2pri Go! Teacher's Book

Teacher’s
Book
Activity Book Pack
FOR THE STUDENT
Student’s Book Pack Brendan Dunne
Robin Newton
Includes stories
and songs from the
Activity Book
Student’s Book Audio CD
2 Brendan Dunne
Uni t 1
Robin Newton
GO! Student’s Book
Activity Book
Uni t 6 Audio CD
2
Activity
Book
Includes stories and songs
762675
from the Student’s Book

GO! 2 © Santillana Educación, S.L.
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2
Student’s
Full-colour Activity Book
Book
762675

26/2/18 9:18
Includes access code to Student’s interactive practice

Student’s Book + Stickers Pop-outs
Includes access code to Student’s i-book and videos

FREE app for fun practice of the grammar
and vocabulary in the Student’s Book
FOR THE TEACHER

Teacher’s Book GO Innovate! Teacher’s Guide
• F ull-colour guide with interleaved Student’s Book
• F ast finishers suggestions for every lesson An excellent tool to work with the course
• Activity Bank to make the most of all course materials materials in a different way
• Unit overviews for quick lesson plans • Cooperative Learning structures
• Key competences • Flipped Learning dynamics
• Thinking routines
Teacher’s Resource Book • Drama
• L anguage worksheets at different levels
• Skills worksheets Teacher’s i-solutions Includes access code
to the course website
• P
honics worksheets
• C
LIL worksheets
• F ully interactive teaching and learning materials for IWB use
• D
rama
• Step-by-step lesson plans presented in the form
• T
ests at different levels
of learning paths
Editable worksheets available on the course website
• Interactive Routine poster
• Additional interactive games for whole-class work
Teacher’s Audio Material • Game generator
• Full video support for all songs, stories and culture lessons
Posters
Flashcards and Word cards
Story cards
Songs and chants Animated stories Culture videos
www.go.richmonddigital.net
page
Co nte n ts 2
meth o d o lo g y 4
know yo u r b o o k 5
Teac h i ng a n d le a rn i ng m a te ri a ls 6
A w a lk th ro ugh th e un i t 10
Go D i g i ta l! T e a c h e r' s i - s o lu t i o ns 16
Key c o m pe te nc e s 22
Ac t i v i t y B a nk 23
Rea d y, s te a d y, go ! 32
1 O ur h o us e 40
2 Ho b b i e s 64
U ni ts 1 a n d 2 re vi e w 88
3 C arn i va l! 92
4 Anim a ls e ve ryw h e re ! 116
U ni ts 3 a nd 4 re v i e w 140
5 Sup e rh e ro e s 144
6 A day out 168
U ni ts 5 a n d 6 re v i e w 192
Fes t i v a ls 196
Ter m re v i e w ga m e s 206
contents
key vocabulary
Ready, steady, go! p. 32
the alphabet
1 Our house p. 40
bathroom, bedroom, bookcase, chair, cupboard, door,
garden, hall, kitchen, living room, plant, rug, table,
window
behind, in, on, under
2 Hobbies p. 64
dance, do karate, juggle, make models, paint, play the
guitar, ride a bike, sing
Units 1 and 2 review: the techies p. 88
3 Carnival! p. 92
coat, dress, hat, jeans, jumper, shirt, shoes, shorts, skirt,
T-shirt, trousers
cloudy, cold, hot, raining, snowing, sunny, windy
4 Animals everywhere! p. 116

bat, bird, butterfly, duck, frog, hedgehog, lizard, squirrel
climb, fly, jump, run, swim
1 – 20
5 Superheroes p. 144
clever, fast, invisible, scary, short, strong, tall, thin
6 A day out p. 168

drawing, drinking, eating, listening, reading,
taking photos, talking, writing
Festivals p. 196
Halloween
bat, haunted house, mummy, pumpkin, werewolf, witch
Christmas
bells, decorations, lights, reindeer, sleigh, snowman
Carnival
alien, dragon, knight, pirate, spy
Games p. 206
2
Key structures CL L Phonics Go around the world
Hello, how
Hello, how are
are you?
you?
I’m fine,
I’m fine, thanks.
thanks.
Where’s my
Where’s my pencil?
pencil? Natural Science:
Natural Science: materials
materials sound bb
Initial sound
Initial Houses in
Houses in the
the Netherlands
Netherlands
It’s under
It’s under the
the chair.
chair. metal, plastic,
metal, plastic, wood
wood
Ryan’s in
Ryan’s in the
the garden.
garden.
II can
can juggle.
juggle. Music: happy/sad
Music: happy/sad music
music sound dd
Initial sound
Initial Hobbies in
Hobbies in Australia
Australia
II can’t
can’t dodo karate.
karate. drums, flute,
drums, flute, guitar,
guitar, piano,
piano,
Can you
Can you ride
ride aa bike?
bike? violin
violin
Yes, II can.
Yes, can. // No,
No, II can’t.
can’t.
What are
What are you
you wearing?
wearing? Natural Science:
Natural Science: fabrics
fabrics sound jj
Initial sound
Initial Notting Hill
Notting Hill Carnival
Carnival in
in the
the UK
UK
I’m wearing
I’m wearing aa purple
purple dress
dress and
and hot/cold weather
hot/cold weather clothes
clothes
green shoes.
green shoes.
What’s the
What’s the weather
weather like?
like?
It’s cold.
It’s cold.
It’s sunny.
It’s sunny.
Can itit run?

Can run? Natural Science:
Natural Science: animals
animals sound ff
Initial sound
Initial Animals in
Animals in New
New Zealand
Zealand
Yes, itit can.
Yes, can. // No,
No, itit can’t.
can’t. that are
that are active
active at
at night
night
ItIt can
can swim.
swim. bat, fox,
bat, fox, hedgehog,
hedgehog, owlowl
ItIt can’t
can’t fly.
fly.
How many
How many apples
apples can can you
you see?
see?
He’s scary.
He’s scary. Social Science:
Social Science: (real
(real sound cc
Initial sound
Initial Real heroes
Real heroes in
in Russia
Russia
She’s clever.
She’s clever. heroes) community
heroes) community helpers
helpers
Is he
Is he strong?
strong? doctor, fire
doctor, fire fighter,
fighter,
Yes, he
Yes, he is.
is. // No,
No, he
he isn’t.
isn’t. police officer,
police officer, teacher
teacher
She’s got
She’s got yellow
yellow boots.
boots.
He’s got
He’s got green
green hair.
hair.
What are
What are you
you doing?
doing? Natural Science:
Natural Science: dinosaur
dinosaur Final sound
Final ing
sound ing A day
A day out
out in
in Paris
Paris
I’m reading.
I’m reading. facts
facts
There’s an
There’s an old
old bike.
bike. Brachiosaurus, Gallimimus,
Brachiosaurus, Gallimimus,
Triceratops, Tyrannosaurus
Triceratops, Tyrannosaurus
Rex
Rex
cons
listening
song
chant
pop-out
video
suggestions for every lesson available in the Teacher's Book

3
A word from the authors
about the course methodology
Dear colleagues,
As life-long teachers ourselves, we know that few professions are as vocationally driven as teaching.
Teachers want what is best for their students. What works best for the student is usually what works best
for the teacher. A sound methodology should have the needs of both as its starting point. So that’s where
we started with GO!
Children are centre stage in GO! and the topics and themes are chosen to reflect their lives, interests
and aspirations. All language and contexts are meaningful, engaging and fun for the child.
Narrative techniques are employed throughout to draw the children in, hold their attention and keep
them wanting more. The main characters throughout the course are designed for maximum relevance
and appeal to the children. And of course, humour is a vital ingredient!
Children are naturally curious about their world and their place in it. Finding out about English-speaking
countries around the world and how children live in other cultures is a key feature of GO!
There are also frequent opportunities for the children to bring their own lives into the classroom with
personalisation activities.
We know all too well from experience how important ‘user-friendliness’ is when it comes to delivering
a language course. Best teaching practice is the start and end point for all activities in GO!
The goals and objectives are always clear. Transparency is our guiding principle.
A clear and predictable unit structure throughout the course really helps teachers to plan. Learning
objectives are always signalled at the bottom of each page, so teachers and parents can see at a glance
what the focus of the lesson is.
Careful consideration has been given throughout to pitching the level of cognitive challenge so that
activities are absorbing and achievable. As teachers, we’re very sensitive to classroom management issues,
and keeping the children engaged and on task is a key factor. The aim is to develop their Learning to learn
competence and this is reflected in the clear progression from controlled and supported tasks
to independent language use.
We all know that learning doesn’t take place in a vacuum and that as educators we have to address
the whole child. Children and teachers are part of a community, so citizenship education should always
underpin learning in any subject. Throughout GO! there is a clear emphasis on values appropriate to the
children’s developmental level. Each unit story takes a key value as its starting point. We aim to appeal to
both hearts and minds, not just by promoting the core values of mutual respect, sharing and teamwork, but
by focusing on more specific values to promote community spirit and develop emotional intelligence.
Warm regards,

4
Kn ow yo ur bo o k
learning threads
Culture
Lisa Jacob
The Netherlands Australia
2
Chloe Toby
UK and sing. New Zealand
1 Listen
1.28
can do eve
HugoWe ng!
r y thiAnya
The course characters France Russia
The colourful opening spread of the Ready, steady, go!
Unit brings us into an attractive park scene. Here the Can you walk on your hands?
children meet up with their Level 1 friends again, who The class will be ableCan youthe
to visit jump up high?countries
respective
lead them through the Student’s Book. of the characters theyCanmeetyouin ride a bike?
the Go around the
world lessons. They areJustsure
try! to be interested in their
Ryan, Mike, Carla and Jasmin (and their families and
counterparts and in what they tell us about where they
friends) provide a connecting thread in several lessons
live. In GO! 2 the children travel the world both through
in each unit. They form part of the visual presentation
their Student’s Book and through the videos that support
of new vocabulary in Lesson 1. In Lesson 2, we see them
the page content.
in a contextualised presentation of the first grammar
structure presented in the unit. In Lesson 5, familiarity
with the characters helps the children to become
interested in the different experiences they have in the
2
key features
Listen and tick P or cross O .
1.29
Unit stories. The stories consolidate the structures and

vocabulary covered in the earlier lessons and provide a
passive presentation of upcoming structures or vocabulary These icon combinations mean
in later lessons. The characters help the children once that the children have the option of
more with the new language presented in Lesson 7. listening to all the songs and chants
in the course and then receiving further
Being engaged with the characters makes the learning visual support in the shape of a video.
experience meaningful and memorable for the children.
An amazing collection of videos
The Techies also support and enhance the
animated stories and the Go around
There is a second narrative the world lessons.
line after each two units.
Tina and Tim are once more the The Pop-outs provided for each unit
protagonists in different stories are not only to support the children’s
that will allow the children natural desire to touch and manipulate
to review vocabulary and things, they are designed to then
Time to talk be used to practise the linguistic
structures covered throughout
structure in the lesson.
the term. The children will
enjoy the adventures of the
sister and brother twins, their The children become active in their
engaging family and their pet own learning process when they are
spider, Boris. They’re sure to be entranced by the visually asked to consider their appreciation of
very different and yet very familiar world they live in. The the different activities and to indicate
Techie stories add variety and dynamism to an area that their favourite using a sticker.
is designed to promote pleasurable, accessible story 3 Make a question wheel. Then ask in pairs. Time
listening with solid visual support.
Tina and Tim’s mechanical world acts as a precursor 22 Lesson 6 Can you (juggle)? Yes, I can. / No, I can’t.
to that of Grammar Greg, the builder who will help the Footnotes will help teachers and parents to see at a glance
children to build and construct grammar rules in later what content the lesson focuses on.
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levels through a whole series of grammar animations.
5
s
Te ac hin g an d Le ar nin g ma te ria l F o r the student
Student’s Book
Ready, steady, go!, the title of the welcome unit, sets
the tone for this dynamic course book. This welcome unit
is followed by six units, each consisting of eight main
lessons and a Unit review lesson.
Ready,
Ready,steady,
steady,GO!
GO! 1 Sing the alphabet song.
1.3
Hello, Jasmin!
How are you? I’m fine, thanks!
How about you?
3
5 6
2 Look and write the number.
book parrot ruler
cat purple scooter

The Unit reviews are complimented
3 Look and spell the words. by Term reviews in the shape
1 Listen and sing. 2 2 Listen,
Listen, point point
and say.
and say.
How do you spell cat?
C-A-T!
of engaging double-page stories.
4 Lesson 1
1.1
Hello, how are you? I’m fine, thanks!

1.2
The alphabet How do you spell (cat)? Lesson 2 5 The children will love the
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Term review games at the end
of the book and the Festivals and
My new words ludic sections.
Full-colour Activity Book and Audio CD

Reflecting the Student’s Book’s structure, the additional full-colour support is divided into a welcome
unit, six main units, a ludic vocabulary area and a Festivals section. The children will love the innovative
Festival cut-outs pages, with which they can create attractive decorations for the classroom or home.
2 2
Hobbies 2 Look and circle.
2
1 Look and write. 3
1
ride a bike juggle play the guitar dance
paint do karate sing make models
4 5
6
3 4
Includes stories
and songs from the
Activity Book
Student’s Book Audio CD 5 7
1 I can / can’t paint. 4 I can / can’t juggle.
6
2 I can / can’t dance. 5 I can / can’t do karate.
3 I can / can’t sing. 6 I can / can’t play the guitar.
8
3 Look and complete. Then colour the pictures.
can can't make models paint pictures ride a bike

CP: 762686
© San
tillana Educación, S. L. I I I
1 5 . . .
2 6
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4 8
10 11
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The Activity Book Audio CD includes the listening activities in the Activity Book and the
My new words lists, as well as the stories and songs in the Student’s Book. It is additionally
available to download from the course website. www.go.richmonddigital.net
6
Stickers
For the student
Children will enjoy handling and
applying the full-colour Stickers at Uni t 2
the back of the book. They provide

variety when working with the
different activities. Uni t 6
?
an y o
u...
762675
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© Santillana Educación,
GO! 2
indd 3
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762675
Pop-outs
Innovative award stickers The Pop-outs provide a hands-on activity for

are provided to allow the the children and are designed as a vehicle for
children to apply them to their oral practice of the structures taught in the lesson.
favourite activities.
Both the Student’s Book and the Activity Book include an access code
to the course website where the children can find the following resources:
s t u d e n t 's b o o k d i g i t a l r e s o u r c e s activity book digital resources

Student’s i-book Student’s interactive practice
Online multi-device version of
the Student’s Book to access
the course material at home.
One-touch zoom-in feature
Student’s i-tools to
personalise the book
Video material
Audio material
Videos Additional interactive practice to

Easy access to video support consolidate the course content. It is
for songs and chants, stories ideal for fast finishers or for homework.
and culture lessons.
Student’s interactive practice includes
learning progress.
Flipped Learning
The videos form the base for
the Flipped Learning section FREE app for fun practice of
where the children and families the grammar and vocabulary
can access everything they in the Student’s Book.
need if you choose to use the
optional Flipped Learning
dynamics available in
GO Innovate! Teacher’s Guide 2.
7
s
Te ac hin g an d Le ar nin g ma te ria l F o r t h e t e a c h e r
Teacher’s Book CLIL Go fin d ou t! 2 Language Objectives
Extra Activity
Les son 4 2
The full-colour, spiral-bound guide contains

To introduce musical instruments: drums, flute, Ask the children if any of them play a musical
guitar, piano, violin. instrument and encourage them to talk about it. Ask
CAE To practise the structure I can play the (flute). the children if they would like to learn to play any
1 Listen and match. Then, listen again and repeat. To revise the adjectives happy, sad. instruments, and if so, which ones.
1.24
step-by-step help to make the most of each 1 2 3 4 Materials

Teacher’s i-solutions
Unit 2 musical instrument Flashcards
Tran scrip ts
CD 1
lesson. The complete teaching notes include

1.24 Listen and match. Then, listen again and repeat.
1 I can play the violin. 2 I can play the drums.

Warmer 3 I can play the piano. 4 I can play the flute.
suggestions for warmer activities, extra, whole-

Teach the names of the musical instruments using the
flashcards. Teach the children a mime for each musical 1.25 Listen and say the instrument.
instrument. Hold up the flashcards, have the children
say the name of the instrument and mime it. Repeat the 1 drums 2 piano 3 guitar 4 flute 5 violin
procedure using the word cards.
class activities, wrap-up activities and ideas to

1.26 Listen and draw.
1 Listen and match. Then, listen again and repeat. 1.24
Listen to the drums. Is it happy music or sad music?
Ask the children to look at Activity 1. Elicit the names of Listen to the piano. Is it happy or sad music?
the musical instruments and tell the children to listen. Listen to the guitar. Is it happy or sad music?
keep fast finishers engaged. This is additional Pause the audio after each speaker, elicit the name of Listen to the flute. Is it happy or sad music?
piano violin flute drums the musical instrument and tell the children to match the
Listen to the violin. Is it happy or sad music?
speakers with the instruments. Tell the children to repeat
the sentences and mime playing the instrument, paying
CAE
to the Student’s Book activity exploitations.

attention to pronunciation and word stress.
2 Listen and say the instrument. Then, listen and draw. Continuous Assessment
1.25 1.26
2 Listen and say the instrument. 1.25 Consider whether the children can understand short
audio texts identifying musical instruments and
Then, listen and draw. 1.26
associate a short piece of music as being happy or
happy music Ask the children to look at Activity 2. Play the first audio, sad.
pausing after each sound effect, and ask the children
sad music which instruments they can hear. Revise the vocabulary
happy and sad by drawing a happy and a sad face on
the board. Then play the first recording from the second
audio and ask the children if they think it is happy music or
sad music. Show the children the face in the example and
tell them that they are going to listen and draw happy or
sad faces. Play the rest of the audio, pausing after each
recording for the children to decide and draw a happy or
Each unit is presented with interleaved

sad face, repeating where necessary. Ask the children
what is their favourite musical instrument and which piece
of music they liked best.
What’s your favourite instrument?
Now go to
Student’s Book reproductions. An initial CAE The children develop their knowledge of
ES0000000046921 762734_GO_SB2_U2_p16a27_67529.indd 19
Music: musical instruments Lesson 4
Key competences continuous assessment

