describe their town.
At home
Answer key:
From top to bottom: next, next, between,

opposite
2 1. T, 2. F, 3. T, 4. F, 5. T
Optional extra: The children write a simple

sentence about what their home town has to offer
tourists.
Warmer
Display the unit 6 Flashcards. Call out words and ask

children to come and point to the items in the pictures:
police officer, library, lorry and so on. Invite volunteers to
take over your role.
Lead-in
Review the song that children learnt in Lesson 7, Track

2.18. Remind the children to mime the actions that go
along with the professions. Show the unit 6 Flashcards
one by one in random order and ask the children to
name them.
2.23
Answer key: From left to right, top to bottom: 5, 7, 1,

4, 6, 8, 2, 3
107
Unit 6
Optional extra: Point to all the places and ask the
children to tell you who works in each one.
2 Children read, find and circle.

Answer key:
Optional extra: Dictate the following sentences:

1 This car is dirty.
2 That car is old.
3 This bus is full.
4 That bus is empty.
The children write the sentences in their notebooks and
draw pictures to illustrate their meaning. Ask children
to show their pictures to the class. Call on volunteers
to explain the difference between this and that.

Answer key: 1. hospital, 2. fire station, 3. restaurant,
4. supermarket
Optional extra: Hand out the unit 6 Flashcards and then

give orders to make a town where each child is a different
building. Say: The supermarket is next to the fire station. The
lorry is opposite the park.
3 Children say and find.

Optional extra: The children write a simple statement
about the map that is either true or false, for example: The
cinema is opposite the park. The children take turns to read
out their statement and the rest of the class calls out true
or false.
Audio CD 2
2.23
1 Jill has a lot to do today. First she goes to see her

friend the police officer.
2 Then she goes across the road to the shop between
the supermarket and the park.
3 She then turns right and goes for a walk.
4 She walks across the road to the place opposite the park.
5 She goes to see her friend the nurse in the hospital.
6 She goes to the place opposite the hospital to eat.
7 She goes to see her sister the librarian.
8 Finally she goes to the shop next to the restaurant.

Answer key: 1. That - fast, 2. This - full
108
Optional extra: Write the name of a profession on

the board and then write:
. She
.
She works in a
Lead the children in making sentences about each worker
using the clues on the board. Then let the children choose
their favourite profession and write three sentences about
him/her in their notebook.

Answer key: 1. hospital, 2. works at a fire station, 3. A
waitress works at a restaurant, 4. A shop assistant works at

a supermarket.
Wrap up
Think of a profession and ask the children to guess

what you are. Give them clues on the board to help them:
Do you work in a...? Do you help people / serve food? Let
them ask questions to which you can only answer yes or
no. Once they get the idea they can play in groups.
Final evaluation
At home
Answer key:
From left to right, top to bottom: bank, pet shop,

toy shop, school, library, museum
Childs own drawing.
2 1. bank, 2. toy shop

3 1. This - cat, 2. That - cat
Unit 6
4 From top to bottom: 3, 4, 1, 3, 5, 2, 4, 5, 2, 1
Activity Book - pages 117 & 118

The Picture Dictionary on pages 117 & 118 gives
children an illustrated reference of the main vocabulary
More
More
P P
in Unit
with extrapractice
listening practice.
prac6tice
More practice
SC SC

More
Achievers
GamesMore
phonics
phonics
i-poster
i-flashcards
IWB
i-book
109
Unit
Summer camp
Grammar
Vocabulary
Pronunciation
Past simple be:

affirmative
Present and past simple:
before, now
Prepositions of time:
on Friday, in the morning,
at the weekend
Dates: ordinal numbers
Questions: where
Activities: canoeing, fishing,

hiking, horse riding, mountain
biking, playing football/
volleyball, swimming
Places: cabin, field, forest,
lake, mountain
Parts of the day: afternoon,
morning
Phonics: b or v
Recycled language
Days of the week
Places in town
Months of the year
Language objectives
Grammar
Functions
To use the Past simple form of be in questions and

statements
To use prepositions of time
To identify camp activities

To talk about where people were in the past
To compare a place in the past with the same place now
To say dates
Vocabulary
Pronunciation
To identify and name summer activities

To identify locations in a summer camp
To recognise the letter v

To highlight and practise the difference in pronunciation
between v and b
Skills objectives
Speaking
To ask and answer questions about past activities
To use the Present simple and compare it to the Past
simple
To enjoy saying a chant
To identify and produce v sounds
To express dates
Listening
To identify camping activities and parts of the day
To understand key language in order to complete
an activity
110
Reading
To read a poem and recognise there is rhyme and rhythm
To sequence events in a story
To show understanding of key vocabulary by completing
an activity
Writing
To copy and write key vocabulary
To answer questions
To write dates
Unit 7
Overview
Assessment criteria
More
practice
More
practice
Check children are able to identify, understand and produce the key grammar structures.
SC SC
Check children are able to identify, understand and produce the key vocabulary.
More
phonics
Check children participate in pair and group work activities and are able to
share information.
More
phonics
i-poster
Materials
Go digital!
i-flashcards
Digital Book
Audio CD 2
Extra
Realia: calendars
Wax crayons
Balloons
A paper stick-figure
Card
person
Decoration materials
Paper
Word cards with v and b
Blu-tack
words on (one per child)
Squares of coloured card
Photos from Internet
4 large boxes
comparing a place in the 4 large rubbish bags
Strips of coloured paper
past and the present
Glue
Paint
IWB
Digital book
i-book

More practice
More
practice
More
practice

SC SC There
More
phonics
More
phonics
i-poster
i-flashcards

IWB
i-book
Key competences
LC
MST
Children develop listening, speaking, reading and

writing skills. Children learn some basic language
for asking about past activities and they learn to
compare the past and the present. Children learn
to ask about birthdays. Children learn grammar
rules, vocabulary and phonics for pronunciation.
CAE

Technology

learn to take care of the Earth.
DC
SCC
LL
Digital competence

IE

Children develop drawing and colouring skills and
creativity. Children enjoy saying a chant, singing
a song and performing craft tasks (making a
poster). Children learn about Earth Day.

matching, etc.

111
Unit 7
Language objectives
Vocabulary
canoeing, fishing, hiking, horse riding, mountain biking,

playing football/volleyball, swimming
and mime the actions. They then draw a nine-square box

(3 x 3) in their notebooks. Let them choose nine verbs, either
from the book or the board, and write one verb in each box.
Say a verb and the children circle it if they have it. The first
child to circle all the squares on their box shouts Bingo!
3 Children say the activities they like.
Match activities with photos
Optional extra: Ask the children to each choose one

activity and keep it secret. Let them then walk around the
classroom saying: I like (canoeing) until they find someone
else who likes the same activity. They link arms and then
keep looking for others.
Reading
Wrap up
Skills objectives
Listening
Materials
Digital Book
Audio CD 2
Flashcards Unit 7
Warmer
Display the unit 7 Flashcards. Invite children to come out,

point to and name any place or activity they know. Write
the words as they say them. Then, ask if they have ever
been to a summer camp. Ask them about their experiences,
what they did there, where they slept and so on.
Let the children look at the story on page 86. Ask
questions about the pictures: Where are the children?
What are they doing? Ask if anyone has ever been fishing.
2.24
2.25

and name an activity and to say if they like it or not.
At home
1. swimming, 2. mountaing biking, 3. horse

riding, 4. canoeing, 5. hiking, 6. playing volleyball
Values: Lead the children in determining the values

expressed in the story: Is the fish big or small? Is it strong?
Can Trish pull the fish out by herself? Do her friends help her?
Can they pull the fish out all together?
Encourage the children to share with the class experiences
when they have worked together with others (family
members, friends, classmates, etc.) to achieve something.
Optional extra: Ask questions about the story:
Who suggests fishing? What are they wearing? Whats the
weather like? What season is it?
Initial evaluation
Answer key:
Lead-in
Play a memory game with the children. Say: I like

swimming. Ask a child to repeat what you said but to add
another activity: I like swimming and fishing. Continue
around the class until the children understand the game.
Divide them into groups to play.
Children listen, point and match.
Language objectives
Grammar
Past simple of be: questions and statements
Vocabulary
cabin, field, forest, lake, mountain
Functions
Talking about where people were in the past
Answer key: 1. playing football, 2. horse riding,
3. playing volleyball, 4. canoeing, 5. fishing, 6. hiking,

7. swimming, 8. mountain biking
Optional extra: Play verb Bingo. Write the following verbs on
the board: singing, sitting, standing, dancing, eating, drinking,
reading, climbing, jumping, running, crawling, flying, sleeping,
writing, listening. Ask the children to read the verbs out loud
112
Skills objectives
Listening
Understand key language
Writing
Write the past tense of be
Unit 7
Materials
Digital Book
Audio CD 2
Flashcards Unit 7
A paper stick-figure
person
At home
Answer key:
Paper
Blu-tack
Warmer
Display the unit 7 Flashcards and teach the different parts

of a camp. Write the words on the board: cabin, field,
forest, lake, mountain. Ask the children to suggest what
activities they can do in each area of the camp.
Lead-in
Draw a picture of a stick figure on paper and cut it out.

Get the class to give it a name. Put the figure in the forest
on page 87, show it to students and say: (Johnny) is in the
forest. Then move the figure to the mountains. Say: Johnny
was in the forest but now he is in the mountains. Write the
sentence on the board and highlight the two tenses. Elicit
the difference between was and is.
2.26
1. They were canoeing in the lake, 2. They were

hiking in the forest, 3. He was reading in the cabin.