19
26/10/2017 15:49:13
The children invent and draw their own music groups,
labelling the different instruments.
Addition al
resou rces
Teacher’s Resource Book
Unit overview is provided for help with quick

musical instruments by naming them, and
Wrap-up
CLIL Section: page 74. See page 79 for the answer key. .
then recognising the sound they make. Check if the children can: Play Hangman with the names of the musical instruments,
1 Recognise the names of the musical giving help where necessary with the letters of the
CAE The children develop their understanding instruments and match the instruments to the alphabet.
lesson plans. It also provides the transcripts

of the relationship between music and speakers.
emotions. Thinking-based Learning
2 Name and recognise the musical instruments.
Distinguish between music that sounds Thinking routine available for extension.
happy and music that sounds sad. See GO Innovate! Teacher’s Guide 2.
and answer keys, assessment guidance, 72 73
cross-references to support material ES0000000056852 802763_GO_TB2_p066a085_U2_74185.indd 72 29/6/18 9:34 ES0000000056852 802763_GO_TB2_p066a085_U2_74185.indd 73 29/6/18 9:34
and guidance for Key competences work and

assessment. The essential Activity Bank on pages There is a activity
23-31 of the Teacher’s Book offers suggestions on for every Student’s Book lesson!
how to make the most of all the course materials.
Extension test
2 Teacher’s Resource Book out on HALLOWEEN
Packed with a wealth of optional,
Name:
TEACHER’S NOTES
3 Look and complete. 1 Listen and tick ✓ or cross ✗. 11
Then complete for you. Objectives
n troducti on
page
2 photocopiable material, it is an ideal The children work together to rehearse and perform a play. At the same time they use their
imagination, they practise and extend their English.
Characters
resource for providing extra practice

Lan guage worksheets 3 • Granny and Grandad
• David
Ski lls worksheets Emily 29 • Four narrators
• Halloween creatures: werewolves, witches, mummies
Li sten i n g 31
Readi n g
Writi n g
37
43
for the Student’s Book lessons. Instructions
1 Tell the story.
Explain to the children that they are going to prepare a play about Halloween. Then, tell the
Speaki n g William 49 story: David is with his granny and grandad. Granny goes for a walk and different people
try to scare her, but she is not scared. She invites the people in but David and Grandad are
Phon i cs worksheets 61 scared. In the end the creatures stay for dinner.
worksheets
It includes Language worksheets
71 2 Assign roles.
Give all the children in class a role each.
Drama Lily 81
3 Pre-teach vocabulary, concepts and key phrases and prepare the scenes.
Tests 89
ca>´†
ca>´† pla¥UnEnt™æ
sin@.
Di agn osti c test
i t testspianø.
91
93
at three different levels, plus Skills, • Talk about Halloween, review what the children know about it.
Rehearse Scene 1
• Have the children pretend to be werewolves and howl. Ask: Are you scared? Encourage
them to say: No, I’m not scared.
4 Look at Activity 3. Then, write the questions and answer. En d of year test
d of term tests
Tran scri pts

You 117
123
137
Phonics and CLIL worksheets. Rehearse Scene 2
• Have the children pretend to be witches. They can move like witches and cackle. In pairs
ask them to ask each other: Are you scared?
Rehearse Scene 3
guita® / Jiµ / t™æ / —a> / pla¥ / ? ion worksheet

Self-evaluat 2 Look and complete.
143
Additionally there is a comprehensive • Have the children pretend to be mummies. Teach the chant Werewolves, witches and
mummies. Out on Halloween. Werewolves, witches and mummies. But Granny does not
scream.
Nø, ™æCerti fi cate . 144 Rehearse Scene 4
sin@ / S<ilviå / —a> / ? Tests area with a diagnostic test, • Put the children into two groups: The two groups face each other. On the count of three
one group pretends to be Halloween creatures and the other group screams. Swap roles.
Rehearse Scene 5
• Practise the chant with the new last line.
Yefi, s™æ .
Unit tests at two levels, End of term
Photocopiable © Santillana Educación, S.L.

Rehearse Scene 6
4 Rehearse the whole play.

Pau¬ / t™æ / drumfi / —a> / pla¥ / ? Start with the script but see if the children can gradually memorise the lines. Rehearse with
Yefi, ca>.
d d j p t
tests and an End of year test. any costumes and props.
5 Perform the play.
dan©æ / M”ar^æ / —a> / ?

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, s™æ . k g
99 83
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GO Innovate!
Teacher’s Guide
This additional, optional
guide allows teachers It provides step-by-step notes to incorporate
to consider alternative Cooperative Learning structures in the English
methodologies classroom using GO! 2 resources. Similarly, practical
using the course material. steps and hands-on worksheets are laid out for those
The guide outlines the teachers who would like to embrace the Flipped
thoughts behind emerging Learning teaching model using GO! 2 material.
trends in teaching and the A third Thinking-based Learning section provides
advantages and challenges comprehensive support for applying this methodology
that accompany them. to the lessons. And finally, a Drama section brings
the best of drama pedagogy to GO! 2 with the
objective of improving both the children’s oral skills
and their confidence when speaking in English.
8
Teacher’s
For the teacher
Student’s Book
Audio CD 1 Audio Material It's raining.
It's sunny. It's cloudy. Posters
Student’s Book
Audio CD 2
All the recordings used It's snowing.
The course
CP: 762697
Includes stories
© San
tillana Educación, S. L.
Activity Book
in the Student’s Book, jumper Posters are an
shirt It's windy.
Activity Book and Teacher’s

and
ES0000000046916 songs from the
762697_Serig_Go_Student_2_1_74481.indd 1
Audio CD
Cian Magenta Amarillo Negro Troquel 10/05/2018 12:41:03
coat shorts
ideal tool to
Student’s Book
dress
CP: 762708
© San
trousers
ES0000000046917 762708_Serig_Go_Student_2_2_74482.indd 1
Teacher’s
Resource Book
Cian Magenta Amarillo Negro Troquel 10/05/2018 12:42:03
Resource Book are present the unit
CP: 762686
Audio CD
hat
presented in one handy pack.

© San
ES0000000046914 762686_Serig_Go_Activity_2_74007.indd 1 Cian Magenta Amarillo Negro Troquel 27/04/2018 10:10:03 language and theme.
CP: 762719
© San
T-shirt
They also make for a
visually impacting,
Cian Magenta Amarillo Negro Troquel
jeans
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skirt
shoes
colourful and attractive

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762653 05-06
GO! 2 © Santillana Educación S.L. Unit 3
27/09/2017 8:03:14
language reference for the classroom. They can be used

in any lesson to practise or revise the key language.
Flashcards do karate 2
Keep trying!
Story card 1
and
1.27
19/09/2017 15:28:35
63
ES0000000046912 762664_U2_flashcards_52390.indd
Word cards
Narrator: Carla’s got a new hobby.
Teacher: Hello, children! Welcome to Circus School.
Story cards
Children: Hello!
ES0000000046912 762664_U2_flashcards_52390.indd
65
19/09/2017 15:28:37
73 beautiful, full-colour photo Flashcards

Large, full-colour,
© Santillana Educación, S.L.

are accompanied by their corresponding
illustrated Story Literacy help
word card and can be used for presenting,

Point to Carla. (next to the teacher)
How many people can you see? (five)
GO! 2
cards allow for
802774
Where are they? (at Circus School)
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reinforcing or reviewing vocabulary.

additional ways to work with the Unit story. The Activity Bank
The Activity Bank on pages 25-26 of the
on page 27 of the Teacher’s Book offers suggestions for how
Teacher’s Book offers suggestions for how to
to exploit this resource and the back of each card contains
exploit this resource with whole-class activity
questions to promote literacy work.
suggestions and others for fast finishers.
The unique GO! Teacher’s i-solutions for the

classroom provides you with the most effective,
visual and easy-to-use classroom resource.
Teacher's i-book with step-by-step lesson plans
presented in the form of learning paths
Fully interactive Student’s Book and Activity Book
Audio material and transcripts
i-posters, i-flashcards and i-stories
Flashcard Bank
Additional interactive games for whole-class
content reinforcement
Interactive Routine poster
Game Generator to create your own IWB games
to play with the children
Video support for all songs,
stories and culture lessons
Online
If your computer does not have multi-device
a CD player, download the offline version
version of the Teacher’s i-solutions available
GO! website from the course website. on the course
website
www.go.richmonddigital.net
Additional resources such as downloadable and editable material, official documents,

interactive activities and videos are available on the course website. The access code to
the course website for teachers is included inside the Teacher’s i-solutions case.
9
A wa lk th ro ug h L e s s o n s 1 and 2
2 2
1 Hobbies 1 Listen and number. Then, listen again and repeat.
1.21
2 1 Listen, point and repeat. Then, match and say.

1.19
2
3 Listen and chant.
1.20
play the guitar
5
do karate
I can make models.
I can’t do karate.
1 3
paint
juggle
4 I can dance. I can’t sing.
ride a bike
2 Listen and sing. 6

6
1.22
5
sing
7 I can make models,
8 I can play the guitar,
I can paint a picture,
dance I can run very far.
But I can’t ride a bike.

No, I can’t ride a bike.
3 Look and say.
make models
16 Lesson 1 Hobbies vocabulary I can/can’t (dance). Lesson 2 17
1 The unit theme is introduced and new vocabulary 4 The written form of new words is accompanied by
is presented in a lively, colourful scene featuring the visual support. The photo dictionary acts as a reference
course characters. the children can use throughout the unit and helps to
develop their autonomous learning.
2 The oral form of each word is presented before the written
form, to establish good pronunciation from the start. 5 Target grammar is presented in a meaningful and
The children can listen to and say a chant that includes appealing context. The grammar structure combines
3 with the unit vocabulary to give further practice here.
all the new words and is further supported by an
engaging video. The combination of rhythm, rhyme and 6 The target language is always practised in a song
visuals helps the children to memorise this new or chant, supported by a video presentation. Songs give
vocabulary. The chant videos in Lesson 1 provide the children the opportunity to engage with the language
the basis for working on the Flipped Learning in a fun and structured way and singing together provides
dynamics suggested in the GO Innovate Teacher’s Guide. the class with a shared learning experience. Some of the
song words appear on the page and provide a written
model of the target language.
Find support for the lesson content in the My new

words section at the back of both the Student’s
Book and the Activity Book. Use the Activity Book
exercises and the Unit poster to consolidate the
children’s learning.
10
2 CLIL G o f in d o u t! 2
1 Listen and say the number. Then say in pairs.
1.23 1 Listen and match. Then, listen again and repeat.
1.24
4
3 5 1 2 3 4
1
4
2
1 6
I can’t juggle.
2 Number 5! piano violin flute drums
2 Listen and say the instrument. Then, listen and draw.

2 Read and stick. 1.25 1.26
I can’t dance. I can make models. I can do karate. happy music
sad music
3
5
18 Lesson 3 I can/can’t (juggle). Music: musical instruments Lesson 4 19
1 This lesson will offer further practice of the target 4 In this lesson, the children explore a topic from a different
grammar and introduce some new words or some curriculum area. Students use English to gain knowledge
progression with the target structure. Supporting and skills about other school subjects. In this example,
artwork is eye-catching and often amusing to draw the children apply their knowledge of musical instruments
students in and make the task more enjoyable. to complete a matching activity.
2 Models for speaking tasks are always provided. 5 Striking photos add visual appeal and set the new learning
in a real world context.
3 In this example the children use stickers to complete a
reading task and enjoy a hands-on learning experience.
2 2
Go find o u t ! Name: Go find o u t !
1 4 Listen and match.
4
1
1 Match and write the instrument.
1 2 3 4 3
2
1
2
3
4 4
living hall kitchen bedroom
room 5
2 Classify the instruments.

2 piano Mouth HANDS
The Stickers are easy to peel and apply! Find support

5 Look and complete. Then colour the pictures.
flute
t d drums
p l k violin
∂o § rå
e
a^
n a
µ æ mo æ fi
3 Say what you can do. Look at the example and do a class survey.
4
for the lesson content in the Activity Book exercises
designed to consolidate the children’s learning and
I can play the drums. 3
I can feed kangaroos.

s n b i 2
i y 1
I can skimboard.
p
I can play the didgeridoo.
^
g e
® ∂æ å i§
r
lå t™æ g¤ tå
in the Teacher’s Resource Book where lesson-specific
762723 01-04
photocopiable teaching materials abound.

I can paint animals.
12 74
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11
A wa lk th ro ug h L e s s o n 5
2
1 Keep trying! 5
Keep trying, Carla!
6
2 1 Find and colour. Then say.
5
3 2 Listen to the story.
1.27
2 Can you juggle? 7

4
1
No, I can’t!
8
3 4 Can you jump high, Kate?
Yes, I can!
20 Lesson 5 Key vocabulary and grammar in context V

Value: Keep trying! 21
1 Every unit has a central two-page story featuring the 4 The narrative also features new language the children
course characters in a context familiar to the children. will see in the following lesson. The contextualisation and
Focusing on the title will help them to predict the story visual support offered by the animated version of the story
theme and they will easily follow the narrative as it will ensure the children’s understanding.
practises target vocabulary and grammar from the first
part of the unit.
5 The artwork is designed to be dynamic, visually rich
and easy to exploit for language practice. It provides
2 The children complete a pre-reading activity. This helps teachers with lots of opportunities to promote visual
them to become familiar with the illustrations before literacy.
they listen, thus enhancing their overall understanding
as they interact with the story.
6 A key value underpins each story with a view to working
on citizenship education with the children. This focus on
3 The children listen to the story dialogues while following values helps the children with their awareness of self
the illustrations. This develops their listening skills and and the wider community. Instructions to work further with
reviews known language in a meaningful context. the key value are available in the Teacher’s Book and the
Teacher’s i-solutions.
The Activity Bank on page 27 of the Teacher’s Book

provides a wealth of suggestions for how to use
the Story cards with this lesson. A pleasant story
lesson routine could end with the children playing
vocabulary games with their word card Pop-outs.
12
2 2
1 1 Listen and sing.
1.28
1 Write capital letters and full stops. Time to write
can do eve
We r y thing! 1 m¥ muµ ifi i> t™æ gar∂e>
Sentences start with
a capital letter…
Can you walk on your hands?
Can you jump up high?
My sister likes t™æ do@ ifi o> t™æ chai®
Can you ride a bike?
Just try! chocolate cake . 2
… and end
with a full stop. 4
3 m¥ favouri†æ foo∂ ifi pizzå
2 Listen and tick P or cross O .
1.29
∂ 5
Ph on ic s
2 Listen and repeat.
1.30
duck dinosaur dance
3 Listen and say.

1.31
Debbie Duck and Danny Dinosaur don’t like to dance.

Do you?
3 3 Make a question wheel. Then ask in pairs. Time to talk
22 Lesson 6 Can you (juggle)? Yes, I can. / No, I can’t. Writing: capital letters + full stop Phonics: initial sound d as in dinosaur Lesson 7 23
1 Exercises on this page build on the story context 4 Pictures and models will help the children with initial
to present and practise new lenguage. Here a song writing practice. The children here learn writing rules,
provides controlled oral practice of the lesson’s target such as the use of capital letters and full stops.
structure. Songs are an excellent vehicle to practise and
learn language in a fun and inclusive way, particularly
5 Phonics activities focus on initial sounds. Students
hear and say example words with photos to support
since every song and chant in the level is supported by understanding.
an engaging video.
6 The children listen to a fun phonics chant which is
2 The course also offers multiple opportunities to practise supported by a dynamic illustration. They say the
the new language. For example, here the children revisit chant slowly at first and build up to a faster pace.
verbs in a listening activity.
3 Every unit has a pop-out template craft activity where
the children make something: a question wheel, finger
puppets… This is then used as the basis for a speaking
activity in pairs that practises target grammar structures
and vocabulary from the unit. The finished craft can be
taken home to share with the children’s families.
Colourful Pop-outs are provided for the children

with the Student’s Book. The Activity Book
exercises support the lesson content and are
designed to consolidate the children’s learning.
Additional lesson-specific teaching material can
be found in the Teacher’s Resource Book.
13
A wa lk th ro ug h
More
practice
More
practice P
L e s s7 o n 7 8 a n d Ft h e U n i t r e v i e w
SC
2More
phonics 1 More
phonics
2 G o a G A IN ! 2
Go aro und 5
THE WO RLD 1 Listen and say who. Then, read and write the names.
i-poster Hi! I’m Jacob 1.33
from Australia.
1 Listen and number. Then, read and stick.
1.32
i-flashcards Teri
Tina Tasha
Tim
IWB Tom
Tony
6
1 I ca>´† jugg¬æ. Toµ 4 I ca>´† dan©æ.
2 I ca> dan©æ. 5 I ca> jugg¬æ.
3 I ca>´† pla¥ 6 I ca> pla¥
t™æ drumfi. t™æ drumfi.
2 Imagine! Draw and write.
My favourite Australian hobby 2 Look and tell a friend.
I can ride a bike.
rnin
ea
I ca> . 7
g
3
l
Choose your favourite activity in the unit and stick.

o
lear
n
t
24 Lesson 8 Learn about hobbies in Australia Unit review 25
1 In this lesson, the children learn about life and culture 5 The Unit review page revisits the target vocabulary
in different countries. A child presenter introduces and grammar and touches on all the skills: reading,
themselves and their country and then shares something writing, speaking and listening.
about the country with the class.
6 Attractive illustrations feature the Techie characters,
2 An attractive video on the lesson theme will bring the country Tina and Tim, who also appear in the posters and
to life for the children. extended reading stories.
3 Colourful photos transmit the ‘real world’ aspect of this 7 A look at the unit again to choose a favourite activity
lesson. helps to remind students of their learning. Evaluating
activities helps them to become more autonomous
4 The children have an opportunity to personalise the topic learners.
through writing and drawing activities. This gives them a
chance to compare their own experiences with others.
All the activities in the lesson are designed to consolidate
the target grammar and vocabulary of the unit.
An Activity Book Unit review page mirrors the Student’s

Book lesson, consolidating the lesson content even further.
Teachers can choose to set the Unit test provided in the
Teacher’s Resource Book (at two different levels), to make
sure the children have reached the unit objectives. The
children themselves meanwhile evaluate the unit using
the Stickers. A ludic finale to the unit is always at hand
with the Activity Bank suggestions on pages 23-31 of the
Teacher’s Book. The impacting visual presence of the Unit
poster as classroom decoration will surely help the children
to memorise key vocabulary.
14
A wa lk th ro ug h t h e T e c h i e s t e r m r e v i e w l e s s o n
1 units
1 and 2
1 2 I can’t find my guitar. 7 Tim can play the piano… 8
… and Gina can sing!
3 4 Look! Boris can make models. 9 10

Look at this, Tim!
5 It’s time to practise! 6 11 12 Look! Granny can sing AND dance!
2 Listen to the story.