Audio CD 2
2.26
Yesterday everyone was really busy at Camp Kiwanis.

They were everywhere in the camp.
Maria and Amber were in the forest. They love horse
riding!
Jen was in the field because she loves playing football
and John was in his cabin.
Dave and Emma were at the lake.
Dillan really likes hiking so he was in the mountains with
Andy.
Answer key: 1. Andy, 2. Dave, 3. Emma, 4. Amber,

5. John, 6. Jen
Optional extra: Tell the children to look at the picture

for one minute and then close their books. Brainstorm
everything they can remember from the picture.
2 Children read and write.

Answer key: 1. was, 2. was, 3. were, 4. were, 5. was
Optional extra: Say some statements either true or not
and let the children call out true or false, for example:
John was at the lake. Maria was with Amber.
Language objectives
Grammar
Past simple of be: questions and answers

Prepositions of time: in the afternoon, on Friday,
at the weekend
Vocabulary
Days of the week; afternoon, morning; cabin, field,

forest, lake, mountain, pool
Optional extra: Ask several children in class to change

places. Then ask someone to say where each person was
before: David was next to Sara, but now he is next to Daniel.
Vanessa and Rachel were next to the window, but now they
are next to the door.
Functions
Wrap up
Speaking
Give each child a small square of paper and ask them to

draw a picture of themselves and write their name on.
Invite them out to stick their picture on page 87. Ask
children to come out and say where one or two children
were yesterday.
Talking about where people were in the past
Skills objectives
Ask and answer questions using the Past simple
of be
Listening
Reading
Understand key language
Ask the children to write about four of the children

from activity 1 to say where they were yesterday.
113
Unit 7
Materials
Digital Book
Audio CD 2
Squares of coloured card
Warmer
Review the days of the week by getting the class to say

them out loud.
Lead-in
Ask the children when they do certain activities and

whether they do this in the morning or in the afternoon.
2.27
At home
Answer key:
1. at the lake, 2. in the forest, 3. in the mountains,

4. at the lake, 5. at the pool
2 1. on - in - lake, 2. on Wednesday in the afternoon

- on Sunday in the morning
Optional extra: Write these sentences on the board

for the children to copy and complete:
in the forest
Friday.
I
They
at the lake
the afternoon.
I
in the mountains
the weekend.
Answer key:
Audio CD 2
2.27
Optional extra: The children write a simple timetable

for their week last week.
2 Children look and circle true or false.

Answer key: 1. T, 2. T, 3. F, 4. T
Optional extra: Agree with the children a different
movement for each of the prepositions in, on and at.
Call out a word (a day, the weekend or part of the day)
and ask the children to provide the correct preposition
along with the movement, for example, say Sunday; the
children call out on Sunday and stand up.
3 Children design a schedule. Then ask and

answer.
Optional extra: Divide the class into small groups.

Give each group a piece of card and get them to draw
a summer camp with all the different areas labelled.
Display the summer camps around the class.
Unit 7
Last year was so much fun! I was at summer camp in July.

Look, this was our timetable.
On Monday morning we were at the lake and then in
the afternoon we were in the forest.
On Tuesday morning we were at the pool and in the
afternoon we were in the field.
On Wednesday we stayed in the cabins in the morning
and then in the afternoon we went to the pool.
Then Thursday was water day! In the morning we were
at the lake and in the afternoon we were at the pool.
On Friday we were in the forest in the morning and in
the field in the afternoon.
At the weekend we went to the mountains.
Language objectives
Grammar
Present simple and Past simple of be: singular

and plural
Vocabulary
bank, car park, cinema, library, park, pond, shop,

supermarket
Functions
Comparing a place in the past with the same place now
Skills objectives
Speaking
Talk about a place using the Past and Present

simple tenses
114
Unit 7
Reading

an activity
Materials
Digital Book
Photos from the Internet comparing a place in
the past with the same place now (if possible,
of places the children know)
Warmer
Show students two pictures comparing a place in the past

with the same place now. Get the children to point out
the differences between the two pictures. Help them with
the tenses.
Lead-in
On the board write: There is a tree. There are lots of trees.

Ask the children to explain the difference between the
sentences and draw pictures. Repeat with There is a tree.
There was a tree. Then with: There are lots of trees. There
were lots of trees.
Optional extra: Divide the class in half. One half is the

now side and the others are the before side. The sides
take it in turns to say one thing to describe the village
using their tense only. Award points for correct sentences
and facts.
Wrap up
Draw a large Venn diagram on the board. Label one circle

now and the other before. Compare the village of Banton
now and in the past. Let the children make suggestions
and if there is anything unchanged, write it in the centre,
where the circles intersect. For things which are different,
write them in the corresponding parts.
Unit 7
Optional extra: On the board write is, are, was, were.
Say a sentence with the verb missing and ask the
children to provide it. For example: In the past there
a lovely park. Now there
lots of shops.
At home
1 Children look, read and circle.
Answer key:
Answer key:
Optional extra: Children label the different places of

the village.
2 Children cut out, read and complete.

Answer key:
2 From top to bottom: were, are, was, is, is, was,

are, were
Optional extra: The children ask at home if people

can tell them how the place where they live was
different in the past.
Optional extra: Put the children into groups. Give them

photos of different places in the past and now. Let the
children look at them and talk about them freely. Volunteers
can explain the differences to the rest of the class.
3 Children compare the village before and

now.
Language objectives
Vocabulary
bush, camping, fox, scared
115
Unit 7
Skills objectives
Listening
scene from the story, one of their own experiences or an

imaginary scene. Then they cover the entire picture with
watered-down black paint, to make it look like night.
Display pictures around the classroom.
Reading

Show comprehension by recognising if statements
are true or false
Ask the children questions about the story.
Materials
Digital Book
Audio CD 2
Flashcards Unit 7
Paper
Black paint
At home
Answer key:
Wax crayons
2 From left to right, top to bottom: 2, 4, 3, 1, 6, 5
Warmer
Display the unit 7 Flashcards and review the summer

camp activities. Put the flashcards around the room and
then call out: Lets go (hiking). Everyone turns and points
to the correct card.
Lead-in
Ask the children to imagine they are going camping in the

forest. What might they see and hear? What animals live
in the forest?
2.28
1. a dog, 2. the forest, 3. hiking, 4. a fox,

5. Dont go out alone!, 6. tell stories
Language objectives
Vocabulary
bear, fox, fur, torch, scared, tent
Skills objectives

comprehension questions: Whats the name of the dog?
Where are the girls going? What do they see as they are
walking? Who puts up the tent? What does Jill tell them to be
careful of? What do they eat?
Listening
Reading

Sequence events in a story
2 Children read and write True or False.

Answer key: 1. False, 2. True, 3. False, 4. False, 5. False
Materials
Optional extra: Ask the children to quietly read the

story again and then close their books. Go around
the class asking the children to say a word or name
from the story. Write the words on the board as the
children say them. Continue until they cannot think
of more words.
Fast finishers
Wrap up
Ask children if they have ever been camping. Allow them

to share their experiences. Encourage them to give details
about where they went, who they were with and what
activities they did.
Distribute paper and crayons. Let the children draw a
picture of a camping scene at night. They can draw a
116
Digital Book
Audio CD 2
Paper squares
Warmer

2.29
Optional extra: Write the following words from the story

on the board: torch, scared, bear, fox, tent, fur.
Tell the children to look for and underline the words in
the story. Clarify the meaning of the words with the whole
Unit 7
class. Finally, they copy the words in their notebooks and
draw a picture next to each one.

Answer key: 1. hear a strange sound in the forest,
2. turns on her torch, 3. run towards the tent and scream,

4. rushes out of the trees.
Optional extra: In pairs the children write down one
simple question about the story on a piece of paper.
Collect the questions and then read them out loud to the
entire class. Call on volunteers to answer the questions.
Wrap up
Write on the board the following sentences that describe

what happens in the story:
The girls hear a noise. Jill and the girls eat dinner. Jill tells
a story. Matty and Jill put up the tent. Jill and the girls go
hiking in the forest. They see Rusty the camp dog. Jill shines
her torch.
Ask the children to write the sentences in chronological
order in their notebooks. They can compare their answers
with a partner, and then verify the correct order of the
events as a class.
Unit 7
At home
Answer key:
2. boys - girls, 3. jokes - stories, 4. Rusty - Jill,

5. off - on, 6. lake - tent, 7. white - black,
8. sad - scared
Language objectives
Grammar
Dates
Ordinal numbers
Vocabulary
Months of the year
Functions
Saying dates
Skills objectives
Reading
Show understanding of key vocabulary by

completing an activity
Writing
Write key vocabulary to complete a birthday

calendar using a model as a guide
Listening
Understand key language and complete a calendar
Materials
Digital Book
Audio CD 2
Calendars
Balloons
Card
Decoration materials
Warmer
Review the months with the children, getting them to

chant them with you. Ask: What month is it now? What
month was it last month?
Lead-in
Line five children up and tell them to freeze as if they

were running in a race. Point to each child and say their
position: (Vicky) is first, (Mickey) is second and so on. Let
the children sit down and ask again if they can remember
the positions: Who was (third)? What about (David)? He was
fourth. Teach the children the abbreviations for the ordinal
numbers: first: 1st, second: 2nd, third: 3rd, fourth: 4th, etc.
1 Children write and say.