1.34
Listen again and stick the missing speech bubbles.
1.34
3
26 Units 1 and 2 review Units 1 and 2 review 27
1 At the end of Units 2, 4 and 6, there’s a colourful comic 2 Teachers can decide whether to work with the story
story called ‘The Techies’. The Techies live in an imaginary in two parts or as a whole.
world and are a mechanically creative race of people.
The key characters are Tina and Tim, the Techie twins who
3 A ludic sticker activity is proposed as a post-reading task.
live with their parents and grandmother.
Each Techie story consolidates target language from
the previous two units. Humour is the essential ingredient
here in these extended reading activities.
The end of term is a good time to step back

and play the game in the Student’s Book, so
the children can see how much they have learnt.
To keep it light, you can play any number of
the games suggested in the Activity Bank on
pages 25-26 using the Flashcards and Word
cards. An End of term test is provided in the
Teacher’s Resource Book.
15
The unique GO! Teacher’s i-solutions for the classroom includes the Teacher’s i-book with
its fully interactive teaching and learning materials organised into step-by-step lesson plans
in the form of learning paths. It also provides teachers with a wide range of extra resources
to enhance their teaching, allow for variety, motivate the children and make the most of all
the course materials. 3
If your computer does

not have a CD player,
download the offline
version of the
from the course website.
1
4
Online 2
5
multi-device
version 6
available 7
on the course
website 8
1 2 3 4
Teacher’s i-book to bring Game Generator to create Meet the characters! An The Video section
your teaching to life in the your own interactive games animation to introduce the includes a Play-all function
classroom. for revision, consolidation characters in the classroom. to watch all the video sets
or just fun! in one go!
5 6 7 8
Cooperative Learning
Flipped Learning
Thinking-based Learning
i-posters section in the main i-stories to focus the children’s Flashcard Bank to create GO Innovate! section with
menu to use the posters attention on key language your own Vocabulary everything you need for classroom
for quick and easy access within each vignette. They offer presentation or review. management plus additional
to vocabulary presentation both the possibility of either Photo flashcards to project resources to carry out the different
or assessment. showing or hiding the text, or print are provided. dynamics and strategies if you
as well as the option of Word cards to print are choose to use the optional
playing the audio manually also available. methodologies included in the
for each vignette. GO Innovate! Teacher’s Guide.
16 The GO! Teacher’s i-solutions for the classroom includes a complete User’s guide
accessible from the main menu as well as Teaching Tips for each section.
Te ac he r's i-b oo k
A fully interactive version of all the teaching 1
and learning materials organised into step-by-step 2
lesson plans in the form of learning paths provide
teachers with a most effective, visual and easy-to-use
classroom resource. The learning paths work as quick
lesson guides, and tips for all the material are 3
available at the click of a button.
a
4
1 Access a unit
2 Access a lesson within a unit
3 Access Routine poster
c 4 Access Picture dictionary
b Interactive answer key available for both Student’s

Book and Activity Book interactive activities.
b c d
a
Learning paths are One-touch zoom-in feature Highlight feature for all
provided for every guarantees the easiest and the phonics rhyme texts in the
lesson in the course quickest access to all the Student’s Book to help
so the teaching interactive activities, answers, the children to follow the audio
sequence to follow is audio material, transcripts while they read, promoting the
clear at a glance. Access and teaching tips. development of reading and
to all the teaching and listening skills.
learning materials in
the course, as well as
additional interactive resources, is included on this pathway.
The activities are colour-coded to identify what is
CORE material and what is OPTIONAL material.
Choose activities according to your timetable.
Fully interactive posters and flashcards.
Tips provide quick

instructions to make
the most of the material.
Extra interactive
activities and games for
Video support for all the songs and chants, animated stories continuous assessment.
and culture lessons in the book! The chant videos provide
the basis for working on the Flipped Learning dynamics
suggested in the GO Innovate! Teacher’s Guide.
17
vi de os
A great variety of Video material is provided to support teaching with GO!: Animated songs and
chants, phonics animations, Animated stories and Culture videos. The videos are accessible both
from the zoom-in windows in the Student’s Book pages in the Teacher’s i-book and from the main
menu of the Teacher’s i-solutions. Use the Play-all function to watch all the videos for a section in one go and keep
the children entertained while they continue learning!
Songs and Phonics animations Animated stories Culture videos

chants animations A visual, ludic approach to Animated version of the Attractive, real-world videos
Visual contextualization the phonics rhyme with the Unit stories to really bring featuring real kids and
of the vocabulary and highlight feature contributes the stories alive in the animals introduce the cultural
structures in the songs to fun in the classroom. classroom! theme before the start of
and chants help to fix these the lesson.
in the children’s memory.
The chant videos in Lesson 1
provide the basis for working
Pic tu re dic t i on ar y
on the Flipped Learning
dynamics suggested in the
GO Innovate! Teacher’s Guide.
The Picture dictionary is available to print

on the Teacher's i-book.
rout i ne post e r
The interactive Routine poster in the Teacher's i-book
is a fantastic resource to use before the start of the lesson.
Go through each of the sections in
the poster and ask the children
to choose the correct item for the
day within the section. They listen
to the audio and repeat what they
hear for each category.
18
ga me ge ne ra to r
This tool allows you to create your own IWB games. Use the Game Generator to review key vocabulary at any time in
the unit or as a quick class filler. The games are also ideal as wrap-up activities.
How to create a game step 2

The Game Generator includes seven different types
of games. Choose the type of game and difficulty
according to the children’s age and skills development. 1
Follow these simple instructions to create your games:
step 1
2 3
1 5
2 6
4
1 Select the pictures for your game.
You can choose pictures from different units to be
3 included in the same game. This is ideal for End
of term reviews or an End of year assessment.
2 Tap the arrow to add the pictures to the game.
1 Select the type of game you want to use 3 This indicates the minimum number of items
needed to create a game. Add more than the
2 Choose the type of pictures:
minimum to make the game more varied and
a. Pictures + audio challenging for the children.
b. Pictures + words with audio support
c. Pictures + words 4 The pictures for the game appear in this area.
3 Choose the number of items and the skills 5 If you want to delete a picture from your game,
difficulty. select it and tap .
Tap 6 Tap to start playing!
Memory Simon says What’s missing?
The children take a few seconds to Touch to start the game. The children The children look at the sequence of
memorise the position of pictures on the look and memorise the sequence as pictures and drag the correct picture
screen. Once the interactive cards turn, the pictures are highlighted. They touch to complete the sequence. This type of
the children tap the numbers to find the the pictures to repeat the sequence. game promotes the development of the
pairs. Choose two children to take turns Touch to watch the sequence again. children’s competence in Maths.
to find the pairs on the IWB. Alternatively, The number of pictures in the sequence
this can be set as a competition between increases as they play. Choose a child
two teams. Open the Richmond i-tools to play on the IWB. The rest of the class
and set the timer. Give each team two or help their classmate by orally repeating
three minutes to do as much as possible the sequence after they have seen it.
when it is their turn at the IWB. 19
Guess it! What’s this? Match it!
Choose at least four pictures to create Choose at least four pictures to create The children match the words with
the game. Divide the class into four the game. A picture appears inside the pictures. This game includes an
teams. The teams take turns to play. a magnifying glass on the screen. interactive answer key. Use the
A hidden picture appears on the screen. The children see a detail of the picture feedback button for manually validating
Touch to start the game. As the and have to guess what it is. Allow them individual answers.
timer runs on, the picture is revealed. to say different possibilities. Tap
The children from Team 1 say Stop! when to see more of the picture until the Drag it!
they know the answer. Stop the timer. children are able to identify what the
If the answer is correct, give two points picture is or to validate the correct
to the team and use the Richmond i-tools answer. This game is good for promoting
to write their score and the time record the children’s attention to detail.
on the chart provided. If the answer
is wrong, Team 2 has a go. Touch
again. Give a point to Team 2 if
they answer correctly.
fl as hc ar d ba nk The children drag the pictures to the

correct places. This game includes
an interactive answer key. Use the
This tool provides teachers with alternative ways to work feedback button for manually validating
with the course content: individual answers.
Vocabulary presentations and review
Present the vocabulary for a unit or revise the key
vocabulary from different units together. This is ideal My vocabulary booklet
for both End of term reviews or an End of year review. Select flashcards unit by unit or combine flashcards from
different units. Print out your selection in full colour, make
Combine flashcards from different units and project
copies for each of the children in your class and staple
them. Use any of the following ideas depending on
them together. The children can use this booklet to play
your specific needs:
on their own in class or they can take it home.
• Show a flashcard and ask the children to name it.
The full size flashcards can be printed with or without the
Play the audio to validate answers.
written words in photo, illustration or line-drawing format.
• Name a flashcard and ask a volunteer to find the
picture on the carrousel at the bottom of the screen.
• Show a flashcard and play the audio. The children
repeat the words to practise correct pronunciation.
• Show a flashcard and the written word to promote
reading skills. Play the audio for help.
Phonics practice
Use the alphabetic menu at the top to select some or
all the flashcards for an initial sound and project them.
Say the sound (b, b, b) and ask the children to repeat
after you. Then say the words, or play the audio, and
ask the children to repeat.
20
ric hm on d i-t oo ls
This feature allows you to take the Teacher’s i-solutions The Richmond i-tools allows for two levels of
and make it yours by inserting notes, hyperlinks and personalisation:
external files. It is also possible to write or paint on any
By adding reminders or materials for the class on
screen of the Teacher’s i-solutions.
the teaching pathways for the lessons.
By using the Richmond i-tools you can easily add your
By including materials or explanations to enrich
own material for the classroom or complete any of the
a particular activity within the teaching pathway.
activities provided.
Touch on the bottom left-hand corner to:

show/hide the
add text Richmond i-tools
open the keyboard

insert notes
insert hyperlinks
insert files
delete all notes, hyperlinks and files
use the spotlight to highlight

use the spotlight to cover
use the screen shade
delete all spotlights
show/hide your material

delete all
open the timer
use the cursor

write
colour
delete
delete all handwritten notes
my notes
This feature allows you to access blank pages that can be used as digital flipcharts.
Use My notes and the Richmond i-tools to add any content you consider relevant for
your classes and keep it for future sessions. This content can be in the form of presentations,
notes, expanded explanations, etc. Everything you add or present in My notes is printable.
The access to My notes is located at the top of every section menu as well as
on the teaching pathways.
21
ke y co mp et en ce s
Competence is the capacity to use one’s LL
acquired knowledge and abilities in different Learning to learn
contexts and situations. Key competences This competence means children develop
feature the following characteristics: and become aware of effective ways
to organise and manage their own learning. The unit
They encourage the development reviews encourage the children to be responsible, aware
of skills rather than the assimilation of learners who can reflect on their own progress. Both the
theoretical content. Learning to learn and Learning strategies pages in the
GO Further! Booklet work very specifically to promote
They are dynamic because they the children’s awareness of how they learn. Throughout
develop progressively and can be the course children are offered opportunities to build on
acquired in different learning situations. prior learning and to apply their knowledge.
They are interdisciplinary and SCC
transversal because they integrate Social and civic competences
knowledge that originated in different This competence equips children with the
academic disciplines. necessary skills to participate fully in social
and civic life. Collaboration and tolerance is developed
Once acquired, they will become part
throughout the course by the inclusion of pair and group
of the lifelong learning experience. work. Children learn about healthy lifestyles, they can
empathise with characters in the stories and learn social
rules through games and role plays.
LC
Linguistic competence IE
This competence develops the use of

Sense of initiative
language as a tool for communication. and entrepreneurship
It involves understanding oral messages, communicating This competence refers to the ability to
verbally, reading and writing. The games and turn ideas into action. The skills to be able to work both
personalised activities in the series motivate children proactively as a member of a team and individually
to speak right from the outset. The emphasis on are developed by various activities. Throughout the
understanding oral messages is developed by the course the children are continually encouraged to use
stories, dialogues and songs, where children learn to their imagination and to be creative. The GO Innovate!
listen to extract relevant information. The ability to read Teacher’s Guide provides help for teachers with
and understand texts is systematically introduced and promoting teamwork through Cooperative Learning
developed throughout the series. dynamics, promoting independence through Flipped
classroom dynamics and entrepreneurship by working
MST with Thinking-based Learning skills.
Competence in Maths,
Science and Technology CAE
Cultural awareness
This competence develops the ability to use
numbers and mathematical reasoning to solve a range and expression
of problems and to use science to explain the natural This competence is developed through
world. The course provides plenty of opportunities for a wide range of fun songs, chants, drama, stories and
children to apply their mathematical thinking in everyday craft activities. A specific culture focus present in each
contexts, for example, telling the time, using charts, unit shows aspects of life in other countries. A drama area
completing surveys or sequencing events. Children are in the Teacher’s Resource Book provides a creative way
made aware of the world around them and the effect to revisit the course content. A further drama area in the
human activity has on it. GO Innovate! Teacher’s Guide promotes activities
whose aim is to make sure children
DC are less inhibited in the English
Digital competence classroom and more comfortable
This competence involves the confident with their self-expression.
use of computers and other technology
for learning, communication and recreation.
Through the integration of digital and multimedia
resources, the children develop familiarity and
competence in this area. They are encouraged
to use the interactive material and, in higher
levels, to research information on the internet.
22
ac t i vi t y ba nk
TOP TIPS
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 the children.
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 the children’s names in as
positive a way as we can.
Every class is unique and has its personality, much Roles and responsibilities
like the individuals who form the group. A positive Most children value being given responsibility, this
can be as simple as handing out pencils. These
and nurturing environment within the class will go
roles show that you trust the child to act responsibly.
a long way towards creating a receptive group. Although assigning tasks can be seen as a reward,
Here are a number of areas to consider and tips for it’s important to make sure that all the children get the
creating a positive learning environment. chance to step up.
Using English Start as you mean to go on

Expose the children to English without worrying The beginning of the class is a key time for promoting a
that they won’t understand. Use lots of mime, facial caring dynamic in your class. Have a mini conversation
expressions and intonation to get meaning across. with a couple of children while the rest of the class are
Paraphrase in English what children say in their own listening, ask about their family, likes and dislikes and
language. Use English with the children when you see so on. This allows everyone to learn more about each
them outside of the classroom. other and as you show a genuine interest in each child
you will raise their status in the eyes of the whole class.
Birthdays
This is often the most important event in a child’s Your voice
calendar and offers a great opportunity to show that This is your most powerful teaching tool. How you use
we value them. It’s a good idea to keep a birthday your voice is key to getting the children’s attention and
chart on the classroom wall. Make sure not to forget holding their interest but it also gives strong messages
those children whose birthdays are in the holidays or about how you feel about them as a class and as
on non-school days. individuals. Every time you talk to your class or the
individuals in it, you are providing a model of how you
Classroom display want them to talk to each other.
Children really value their work when it is displayed in
class and we encourage other children to notice and Making the most of the register
praise it. It also motivates children to produce good Rather than just reading out the names to elicit a yes
work and think about presentation. from the children, ask them all to answer a question
when their name is called. For example, Sally, tell me
Choice your favourite colour. Some children may just say green
Offer children choices wherever possible as it will while others may say My favourite colour is green.
give them a greater sense of ownership in the class
and also helps to establish a culture of negotiation. Password
For young learners, this can be as simple as choosing At the end of the lesson, ask each child to think of
the song or story, but can be built on throughout the a new word they have learnt in today’s class. This
course to promote more autonomous learning. new word is their password. Ask each child to tell you
their password for the day. After saying their password,
Humour they can line up or leave the room. This helps to make
Noticing the funny side of things and encouraging children aware of their own learning and lets you know
shared laughter (not at anyone’s expense) will help to which new words children have noticed and found
create a much happier classroom environment. memorable.
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ac t i vi t y ba nk
Organising groups
Organise groups in a variety of ways depending on the playground games
activity. Mixed ability groups work well, for example,
while playing a game and remember weaker children
can often learn more from a fellow student. For other
activities, it can be more productive to put the stronger
children together while you give more attention to a
weaker group. Try to avoid having an identifiable group
where weaker children are always together.
Getting the children out of the more formal classroom

environment can really help with learning. Giving
the children freedom to move when playing games
and making the learning more physical helps all
children, especially those who learn best through
active movement. It also promotes well-being, it helps
with motivation and most importantly, it’s a lot of fun!
Children learn best when they are having fun!
Basketball
Stick Flashcards onto buckets or waste paper baskets.
Draw a line on the ground in front of them, and ask the
children to line up behind the line. Give the first child in
line a ball and call out a word. The child tries to throw
the ball into the corresponding bucket. Repeat with
the next child in line and continue until all the children
have had a turn.
Accessible learning Skittles