Answer key: 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th
Optional extra: Line all the class up and ask them to say
their position in order: I am (twelfth). Ask them to sit down
and then again say what position they were in the line:
I was (nineteenth).
2.30
Answer key: From top to bootom: 1st October, 23th

May, 18th April, 28th December, 10th july, 7th August
Optional extra: Write other dates on the board in a

column on the left, for example: 25th December, 31st
October, 1st January, 14th February and any other dates the
children will know. On the right of the board write the
corresponding celebrations but not in order. Ask children
to match the dates to the celebrations.
3 Children make a birthday calendar.

Optional extra: Let each child decorate their birthday
on the calendar.
117
Unit 7
Warmer
Teachers Resource Material: Language worksheet Unit 7
At home
Answer key:
1 Mandy: 2 , Dave: 1 , Michael: 9 , Jon: 3

2 1. 14 February, 2. Its 25 December, 3. Its 31
nd
st
th
th
rd
th
st
October, 4. Its 17th March, 5. Its 1st January.
Audio CD 2
2.31
Joshs birthday is on the 1st of October.

Hannahs birthday is in May.
Mike, whens your birthday?
Its on the 18th of April.
And Natalie, what date is your birthday?
Its on Christmas Day! The 25th of December.
Oliver, whens your birthday?
Its on the 10th of July.
Maya, I know your birthday, its the same as
my mums, the 7th of August!
Language objectives
Vocabulary
ball, bed, bike, boy, vacuum, valentine, van, vase,

vegetable, vet, victory, village, vine, violet, violin,
volcano, volleyball, vulture
2 Children look and complete the words from

the chant.
5. vacuum, 6. vulture
Optional extra: Display v words around the class.

Call out words in random order for the children to look
for and point to.
2.32
Children listen and circle b or v.
Answer key: 1. b, 2. v, 3. v, 4. b, 5. v, 6. b, 7. v, 8. v
Wrap up
Divide the class into two teams: B and V. The teams take it
in turns to say a word starting with their letter. Write the
words on the board and award points.
Unit 7
Optional extra: Ask the children to find and copy five
words starting with v and five starting with b.
At home
Pronunciation
Phonics: v sound
Skills objectives
Answer key:
Speaking
Identify and produce v sounds
Listening
Differentiate between v and b
Materials
Digital Book
Audio CD 2
Word cards with v and b words on (one per child)
118
Optional extra: Read out each line of the poem, but stop
for the children to say the v words in each line.
Answer key: 1. volcano, 2. vet, 3. violet, 4. village,
2.30
Girl A
Girl B
Girl A
Boy A
Girl A
Girl B
Girl A
Boy B
Girl A
Write the letter v on the board and say the sound out
loud. Get children to imitate the sound. Show them how
to put their teeth on their lower lip to make the sound
properly. Elicit words that have this sound: vegetable,
volleyball, violin, valentine. Repeat the procedure with the
letter b, showing children how to place both their lips
together to make the sound: boy, banana, blue, bike, bed.
1. village, 2. vegetable, 3. rase, 4. vulture,

5. volcano, 6. violin
Childs own drawing
Unit 7
2 Children look and stick. They say what they
Audio CD 2
recycle.
2.32
1 boy
2 volleyball
3 vine
4 bike
5 vegetables
6 bed
7 violin
8 vase
Answer key:
Language objectives
Vocabulary
glass, metal, organic, paper, plastic; conserve water,

plant trees, pick up rubbish, recycle bottles, turn off the
lights
Functions
Learning about taking care of the environment
Skills objectives
Speaking
Talk about recycling
Reading
Relate text to pictures
Materials
Digital Book
4 large boxes
4 large rubbish bags
Paint
Warmer
Write the word forest on the board. Ask the first child in
the first row say a word related to the forest, for example,
tree. The second child then says a word related to the
previous word, and so on: forest, tree, bird, sing, radio,
TV When the children run out of ideas, provide another
nature word to start a new chain: mountain.
Optional extra: Write the headings on the board: Paper,

Plastic, Metal, Glass, Organic. Ask them to look around the
classroom and decide what things are made of.
Wrap up
Divide the class into four groups and distribute one box
to each group. Assign one of the following words to each
group and have them label their box: Paper, Glass, Organic
and Plastic and metal. Let each group decorate their box.
Line the boxes with plastic rubbish bags and place them
in a special area of the classroom. Encourage the children
to use the boxes to recycle and collect rubbish. Throw
away the organic matter every day and take the recyclable
materials to a recycling centre.
Ask the children to write down one way that they are
going to help earth. Let them start with: I want to help
earth. I want to
At home
Answer key:
From top to bottom: Lisa, Jen, Nick, Kelly,

Jordy, Dan
Lead-in
Write the following phrases on the board: pick up rubbish,

recycle bottles, plant trees, conserve water, turn off the lights.
Read each phrase out loud and clarify its meaning using
mime and/or simple drawings on the board.

Answer key: From left to right: 2, 3, 4, 5, 1
Optional extra: Divide the class into groups and let them
talk about what they do at home to help Earth. Let them
suggest how they could do more to help.
Optional extra: Ask children to write down one way

that they are going to help Earth. Let them start with:
I want to help Earth. I want to...
119
Unit 7
Language objectives
Grammar
Present simple 3 person singular

rd
Vocabulary
air, ground, litter, pollution, water; recycle, reduce, reuse
Finally, talk about recycling and encourage children to

use the recycling boxes in the classroom. Talk about what
they can do at home to recycle more.
2 Children read and make a class poster.

Optional extra: If possible, let groups of children share
their posters with other classes to make everyone aware of
ways to save the planet.
Wrap up
Skills objectives
Speaking
Participate in a song
Reading
Understand language through a song
Writing
Make a poster about Earth Day
Materials
Digital Book
Audio CD 2
Strips of coloured paper
Glue
Ask children to write three ways to help the planet.
Warmer
Write the word pollution on the board. Explain to children

what it means and name kinds of pollution (air, water,
noise, light).
Lead-in
Write the word litter on the board. Tell children that it

refers to rubbish that people have thrown on the ground
(throw some paper on the floor to demonstrate). Ask
children how litter on the floor makes them feel and what
should people do about it. Take children outside to pick
up any litter that is in the playground. Remind them to be
safe about what they pick up from the ground. Put any
of the litter that can be recycled into the recycling boxes
made in the previous lesson (see page 267). Make sure
the children wash their hands afterwards.
2.33
Optional extra: Write the words reduce, reuse and recycle

on the board. Explain that to reduce means to produce less
rubbish. Elicit ways of reducing:
Buy only what you need. Borrow some things and share
things with others. Buy products that can be reused.
Use rechargeable batteries. Buy products with little
packaging. Sell or give away things you dont want.
Then ask children how the following things can be reused:
plastic bags, glass jars, plastic food containers, newspaper,
old clothes, scrap paper.
120
Make ecology chains. Give each child several strips of

different-coloured paper. Ask them to write a suggestion
for protecting our planet on each strip, for example: Plant
a tree. Reuse plastic bottles. Then show them how to link
and glue their strips together to make a paper chain.
Invite individual children to read the sentences in their
chain out loud. Finally, link all the chains together to make
one or two long chains that can be hung around the
classroom as decoration.
At home
Answer key:
2. the lights, 3. rubbish, 4. your bike, 5. trees,

6. water, 7. endangered animals, 8. plastic and
paper bags.
2 From left to right, top to bottom: 8, 3, 6, 5, 7, 2,

4, 1

Language objectives
Grammar
Present and Past simple be

Prepositions of time: in, on, at
Dates
Vocabulary
Camp places and activities
Functions
Describing things in the past and now
Unit 7
Skills objectives
4 Children complete the sentences.
Speaking
Answer key: 1. at, 2. in, 3. on, 4. in, 5. on
List objects children can remember seeing
Listening
Reading
Demonstrate comprehension by answering questions
Writing
Write a list using the past tense of be
Materials
Digital Book
Audio CD 2
Flashcards Unit 7
Warmer
Write these headings on the board: Summer camp places,

Activities. Ask children to come to the board and write a
word in the correct column.
Lead-in
Hold up the unit 7 Flashcards one at a time and get the

children to call out what the activity is and then to mime
doing it.
1
Children listen and colour.
Optional extra: Divide the class into three groups: At,

In and On. Call out a word and the corresponding group
stand up and say their word, for example, say: April. The
In group stand up and say: in April.

Answer key: 1. 2nd August, 2. It was 1st August,
3. At the pool , 4. Yes, she can, 5. No, she loves
summer camp.
Wrap up
Play a game of I spy. Say, for example: I spy with my little

eye a water activity. Let the child who guesses correctly
have a turn to give the next clue.
Final evaluation
At home
Answer key:
2.34
Answer key: 1. There was a book, 2. There were two

pencils, 3. were three, 4. There was, 5. There was,
6. There was, 7. There were, 8. There was
Optional extra: Ask the children to try and recall things

from their classroom last year and remind the rest of the
class about them.
3 Children look, remember and say.

Optional extra: Let the children play in small groups,
each providing items for the memory game. The person
who remembers the most things is the winner.
Audio CD 2
2.34
Last year my door was yellow. Now its green.