Make instructions and tasks accessible to all the Make skittles from empty plastic bottles and stick a
children. Some children benefit if you accompany flashcard on each. Put the children into groups and
instructions with gestures or pictures or if you show give a set of skittles and a ball to each group. Place
them a finished example. Demonstrate tasks as much the skittles in a triangle on the ground. Draw a line, and
as possible and provide visual references, for example, ask the children to line up behind it. The children take
display the poster or put up flashcards. turns to roll the ball to try and knock over as many
skittles as possible. When they succeed, they set the
Thinking time skittles up again and say the words corresponding to
To include everyone when answering questions, tell the skittles they knocked over.
the children to stay quiet and put up their hands when
they have an answer. Explain that this is so everyone Bring me a …
has time to think. Alternatively, have a pot of name Put various items or pictures of the vocabulary being
cards and take names at random to answer questions studied around the playground. Say I want some…
so that all children have a turn. shoes. The children run to be the first to bring you a
shoe. The children who bring the item then sit down, so
Praise that others have a chance.
Praise all children, not just for the standard of their
work, but for making an effort, showing improvement Find my partner
or helping others. Be enthusiastic and try to give Make photocopies of the flashcards and then cut
helpful feedback too. For example, That’s great! Your them in half. Give each child a half picture. Tell them
writing is very clear and neat, it helps me to read it. to walk around the space looking for the other half of
their picture. Encourage them to say their word when
they are showing the picture. When they pair up they
sit down together. At the end, each pair shows their
complete picture and says the word.
24
Yes or no Hunt
Draw a line down the middle of the playground. Explain Before the lesson hide some, not all, of the flashcards
to the children that one side is yes and the other is or word cards for the topic around the playground. If
no. Ask a question or make a statement and tell the they have learnt more words from the topic, then make
children to jump to the correct side to show the answer. cards for them too. Divide the class into groups with
For example, show a flashcard and say Is this a …? one person carrying a pencil and paper. The group
must link arms and move around together without
Twister separating. They find and write as many words as
Make several twister boards in the playground with possible without taking the card, shouting out words for
pictures of vocabulary items. Let three or four children the group member with the pencil to copy.
play on each board. Give them instructions such as:
A hand on an elephant. A foot on a dog. Word list skipping
Put the children into groups with skipping ropes. One
Flashcard race child skips and as they jump they say a word from the
Put the children into groups of six and they each assign topic. The rest of the group also jumps and repeats the
themselves a number from 1-6. If there are fewer than word. If the child repeats a word or cannot think of any
six in one of the groups, one child has two numbers. more, a new child takes over as the skipper.
Stick flashcards on the walls. Call out a flashcard and
a number. Each child with that number races to get the Four corners
flashcard and take it back to their group. The group Place the answer to a question in a corner, for example,
with the most flashcards at the end wins. it might be a colour, a type of food, an activity or
whatever the unit topic is. Call out a question and the
Speed ball children run to the answer that is correct or true for them.
Ask the children to stand in a large circle or several
smaller circles. Give one child a ball. Choose a topic,
for example, animals. The child who has the ball says
an animal and then throws the ball to another child.
The next child has only three seconds to say an animal
word and throw the ball on. If they repeat a word or fail make
models
to think of a word they sit out until the next category.
Cheerleaders
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What have we got? The children say the complete

word. They can also practise making the shape of the
letters as they say them. flashcards and word cards
Topic hunt Funny voices
Before the lesson hide the flashcards around the Show flashcards and say the words in a funny voice for
playground. Divide the class into as many groups as the children to repeat. For example, a monster’s voice,
topics covered. Appoint a topic to each team. The a squeaky voice, a whisper, a deep opera singer’s
teams go around searching for flashcards from their voice, etc.
topic only. When they have collected them they all sit
down in their groups. They then present their words to Look and point
the other groups. Put word cards around the classroom. Hold up a
flashcard, ask the children to look for the matching
Orders word card and point to it as quickly as they can. Try
Put the flashcards of a topic around the playground. holding up two cards.
Make sure the children can see them. Give the children
orders, for example, Boys hop to the rabbit. Names Mime games
starting with S go to the school bag. People with blue Hold a flashcard over a volunteer’s head so that the
eyes run to the cupboard. 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.
25
ac t i vi t y ba nk
Pelmanism on the board Remember, remember!
Put flashcards face down on one side of the board Show a selection of flashcards or word cards. Point
and word cards on the other. Divide the class into to one and ask a child to name it and then turn it over.
two teams. A member from Team A turns over a When all the cards are face down, point to each one in
flashcard and a word card and says the words. If the turn and see if the children can remember the words.
cards match, they keep them and the team gets a
point. If the cards do not match, the child puts them Group memory!
back as before. Divide the class into groups of about five. Display
flashcards or word cards for one minute and tell
Quick flash the children to try and remember them. Remove the
Show the children a flashcard very quickly and then cards and the teams work to try to remember and list
as many of the words as they can. Remind them to
turn it over straight away. The class say what they
whisper so other teams cannot copy them.
think it is.
Find my partner
Read my lips!
Hand out the flashcards and word cards in random
Put the flashcards on the board and silently mouth a
order. Let the children wander around saying their word
word. The children try to read your lips. The first child until they find their partner. The pair then sit down together.
to guess the word mouths the next one.
Repeating game
Put flashcards on the board, point to a card and say a
making the most of the
word. If the word is correct, the children repeat it. If not,
they keep silent. This can be extended to sentences:
Pop-out vocabulary cards
10:33:03
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before they see the whole.
What’s missing?
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Just a minute to practise the new language. After playing games

This is best played towards the end of the year. with them, they can be glued into notebooks as
Display all the flashcards that the children have
part of the children’s own dictionary.
studied. Put the children into groups and they take
turns to name as many of the words as they can in one Bingo!
minute. Set a timer so they can see the time passing. The children can choose four cards. Call out
the words and they turn them over if they
Who has got … ? have them. Once all four cards are turned over
The children pass around flashcards to music. When they shout Bingo! Check them and then start again.
the music stops the teacher asks a question; this can
be easy, for example, Who has got the lizard? or more Snap!
complex, Who has got the green animal with a long The children work in pairs each with their own set of
tail? The child with that flashcard holds it up and says cards. They hold the cards face down in their hands
I’ve got the lizard! and take turns to turn one over quickly onto the table.
If two pictures coincide they shout Snap! The children
Thumbs up, thumbs down could also name the item as they turn over their card.
The teacher shows word cards one at a time. The
children put their thumbs up if they like the object Memory
or can do the activity shown; and thumbs down In pairs the children put all their cards face down.
if they don’t or can’t. They mix them up. They then take turns to turn over
two cards and name them. If they are the same, they
keep the pair. If not, they turn them back down.
26
Dictionary Make a story book
Start to write one of the words on the board, letter by Photocopy the story cards and staple them together to
letter. The children hold up the card for the teacher to make a story book.
see when they know what it is.
Act it out
Match up Display the story cards in the correct order as a
Ask each child to choose one of the cards in secret. reference. Put the children into groups and assign
They then walk around the room saying their word. If roles. The children practise together. Allow volunteer
they find someone with the same card they hold hands groups to act out their story for the class. They
and keep searching for others. When everyone has improvise their own dialogue.
joined up, the group say their word.
songs and chants
making the most
of story cards
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Actions
ES0000000056854 802774StoryCardsGO1U2_55107.indd 31 11/10/2017 17:06:51 Combining language production with movement is
Having a firm grasp of the sequence of events a powerful way to fix the language. It also makes
the experience more enjoyable and gives children
is essential to our understanding of a story.
who are not confident with singing a chance to join
Story cards are a really useful tool for helping in the activity. For songs that don’t have obvious
the children to develop this understanding. accompanying actions, ask the children to invent them.
Get in line Answer back
Working in groups, give each group member a story Divide the class in half. Have each half of the class
card and tell them to walk around the class; this can be sing alternate lines. This can also work with more than
done to music. When you stop the music or shout Stop! two groups, if your children are confident singers.
the group members get into a line so that the story
cards are in the right order. Clap the rhythm
Read out a line from the song. Then read it again
Run and touch but this time clap with each syllable. Encourage the
Place the story cards around the room. Describe children to join in. Then clap the rhythm without saying
something on one of the story cards or say a line of the words. Children can clap lines without singing and
dialogue for that card. When you say Go! the children have others guess the line. Alternatively, divide the
run and touch the card you were referring to. class into two groups where one group sings as the
others clap the rhythm.
Something’s missing!
Arrange the story cards on the board and ask a Correct the mistakes
volunteer to leave the room. Remove one of the cards Write the song words on the board but include some
and reorganise the remaining ones. Invite the volunteer mistakes, substituting, adding or removing certain
back in and time them to see how long it takes to say words. Play the track, the children call out Stop! if they
which card is missing. see a mistake and say what the correct word is.
The right order Dance routines
Ask children to arrange the story cards on the board in Songs that don’t immediately lend themselves to
the correct order. You can turn this into a team game or actions may still be good to dance to. Divide the class
make it a race against the clock to make it more fun. into groups and tell them to invent a dance routine to
accompany a song.
Which card?
Display the story cards and begin to describe one Draw the song
of them. The children put their hands up if they know Once the children have been through the song,
which story card you are describing. have them draw it.
27
ac t i vi t y ba nk
vocabulary games
Air writing
When children are familiar
with the alphabet use your
finger to write a word in the air.
Echoes The children call out each
Read out or sing lines of the song and ask the children letter and then say which
to repeat them back to you. This activity can be made word the letters spell.
quite sophisticated by insisting that they mimic accent
and intonation. Can you remember?
Say I like apples and
Extra verses ask a child to repeat
A great number of songs can be extended by adding the sentence and add
new verses. This can be done in many cases by another word, I like
substituting key vocabulary items in the song. apples and cherries.
Then, the next child
Funny voices repeats the sentence
Read or sing lines using funny voices and ask the and adds another word and so on.
children to mimic you. You can also sing lines as if you
were a story character or a famous person. Change places
Sit the children in a circle of chairs. Say Change places
Humbug if you’re wearing (blue). Alternatively, you can say:
Once the children are familiar with a song, try humming Change places if you’ve got a (cat), Change places if
lines from the song to the class and choose volunteers you like (ice cream).
to say or sing the words that go with that line. This
activity could still work with chants as even spoken Find the cards
words have melodic intonation, you just have to Before class, draw simple pictures on cards and hide
exaggerate it! them around the classroom or playground. Divide the
class into teams. Give them two minutes to find the
Make a recording cards. Award a point for each card found and a second
This gives singing a clear purpose and encourages point if they can say the word.
children to make a real effort. Comparing recordings
made at different times will also give them the chance Noughts and crosses
to hear directly how they can improve with practice. Draw a three by three grid on the board. Divide the
Ask the school and parents for permission to film the class into two teams and assign noughts to Team A
children singing the unit songs and post it to the school and crosses to Team B. Ask Team A a question, if they
website. answer correctly they draw a nought in a square. Then
Team B has a turn. The winner is the first team to draw
Musical statues three noughts or crosses in a row.
This is a good activity for the children to get to know
songs at a passive level. The children walk around or Stand on it
dance on the spot while you play the song. Stop the Write colour words on pieces of paper and place
track at random points and the children freeze like them on the floor in an open space. Divide the class
statues. If anyone moves, they are out of the game. into teams and invite a volunteer from each team out.
Ask a question: What colour is a frog? The volunteers
Transitions run and stand on the answer, the first one wins a point.
Use song tracks to time events in the class, for You can also play with numbers: How many legs
example, when the children are tidying up at has a chicken got?
the end of class. They should have finished the
activity or be in place by the time the track ends. Word tennis
Divide the class into two teams. Choose a category
What comes next? (transport) and ask Team A to say a transport word.
Once children are familiar with a song, Team B then have five seconds to say a different
play the track, stop at key points and ask word, then Team A have five seconds to say another
them to tell you the word or line that word and so on. If they cannot think of a word in five
comes next. seconds or if they repeat a word, then the other team
win the point.
28
Listen and do Throw the ball
Agree certain actions for word categories with the The class stands in a circle. Throw a ball to a child and
children, for example, for an animal they wave their ask Can you ride a bike? The child answers Yes, I can
hands, for a clothes word they put their hands on their / No, I can’t and then takes a turn to throw the ball and
head. Practise the actions with the children. Then say ask another question. This game can be played with
words in random order and the children do the action Do you like …? Or Have you got …? questions.
associated with the category.
Where’s the … ?
Bingo Ask a volunteer to stand outside the classroom for a
Write words from the topic on the board. Ask the moment. Hide an object or flashcard in the classroom.
children to write down five of them. Then say the words Invite the volunteer back to look for it. Encourage the
in random order and the children cross a simple line class to chant Where’s the (sharpener)? quietly when
through the words they have, The first one to cross the volunteer is far away from the sharpener and
them all out shouts Bingo! loudly when close.
Find your group! Sentence hangman

The teacher whispers a word to every child. The words Play this game like normal hangman, but write a
can be from three or four different categories. The sentence with letter spaces. The children suggest
children then stand up and say their words out loud, letters that might be in the whole sentence. Write all
trying to find other children from the same category to the letters in their places; if there aren’t any, then draw
form groups. part of the man. The child who says the sentence
correctly wins.
Memory eye
Put some flashcards on the board. Drill the words in Repeat the truth
sequence. Then, turn one card over and continue to Say a sentence related to the unit topic, for example,
drill with the children saying the hidden word from Apples are red or green. If the children think it is true
memory. Continue turning, drilling and turning over they repeat the sentence. If not, they remain quiet.
cards so the children are saying the whole sequence
from memory. Banana
Dictate five sentences to the class, but in each one
grammar games substitute one or two words for the word banana, for
example, I’m banana a red T-shirt. The book is banana.
The children work in pairs to identify the missing words.
Award points for correct sentences.
Pass it on
The children sit in groups. The first child asks a
question, for example, What’s your favourite colour?
The next child answers the question and then asks
the next child along. They continue until they have all
asked and answered the questions.
Four corners
Take four cards and write like, love, don’t like, hate. Make a sentence
Stick each card in one of the corners of the room. Put the children into groups of about four. Take two
Ask Do you like (spiders)? The children go to the flashcards from the topic and display them. The team
corresponding corner. Each corner then chants: thinks of a sentence containing both words. They
We (hate) spiders, rehearse their sentence. The teams take turns to say
Yes we do! their sentence. The teacher awards points for correct
We (hate) spiders, usage, grammar, pronunciation, comedy... To make it
How about you? more challenging, select flashcards from different units.
Have you got it? Who am I?

Put some flashcards on the board and ask the class Photocopy the word cards or write the words on cards
to remember the words. Then ask a volunteer to stand so each group has a selection. Put the children into
outside the classroom while a second volunteer takes groups. One child selects a word without seeing it and
a card and puts it in their bag. The child comes back in puts it on their forehead. They must then ask questions
and says which picture is missing. They then have to the group in order to discover who they are. This can
three chances to guess who has the object, by asking be played with professions, animals, family members
Have you got the (pencil)? or it could be with famous people.
29
ac t i vi t y ba nk
Form people sentences Student stick puppets
Before class, prepare various sentences, either Give the children a circle of card, wool and crayons
positive, negative or questions. Each word of the to make their own faces. Then stick the cards onto
sentence is on a different note card, the last word wooden sticks. Each child now has a stick puppet of
has the final punctuation. It’s a good idea to use a themselves. They can use the puppets to introduce
different coloured set of cards for each sentence. Put themselves to their group or to talk about other
the children into groups and give them a set of cards subjects, for example, their favourite hobbies. The
which form a sentence. The groups then race to form teacher can use the puppets as classroom behaviour
the sentence. monitors.
Mirror mirror
HANDS-ON IDEAS Put the children into pairs. In each pair let them
decide who is number 1 and who is number 2. Start
with number 1 as the child and number 2 as the mirror.
Give instructions and child 1 moves and child 2 must
copy them exactly. For example, Move your head.
Put on your big hat. Move like a monkey. They then
swap roles.
Show-and-tell
When learning any topic, it is always a good idea to
let the children feel personally involved. Ask them to
say their favourite clothes or the food they don’t like.
Whenever possible, if they have done a drawing or
brought in example items, put them into groups to do a
show-and-tell.
Plasticine spelling and shaping

Put the children into small groups and give them
What’s in the bag? all some Plasticine. Call out a word and the team
Ask the children to sit in a circle. Show the children then works together to either write the word out with
a small selection of objects and name them. Then, Plasticine letters or make the object. The first team to
take the objects away and put one into a bag without finish puts up their hand. If the word is spelled correctly
letting the children see. Ask What’s in the bag? Let the or the form is recognisable, they win a point.
children guess. When they guess correctly, choose a
volunteer to take your place and put another object Picture dictation
in the bag for the class to guess. Leading on from this, Give each child a piece of paper and make sure they
you can play some music and pass the bag around have a pencil and crayons. Give instructions one by
the circle. When you stop the music, the child holding one to slowly build up a picture using language from
the bag opens it and looks inside, but doesn’t take the the unit or previously learnt language. For example,
object out. The rest of the class try to guess the object. There is a girl. She is wearing a blue T-shirt and a red
Repeat until the children have guessed all the objects. skirt. She is listening to music. She has got a big dog.
It’s black and white. Alternatively put the children into
Circle game pairs. One secretly draws a picture and then dictates to
Ask the children to sit in a circle and choose one child their partner.
to sit in the middle. Show the other children a small
object, e.g. a toy car, and tell them to pass it, unseen,
behind their backs while you play some music. When
you stop the music, the child in the middle tries to
guess who is holding the object, they say Daniel has
got the (toy car). When they guess correctly, the child
who was holding the object sits in the middle.
Trace and guess