Now my bed cover is red. Last year it was orange and
brown.
Last year my table was white, now its blue.
Now my chair is black but last year it was purple.
2 1. was - was - forest, 2. was - was - mountains,

3. were - were - lake
3 1. on, 2. in, 3. on, 4. in, 5. at, 6. horse riding,
7. swimming, 8. Saturday, 9. mountain biking,

10. in, 11. horse riding, 12. in, 13. Childs own
writing.

illustrated
More
More reference
P P
withprac
extra
practice.
More practice
SC SC

More
Achievers
GamesMore
phonics
phonics
121
Unit
Around the world
Grammar
there is, there are

have got
any
Questions: How
many, When, Where,
What
Vocabulary
Pronunciation
Countries: Argentina, Canada, China,

Egypt, France, Germany, India, Ireland,
Italy, Japan, New Zealand, Peru, Spain,
Turkey
Adjectives: blond, dark, light; curly,
long, short, straight
Celebrations: Diwali, Moon festival,
Reveillon
Directions: along, cross, next, opposite,
straight on, through, turn left/right
Phonics: h or j
Recycled language
Colours
Places in school
Directions
Parts of the face
Language objectives
Grammar
Functions
To use the Present simple to describe people

To ask questions using Wh- words: When...? What...?
Where...?
To say where people are from

To describe physical attributes
To ask questions about celebrations
To give directions
Vocabulary
Pronunciation
To discriminate between h and j
To identify and name countries

To describe people
To give directions
Skills objectives
Speaking
To say where people are from
To join in with a song
To identify and differentiate between h and j sounds
To recite a poem
To ask and answer questions
To give physical descriptions of people
Listening
To associate countries with flags
To understand key language through a song
To understand in order to place stickers correctly
To listen and follow directions
To differentiate between h and j
To review the target vocabulary and grammar
122
Reading
To understand key language and show comprehension by
completing activities
To show comprehension by answering true or false
To read and choose a correct word through understanding
context
To read directions and follow a map
To read a poem
Writing
To write key vocabulary
To write a physical description
To answer questions
To make a poster about a celebration
To write directions
Unit 8
Overview
More
practice
Assessment criteria
More
practice
Check children can identify, understand and produce the key grammar structures.
Check children can identify, understand and produce the key vocabulary.
More
phonics
Check children participate in pair and group work activities and are able to share information.
SC SC
More
phonics
i-poster
Materials
Go digital!
i-flashcards
Digital Book
Audio CD 2
Flashcards Unit 8
Extra
Old magazines
Realia: clothes, sunglasses,
Paper squares Beethovens
umbrella
World map
Moonlight Sonata
Pictures of people in
Paint
traditional costume from
Pictures of genuine Chinese
lanterns from the Internet
around the world
A small piece of card for each
Paper
child
Paints or crayons
Pictures or books of Cinderella Childrens passport photos
IWB
Digital book
i-book

the IWB.
More practice
More
practice
More
practice

SC SC
More
More
phonics
phonics
in each unit.
i-poster
i-flashcards

resources see our
IWB Activity
i-book Bank, pages 14-17
Key competences
LC
MST

language for saying where people are from
and describing physical appearance. Children
learn to ask questions about quantity and
to ask about celebrations. Children learn to
give directions. Children learn grammar rules,

Technology

learn to express quantities and to give directions.
DC
Digital competence

SCC
CAE

playing games and acting out stories. They talk
about celebrations.
Children develop drawing and colouring

skills and creativity. They enjoy saying a chant,
They learn about countries and celebrations.
LL
IE

matching, etc.
Children show initiative revising the content of
the unit in the review section and making
123
Unit 8
Language objectives
Vocabulary
Argentina, Egypt, Germany, Ireland, Italy, Japan,

New Zealand, Turkey
Skills objectives
Speaking
Say where people are from
3 Children say where they or members of

their family are from.
Optional extra: Ask children to talk about other countries

they have been to and their experiences there.
Wrap up
Play Hangman. Make a small line on the board for every

letter in the word Germany. Draw a scaffold on another
part of the board. Tell the children that this is the name of
a country. Let them guess letters that might be part of the
word. Repeat with other countries.
Listening
Initial evaluation
Reading
Place the flags on the board. Ask children to point to

and name the countries they represent.
Associate countries with flags

At home
Materials
Digital Book
Audio CD 2
Flags for the countries on page 98
Answer key:
1. Japan, 2. Turkey, 3. New Zeland, 4. Egypt,

5. Germany, 6. Italy, 7. Ireland, 8. Argentina
Encourage children from other countries to talk

about where they are from and to feel proud of
their country.
Warmer
Display the unit 8 Poster. Invite children to come out,

point to and name any country they know. Write the
names of the countries as they say them.
Lead-in
Let the children look at the story on page 98. Ask

questions about the pictures: What are the children
celebrating? What can you see in the pictures?
2.35
Values: Ask the children how the friends responded to

Georges fears: Did they laugh at him? Did they make fun
of him? Were they understanding? Let the children reflect
on how they react when their friends feel worried or
scared. Ask children how they feel when someone is
supportive and helps them face their fears.
2.36
Answer key: 1. Japan, 2. Italy, 3. Turkey, 4. Argentina,

5. New Zeland, 6. Egypt, 7. Germany, 8. Ireland
Optional extra: Display the unit 8 Poster and ask children

to locate the flags from the activity on the T-shirts of the
children.
124
Audio CD 2
2.36
1 The flag of Japan is white with a red circle in the

middle.
2 The flag of Italy is green, white and red.
3 The flag of Turkey is red with a white moon and star.
4 The flag of Argentina is light blue and white.
5 The flag of New Zealand is blue with four red stars on
and the British flag in the corner.
6 The flag of Egypt has got a golden eagle in the
centre.
7 The flag of Germany is black, red and yellow.
8 The flag of Ireland is green, white and orange.
Unit 8
Language objectives
Grammar
There is/There are
Vocabulary
Canada, China, France, India, Peru
Functions
Saying where people are from
Skills objectives
Listening
Understand key vocabulary in a short descriptive text.
Optional extra: Draw childrens attention to the flags and

ask them questions: What colour is the flag from (France)?
How many stars has the flag from China got? What has the
flag from Canada got in the middle? Ask children if they
have met any people from these countries. Encourage
them to share their experiences with the class.
2 Children ask and answer questions about

the graph.
Optional extra: Let the children ask the same types of

questions about their own class but naming local areas
rather than countries.

Answer key:
Reading
Understand key language in introductions and assess

with use of stickers
Materials
Digital Book
Audio CD 2
World map
Pictures of people in traditional costume from
around the world
Warmer
Display a world map. Ask children if they can find their

own country on the map and invite a volunteer up to
point it out. Then ask them to name other countries.
Make a list of the countries they name on the board.
Then read the list of countries out loud one by one. Ask
volunteers to come up and point to each country on the
map as you name it.
Lead-in
Ask Wheres (France)? Invite a volunteer to the front to

point it out. If none of the children can locate France on
the map, point to it yourself. Say This is France and ask
them to repeat. Repeat the procedure with Peru, China,
Canada and India.
2.37
Answer key:
Optional extra: Ask the class to predict which countries

the children are from before completing with the stickers.
Wrap up
Distribute pictures of people from around the world in

traditional costume. Ask the children to describe the
clothes and guess which countries they are from.
The children draw a picture of a child and write a
sentence to describe what they are wearing.
At home
Answer key:
From left to right: China, India, Canada, Peru,

France. 1. There are two, 2. No, there arent.
2 three, two, France, one, Canada

3 1. shirt, 2. hat
Optional extra: Give each child the name of a

country. Ask them to research and draw the flag for
that country to decorate the class.
125
Unit 8
Audio CD 2
2.37
The International School has students from all around

the world. In Class 2, there are three students from
France. There are four students from Peru. There are two
students from China. There arent any students from
Canada. There is one student from India.

Language objectives
Lead-in
Describe yourself to the children and then ask volunteers

to describe their eyes and hair.
2.38
Children listen and write Tim or Lee.
Answer key: 1. Tim, 2. Lee

Optional extra: Put the unit 8 picture Flashcards in a
column on the left side of the board and the word cards
on the right. Ask volunteers to match them.
2.39
Children sing the song.
Optional extra: The children get together in small groups

to rehearse the song. They then perform it for the rest of
the class.
Grammar
Vocabulary
Answer key: From left to right: 3, 1, 4, 2
have got: affirmative, 1st and 3rd person

black, blond, blue, brown, green, red; dark, light;
curly, long, short, straight; eyes, hair
Functions
Describing physical attributes
Optional extra: Give out old magazines. Ask the children

to find a face they like, cut it out and describe it.
4 Children underline the words that describe

them and their friend.
Skills objectives
Answer key: Child's own answers.
Speaking
Optional extra: Give the children instructions for standing

up according to their physical features: Stand up if youve
got (long) hair. Sit down. Stand up if youve got (blue eyes).
Sit down. Stand up if youve got (brown curly) hair.
Join in with a song
Listening
Understand and differentiate between key language
Reading
5 Children write sentences to describe them
Writing
Optional extra: Give the children a model on the board to

help them if necessary:
My name is
. My friends name is
.
hair and
eyes.
Ive got
Hes/Shes got
hair and
eyes.
Understand key language and show comprehension

by completing activities
Write a physical description
Materials
Digital Book
Audio CD 2
Flashcards Unit 8
Paper
Paints or crayons
Old magazines
Warmer
Display the unit 8 Flashcards and teach the new

adjectives to describe hair. Show one flashcard at a time
and ask the children to raise their hand if the adjective
describes their hair.
126
and their friend.
Wrap up
The children paint self-portraits. Get them to draw

themselves from the shoulders up so that they can focus
on their face.
Collect the portraits. Hold them up one at a time and
lead children in describing each one: Hes got (short
brown hair).
Unit 8
Unit 8
At home
Answer key:

hold up their pictures and explain what they drew. Repeat

the procedure with other groups of volunteers.
2.40
Answer key:
Optional extra: The children write descriptions of

two family members.