Put the children into pairs. Have one partner close their
eyes and show the other person a flashcard. The child
then uses their finger to draw a picture or spell out the
word on their partner’s back. The partner tries to guess
what it is.
30
drills Drilling is a controlled technique to help
Teacher: I’m wearing trousers.
children to learn new vocabulary, grammar, Children: I’m wearing trousers.
pronunciation and intonation. It helps quieter Teacher: Socks.
children to speak without being the focus of Children: I’m wearing socks.
attention. It also helps children to memorise Teacher: A T-shirt.
certain language chunks Children: I’m wearing a T-shirt.
which they can then use
This could be personalised with the children only
when speaking more freely. replying if the sentence is true or them.
Drilling should only be
done in short sessions. Explain the substitution required beforehand
Drilling can be as simple so the children know what to say. For example:
or as complex as the Teacher: Maria can swim.
class can cope with. Children: She can swim.
Teacher: Pablo has got a dog.
Children: He has got a dog.
Transformation drills
Repetition drills Drill a sentence but the reply should be the opposite,
Basic repetition. The teacher says a word or negative or question form. Make sure the children
sentence and the children repeat it: know what is expected of them before and keep to
the same structure throughout the drill.
Teacher: The cat is on the table.
Children: The cat is on the table. Teacher: She’s tall.
Children: She’s short.
To make this more fun, play around with different
Teacher: I’ve got glasses.
voices, for example, whisper or shout the sentence.
Children: I haven’t got glasses.
Emphasise different words to project different
Teacher: He can dance.
meaning: The cat is ON the table. The cat is on the
Children: Can he dance?
TABLE. The CAT is on the table.
Sentence building. The children build a sentence Q & A drills
word by word: To practise specific questions. Put the flashcards on
Teacher: The. the board which will serve as the answer. Drill the
Children: The. questions and answers, which you point to so the
Teacher: The book. children know what to say. For example, draw clocks
Children: The book. on the board:
Teacher: The book is. Q: What time is it? (Point to a time)
Children: The book is. A: It’s (half past three).
Teacher: The book is blue.
Half the class could ask the questions and the other
Children: The book is blue.
half give the answers, then swap.
Or make the children memorise the sentence:
The children walk around asking and answering the
Teacher: The. same question. Divide the class into numbers 1 and 2.
Children: The. As they walk around say Number 1! The child turns to
Teacher: book. the nearest person and asks the question, the other
Children: The book. child gives the rehearsed answer. Alternate between
Teacher: is. number 1 and number 2 so they all have a chance to
Children: The book is. ask and answer.
Teacher: blue.
Practise drilling questions with more open answers,
Children: The book is blue.
so the children need to think and may not all give the
Substitution drills same answer.
Give a sentence and then the substitution word: Teacher: Do you like chicken?
Children: Yes, I do. / No, I don’t.
Teacher: I like spaghetti. He.
Children: He likes spaghetti. Pass it on. In groups the children practise asking and
Teacher: She likes apples. I. answering a specific question.
Children: I like apples.
Child 1: I like reading. What about you?
An alternative to the above would be to practise Child 2: I like watching TV. What about you?
one single sentence. For example: Child 3: I like listening to music. What about you?
31
READY, STEADY, GO!
Overview
Grammar Vocabulary Recycled language
• Structure: How are you? I’m fine, •T

he alphabet • Colours
thanks! • book, cat, parrot, purple, ruler,
•S tructure: How do you spell scooter
(dog)?
Language Objectives
Grammar Vocabulary Functions
• To practise greetings. • To understand and use the • To ask someone how they are and
• To ask someone how they are. alphabet. to answer the same question
• To understand and identify themselves.
• To spell words out loud.
common words. • To spell words.
Skills Objectives
Speaking Reading Listening Writing
• To greet someone and •T
o read and understand •T o understand and join •T
o write numbers.
ask how they are. common words. in with songs.
• To spell words. • To understand colours
and letters.
• To demonstrate
understanding by
listening and numbering
words.
32
Assessment Criteria GO Digital! Teacher’s i-solutions
• The children can understand, use and reply to the question Fully interactive teaching and learning materials
How are you? organised into step-by-step lesson plans in the
• The children can identify, understand and use the letters of form of learning paths including:
the alphabet.
Video support for all songs, stories and
• The children can spell common words. culture lessons
Highlight feature for all phonics rhyme
texts
Materials
• Teacher’s i-solutions i-posters, i-flashcards and i-stories
• Student’s Book CD 1 Flashcard Bank
• Student’s Book Ready, steady, go!
Additional interactive games for
• Activity Book Ready, steady, go! whole-class content reinforcement
• Teacher’s Resource Book
Lesson 2: Diagnostic test, pp 91-92
Game Generator to create your own
IWB games to play with the children
•A
name card for each member of the class
Use the Richmond i-tools to add
your own material for the classroom by
inserting notes, links and external files. It is also
GO Innovate!
possible to write or paint on the pages and in the
zoom windows.
Lesson 2: Cooperative Learning
Drama Save all your teaching sessions to meet the
needs of each individual class.
For ideas on how to exploit

the course resources, see our
Activity Bank: pages 23-31.
Key competences
LC
Linguistic competence SCC Social and civic competence
The children develop listening, speaking, reading and The children learn basic social greetings and how to ask
writing skills, as well as grammar rules and vocabulary. someone how they are.
The children practise greetings and asking people how
they are. The children practise the letters of the alphabet CAE Cultural awareness and expression
and spelling words.
The children develop their artistic expression by singing
songs.
MST Competence in Maths, Science and Technology
The children practise using numbers. LL
Learning to learn
The children develop strategies to improve the learning
DC Digital competence process through a variety of activities aimed at multiple
The children become familiar with the use of technology intelligences.
working together on the unit using the IWB.
IE
Sense of initiative and entrepreneurship
The children develop a sense of personal achievement
by spelling words.
33
Ready, steady, GO!
Hello, Jasmin!
How are you? I’m fine, thanks!
How about you?
SCC
1 Listen and sing. 2 Listen, point and say.

LC 1.1 1.2
4 Lesson 1 Hello, how are you? I’m fine, thanks!
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SCC he children develop their social skills by
T Key competences continuous assessment
learning a song containing phrases used
for greetings. Check if the children can:
1 Sing the song and use the greetings correctly.
LC he children improve their listening skills by
T
identifying the characters as they describe 2 Listen and identify the characters from the
themselves on the recording. clues on the recording.
34
Lesson 1
Language Objectives T r a n sc r ip ts
To practise listening skills.
To revise vocabulary: climb, dog, orange, parrot, 1.1 L
isten and sing: Hello, how are you?
school bag.
To introduce the structures Hello. How are you? Mike: Hello, Jasmin! Ryan: Hello, Carla!
I’m fine, thanks! How about you? How are you? How are you?
How are you today? How are you today?
Jasmin: I’m fine, thanks! Carla: I’m fine, thanks!
Materials How about you? How about you?
Teacher’s i-solutions How are you today? How are you today?
CD 1
Jasmin: Hello, Ryan! Carla: Hello, Mike!
How are you? How are you?
A name card for each member of the class How are you today? How are you today?
Ryan: I’m fine, thanks! Mike: I’m fine, thanks!
How about you? How about you?
Warme r How are you today? How are you today?
Choose a child and say Hello, (Pedro)! How are you?
Do this a few times with different children, then get a
1.2 L
isten, point and say.
More
practice
More
P P
volunteer to ask you the question and reply practice
I’m fine, Carla: Hi! Can you guess who I am? I’ve got a new school
thanks! How about you? Ask the children to stand up and F F bag. Do you like it?
give each child a name card. The children find the person Yes, I’m Carla!
on their card and greet them using the phrases they have SC SC
Ryan: Hello! Mmmm… I love fruit. Oranges are my favourite
practised. More
phonics
More
phonics fruit. What’s my name?
Yes, I’m Ryan!
Mike: Hi! Who am I? I’m here with my pet dog. His name’s
1 Listen
and sing. 1.1
Jack. Good boy, Jack!
Encourage the children to talk abouti-poster
the picture using Yes, I’m Mike!
whatever vocabulary they can. Review the names of the Jasmin: Hello! Do you know my name? Can you see me? I
characters and teach the words dog and parrot. Play the
i-flashcards
can climb! Yes, that’s me!
audio, pausing when each character is mentioned and I’m Jasmin!
ask the children to point to the character
IWB and say the
i-book
name. Finally, ask the children to sing along with the song Carla: Be careful, Jasmin!
pointing to the characters as they do so.
2 Listen,
point and say. 1.2

Play the audio. Pause the recording after the first question Initial Evaluation
and invite the children to point to the picture and say the name Ensure the children can understand basic greetings and
of the character. Continue with the rest of the characters. identify and name the four main characters of the book.
Write the five vocabulary items on the board: climb, dog, Activity Book
orange, parrot, school bag. Tell the children who have Ready, steady, go!, page 2. See Teacher’s Book
finished to get into pairs or groups and to take turns page 38 for the answer key.
miming the word for the others to guess.
Wrap-up
Tell the children to look at the picture again and give them
a few minutes to memorise it. Then tell them to close their
books and make true or false statements, for example,
The (school bag) is (yellow). (Jasmin’s) (T-shirt) is (green).
The children respond true or false.
N o w g o to
Extra Activit y Ad di tio na l
Ask the children to draw and colour a picture of re so u rc e s
themselves with their name written on their shirt like the
characters in the book. When they have finished, tell Teacher’s Resource Book
them to draw a speech bubble saying Hello! How are Diagnostic Test: pages 91-92. See page 127 for the
you? Display their work in the classroom. answer key and page 138 for the transcript.
35
GO! LL
1 Sing the alphabet song.
1.3
5 6
MST
2 Look and write the number.
book 5 parrot 1 ruler 3

cat
2 purple
4 scooter
6
SCC
3 Look and spell the words.
How do you spell cat?

say. C-A-T!
The alphabet How do you spell (cat)? Lesson 2 5
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LL he children improve their memory skills by

learning the letters of the alphabet
by singing a song. Check if the children can:
1 Say and recognise the letters of the alphabet
MST
he children reinforce their numeracy skills
T and sing the song.
by numbering objects in a scene.
2 Find the objects in the pictures and write the
The children practise a basic social rule correct numbers.
SCC
while playing a spelling game: taking turns. 3 Spell simple words.
36
Lesson 2
Language Objectives Wrap-up
To practise listening skills. Divide the children into teams and have a spelling
To revise the vocabulary: book, cat, parrot, purple, competition. Give each team a point for each correctly
ruler, scooter. spelt word. Use words from the lesson, the children’s own
To sing a song to help memorise the letters of the names and vocabulary the children know from level 1.
alphabet.
To practise spelling.
Extra Activit y
Materials Play Letters Bingo! Get the children to write down eight
Teacher’s i-solutions letters. Call letters out in random order and ask the
CD 1 children to circle them if they have those letters. The
first child to circle all eight letters calls Bingo! Get the
winner to be the letter caller for the next round.
Warme r
More
tice
More
P P
Teach the letters of the alphabet. Write theprac
letters A-Z on
TFr a n sc r ip t
practice
the board and say the letters with the class. Repeat a few F
times, then ask the children to line up. Give the first child
in line a board pen and call out a letter of the alphabet at SC SC 1.3 S
ing the alphabet song: We can sing the
random. The child runs to the board and circles
More
phonics
the More
letter.
phonics alphabet
Choir: A B C D E F G,
Child: Everybody sing with me.
1 Sing
the alphabet song. 1.3
Choir: H I J K L M N,
Play the song and point to the letters of the alphabet on
i-poster
Child: Sing this song with all your friends.
the board as you hear them. Play the song again and Choir: O P Q R S T U,
invite a volunteer to come forward and point to the letters.
i-flashcards Child: We like singing. Yes, we do!
Then rub out the letters and tell the children to look at Choir: V W X Y Z,
Activity 1. Sing the song together and tellIWB
them i-bookto follow Child: We can sing the alphabet!
along. Look at the picture of the characters from Lesson
1 and ask the children to spell out their names. Write
the letters on the board as they say them, paying extra
attention to the pronunciation of confusing letters such as Final Assessment
A, E and I. Evaluate the children’s ability to write the alphabet,
spell basic vocabulary and count from one to ten.
2 Look and write the number. They should be able to identify the main characters of

the book.
Practise the numbers from one to ten. Count together, then
hold up your fingers and have the children count them.
Tell the class to look at Activity 2 and ask volunteers to
read the words aloud. Tell the children to find the items in
the picture from Activity 1 and the picture from the previous Activity Book
lesson. Check answers by asking, for example, What Ready, steady, go!, page 3. See Teacher’s Book
number is the parrot? page 39 for the answer key and transcript.
3 Look
and spell the words.
Write the words purple, parrot, scooter, ruler, cat and book
on the board. Get the children to look at the words for a
minute. Then tell them to close their eyes and make a
change, for example, rub out the a in the word cat and
change it to cot. Invite volunteers to come to the board
and correct the changes. Ask the children to look at
Activity 3 and model the dialogue by asking individual
children to spell the words from Activity 2: (Javier), how do
you spell (cat)? Then ask the children to work in pairs and
take turns to ask the question and spell the words.
Cooperative structure available for spelling practice.
The children get into pairs with other fast finishers and Drama
draw a letter on their partner’s back with their finger, while Drama games available for language consolidation.
the other has to guess which letter it is.
See GO Innovate! Teacher’s Guide 2.
37
Ready, steady, go!
1 Look and complete. Then, match the names.
How are you? I’m fine.
H’ello, Jasmi>!
H”^, M”i§æ! H”ow a®æ yo¤?
H”ow a®æ yo¤?
I´µ fi>æ.
I´µ fi>æ.
Carla Mike Jasmin Ryan
2 Read and circle. Then, draw and write for you.
Child’s own
drawing
My name’s Joe / Ben. M”¥ naµæ´fi Child’s own answers .

I’m six / seven. I´µ .
I like cats / dogs. I li§æ .
2
ES0000000046922 762745_GO_AB2_U0p02_03_67546.indd 2 02/11/2017 9:05:19
38
3 Listen and colour.
1
C RZ
A
!
M F J E
4 Look and write.
1 / / / / /
1 2 3
3
2
† fi
™ ©
1
π å ® ® o †
æ æ o
å æ †
wers . ® æ
®
ES0000000046922 762745_GO_AB2_U0p02_03_67546.indd 3 02/11/2017 9:05:27
T r a n sc r ip t
1 L
isten and colour.
Hello, boys and girls! Can you see letter A?
Yes, A. Colour it blue. A is blue.
Can you see M? Colour it green, please.
M is green.
Now, let’s colour R! The letter R. Colour it red.
R is red.
What about J? Can you see J? Colour it yellow. J is yellow.
Can you see letter C? Yes, C. Colour it black.
C is black.
Now, let’s colour Z! Letter Z. Colour it orange, please. Z is
orange.
What about E? Can you see E? Colour the E pink. E is pink.
Now, letter F. Let’s colour F! Colour it purple, please. F is
purple.
39
UNIT 1
Overview
Grammar Vocabulary Pronunciation Recycled language
•S
tructure: Where’s the • Furniture: bookcase, • Phonics: initial sound b • Present Simple
(ball)? chair, cupboard, door, as in book • Toys
•P
repositions of place: plant, rug, table, window
• Classroom materials
behind, in, on, under •R ooms in a house:
•S
tructure: It’s made of bathroom, garden, hall,
(wood). kitchen, living room
•M aterials: metal, plastic,
wood
•E xtra: cube, houseboat,
lighthouse, windmill
Language Objectives
Grammar Vocabulary Functions Pronunciation
• To identify the position • To understand and use • To use prepositions to • To produce the initial
of objects. furniture vocabulary. say where things are. sound b correctly.
• To ask about the • To use prepositions of • To talk about what
position of objects. place. objects are made of.
• To identify what objects • To identify rooms in a • To say where people
are made of. house. are in a house.
• To identify materials.
Skills Objectives
• To say the furniture •T

o read and understand •T
o understand and •T
o write target
words. furniture vocabulary. repeat target vocabulary. language.
•T o use prepositions to •T
o demonstrate •T
o understand and join •T
o complete a sentence
describe position. understanding by in with songs. with target vocabulary.
•T o ask where objects are. reading and matching. •T
o understand by
•T o say what materials •T
o read and follow a listening and numbering.
things are made of. song. •T
o understand the
•T o say the rooms in a •T
o read house narrative of a story.
house. vocabulary. •T
o show understanding
by listening and saying
true or false.
•T
o recognise the initial
sound b.
40
• The children can identify, understand and use prepositions to Fully interactive teaching and learning materials
describe the position of something or someone in relation to organised into step-by-step lesson plans in the
furniture or the rooms in a house. form of learning paths including:
• The children can identify, understand and use the question
Where’s the (cat)? and answer. Video support for all songs, stories and
culture lessons
• The children can identify, understand and produce furniture
vocabulary and say the materials they are made of. Highlight feature for all phonics rhyme
texts
Materials i-posters, i-flashcards and i-stories
• Teacher’s i-solutions • Teacher’s Resource Book Flashcard Bank
• Student’s Book CD 1 Lesson 4: CLIL, p 73 Additional interactive games for
• Story Cards Unit 1 Lesson 5: Language, pp 5-7 whole-class content reinforcement
• Flashcards Unit 1 Listening, p 31 Interactive Routine poster
• Poster Unit 1 Lesson 6: Reading, p 37
Game Generator to create your own
• Student’s Book Unit 1 Writing, p 43 IWB games to play with the children
• Stickers Unit 1 Lesson 7: Phonics, p 63
• Pop-outs Unit 1 Lesson 8: Speaking, p 49 Use the Richmond i-tools to add
• Activity Book Unit 1 Unit review: your own material for the classroom by
Unit 1 test, pp 93-96 possible to write or paint on the pages and in the
Drama: pp 83-85 Start zoom windows.
preparing the Halloween play.
Save all your teaching sessions to meet the
• A teddy, small objects made of metal, plastic and wood,
Blu-Tack, pieces of white card (five per child), decorating
materials, a world map or globe
GO Innovate!
Lesson 1: Flipped Learning the course resources, see our
Lesson 3: Thinking-based Learning
Unit review: Drama
Key competences
LC
The children learn to identify furniture, materials and The children learn the basic social interaction skills of
rooms in a house. They also learn to ask and answer taking turns to speak and listening to others.
about where an object or person is.
CAE Cultural awareness and expression
MST Competence in Maths, Science and Technology The children develop their artistic expression by singing
The children are introduced to science while identifying songs and drawing a picture of a house they like.
the materials that everyday objects are made of.
LL
Learning to learn
DC Digital competence The children develop learning strategies through a variety
The children become familiar with the use of technology of activities aimed at multiple intelligences.
IE
The children develop a sense of personal autonomy by
drawing a house they like.
41
1
LC
Our house
1 Listen, point and repeat. Then, match and say.
1.4
cupboard 4
3
1 2 4 table 7
rug 6
5
chair 8
bookcase
1
6
7
8
window 3
plant 5
CAE
2 Listen and chant. door 2
1.5
6 Lesson 1 Furniture vocabulary
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LC he children develop their listening skills and
learn a set of vocabulary related to objects
in the living room of a house. Check if the children can:
CAE 1 Match the numbered pictures to the correct
The children improve the rhythm of their household objects in the column on the right.
speech by listening to and saying a chant.
2 Keep the rhythm by clapping and participate
in saying the chant.
42
Lesson 1 1
Language Objectives Extra Activit y
To practise listening skills. Show the flashcards and revise the words. Then take a
To introduce furniture vocabulary: bookcase, chair, flashcard but don’t show it to the class. Mime opening
cupboard, door, plant, rug, table, window. a window, looking outside and breathing in the air, and
see if the children can guess the flashcard (window).
Continue with more flashcards, then invite volunteers to
Materials the front, give them a flashcard and ask them to mime
Teacher’s i-solutions the word for the class to guess.
Unit 1 furniture Flashcards
CD 1
Warme r
T r a n sc r ip ts
Display the flashcards and teach the vocabulary 1.4 Listen, point and repeat. Then, match and say.
bookcase, chair, cupboard, door, plant, rug, table and
window. Show the flashcards and say the words one 1 bookcase 2 door 3 window 4 cupboard
by one. Encourage the children to repeat them. Show 5 plant 6 rug 7 table 8 chair
the flashcards at random and have the children say the
words. Continue and this time ask them to point to the 1.5 Listen and chant: Furniture
corresponding objects in the classroom.
Cupboard, table,
Cupboard, table.
1 Listen, point and repeat. Then, match and say. 1.4 Rug and chair,
Rug and chair.
Ask the children to look at Activity 1. Encourage them to All stand up and stamp your feet.
talk about the picture using whatever vocabulary they can Wave your hands in the air!
and ask them to name the objects. Play the audio and
More
practice them P
More
P Bookcase, window,
tell the children to point to the items prac
asticethey hear Bookcase, window.
mentioned and repeat the words. Play the audio again,F F Plant and door,
pausing after each item, and tell the children to match the Plant and door.
numbered items in the picture to the pictures on the right. SC SC Clap your hands and turn around,
A picture dictionary is provided on pageMore 75 of the
More Sit down quickly on the floor!
phonics phonics
Student’s Book.
2 Listen
and chant. 1.5
Display the flashcards around the room.