Language objectives
Grammar
When / What / Where...?
Vocabulary
Diwali, Reveillon; candles, clothes, presents
Vocabulary
Asking questions about celebrations
Optional extra: Display a world map and point to India

and Brazil. Elicit any information the children know about
these countries. Ask them what language people speak
in these countries. Clarify that people in Brazil speak
Portuguese and people in India speak English as well as
other indigenous languages.

Answer key: From top to bottom: 5, 3, 1, 2, 6, 4
Skills objectives
Listening
Optional extra: Divide the class in half. Get one half to

read out one of the questions in chorus and the other half
to read out the answer.
Reading
Fast finishers
Understand in order to place stickers correctly

an activity
Materials
Digital Book
Audio CD 2
Paper
World map
Warmer
Write the phrase Happy New Year! on the board. Elicit the
date of New Years Day and write it on the board. Explain
that most people in the world celebrate the New Year on
1st January. However, in some places such as China, they
use a different calendar and therefore, the New Year is
celebrated at a different time.
Lead-in
Children close their books and write a sentence with each

of the verbs: wear, visit, decorate and go.
Wrap up
Write the following sentences on the board:

In the summer, we wear shorts and T-shirts. We eat lots of
ice cream at home and we play football in the park at night.
Write the following question clues below the sentences:
When?, What?, Where?
In their notebooks, ask the children to write as many
questions about the sentences as they can, using the
clues: When do they wear shorts? When do they play
football? What do they wear in
the summer? What do they eat? What do they play? Where
do they play football? Where do they eat ice cream?
Elicit the questions and write them on the board.
Unit 8
Give each child a piece of paper and ask children to draw

one thing they associate with the New Year on their
paper. Call five volunteers to the front and ask them to
127
Unit 8
At home
Answer key:
1 celebrate, visit, eat

2 1. When, 2. Where, 3. Who, 4. When, 5. What
3 From top to bottom: 4, 2, 5, 1, 3
Optional extra: Ask the children to write questions
they might ask about the Chinese New Year to find
out more information.
Audio CD 2
2.40
New Year in India is called Diwali. Its celebrated in

October or November. They wear colourful, new clothes.
They visit their relatives. They bring presents. They
decorate their homes with candles.
New Year in Brazil is called Reveillon. Its celebrated on
1st January. They wear white clothes. They go to the
beach with friends. They float candles and flowers on
small boats.
the board. Recount the story in English very simply with

the childrens help.
Lead-in
Tell the children that there are different versions of

the story of Cinderella in many cultures, and that today
they will be reading the Chinese version. Let them look at
the pictures and name as many elements as they can: girl,
fish, plant, old man, lake, flowers, etc.
2.41
Optional extra: Ask comprehension questions about this

part of the story: What happens to Yeh-Shens mother and
father? Is her stepmother kind to her? Who is Yeh-Shens only
friend? What does Yeh-Shen do every day? Who kills the fish?
What does the old man say? When is the festival? Who goes
to the festival? What do they wear?

Answer key: 1. F, 2. T, 3. T, 4. F
Optional extra: Ask the children to take turns reading this
first part of the story out loud, a sentence or two each. As
the children read, underline any mispronounced words in
your book. Once they have come to the end, review the
correct pronunciation of the words with the entire class.
Fast finishers

Language objectives
Vocabulary
chores, festival, fish, magic, stepmother
Wrap up
Write the following adjectives from the story on the board:

beautiful, cruel, white, golden, dead, old, magic and elegant.
Clarify the meaning of the words.
Ask the children questions about who or what each of the
adjectives refers to in the story: Who is (beautiful)? The fish
and Yeh-Shen.
Skills objectives
Listening
The children describe Yeh-Shens physical appearance.
Reading

Show comprehension by answering true or false
At home
Materials
Digital Book
Audio CD 2
Pictures or books of Cinderella
Warmer
Show the children a picture or book of Cinderella.

Write the name on the board. Ask children to think
of words related to the story and write them on
128
Answer key:
1. Yeh-Shen lives with her stepmother and

stepsister, 2. The fish is white and has got golden
eyes, 3. Yeh-Shen wears a blue gown.

Childs own colouring.
3 1. The fish, 2. Yeh-Shen, 3. The stepmother,

4. The old man.
Unit 8
Language objectives
Vocabulary
gown, king, slipper
Skills objectives
Listening
Reading

Read and choose a correct word through
understanding context
Materials
Digital Book
Audio CD 2
Warmer
Ask children what they remember about the story.

Write the following headings on the board:
Title of the story:
Setting:
Characters:
Problem:
Elicit the information for each heading and write it
on the board.
Lead-in
Play Track 2.42 and ask the children to just listen without
opening their books. Ask the children some questions:
Who was her only friend? Was her stepmother nice?
Was Yeh-Shen beautiful?
2.42

scene. Reread each part of the story to the children,
conveying meaning through mime and simple pictures on
the board.
Then read the story out loud in unison with the class and
encourage children to point to the text as they
read along. Encourage them to ask questions to
clarify meaning.

Answer key: 1. bones, 2. slipper, 3. Yeh-Shen,
4. Yeh-Shen
Optional extra: Write some scrambled words from the

story on the board, for example: gown, king, stepmother,
golden, festival, slipper. Put the children into pairs and
give them two minutes to write as many words as

possible correctly. Invite volunteers out to write the
words on the board.
Wrap up
Write the following sentences on the board:

She goes to the festival. He puts the slipper in a pavilion.
She steals the slipper at night. She wears a gown.
Next to the sentences write the words When, Where
and What.
Divide the class into pairs and have them try to write
appropriate questions for the sentences. If this proves too
difficult, you can write the following on the board and
just have the children chose the correct Wh- words to
complete the questions:
1
does she steal the slipper?
2
does she go?
3
does she wear?
4
does he put the slipper?
Check answers as a class.
Ask children what things this story has in common with
the Cinderella story they know and what things are
different.
Unit 8
At home
Answer key:
1. beautiful, 2. festival, 3. stepmother, 4. pavilion,

5. slipper, 6. China
2 1. give elegant clothes to Yeh-Shen, 2. is wearing a

beautiful blue gown, 3. arrest Yeh-Shen, 4. falls in
love with Yeh-Shen, 5. live happily ever after.

Language objectives
Grammar
Directions
Vocabulary
along, cross, next, opposite, straight on, through,

turn left/right
Functions
Giving directions
129
Unit 8
Skills objectives
Listening
Listen and follow directions
2.43
Children listen, follow and say where

they are.
Answer key:
Reading
Read directions and follow a map
Materials
Digital Book
Audio CD 2
Warmer
Draw on the board a simple floor plan of the area

of the school that houses the classroom. Ask for
the childrens help in labelling the different rooms.
Lead-in
Give a description of how to get to a place near to the

class, for example, the bathroom or another class: Turn
right. Go to the end of the corridor. Its next to Class 1.
Divide the class into pairs and ask them to write the name
of the room you have given directions to. On the count of
three, tell them to call out the name of the room.
1 Children read and write the rooms.

Answer key:
Optional extra: If possible, take the children to the

gym or playground and create an obstacle course. Use
equipment that the children have to go under, over and
through. Let the children play with the course and then
encourage them to describe what they have to do, for
example: We go over the chairs, then we go through the
tube and then we go under the table. They can give each
other directions.
Wrap up
Children draw a park playground with ladders, tubes

and towers. They then work in pairs to give each other
directions to get to different points in it.
Teachers Resource Material: Language worksheets
Unit 8
Optional extra: Ask the children a question: How do
I get to the (head teachers office)? Ask them to write
the directions for you.
At home
Answer key:
Optional extra: Take the children on a guided tour of

the school, giving directions as you walk.
2 Children give directions to the other rooms.

Optional extra: Put the children into small groups.
Let them give each other directions to real places in
the school.
130
1 1. School, 2. Book shop, 3. Sweet shop, 4. Cinema

2 1. under, 2. through, 3. over
Optional extra: The children draw a map of their
house and write how to get from the front door to
their bedroom.
Unit 8
Audio CD 2
2.43
First climb up the ladder to the blue tower. Go

through the green tube, then along the red bridge.
Where are you?
Now go through the yellow tube. Turn left in the red
tower and cross the blue bridge. Where are you?
Now go straight on over the black bridge, turn left and
cross the red bridge. Turn right at the green tower and
cross the pink bridge. Where are you?
2.44
2 Children read the chant and write what

Jerry and Harry want.
Answer key: Jerry: jellybeans - juice - jam,

Harry: hamburgers - hot dogs - ham
Optional extra: As they listen, the children underline the

words with two different coloured crayons: red for the j
words and blue for the h.