i-poster
Point to each Initial Evaluation
flashcard in turn, say the word and ask the children to Use the flashcards to make sure the children can name
repeat with a clap. Play the audio and ask the children to
i-flashcards the different furniture items.
stand up and point to the flashcards as they hear them
in the chant. Teach them the actions,
IWB then play the audio
i-book
again and encourage the children to say the chant, clap

along and do the actions.
Activity Book
Unit 1, page 4. See Teacher’s Book
page 62 for the answer key.
The children draw their own house, including the eight
furniture items, which they then label.
Wrap-up
Draw items of furniture on the board little by little.
Encourage the children to guess what you are drawing.
You can help them get started by saying: Is it a (chair)? No,
it’s not a (chair). Is it a (table)? Continue until the children
guess and repeat with more items of furniture from the
lesson.
Flip this lesson!

Flipped Learning dynamic available in
43
1
LC
1 Listen, point and repeat.
1.6
cupboard 4
table 7 on behind in under
LC
rug 6 2 Listen and number.
1.7 Where’s
my apple?
chair 8
2 4 1 3
1
LC
bookcase 3 Look at page 6. Then, read and match.
1 It’s on the table.
window 3 2 It’s under the window.
3 It’s behind the door.
plant 5 4 It’s in the school bag.
5 It’s on the bookcase.
door 2 6 It’s in the cupboard.
It’s on/under/behind/in (the cupboard). Lesson 2 7
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LC
The children develop their ability to associate Key competences continuous assessment
visual clues with written and spoken words.
Check if the children can:
LC 1 Understand and use the prepositions of place
The children improve their comprehension
skills by listening for specific information. introduced in the lesson.
2 Understand and order the conversations
LC he children develop their reading skills
T
using the visual clues.
by using the new language to find a series
of objects in a picture. 3 Read the sentences and find the objects in
the picture.
44
Lesson 2 1
To practise listening skills. Ask the children to close their eyes and hide the teddy
To introduce the prepositions of place behind, in, on, somewhere in the classroom. Ask Where’s the teddy? The
under. children must guess where it is using the prepositions of place
To introduce the structures Where’s my (apple)? they have learnt: It’s (in) the (cupboard). Repeat several times.
It’s (on) the table.
To revise furniture vocabulary.
Extra Activit y
Take the children to the school gym or playground.
Materials Put out a collection of tables, chairs and empty boxes.
Teacher’s i-solutions Play some music and get the children to walk around
Unit 1 Poster and dance. Then stop the music and give a command,
CD 1 for example, Sit under a table. The children move to
the nearest one and follow the order. Anyone who
A teddy or other toy does not do the action correctly sits out for the next
command.
Warme r
T r a n sc r ip ts
Revise the vocabulary learnt in the previous lesson.
Display the poster and tell the class to repeat what you 1.6 Listen, point and repeat.
say if it’s right and to stay silent if it’s wrong, for example,
point to the plant and say This is a plant (the children on, behind, in, under
repeat the sentence). Continue, pointing to the bookcase
and saying This is a table (the children remain silent). 1.7 Listen and number.
1
1 Listen, point and repeat. 1.6 Mum: Carla, it’s time for school.
Carla: Oh, yes! Where’s my pen?
Pre-teach the prepositions of place using a teddy or Mum: Your pen? Oh, look! It’s under the chair.
other classroom toy. Place the toy in different positions Carla: Under the chair! Thanks, Mum.
and have the children repeat after you: The teddy is (on)
the (table). The teddy is (in) the (cupboard). The teddy is 2
Carla: Mum, where’s my apple?
(under) the (chair). The teddy is (behind) the (door). Ask the Mum: I can see it. It’s behind the plant.
children to look at Activity 1. Play the audio and tell them Carla: Behind the plant? Oh, yes!
to point to the pictures and repeat the words.
3
2 Listen and number. 1.7 Carla: Mum!
Mum: Yes, Carla!
Put your pencil on the table and ask the children Where’s Carla: Where’s my pencil case?
my pencil? Encourage the children to tell you using the Mum: Your pencil case? Ah! Carla, look!
prepositions of place they have learnt: It’s (on) the (table). Move Carla: Oh, yes! It’s on the bookcase. Thanks, Mum.
the pencil to different positions and practise a few times. Then 4
ask the children to look at Activity 2. Elicit the names of the Carla: Mum!
objects (apple, ball, pen and pencil case), then play the audio Mum: What now, Carla?
and pause after the first dialogue. Elicit the answer, repeating Carla: Where’s my ball?
the audio if necessary, and tell the children to write a number Mum: It’s in the cupboard.
one in the circle. Repeat with the remaining dialogues. Carla: In the cupboard? Oh, yes, I’ve got it. Thanks, Mum,
bye!
3 Look
at page 6. Then, read and match. Mum: Bye bye, Carla!
Tell the children to look at the picture on page 6 again.
Ask Where’s the pen? Where’s the teddy? Encourage the
children to reply using complete sentences: It’s (under)
the (chair). Tell the children to look at Activity 3 and ask a Continuous Assessment
volunteer to read the first sentence. Tell the children to look The children should be able to remember the names
at page 6 and find the object (the toy car). Then tell them to of the furniture items. Evaluate if they can use the four
return to Activity 3 and draw a line linking the sentence to prepositions of place correctly.
the correct object. Give the children time to find the objects
for the remaining sentences, then check answers as a class.
Activity Book
Tell the children to arrange their pencil case items on their page 62 for the answer key.
desk however they wish, and then write a description of it:
The (rubber) is (under) the (ruler).
45
1
LC
1 Look, listen and say.
1.8
CAE
2 Listen and sing.
1.9
Walking through the he cat ?

giant’s house, Oh, no! W h e r e ’ s t It’s under the chair,
creep creep peep peep Fast asleep!
SCC
3 Look and ask.
8 Lesson 3 Where’s the (cat)? It’s (under) the (chair).
ES0000000046921 762734_GO_SB2_U1_p6a15_67536.indd 8 26/10/2017 15:44:46

LC he children develop their listening skills
by listening to locate specific objects
in a scene. Check if the children can:
CAE 1 Understand instructions given to find the objects.
The children use their creativity to invent
different actions while singing a song. 2 Sing the song and do the corresponding actions.
SCC he children improve their social skills by

T 3 Work together to ask and answer questions
working in pairs to practise asking and using the target language.
answering questions.
46
Lesson 3 1
the (cupboard). When you have finished, ask questions,
Language Objectives for example, Where’s the (spider)? Elicit complete answers
To practise prepositions of place. using prepositions of place and check that the children
To sing a song and do actions. have drawn the objects in the correct places.
To introduce the structures Where’s the (cat)?
It’s (under) the (chair).
T r a n sc r ip ts
Materials 1.8 Look, listen and say.
Unit 1 Poster 1
CD 1 It’s under the chair. It’s orange.
2
It’s on the table. It’s green.
Warme r 3
It’s in the cupboard. It’s blue.
Use the poster to revise the furniture vocabulary. Ask five
4
volunteers to come to the front of the class and ask them It’s behind the bookcase. It’s red.
to stand in a line. Whisper a word in the ear of the first
child in the line and tell them to whisper it to the next child 5
and so on. The last child in the line must point to the word It’s under the rug. It’s black.
they hear on the poster. 6
It’s in the cupboard. It’s brown.
1 Look,
listen and say. 1.8
1.9 Listen and sing: In the giant’s house
Explain to the children that the boy in Activity 1 is having
a dream about visiting a giant’s house. Put the children in Walking through the giant’s Oh, no! Where’s the snake?
More
practice
More
P P house, Peep, peep, peep.
pairs and tell them to name as many objects and animals
practice
as they can from the scene. Elicit the furniture words, Fthe F Creep, creep, creep. It’s behind the plant,
Fast asleep!
animals and the toys and write them on the board. Play Oh, no! Where’s the cat?
the audio, pausing after each phrase for the childrenSC to SC Peep, peep, peep. Chorus
find the objects and encourage them More to sayMore the name of It’s under the chair,
phonics phonics
Fast asleep! Oh, no! Where’s the parrot?
each object as they find it. Peep, peep, peep.
Chorus Look! It’s on the bookcase,
2 Listen
and sing. 1.9
Fast asleep!
Oh, no! Where’s the dog?
Pre-teach the vocabulary creep, peepi-poster
and fast asleep Peep, peep, peep.
by miming the actions. Have the children stand up and Chorus
Look! It’s in the cupboard,
mime the actions with you and point to the corresponding
i-flashcards Fast asleep! Uh, oh! Where’s the giant?
drawings in the book. Then, tell the children to imagine Can you see?
Chorus QUICK! RUN!
that they are in the giant’s house.IWB
Play the i-booksong. Ask them
to mime along with the words creep, peep and fast asleep He’s chasing me!
when they hear them.
3 Look
and ask.
Continuous Assessment
Elicit the names of the objects and tell the children to find The children should be able to ask simple questions about
them in the picture of the giant’s house in Activity 1. Point where things are and identify different objects in a picture.
to the first picture and ask Where’s the scooter? Elicit the
answer (It’s behind the bookshelf), then ask the children
to work in pairs asking and answering questions. When
they have finished, call on individual pairs to model their
questions and answers. Activity Book
page 62 for the answer key and transcript.
Ask the children to write about objects in the classroom

using prepositions of place and describing their colours.
Wrap-up
Draw a simple room scene on the board with a table, Thinking-based Learning
chair, cupboard and rug. Give the children a few minutes Thinking routine available for extension.
to copy it, then dictate five or six objects for them to draw See GO Innovate! Teacher’s Guide 2.
in the scene Draw a (spider) (on) the (rug). Draw a (cat) (in)
47
CLIL Go find out! 1
MST
1 Listen and number. Then match.
1.10
3 2 1
metal plastic wood
LC
2 Complete. Then, look and circle.
plasti© woo∂ µeta¬

er the chair,
eep!
Natural Science: materials Lesson 4 9
he children develop their knowledge of

T
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MST Key competences continuous assessment 26/10/2017 15:44:55
different materials by learning what materials

some common objects are made of. Check if the children can:
LC The children use their initiative and previous 1 Recognise and say the names of the different
knowledge to reinforce their writing skills by materials and identify what the objects are
writing the names of the different materials. made of.
2 Write the names of the materials and circle
the objects in the corresponding colour.
48
Lesson 4 1
Language Objectives
Extra Activit y
To learn the names of different materials: metal, Put on some lively music and tell the children to dance.
plastic, wood When you stop the music, call out You are made of…
To introduce the structure It’s made of (wood). wood. The children stand still like a tree. When you
say You are made of plastic, the children stand on the
spot and sway. When you say You are made of metal,
Materials the children march up and down like clockwork robots.
Teacher’s i-solutions Repeat the game a few times, then invite volunteers to
Unit 1 Poster take your place and call out instructions for the rest of
CD 1 the class.
Small objects made of metal, plastic and wood

T r a n sc r ip t
Warme r
1.10 Listen and number. Then match.
Display the poster. Divide the class into teams and start
1
to write one of the furniture words on the board, spelling Look at the table. It’s made of metal.
it slowly letter by letter: D…O…O… Give a point to the first
team to guess which word you’re writing and give extra 2
points if any children can tell you the missing letters to Can you see the chair? It’s made of plastic.
complete the words. Continue until the children have
guessed all the furniture words. 3
Look at the cupboard. It’s made of wood.
1 Listen
and number. Then match. 1.10
Show the children the objects made of metal, wood and

plastic. Show the children a metal object and teach the Continuous Assessment
word metal. Allow the children to pass the object around Assess whether the children can identify the different
and manipulate it, then ask them to find more metal objects materials and write their names, as well as recognise
in the class. Repeat the procedure for plastic and wood. the different materials in everyday objects.
Ask the children to sit down and look at Activity 1. Look at
the photographs of the different materials together and ask
volunteers to read the words aloud. Play the audio and ask
the children to number the objects. Then play it again and
tell them to match the objects with the materials.
2 Complete.
Then, look and circle.
Tell the children to look at Activity 2. Point to the words
and tell them to trace over the first word and complete
the two remaining words. Point out that they can copy the
words from Activity 1. Write the three words on the board
in different colours, following the key in the Student’s
Book, and tell the children to circle the words in the
corresponding colours: blue for plastic, red for wood and
green for metal. Check answers as a class by writing
the words in the correct columns on the board using the
corresponding colours.
The children draw an object from their pencil case and

then write underneath whether it’s metal, plastic or wood.
Wrap-up
Divide the class into teams and give each team a piece of N o w g o to l
paper. Tell the children to find as many objects as possible Ad di tio na
in the classroom that are made of wood, metal or plastic.
Set a time limit. When the time is up, collect the papers
re so u rc e s
and count the items from each team in turn to see which Teacher’s Resource Book
team found the most items. CLIL Section: page 73. See page 79 for the answer key.
49
1
Where’s Layla?
LC
1 Look and tick P or cross O .
O P P O P O P O
LL
1.11
2
Oh, no!
Where’s Layla?
1
3 4
10 Lesson 5 Key vocabulary and grammar in context
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LC SCC he children reinforce their social skills
T
The children develop their observational
by learning about the importance of
skills by finding specific items in the story.
loving and taking care of their pets.
LL The children build on the vocabulary and
language they have learnt in the unit by
listening to a story.
50
5
Look! Layla’s in the bathroom!
6
SCC
V
Value: Care for your pet. 11
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1 Find and name the items in the story and say where 3 Understand that pets need to be looked after by
they are using the prepositions of place they have the whole family.
learnt.
2 Understand the story by answering the literacy help

questions.
51
1 Lesson 5 Sto ry
Wrap-up
Language Objectives
To listen to and understand a story. Divide the class into groups of six to act out the story.
To introduce the names of the rooms in the house: Assign each child a character: Ryan, Mum, Dad, Granny,
bathroom, garden, hall, kitchen, living room. Paul and Rosie. (If the class cannot be divided into groups
To review prepositions of place. of six, one child could be Layla.) The children act out the
To introduce the structures Where’s Layla? story in groups. Encourage them to improvise and add
There you are! things to their interpretations. When they have had time to
practise, they can act out their version for the rest of the
class.
Materials
Unit 1 Flashcards Extra Activit y
Unit 1 Poster Display the story cards and remind the children of the
Unit 1 Story Cards characters’ names. Then make true or false statements
CD 1 about the story, showing the corresponding story card.
If your statement is true, the children put their thumbs
up; if the statement is false, they put their thumbs down.
Warme r Example statements: Layla is a rabbit. True or False?
There is a carrot on the chair. True or False? This is
Teach the names of the rooms in the house using the (Paul). True or False?
flashcards. Display the flashcards around the classroom.
Hold up a word card, elicit the word and tell the children
to point to the corresponding flashcard. Put the furniture
flashcards around the classroom, leaving the other Continuous Assessment
flashcards in place and display the Unit 1 poster. Review Check if the children can follow the story and identify
all the vocabulary from the unit. Point to the poster, and various family members.
tell the children to point to the corresponding picture
flashcard. Encourage the children to say the words as
they do so.
1 Look
and tick ✓ or cross ✗.
Tell the children to look at Activity 1. Elicit the names of
the eight objects (ruler, flower, car, goldfish, plant, game
console, banana, bin). Tell the children to work in pairs and
look for the items in the story. If the
Moreitem appears in the
tice
More
P P
story, they should put a tick in thepracbox; if it doesn’t,
practice
they
put a cross. When the children have finished, displayFtheF
story cards and call on individual children to come to the
front of the class and point out the objects. If they are SCable,
SC
encourage them to make sentences, More for example,
phonics
More
phonics
The
(flower) is in the (garden). The (car) is in the (bedroom).
2 Listen
N o w g o to
to the story. 1.11
Tell the children that they are going

i-poster
to listen to a story Ad di tio na l
about Ryan and his pet rabbit, Layla. Play the audio and
tell the children to follow along ini-flashcards
their books. Then, tell re so u rc e s
the children to close their books and display the story
cards. Play the audio and display IWB the i-book
corresponding story Teacher’s Resource Book
cards, pausing after each story card to ask the literacy Language Section: depending on the level in your
help questions at the back. Model and drill the phrases class, choose from pages 5-7. See page 23 for the
Where’s Layla? I don’t know! Ask (Granny)! answer key.
Listening Section: page 31. See page 55 for the answer
key and page 138 for the transcript.
The children draw Layla from the story in, under, on or

behind one of the furniture vocabulary items and write
a sentence describing the picture: Layla is (behind) the
(chair).
Cooperative structure available for language
consolidation. See GO Innovate! Teacher’s Guide 2.
52
Sto ry Lesson 5 1
V V a lu e
Care for your pet.
Draw a rabbit on the board and elicit the names of other pets and write the names
name of the animal. Ask questions on the board. Ask the children about
about rabbits: What colours are them and if they know how to look
they? What do they eat and drink? after them. Elicit things that pets need,
Where do they live? Ask if anyone examples could include fresh water, a
in the class has a pet rabbit. If they variety of foods, a comfortable place to
do, encourage them to tell the class sleep, space to play, exercise, toys,
about it and encourage the other medical treatment, vaccinations,
children to ask questions. Elicit the something to chew on, etc.
T r a n sc r ip t
Where’s Layla?
Listen to the story.
1.11

Story Card 1 Story Card 5
Narrator: Ryan is in the garden with Layla. Layla Narrator: Paul’s in the hall. His friend is
is Ryan’s pet rabbit. Ryan is cleaning. here too.
Ryan: Hi, Paul! Where’s Layla?
Story Card 2 Paul: Er… I don’t know. Ask Granny!
Ryan: Oh, no! Where’s Layla? Ryan: OK. Goodbye!
Narrator: Ryan can’t see Layla. Paul: Bye!

Narrator: Now, Ryan is in the kitchen. Mum and Narrator: Look! Layla’s in the bathroom!
Dad are there too. Dad’s got a chocolate cake. Ryan: There you are, Layla!... Oh!
Mmm!
Ryan: Mum? Dad?... Where’s Layla? Story Card 7
Ryan’s dad: Ask Rosie! Narrator: But it’s not Layla… it’s Granny!
Ryan’s mum: Oh, look, a carrot under Ryan: Hi, Granny! Where’s Layla?
the chair! Granny: Oh, look, a carrot behind the plant!
Mmm... Look in the living room!
Story Card 4 Ryan: OK!
Narrator: Rosie’s in the bedroom.
She’s painting. Story Card 8
Ryan: Hi, Rosie! Where’s Layla? Narrator: Look, Layla’s in the living room.
Rosie: Oh... I don’t know. Ask Paul! Ryan: There you are, Layla!
Ryan: OK... Oh, I like your painting, Narrator: Layla’s on the sofa… watching TV!
Rosie!
Rosie: Thank you!
53
1
LC
1 Listen, point and repeat. Then, listen and say True or False. 1 Look and
1.12 1.13
1 bedroom 2 bathroom
5 living room 4 hall 3 kitchen bathro

6 garden
LL
2 Listen and sing.
1.14
Ryan’s in the garden.

Paul’s in the hall.
Rosie’s in the bedroom,
painting on the wall.
SCC
3 Make a house. Time to talk
12 Lesson 6 Rosie’s in the (bedroom).
he children develop their listening skills

T
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LC Key competences continuous assessment26/10/2017 15:45:26
by deciding whether the statements are

true or false. Check if the children can:
LL The children build on the vocabulary and 1 Understand the phrases and say whether they
language they have learnt in the unit by are true or false.
singing a song.
2 Sing the song and match the lyrics to the picture.
SCC The children improve their social skills
3 Ask and answer questions using the target
by working in pairs to practise the target
language and vocabulary.
vocabulary and language.
54
Lesson 6 1
To practise listening skills. Put the children into small groups with their pop-outs. Ask
To review the names of the rooms in the house. them to take turns doing a Show and tell. They each
To sing a song. present their house and say where the different people are.
Materials
T r a n sc r ip ts
CD 1
Unit 1 room Flashcards 1.12 Listen, point and repeat.
Unit 1 Pop-outs 1 bedroom 2 bathroom 3 kitchen 4 hall 5 living room
Unit 1 Poster 6 garden
1.13 Listen and say True or False.

Warme r
Let’s play True or False! 4
Take the flashcards and word cards and lay them face Are you ready? Mum’s in the kitchen.
down on the floor. Put the children into teams and play a True, Mum’s in the kitchen.
1
memory game. If they find a matching word and picture, Ryan’s in the garden. 5
they get to keep the cards. If the cards don’t match, they It’s true! Ryan’s in the garden. Paul’s in the bedroom.
turn them over again. At the end of the game, the team It’s false! Paul’s in the hall.
with the most cards is the winner. 2
Dad’s in the bathroom. 6
It’s false! Dad’s in the kitchen. Rosie’s in the bedroom.
True, Rosie’s in the bedroom!
1 Listen,
point and repeat. 1.12 3
More More
1.13 P P Granny’s in the living room. 7
Then, listen and say True or False.practice practice
It’s false! Granny’s in the And Layla’s in the living
Play the audio and tell the children to point to the rooms F F bathroom. room. It’s true! Layla’s in the
and repeat the words. Listen to the next audio and pause living room. Well done!
the audio after the first line. Encourage the children toSC SC
answer True or False and put their thumbs
More
phonics
up or down.
More
phonics 1.14 Listen and sing: Chocolate cake for me and you
Play the rest of the dialogue to check answers.
Ryan’s in the garden. And Layla’s in the living
2 Listen Paul’s in the hall. room, watching TV.
and sing. 1.14
Rosie’s in the bedroom, Dad’s in the kitchen,
Play the song, and ask the children to point to the rooms
i-poster Painting on the wall. Mum’s there too,
as they hear them. Then display the flashcards. Play the Granny’s in the bathroom, With chocolate cake
song again, and tell the children to sing along as you point
i-flashcards Can you see? For me and you!
to the flashcards to prompt them.
IWB i-book
3 Make
a house. Time to talk
Hand out the pop-outs. Tell the children to colour the Continuous Assessment
outside of the house. Then show them how to pop out the The children should be able to identify the rooms
pieces and make their house stand up by folding it in the of a house and say which room somebody is in.
middle. Distribute Blu-tack and show the children how to
put a small piece on the back of each character. Tell them
to stick their characters in different rooms, and then play
a guessing game with their partner, asking and answering Activity Book
questions: Where’s (Mike’s mum)? She’s in the (hall). Unit 1, page 7. See Teacher’s Book
The children describe the house from Activity 1, using

prepositions, new unit vocabulary and different colours.
Wrap-up
N o w g o tona l
Display the poster and ask the children to look at it. Invent Ad di tio
simple riddles for the children to guess, for example, It’s in
the (hall). It’s (green). Encourage the children to respond It’s re so u rc e s
the (rug). Then, divide them into teams and ask them to
study the poster for one minute. Then cover or turn the Teacher’s Resource Book
poster around and say riddles for them to guess. The first Reading Section: page 37. See page 56 for the answer key.
team to guess gets a point. Writing Section: page 43. See page 58 for the answer key.
55
1
LL
1 Look and write. Then make signs for your house. Time to write
hal¬ livin@ rooµ kitc™e>
∫±drooµ
bathrooµ
∫ P h o n ic s
LC
1.15
bed bath book
LC
3 Listen and say.
1.16
Look at Ben’s books!

Books in the bedroom.
Books in the bathroom.
Ben’s baby brother likes books too!
Writing: making signs for your house Phonics: initial sound b as in book Lesson 7 13
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LL he children develop their learning techniques
by understanding that labelling things in
English will help improve their vocabulary. Check if the children can:
LC The children develop their knowledge of 1 Write the names of the rooms in the house
pronunciation by practising the initial correctly.
sound b. 2 Reproduce the initial sound b correctly.
LC The children apply their knowledge of 3 Listen and reproduce the initial sound b
pronunciation by practising the initial correctly in the tongue twister.
sound b in a tongue twister.
56
Lesson 7 1
To practise writing the words for rooms in a house. Tell the children you are going to say some words in
Phonics: to practise the initial sound b as in book. English and they should stand up when they hear a word
To introduce the vocabulary baby, bath, bed, book, that begins with the initial sound b. If the word doesn’t
brother. begin with the sound b they should sit down, for example,
bedroom, kitchen, bed, book, table, bath, living room.
Materials
Teacher’s i-solutions Extra Activit y
CD 1
Put the children in teams and tell them to brainstorm
words beginning with the initial sound b and make a list.
Pieces of white card (five per child), decorating Set a time limit. When the time is up, elicit their answers.
materials When a team says a word beginning with the initial
sound b, write it on the board and give them a point. Do
not allow the children to repeat the words. The winning
Warme r team is the team with the most points.
Draw the children’s attention to labels and signs around
the school. Begin in the classroom, pointing out the
different labels and signs, then take them for a walk
around the school and ask them to find as many signs T r a n sc r ip ts
as possible. Typical examples could include: nametags
on clothes, bags or pegs, labels on boxes of classroom 1.15 Listen and repeat.
materials, signs on offices or different rooms in the school,
for example, the gym, dining room, toilets, etc. bed, bath, book
1.16 Listen and say.

Look at Ben’s books!
Time to write! Books in the bedroom.
Books in the bathroom.
1 Look
and write. Then make signs for your house. Ben’s baby brother likes books too!
Ask the children to identify the rooms and write the names.
When they have finished, elicit the answers and write
them on the board. Give each child five pieces of card
and tell them that they are going to make signs for their Continuous Assessment
house. When they have finished writing, hand out glue and Check that the children can pronounce the initial sound
decorating materials and let them decorate their signs. b correctly.
Assess whether they can write the names of the different
rooms of a house.
Pho nics
2 Listen
and repeat. 1.15
Tell the children to look at the three photos. Play the audio Activity Book
and tell the children to listen and point to each word as Unit 1, page 8. See Teacher’s Book
they hear it. Play the audio again and tell the children to page 63 for the answer key.
repeat the words, ensuring that they are pronouncing the
initial sound b correctly.
3 Listen
and say. 1.16
Tell the children to look at the picture. Play the audio

and let the children listen to the tongue twister. Play it
again and pause after each line for the children to repeat.
Encourage the children to say the tongue twister, first
slowly and then more quickly, ensuring that they are
pronouncing the initial sound b clearly and correctly.
N o w g o to
Ad di tio na l
The children copy the tongue twister from Activity 3, using
re so u rc e s
different colours for the words which start with b and those
which don’t.
Phonics Section: page 63. See page 69 for the answer
57
More More
phonics phonics
1
Go ar ou nd
TH E W OR LD
Hello! I’m Lisa
i-poster
CAE from the Netherlands.
1 Listen and stick the number.
1.17
i-flashcards
1
lighthouse cube house
Hello! I’m Lisa

IWB
3
from Holland.
2
houseboat windmill
4
IE
2 Draw and write.
Child's own drawing
rnin
ea
M”¥ favouri†æ houßæ ifi t™æ Child's own answer . g
l
o
lear
n
t
14 Lesson 8 Learn about houses in the Netherlands
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he children increase their cultural
CAE
awareness by acknowledging similarities
and differences as they find out about Check if the children can:
houses in another country. 1 Understand the instructions to put the stickers
in the correct places.
IE The children use their observational and
drawing skills by drawing their favourite 2 Observe the photographs and draw what
house. they see rather than using their imagination.
58
CULTURE Lesson 8 1
To introduce the vocabulary cube, houseboat, Ask the children to draw a picture of their house and
lighthouse, windmill. write below My name’s (Javier). This is my house. Make
To learn about houses in the Netherlands. a class display with the children’s work called My
house.
Materials
Unit 1 Stickers
CD 1
T r a n sc r ip t
A world map or globe 1.17 Listen and stick the number.
Lisa: Hello! I’m Lisa from the Netherlands.
Warme r 1
Look at this house. It’s yellow and grey. It’s the cube house.
Show the children a world map or globe. Locate your
country and say I’m (Maria). I’m from (Spain). Ask a few 2
Can you see the black and white house? It’s a houseboat.
volunteers to repeat the phrase. If you have children in
the class from different countries, help them to find their 3
country and have the child say I’m (Susana). I’m from Look! This house is red and white. It’s a lighthouse.
(Ecuador). Point to the Dutch flag and to Lisa. Tell the 4
children they are going to find out some things about This is my favourite house. It’s brown. It’s a windmill. There
houses in the Netherlands. Show the children the map or are lots of windmills in the Netherlands.
globe and ask them if they know where the Netherlands
is. Invite individual children to come up and point it out and
ask if anyone has ever been there. Encourage the children
to tell you anything they know about the Netherlands. Continuous Assessment
The children should understand the concept of
Watch the video Houses in the Netherlands to children like them in other countries living in different
introduce the lesson theme. types of houses. Assess whether they can understand
short audio texts identifying different types of houses.
1 Listen
and stick the number. 1.17
Tell the children to look at the pictures of some unusual

houses in the Netherlands. Teach the vocabulary
lighthouse, houseboat, cube house and windmill and
look at the pictures. Tell the children to get out their
stickers and play the audio. Pause the recording after
each segment and ask the children to point to the correct
picture. Tell the children to put the sticker in the correct
place.
2 Draw
and write.
Ask individual children what their favourite house is, and
why. Then tell them that they are going to draw their
favourite house in the box and complete the sentence.
When they have finished, encourage them to present their
drawing to the class and to say My favourite house is the
(lighthouse).
Tell the children they are going to invent and draw their
own dream house. They can be as creative as they wish.
N o w g o to
Wrap-up Ad di tio na l
Write the names of the four houses on the board. Ask
What’s your favourite house? and invite the children to
re so u rc e s
vote. Count up the votes and see which house is the most
popular. Invite the children to say why they like or don’t
Speaking Section: page 49.
like the different houses.
59
Go aGAIN! 1
LL
1 Look and stick. Then, listen and say.
1.18
kitchen bedroom
living hall
room
LC
2 Look and ask in pairs.
Where’s the robot?
It’s behind the door.
rnin
LL ea
g
3
l

o
lear
n
t
Unit review 15
he children improve their learning

T
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LL Key competences continuous assessment 26/10/2017 15:45:46
techniques and become aware of their own

progress as they complete the review activity. Check if the children can:
1 Identify the rooms and locate the objects.
LC he children improve their speaking skills
T
by reviewing the unit vocabulary and 2 Ask and answer questions using the target
structures orally. language and vocabulary.
LL The children develop their autonomy and 3 Choose their favourite activity in the unit by
initiative by reflecting on the unit activities putting the sticker on it.
and selecting their favourite one.
60
u n it R e v ie w 1
Language Objective T r a n sc r ip t
To review vocabulary and structures from Unit 1.
1.18 Look and stick. Then, listen and say.
Materials 1
Teacher’s i-solutions What’s this? It’s in the bedroom. It’s under the window. OK?
Unit 1 Poster It’s in the bedroom and it’s under the window.
Trophy Stickers 2
CD 1 What’s this? It’s in the kitchen. It’s on the chair.
3
Now look in the hall. It’s in the cupboard. What is it?
Warme r
4
Display the poster and review the names of the rooms What’s this? It’s in the living room. It’s behind the chair. Yes,
in the house. Then say five of the rooms, for example, it’s behind the chair.
kitchen, garden, bathroom, hall, living room. Ask the 5
children to tell you which room is missing. Once they Look in the kitchen. It’s under the table. OK? It’s under the
are used to the game, say four or three rooms and ask table.
individual children to identify the missing rooms. If the
children are able, you can ask volunteers to take your 6
Can you see the bedroom? It’s in the bedroom. It’s on the
place and say the rooms.
rug. What is it?
1 Look
and stick. Then, listen and say. 1.18
Ask the children to identify the rooms, then tell them to get Final Assessment
out their stickers and stick the names on the pictures. Check Check if the children can:
their answers, then play the first sentence from the audio. Name the different rooms of a house and different types
Encourage the children to point to the object and say the of furniture.
answer: A snake. Repeat with the rest of the audio. Identify unit vocabulary in listening activities.
Ask where objects are.
2 Look
and ask in pairs. Describe different scenes using prepositions of place.
Tell the children to look at Activity 2 and ask volunteers to
read the speech bubbles aloud. Then, tell them to work in
pairs and ask and answer questions about the picture in
Activity 1. Monitor, giving prompts where necessary. When
they have finished, invite some of the pairs to come to the
Activity Book
front of the class to demonstrate.
n page 63 for the answer key and transcript.
ear in
My new words, page 40.
g
3 Choose your favourite activity in the unit and stick.