Language objectives
Vocabulary
ham, hamburgers, horse, hot dogs, house; jacket, jam,

jar, jeans, jelly, jellybeans, jet, juice, jump
Pronunciation
Phonics h and j
Skills objectives
Speaking
Identify and differentiate between h and j sounds
Listening
Differentiate between h and j
Materials
Digital Book
Audio CD 2
Paper squares
Warmer
Divide the board in two and put a heading in each

section: H and J. Say the word ham and ask the children
which side it goes on. Repeat with the word jam. Practise
pronouncing both words several times with the children.
Optional extra: Read out each sentence but stop for the
children to say the j and h words.
2.45
Optional extra: Give each child two paper squares.

Tell them to write j in red crayon on one side and h in
blue crayon on the other. Say a word starting with either
j or h and tell the children to hold up the corresponding
square. Then write the word so they can check if they
have the correct answer or not.
2.46
Children listen and circle h or j.
Answer key: 1. j, 2. h, 3. j, 4. j, 5. j, 6. j, 7. h, 8. j, 9. j
Optional extra: Children write the word for each picture.
Wrap up
The children draw a picture of Jerry surrounded by the

things he likes. They can add other j pictures too. They
do the same for Harry. Display the pictures and practise
saying the words with the whole class.
Unit 8
At home
Answer key:
Lead-in
Point to the words jam and ham on the board. Get the
children to practise pronouncing each word with a hand
in front of their mouth. With the word ham they should
feel their breath forced onto their fingers. Repeat with
other pairs of words, for example, jump and hump, jot
and hot, jug and hug.
2 1. jean, 2. helicopter, 3. horse, 4. jacket, 5. house,

6. jaguar, 7. jar, 8. jet
131
Unit 8
1 Children read and say the poem.
Audio CD 2
2.45
2.46
1 jar
2 house
3 jet
4 jeans
5 jelly
6 juice
7 horse
8 jump
9 jacket
Optional extra: Ask the children to underline all the

words with the long i sound.
2 Children read and number the pictures.

Answer key:

Language objectives
Functions
Learning about a traditional Chinese festival
Vocabulary
cakes, lanterns, moon
Skills objectives
Speaking
Optional extra: Ask questions about the picture:

How many people can you see? Where is the family? Is it day
or night? Whats on the table? Does the boy look hungry?
Reading
Recite a poem
Read a poem
Show comprehension by answering questions
Writing
Answer questions
Materials
Digital Book
Beethovens Moonlight Sonata
Paper
Paint
Paintbrushes
Pictures of genuine Chinese lanterns from
the Internet
Warmer
Draw a picture of the moon on the board and write the

word moon next to it. Brainstorm words related to the
moon and write their responses around the picture.
Lead-in
Explain that the moon plays an important role in many

cultural celebrations around the world, and that today
they will be learning about a special moon celebration
in China.
132
Answer key: 1. In September, 2. Family and friends,
3. outside, 4. Moon cakes and pomelos, 5. Recite poems

about the moon, 6. Bright lanterns.
Optional extra: Show the children pictures of genuine
Chinese lanterns. Show them how to write the word
moon with Chinese characters to decorate their lantern.
4 Children cut out and make a Chinese paper

lantern.
Optional extra: Distribute paint, paintbrushes and paper.

Tell the children they are going to hear a piece of music
dedicated to the moon. Play Beethovens Moonlight
Sonata. As the children listen to the music, let them paint
how it makes them feel. Play the piece several times. At
the end of the activity, talk about the music and whether
they liked it or not.
Wrap up
The children get into groups and practise reciting the

poem, either as a group together or sharing out the lines
between them. When they have rehearsed, let them
perform for the whole class.
Unit 8
Unit 8
Lead-in
Divide the board into three columns with the headings:

Moon Festival, Diwali, Reveillon. Ask children what they
can remember about the festivals and write it in the
corresponding column.
At home
Answer key: 1. Reveillon, 2. Moon Festival, 3. Diwali
Answer key:
Optional extra: Ask the children to remember which

country each of the celebrations belongs to and find them
on the map.

2 1. They celebrate Reveillon on 1 January, 2. They
st
go to the beach, 3. They celebrate Diwali in India,

4. Women wear beautiful jewellery.
Optional extra: Encourage the children to recite the

poem at home.

Language objectives
Vocabulary
Months of the year; Bonfire Night, Diwali,

Halloween, Moon Festival, Reveillon; celebrate
Grammar
Present simple questions
Skills objectives
Speaking
Writing
Make a poster about a celebration
Materials
Digital Book
World map
Dice
Encourage children from other countries to share their
experiences of special celebrations in their culture.
2 Children choose a celebration and play

Roll and ask.

Diwali = 1
Reveillon = 2
Chinese Moon Festival = 3
Say different words or phrases related to each celebration
and the children say the corresponding number: Brazil.
Number 2!
Continue with other phrases: colourful clothes, eat
mooncakes, recite poems, China, India, float candles, bring
presents, party on the beach, decorate home with candles,
look at the moon.
3 Children ask and answer questions about

the celebrations.
Optional extra: Write the headings on the board:

Countries, Celebrations, Activities, Food, Crafts and ask the
children to supply words for each category.
4 Children make a poster about a celebration.

Optional extra: Children make festival labels to stick on
the world map, including Halloween and Bonfire Night.
Wrap up
Invite children to the front with their poster and invite the
rest of the class to ask questions. If necessary, write clues
on the board to guide them: When do you? Where do
you? What do you? Who do you? Do you?
Note: Ask the children to bring in passport-sized photos
for the next lesson.
Dictate words to the class such as China, India,
decorate, lantern, candle.
Warmer
Ask the children to recall the different celebrations they

have looked at in the unit.
133
Unit 8
At home
Answer key:

2 1. What - A special bread, 2. When - On Sundays,
3. Who - St. Nicholas, 4. Where - Under the tree.
Warmer
Ask children to look at page 108. Call out a country or

a description and ask children to point to the person in
the picture.
Lead-in
Review the song that children learnt in Lesson 3, Track 1.38.

Display the unit 8 Flashcards and ask the children to go
and point which ones describe their hair.
2.47
Answer key: 1. Aiko Sato: Japan - brown - black,

Language objectives
Grammar
Present simple
Directions
Vocabulary
Countries
Adjectives
Directions
Functions
Describing people
Giving directions
Skills objectives
Listening
Speaking
Give physical descriptions of people
Reading
Demonstrate comprehension by answering questions
Writing
Write directions
Materials
Digital Book
Audio CD 2
Flashcards Unit 8
A small piece of card for each child
Childrens passport photos
134
2. Maria Porras: Argentina - blue - brown,

3. Seb Hassan: Egypt - dark brown - black,
Liz Jones: New Zeland - green - blond
Optional extra: Give each child a piece of card. Tell

them to copy the information from the cards in the book.
The children make their own identity cards and attach
a photo or drawing of themselves. They can also draw
their countrys flag on as well. The children present their
identity card to the rest of the class.
2 Children play Describe and guess.

Optional extra: The children play Guess who? Put them
into pairs and one child chooses a person. The other one
has three chances to guess who it is by asking questions
to which the other child may only answer yes or no, for
example: Is it a girl? Yes. Has she got black hair? No. Has
she got blue eyes? Yes. Is it Magda?
Audio CD 2
2.47
My names Seb Hassan. Im from Egypt.

Ive got curly black hair and Ive got dark brown eyes.
My names Liz Jones. Im from New Zealand.
Ive got short blond hair and Ive got green eyes.
My names Maria Porras. Im from Argentina.
Ive got straight brown hair and Ive got blue eyes.
My names Aiko Sato. Im from Japan.
Ive got long black hair and Ive got brown eyes.

Answer key: 1. 17th March, 2. Corned beef and cab-
bage, 3. Green clothes, 4. Family and friends.

? Where
?
What
Ask if children can write two more questions about the
text (Whats his name? Whats his favourite day of the year?
What do they celebrate on March 17th? Where does he live?)
Answer the questions as a class.
Unit 8
4 Children write the directions to get to
the park.
Answer key: Go straight on. Then turn right.

Go straight on and the park is on your left.
Optional extra: Put the children into small groups. They

label the buildings in the picture and then ask each other
questions about how to get to different places.
Wrap up
Ask the children to close their Students Books. Divide the

class into small groups. Tell groups that they have five
minutes to remember the names of as many countries as
they can and write them down. Encourage them to pay
attention to spelling and capital letters. Groups then write
their lists on the board. Award one point for each country
and another point if it is spelt correctly. The group with
the most points is the winner.
Final evaluation
At home
Answer key:
Kelly Adams: Australia - blond, Abrafo Sy: light

brown
Kelly Adams - green
Kenya - black
2 From top to bottom: Takahiro Sato, Japan, black,

dark brown

4 1. Where - They are from the United States,
5
2. When - They celebrate Mardi Gras in February

or March, 3. What - They eat King Cakes,
4. What - They wear masks and colorful costumes.
From left to right, top to bottom: Future World,
The Wild West, Adventure Land, Animal Word,
Fast and Furious
Activity Book - pages 119

illustrated
More
More reference
P P
withprac
extra
practice.
More practice
SC SC

More
Achievers
GamesMore
phonics
phonics
135
Language fun!
Units 0-8
SB Pages 110 & 111
Language objectives
Grammar
Review: Present simple, Present continuous,

can/cant, like/dont like
Vocabulary
school subjects, actions, weather, clothes, months,

town, seasons, activities, daily routine, food, time
Functions
Asking and answering questions

Skills objectives
Speaking
Writing
Write key vocabulary in a communal class book
Materials
Digital Book
Audio CDs 1 and 2
30 index cards with vocabulary from the course
written on
Dice
Paper
Card
Wool
1 coat hanger per child
Warmer
Review the songs and chants from units 0-8. The class can
vote for their favourite ones and sing them again.
Lead-in
Divide the class into four groups. Mix up the units 1-8
Flashcards and give a pile of cards to each group.
Ask them to put them into categories. Then let them share
them so each group has two categories. Give each group
a pile of word cards and tell them to find the words for
their categories. Let them go to other groups and ask if
they have the words they need.
136
1 Children play Roll and ask.

Optional extra: Play the game as a team game instead of
in pairs. Divide the class into two teams: A and B.
1 Teams alternate rolling the die and asking a question
about the corresponding picture. For example, if Team
A rolls a 5, they ask a question about picture number 5.
2 Teams have one minute to come up with a question.
If the question is grammatically correct, the team wins
one point.
3 If the opposing team answers the question correctly, it
wins one point.
4 If a team asks a question that has already been asked
about a picture, they lose a point.
5 The team with the most points at the end of the game
is the winner
2 Children make a class calendar book.

Optional extra: Play Pictionary. Write 20-30 vocabulary
words from all the units on index cards. Divide the class
into two teams. One person from each team comes up
to draw. Show them both one of the index cards. When
you say Go!, both children start to draw. The first team to
correctly guess what their team-mate is drawing wins a
point. Rotate team members and index cards until all the
cards have been used.
3 Children complete about themselves and

tell a friend.

Optional extra: The children make a mobile about
themselves. Give each child 6 pieces of card. Tell them
to write something about themselves on each one. They
then attach the cards to the coat hanger with wool.
4 Children draw a map of a street in their

town.
Optional extra: Divide the class into eight groups.

Give each group a poster and let them practise asking
questions about it using the structure: Is there a...?
After a few minutes swap the posters around.
5 With a partner, children play Im lost!

Optional extra: Take the children outside and divide
them into groups. Let each group draw a large map on
the floor with chalk. Let the children take turns to guide
each other around the map.
Wrap up
End-of-year celebration: Have a class party. Allow children

to play their favourite games from the year as well as sing
their favourite songs and recite their favourite chants.
Language fun!
Units 0-8
Teachers Resource Material: End of Term 3 Test and
End of Year Test
Optional extra: Listen to the children as they do the
activities and ask them questions.
At home
Answer key:

137
Audio Transcript
Activity Book
1
AB Page 9
1 Can you play football?

2 Can you swim?
3 Can you ride a horse?
4 Can you drive a car?
5 Can you play the piano?
12
1 Pete likes pizza.

2 Pete doesnt like meat.
3 Pete doesnt like cheese.
4 Pete likes sweets.
13
2
AB Page 14
See pages 14-15 of the Students

Book for the transcript.
AB Page 15

AB Page 17
1 pen, pen
2 hat, hat
3 clock, clock
4 rug, rug
5 pig, pig
AB Page 26

AB Page 29
1 apple, apple
2 cake, cake,
3 lady, lady
4 cat, cat
5 hat, hat
6 lamp, lamp
7 skate, skate
8 rake, rake

10
11
AB Page 40

138
AB Page 46
Man: Hello Meg!

Meg: Hi!
Man: Do you like steak?
Meg: Yes, I do! I love steak!
Man: Do you like lettuce?
Meg: No, I dont.
Man: Do you like chips?
Meg: Yes, I do.
Man: Do you like pineapple?
Meg: No, I dont.
Man: Hi Jack!
Jack: Hello!
Jack: No, I dont.
Jack: Yes, I do.
Jack: No, I dont.
Jack: Yes, I do! I love pineapple!
Man: Hello Tom and Sue!
Tom and Sue: Hello!
Tom and Sue: Yes, we do.
Tom and Sue: Yes, we do! We love
lettuce!
Tom and Sue: No, we dont.
Tom and Sue: No, we dont.
14
AB Page 40
AB Page 43
AB Page 52

15
AB Page 53

16
AB Page 55
line, line
dice, dice
nine, nine
fly, fly
bike, bike
rice, rice
mice, mice
pie, pie
kite, kite
I, I
sky, sky
tiger, tiger
nice, nice
eye, eye
buy, buy
lion, lion
climb, climb
ice, ice
17
AB Page 58
1 Can dolphins jump?

2 Can penguins fly?
3 Can jaguars run?
4 Can snakes crawl?
18
AB Page 64

19
AB Page 67
1 soap, soap, mop, mop

2 clock, clock, phone, phone
3 coat, coat, Sock, sock
4 fox, fox, crow, crow
20
AB Page 70
Its autumn and its raining. Jade is

wearing jeans and a purple
jumper. Shes also wearing a green
raincoat and shes got a
yellow umbrella.
Its winter and its snowing. Andrew
is wearing jeans and a red
jumper. Hes wearing brown boots,
a blue hat and an orange
scarf. Hes also wearing gloves and
a black jacket.
Audio Transcript
Activity Book
21
22
AB Page 78

5 When is New Years Day?

Its the 1st January.
30
23
AB Page 79

24
27
33
AB Page 102
34
35
AB Page 103

AB Page 90
AB Page 91
AB Page 92
1 When is Valentines Day?

Its the 14th February.
2 When is Christmas Day?
Its the 25th December.
3 When is Halloween?
Its the 31st October.
4 When is St. Patricks Day?
Its the 17th March.
36
AB Page 104
1 You are at the car park. Turn right

into London Road. Go past the
park and turn right. Its next to the
cinema.
2 You are at the supermarket. Go
along Market Street then take the
first left. Turn left again and its the
first shop on your right.
3 You are at the school. Go along the
street and turn left into London
Road. Then turn right. Its next to
the hospital.
4 You are at the police station.
Go along the street and turn
left. Go past the hospital. It is
then opposite you, between the
supermarket and the school.
AB Page 112
art room
assembly hall
canteen
classroom
computer lab
gym
library
playground
39


29
AB Page 96
Ellie loves horse riding. Yesterday she

was in the forest on
her horse.
Matt loves hiking. Yesterday he was
in the mountains.
Steve and Mandy were at the lake
yesterday. They really
love canoeing.
32

28
31
AB Page 105
1 jeans, jeans
2 helicopter, helicopter
3 horse, horse
4 jacket, jacket
5 house, house
6 jaguar, jaguar
7 jar, jar
8 jet, jet
38
AB Page 79
1 glue, glue
2 two, two
3 suit, suit
4 noon, noon
5 flute, flute
6 boot, boot
7 shoe, shoe
8 juice, juice
26
1 bear, bear
2 vulture, vulture
3 broom, broom
4 volleyball, volleyball
5 boots, boots
6 vest, vest
AB Page 79
Vicky is feeling very hungry.

Her favourite restaurant is full.
They decide to go home but there
is a lot of traffic. They go home on
a different road but Mums car
breaks down. Mum phones the
mechanic. Mum has an idea and
they go to the park for a picnic.
25
AB Page93
37
AB Page 113
clean the floor

feed the cat
lay the table
make the bed
take out the rubbish
tidy up
walk the dog
wash up
water the plants
40
AB Page 114
chips
egg
grapefruit
ham
lettuce
mashed potato
peas
pineapple
salad
spinach
strawberry
41
AB Page 115
bear
bird
crocodile
dolphin
139
Audio Transcript
Activity Book
eagle
fox
frog
giraffe
lizard
monkey
octopus
parrot
shark
snake
tiger
whale
42
44
canoeing
fishing
hiking
horse riding
mountain biking
playing volleyball
swimming
45
AB Page 116
spring
summer
autumn
winter
boots
raincoat
scarf
sunglasses
umbrella
43
AB Page 117
bus
lorry
motorbike
plane
train
bus driver
fire station
park
post office
supermarket
firefighter
police officer
postman
shop assistant
waitress
140
AB Page 118
AB Page 119
curly hair
straight hair
long hair
short hair
light hair
dark hair

TRACK LIST Audio CD 1
TRACK
UNIT
PAGE
TRACK
UNIT
PAGE
1.1
Unit 0 Lesson 1
1.36
Unit 3 Lesson 2
37
1.2
Unit 0 Lesson 2
1.37
Unit 3 Lesson 5
40
1.3
Unit 0 Lesson 3
1.38
Unit 3 Lesson 6
41
1.4
Unit 0 Lesson 3
1.39
Unit 3 Lesson 8
43
1.5
Unit 0 Lesson 4
1.40
Unit 3 Lesson 8
43
1.6
Unit 0 Lesson 5
1.41
Unit 3 Lesson 8
43
1.7
Unit 1 Lesson 1
10
1.42
Unit 3 Review
46
1.8
Unit 1 Lesson 1
10
1.43
Unit 4 Lesson 1
48
1.9
Unit 1 Lesson 2
11
1.44
Unit 4 Lesson 1
48
1.10
Unit 1 Lesson 2
11
1.45
Unit 4 Lesson 2
49
1.11
Unit 1 Lesson 4
13
1.46
Unit 4 Lesson 2
49
1.12
Unit 1 Lesson 4
13
1.47
Unit 4 Lesson 3
50
1.13
Unit 1 Lesson 5
14
1.48
Unit 4 Lesson 5
52
1.14
Unit 1 Lesson 6
15
1.49
Unit 4 Lesson 6
53
1.15
Unit 1 Lesson 8
17
1.50
Unit 4 Lesson 8
55
1.16
Unit 1 Lesson 8
17
1.51
Unit 4 Lesson 8
55
1.17
Unit 1 Lesson 8
17
1.52
Unit 4 Lesson 8
55
1.18
Unit 1 Lesson 9
18
1.53
Unit 4 Lesson 9
56
1.19
Unit 1 Lesson 9
18
1.54
Unit 4 Lesson 10
57
1.20
Unit 1 Lesson 10
19
1.55
Unit 4 Review
58
1.21
Unit 1 Review
20
1.22
Unit 2 Lesson 1
22
1.23
Unit 2 Lesson 1
22
1.24
Unit 2 Lesson 3
24
1.25
Unit 2 Lesson 4
25
1.26
Unit 2 Lesson 5
26
1.27
Unit 2 Lesson 6
27
1.28
Unit 2 Lesson 8
29
1.29
Unit 2 Lesson 8
29
1.30
Unit 2 Lesson 8
29
1.31
Unit 2 Review
32
1.32
Unit 2 Review
32
1.33
Language Fun! Units 0-2
35
1.34
Unit 3 Lesson 1
36
1.35
Unit 3 Lesson 1
36
141

TRACK LIST Audio CD 2
142
TRACK
UNIT
PAGE
TRACK
UNIT
PAGE
2.1
Unit 5 Lesson 1
60
2.36
Unit 8 Lesson 1
98
2.2
Unit 5 Lesson 1
60
2.37
Unit 8 Lesson 2
99
2.3
Unit 5 Lesson 2
61
2.38
Unit 8 Lesson 3
100
2.4
Unit 5 Lesson 2
61
2.39
Unit 8 Lesson 3
100
2.5
Unit 5 Lesson 5
64
2.40
Unit 8 Lesson 4
101
2.6
Unit 5 Lesson 6
65
2.41
Unit 8 Lesson 5
102
2.7
Unit 5 Lesson 7
66
2.42
Unit 8 Lesson 6
103
2.8
Unit 5 Lesson 8
67
2.43
Unit 8 Lesson 7
104
2.9
Unit 5 Lesson 8
67
2.44
Unit 8 Lesson 8
105
2.10
Unit 5 Lesson 8
67
2.45
Unit 8 Lesson 8
105
2.11
Unit 5 Review
70
2.46
Unit 8 Lesson 8
105
2.12
Unit 6 Lesson 1
74
2.47
Unit 8 Review
108
2.13
Unit 6 Lesson 1
74
2.14
Unit 6 Lesson 3
76
2.15
Unit 6 Lesson 4
77
2.16
Unit 6 Lesson 5
78
2.17
Unit 6 Lesson 6
79
2.18
Unit 6 Lesson 7
80
2.19
Unit 6 Lesson 7
80
2.20
Unit 6 Lesson 8
81
2.21
Unit 6 Lesson 8
81
2.22
Unit 6 Lesson 8
81
2.23
Unit 6 Review
84
2.24
Unit 7 Lesson 1
86
2.25
Unit 7 Lesson 1
86
2.26
Unit 7 Lesson 2
87
2.27
Unit 7 Lesson 3
88
2.28
Unit 7 Lesson 5
90
2.29
Unit 7 Lesson 6
91
2.30
Unit 7 Lesson 7
92
2.31
Unit 7 Lesson 8
93
2.32
Unit 7 Lesson 8
93
2.33
Unit 7 Lesson 10
95
2.34
Unit 7 Review
96
2.35
Unit 8 Lesson 1
98

Teachers Resource Audio Material
TRACK
LIST
Unit 1 Activity 1
Unit 1 Activity 2
Unit 2 Activity 1
Unit 2 Activity 2
Unit 3 Activity 1
Unit 3 Activity 2
Unit 4 Activity 1
Unit 4 Activity 2
Unit 4 Activity 3
10
Unit 5 Activity 1
11
Unit 5 Activity 2
12
Unit 6 Activity 1
13
Unit 6 Activity 2
14
Unit 7 Activity 1
15
Unit 7 Activity 2
16
Unit 8 Activity 1
17
Unit 8 Activity 2
18
Festivals worksheets Christmas poem
19
Festivals worksheets Valentines Day poem
20
Festivals worksheets Easter song
21
Diagnostic Test Activity 3
22
Diagnostic Test Activity 5
23
Unit 1 Test
24
Unit 2 Test
25
Unit 3 Test
26
Unit 4 Test
27
Unit 5 Test
28
Unit 6 Test
29
Unit 7 Test
30
Unit 8 Test
31
End of Term 1 Test
32
End of Term 2 Test
33
End of Term 3 Test
34
End of Year Test
143
58 St Aldates
Oxford OX1 1ST
United Kingdom
2015 Ediciones Santillana, S. A.
Leandro N. Alem 720
C1001AAP Buenos Aires, Argentina
Young Achievers 2 Teachers Book /

Gonzalo Barral Nieto ... [et.al.]. - 1a ed. - Ciudad
Autnoma de Buenos Aires : Santillana, 2015.
144 p. + CD-ROM ; 28x22 cm.
ISBN 978-950-46-4270-1
1. Enseanza de Lenguas Extranjeras. 2. Ingls. I.
Barral Nieto, Gonzalo
CDD 420.7
First published by
Santillana Educacin, S.L. 2014
ISBN: 978-950-4270-1
Writers: Gonzalo Barral Nieto, Sofia Diez Pereda,
Brendan Dunne, Mara Gemma Fernndez Garrido,
Robin Newton, Andrea Turner
Recordings: EFS Television Production Ltd., Javier
Lupiaez
Publisher: Mabel Manzano
Managing Editor: Catherine Richards
Editorial Team: Eve Hampton, Cristina Navarrete
Pedraza, Elsa Rivera Albacete, Paloma Rodrguez
Esteban, Jason Small, Paula Fulia, Ins S. Prez
Digital Managing Editor: Virginia Santidrin Ruiz
Art Director: Jos Crespo

Cover Design: Manuel Estrada, Mara Florencia
Visconti
Design: Colart Design S.C.
Layout: Learn Hot English Publishing, Mara Florencia
Visconti
Art Coordination: Rosa Marn, Javier Tejeda
Photo Researcher: Amparo Rodrguez
This Teachers Book includes Audio CDs.
Queda hecho el depsito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.
First Edition Published 2015
The publishers would like to thank all those who have contributed to the development of this course.
Websites given in this publication are all in the public domain and quoted for information purposes only.
Richmond has no control over the content of these sites and urges care when using them.
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission
in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any
involuntary omission at the earliest opportunity.
Este libro se termin de imprimir en el mes de julio de 2015, en Artes Grficas Color Efe, Paso 192, Avellaneda, Provincia
de Buenos Aires, Repblica Argentina.
Young Achievers will challenge and motivate. A blend of

skills, a fast-paced grammar syllabus and phonics provides
children with a strong foundation. This, combined with a
cross-curricular and cultural focus gives primary children
all the confidence they need.
Throughout the course, children are presented with integrated
external exam practice for both Trinity GESE and Cambridge
Language Assessment to give them the tools they need
for success.
Young Achievers aims to provide children with the support
they need to achieve all their language goals.
For the student
For the teacher
Students Book
Teachers Book + Audio CDs
Activity Book +
Audio Material
Interactive Practice:
The Young Achievers
Games

Printable Flashcards
and Word Cards
Digital Book

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Teachers Book

Achieving goals with Young Achievers!

For the Student

Take a tour of the Students Book

For the Teacher

Key Competences for Lifelong Learning

Students Book contents

Unit 1 Back to school

Unit 2 Life at home

Language fun! Units 0-2

Unit 3 Meal time

Unit 4 Animals on the move

Unit 5 Changing seasons

Language fun! Units 0-5

Unit 6 A day in town

Unit 7 Summer camp

Unit 8 Around the world

Language fun! Units 0-8

Activity Book Audio Transcript

Teachers Audio Material Track Lists

Achieving goals with

For the Student

Take a tour of the Students Book

Grammar is integrated into

Each story aims to develop understanding of the

The use of Stickers provides children

The children have

Hands-on project-type activities

The Cut-outs provide a hands-on

For the Teacher

Places in school: art room,

Days of the week

To ask and answer about likes and dislikes

Children learn to ask what someone is doing

Mathematical competence and

Children develop and apply mathematical

Social and civic competence

Children become familiar with the use

Cultural awareness and expression

Children develop drawing and colouring skills.

Competence in learning to learn

Children develop strategies to improve the

Sense of initiative and

Children show initiative revising the content

art room, assembly hall, canteen, classroom, computer

Identify places in school

Read and follow a simple story

Copy the key vocabulary

of their group guesses which room it is. The winner then

Put the unit 1 word Flashcards of the items seen in the

Activity Book - page 10

1 1. canteen, 2. gym, 3. library, 4. art room

Show the map of school or draw a simple one on the

Hold up the unit 1 Flashcards one at a time and name them.

Provides extra interactive practice whichF canF be used

Clear, concise lesson

Complete the activities with the children on the IWB.

To identify places in school

To highlight and practise short vowel sounds

To identify and name places in school