l
o l rn See Teacher’s Book page 203

ea
t
Allow the children time to look back over the unit and for the answer key and transcript.
decide which activity they liked the most. Tell them to put
the trophy sticker on that activity. Encourage them to tell
you why it is their favourite activity.
N o w g o to l
The children try to list as many words as they can that Ad di tio na
begin with b. Give them clues if they need (bookcase,
behind, bathroom, ball).
re so u rc e s
Unit test: depending on the level of your class, choose
Wrap-up from pages 93-96. See pages 127-128 for the answer key
Do a unit quiz. Divide the class into teams and tell them and page 138 for the transcript.
to open their books. Ask questions about the unit and tell
the teams to write their answers on a piece of paper. When
you have finished, check answers and give points for each
correct answer. Example questions could include: Where
is Ryan in Lesson 6? What is the rabbit’s name in the story?
Name three houses from the Netherlands. How do you Drama
spell ‘window’? Where’s the teddy in Lesson 1? Say three Drama games available for language consolidation.
words that start with the sound b, etc. See GO Innovate! Teacher’s Guide 2.
61
1 1
Our house 2 Look and match.
in behind on under
1 Look, circle and write.
1
3 4
3 Look and write in, behind, on or under.
7
5
1 T™æ ca® ifi o> 2 T™æ πenci¬ ifi un∂e®
6
t™æ bookcaßæ. t™æ tab¬æ.
8
3 T™æ gir¬ ifi ∫±hin∂ 4 T™æ †edd¥ ifi i>
t™æ doo®. t™æ cupboar∂.
1 plant / door doo® cupboard
5 cupboard / plant / plant plan†
2 table / window window chair / window
6 chair / window chai®
3 door / cupboard cupboar∂ table / bookcase
7 table / bookcase tab¬æ 5 T™æ πenci¬ caßæ ifi 6 T™æ bo¥ ifi ∫±hin∂
4 bookcase / chair bookcaßæ cupboard
8 cupboard / rug / rug ru@ o> t™æ chai®. t™æ plan†.
4 5
1 T r a n sc r ip t
2
2 L
isten and colour.
Narrator: Hello, children! Narrator: Where’s the green
Help me colour the picture! school bag?
Where’s the grey school Girl: What colour is it?
bag? Narrator: Green!
Boy: Look under the chair. Girl: Ah, I can see it. The
The grey schoolbag is under green school bag is behind
the chair. the door.
Narrator: Behind the door,
Narrator: Where’s the red
thank you!
school bag?
Girl: The red school bag? It’s Narrator: Where’s the blue
on the rug. school bag?
Narrator: The red school Boy: It’s under the window.
bag is on the rug. OK, thank Narrator: The blue school
you! bag is under the window.
OK, thanks!
Narrator: Where’s the yellow
school bag? Narrator: Where’s the pink
5 Read, look at Activity 4 and match. Boy: Look in the cupboard. school bag?
Where’s the cat? It’s on the table.
The yellow school bag is in Girl: The pink school bag?
the cupboard. Um, it’s on the cupboard.
Where’s the plane? It’s under the table.
Narrator: In the cupboard, Narrator: The pink school
Where’s the car? It’s behind the plant. thanks! bag is on the cupboard.
Where’s the apple? It’s in the cupboard. Fantastic, thank you!
Where’s the book? It’s on the chair.
6
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62
1 1
6 Look and number. 8 Look and write. Time to write
5 1 2 3 4
4
3 livin@ rooµ bathrooµ kitc™e> gar∂e>
6 P h o n ic s c
1 2
9 Circle the b words. Then, complete and match. ok ed all nanas
bedroom 4 garden 6 living room 2

kitchen 1 bathroom 5 hall 3
7 Look at Activity 6 and complete.
1 bå n a n a fi
C”arlå´fi i> t™æ ∫±drooµ . 2 bo o §
R”ya>´fi i> t™æ kitc™e> . 3 ba l ¬
M”i§æ´fi i> t™æ hal¬ . 4 be ∂
Jasmi>´fi i> t™æ livin@ rooµ .
7 8
1 T r a n sc r ip t
GO AGAIN!
1 Find and colour the words. Then write. Child applies colours 3 L
isten and circle. Then complete.
p f c u p b o a r d n r c h a i r k d o o r vy
1
swm b o o k c a s e f e r u g l x p l a n t o w Look! The cat’s under the table.
2
1
3 6 Boy: Mum, where’s my book?
r∂e> 2
4 5 Mum: It’s on the cupboard.
Boy: Thanks, Mum!
3
cupb oar ∂ c ha i ® ru@ Girl: Dad, I can’t find my school bag.
l nanas
p l an † bo okcaß æ doo ® Dad: Look! it’s behind the chair.
Girl: Ah, thank you!
2 Listen and circle. Then complete.
3
4
Boy: Where’s my sharpener?
Girl: It’s in the pencil case!
Boy: Ah, OK!
T™æ ca†´fi un∂e® T™æ boo§´fi o>

t™æ tab¬æ. t™æ cupboar∂.
T™æ schoo¬ ba@´fi T™æ sharπe>e®´fi

∫±hin∂ t™æ chai®. i> t™æ πenci¬ caßæ.
My new words
page 40 9
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63
UNIT 2
Overview
an for ability:
•C • Hobbies: dance, do • Phonics: initial sound d •C an for ability
affirmative, negative, karate, juggle, make as an dinosaur
models, paint, play the • Present Simple
questions and short
guitar, ride a bike, sing • Verbs of action
answers
• Instruments: drums, • Adjectives: happy, sad
flute, guitar, piano, violin
•E xtra: dinosaur, duck,
fall
Language Objectives
• To practise using can • To understand and use • To talk about hobbies. • To produce the initial
with hobbies to express vocabulary related to • To describe the activities sound d correctly.
ability. hobbies. they can and cannot do.
• To ask and answer • To understand and use • To find out about
questions about abilities. vocabulary related to musical instruments.
abilities.
• To express opinions
• To identify musical about music.
instruments.
Skills Objectives
• To say the vocabulary •T

o read and understand •T o understand and •T o write target
related to hobbies. hobbies vocabulary. repeat target vocabulary. language.
• To say the activities •T
o demonstrate • To demonstrate • To write sentences
they can and cannot do. understanding by understanding by using correct
• To give an opinion reading and placing a listening, numbering and punctuation.
about music and sticker. matching. • To complete a sentence
instruments. •T
o read and follow a • To understand and join independently about a
• To ask and answer song. in with songs. hobby.
questions about abilities. •T
o read and understand • To understand the • To read, identify and
simple sentences. narrative of a story. write names.
• To recognise the initial
sound d.
64
• The children can identify, understand and produce the Fully interactive teaching and learning materials
structure I can (sing) while talking about hobbies and abilities. organised into step-by-step lesson plans in the
• The children can identify, understand and produce the form of learning paths including:
question Can you (sing)? and answer.
• The children can identify, understand and produce hobbies culture lessons
vocabulary.
• The children can identify, understand and produce musical
texts
instruments vocabulary.
Materials Flashcard Bank
• Teacher’s i-solutions • Teacher’s Resource Book Additional interactive games for
• Student’s Book CD 1 Lesson 2: Listening, p 32 whole-class content reinforcement
• Story Cards Unit 2 Lesson 3: Language, pp 8-10 Interactive Routine poster
• Flashcards Unit 2 Lesson 4: CLIL, p 74 Game Generator to create your own
• Poster Unit 2 Lesson 5: Writing, p 44 IWB games to play with the children
• Student’s Book Unit 2 Lesson 6: Reading, p 38
• Stickers Unit 2 Speaking, p 50
• Pop-outs Unit 2 Lesson 7: Phonics, p 64 inserting notes, links and external files. It is also
• Activity Book Unit 2 Unit review: possible to write or paint on the pages and in the
Unit 2 test, pp 97-100 zoom windows.
End of term 1 test, pp 117-118 Save all your teaching sessions to meet the
• Lively music, split pins (one per child), a toy duck, a world
map or globe
GO Innovate!
Unit review: Drama
Key competences
LC
Linguistic competence CAE Cultural awareness and expression
The children learn to describe their abilities regarding The children develop their artistic awareness by
hobbies. The children learn to ask and answer about their identifying musical instruments and the feelings that music
skills. can evoke.
MST Competence in Maths, Science and Technology LL

Learning to learn
The children apply their mathemathical knowledge by The children develop strategies to improve the learning
counting objects. process through a variety of activities aimed at multiple
intelligences.
DC Digital competence
The children become familiar with the use of technology
IE
working together on the unit using the IWB. The children develop a sense of personal autonomy by
expressing their feelings regarding pieces of music.
They also choose the hobby they most like.
SCC Social and civic competence
The children learn the basic social skills of taking turns to
ask and answer questions.
65
2
LC
Hobbies
1.19
LC 2 Listen and chant. 8

1.20
play the guitar
2do karate
1 3
paint 1
2
juggle 4
4
ride a bike
3
6 5
7 sing
7
8
6
dance
IE
3 Look and say. 5
make models
16 Lesson 1 Hobbies vocabulary
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LC
The children develop their listening skills and Key competences continuous assessment
learn a set of vocabulary related to hobbies.
LC
he children improve the rhythm of their
T 1 Match the numbered pictures to the correct
speech by listening to and saying a chant. hobbies in the column on the right.
2 Keep the rhythm and participate in saying the
IE
he children use their initiative and their
T chant.
observational skills to describe a picture. 3 Find the children in the picture and use the new
vocabulary to name the different hobbies.
66
Lesson 1 2
To practise listening skills. Cover a flashcard with a piece of blank paper. Slowly pull
To introduce hobbies vocabulary: dance, do karate, it out to reveal the picture and invite the class to name
juggle, make models, paint, play the guitar, ride a the hobby. When the children guess, invite a volunteer to
bike, sing. come to the front of the class and reveal another flashcard
for the rest of the class to guess.
Materials
Unit 2 hobby Flashcards
Unit 2 Poster Display all the flashcards and tell the children to
CD 1 name them in order. Take away one and repeat the
procedure, pointing to the empty space. Then take
away another flashcard and tell the children to name
all the hobbies again, including the ones from the two
Warme r empty spaces. Keep playing until all the flashcards are
Show the flashcards. Say the words one by one and removed.
encourage the children to repeat them, drilling the correct
pronunciation if necessary. Show the flashcards at random
and have the children say the words. Then, display the
poster and ask volunteers to come forward and find T r a n sc r ip ts
the hobbies on the poster. Tell the children about your
hobbies and ask about theirs. Write the names of any 1.19 Listen, point and repeat. Then, match and say.
other hobbies that come up on the board.
1 paint 2 do karate 3 ride a bike 4 juggle
5 make models 6 dance 7 sing 8 play the guitar
1 Listen,
point and repeat. Then, match and say. 1.19
Ask the children to look at the large picture. Encourage 1.20 Listen and chant: My hobbies
them to talk about the picture using whatever vocabulary
So many hobbies
they can and ask them to name the hobbies. Play the I like to do.
audio and tell the children to point to the hobbies as they Play the guitar,
More
hear them mentioned and repeat thepracwords.
tice
More
Play
practice the P P
Do karate too.
audio again, pausing after each item and ask the children F F Paint and juggle,
to match the numbered hobbies in the picture to the And ride a bike!
pictures on the right. SC SC These are things I really like.
A picture dictionary is provided on page
More 75 of the
More
Sing and dance,
phonics phonics
Make models too.
Student’s Book. I love hobbies,
How about you?
2 Listen
and chant. 1.20
Put the flashcards face down on your desk. Take one, then
i-poster
mime the action for the class to guess. Continue, inviting
individual children to come to your i-flashcards
desk, take a flashcard Initial Evaluation
and mime it for the rest of the class. The children should be able to name the different
Tell the children to listen and play IWB
the audio.i-book As they hobbies and say which is their favourite hobby.
listen, hold up each flashcard as it is mentioned in the
chant (play guitar, do karate, paint, juggle, ride a bike,
sing, dance, make models). Repeat the audio and tell the
children to sing along and mime the actions, holding up
the flashcards again as they are mentioned in the chant to Activity Book
help them. Unit 2, page 10. See Teacher’s Book
3 Look
and say.
Ask the children to look at Activity 3. Ask them to find the
four children in the picture and to name the hobbies.
Tell the children to copy the vocabulary words into their

notebooks, drawing themselves performing each hobby.
Flip this lesson!
67
2
LC
1 Listen and number. Then, listen again and repeat.
1.21
8
play the guitar
do karate
I can make models.
4 I can’t do karate. 2
paint 1
juggle 4
3
I can dance. 1 I can’t sing. 3
ride a bike
CAE
2 Listen and sing.
1.22
sing
I can make models,

I can play the guitar,
I can paint a picture,
dance I can run very far.
But I can’t ride a bike.

No, I can’t ride a bike.
make models
I can/can’t (dance). Lesson 2 17
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LC he children improve their comprehension
skills by listening for specific information
and ordering the pictures. Check if the children can:
CAE 1 Understand the sentences and write the
The children develop their creativity correct number next to each picture.
through music and movement.
2 Understand and sing along with a song, doing
actions.
68
Lesson 2 2
To practise listening skills. Give each child a sheet of blank paper and ask them to
To introduce the structure I can (make models). draw a picture of themselves doing one of the hobbies
I can’t (play the guitar). from the lesson. Write on the board: My name’s…
To revise hobbies. I can… and tell the children to copy and complete
the sentence under their drawing. Stick the drawings
together to make a class book or put them on the wall
Materials to make a class display.
Unit 2 Poster
CD 1
T r a n sc r ip ts
Warme r 1.21 Listen and number. Then, listen again and
Display the poster. Ask a volunteer to come to the front repeat.
of the class. Ask the class to shout out the names of the
hobbies and tell the volunteer to point to them in the 1 Look! I can dance. 2 One, two, three! Ow! I can’t do karate.
poster. Repeat a few times with different volunteers. 3 Oh, no! I can’t sing. 4 Look! I can make models.
1.22 Listen and sing: I can’t ride a bike!

1 Listen
and number.
Then, listen again and repeat. 1.21 I can make models, Chorus
I can play the guitar,
Ask the children to look at Activity 1 and elicit the names of I can paint a picture, So many things that
the four hobbies. Ask four volunteers More to readMore
the text inP theP I can run very far. I can do,
practice practice
So many things I like,
speech bubbles, then tell the children that they are going
to listen to the audio and number the pictures. Play theF F But I can’t ride a bike, But I’m very, very sad,
No, I can’t ride a bike. Because I can’t ride a bike.
audio and pause it after the first item. Elicit the answer and I feel so sad
SC SC
tell the children to write a number one in the space. Play Because I can’t ride a bike. Chorus
the remainder of the audio, pausingMore after each
phonics
More part. Play a
phonics
second time if necessary, then check answers as a class. I can do karate,
I can juggle seven balls,
2 Listen 1.22 I can sing and I can dance,
and sing. I can do it all!
Model the structures I can… and I can’t…
i-poster
Say I can’t
sing, and demonstrate by singing badly. Then, say But
I can (dance), and demonstrate byi-flashcards
dancing. Encourage
volunteers to model the sentences in the same way. Tell Continuous Assessment
the children to look at Activity 2 and
IWB play the audio. Invent
i-book
Evaluate whether the children can recognise the
actions for the chorus, then play the audio again and different hobbies within an illustration and ensure they
encourage the children to sing along and do the actions. can differentiate between can and can’t.
Finally, they sing and mime to the song, with and without
the audio.
Activity Book
The children copy the lyrics from Activity 2 and change page 86 for the answer key.
the different hobbies according to things they can and
can’t do.
Wrap-up
Call volunteers to the front of the class and whisper a
phrase to them using the target vocabulary and structures,
for example, I can (sing) or I can’t (dance). The child mimes
the action. The rest of the class guess the action and say
the corresponding sentence.
N o w g o to l
Ad di tio na
re so u rc e s
Listening Section: page 32. See page 55 for the
answer key and page 138 for the transcript.
69
2
LC
1 Listen and say the number. Then say in pairs.
1.23
3 5
1
4
2
I can’t juggle.
Number 5!
LL
2 Read and stick.
I can’t dance. I can make models. I can do karate.
18 Lesson 3 I can/can’t (juggle).
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LC he children improve their listening and
observation skills by identifying which
character in a picture is speaking. Check if the children can:
LL The children use their previous knowledge 1 Identify the correct speaker in the drawing
from the unit to match the speech bubbles and say the target structures.
and the stickers. 2 Understand the sentences and choose the
correct sticker.
70
Lesson 3 2
To practise listening skills. Put on some lively music and tell the children to dance.
To practise the structures I can ( juggle). I can’t (paint). Stop the music and say a sentence with the target
To revise hobbies. language, for example, I can’t ride a bike. The children
mime the action.
Materials
Unit 2 Poster T r a n sc r ip t
CD 1
Unit 2 Stickers
1.23 Listen and say the number. Then say in pairs.

Lively music Boy 1: Yee-ha! Listen to me. I can play the guitar.
Girl 1: Look at me, boys and girls! I can ride a bike!
Girl 2: Oh, no! It’s terrible. I can’t paint.
Warme r Boy 2: Listen to me, everyone! I can sing! La, la, la...
Boy 3: Oh... oh… oh, no! I can’t juggle.
Display the poster and review the activities. Then ask Girl 3: One, two, three, look at me! I can dance!
the children to look at your mouth and try to read your
lips. Silently or very quietly say one of the activities, for
example, juggle. Invite the first child to guess correctly to
the front to have a turn. Once the children are used to the Continuous Assessment
game, tell them to play in pairs. Assess whether the children can understand the short
audio texts identifying different hobbies.
Check if they can describe different hobbies in an
1 Listen
and say the numbers. Then say in pairs. 1.23
illustration using can and can’t.
Tell the children to look at Activity 1 and ask what they can
see in the picture. Elicit the names of the hobbies: paint,
play the guitar, sing, dance, juggle and ride a bike. Play the
audio and pause after the first speaker. Ask the children Activity Book
who is speaking and elicit the correct number (number Unit 2, page 12. See Teacher’s Book
two). Continue, playing the audio and pausing it after each page 86 for the answer key and transcript.
speaker to allow the children to say the numbers.
Then, ask two volunteers to read out the text in the speech
bubbles and demonstrate the speaking activity. Tell the
children to work in pairs and ask and answer questions
about the picture.
2 Read
and stick.
Tell the children to look at Activity 2 and ask them to read
the sentences. Then tell them to match the stickers of the
three hobbies with the sentences. Check they have the
stickers correctly placed before they stick them down.
N o w g o to
Tell the children to get into pairs with other fast finishers Ad di tio na l
and to tell their classmate two things that they can do and
two things that they can’t do using full sentences.
re so u rc e s
Wrap-up Language Section: depending on the level in your
class, choose from pages 8-10. See pages 23-24 for the
Say three sentences, for example, I (can) (make models).
answer key.
I (can’t) (do karate). I (can) (dance). Ask the children to
repeat after you and memorise them. Now do a quick TPR
routine. Say Everybody stand up! Now touch your nose!
Touch your knees! Turn around! Jump! Sit down. When the
children are sitting down, ask them to tell you the three
sentences they had to remember. Repeat a few times with
different sentences.
71
CLIL Go find out! 2
CAE
1 Listen and match. Then, listen again and repeat.
1.24
1 2 3 4
piano violin flute drums
CAE
2 Listen and say the instrument. Then, listen and draw.
1.25 1.26
happy music
sad music
Music: musical instruments Lesson 4 19
he children develop their knowledge of

T
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CAE Key competences continuous assessment 26/10/2017 15:49:13
musical instruments by naming them, and

then recognising the sound they make. Check if the children can:
1 Recognise the names of the musical
CAE he children develop their understanding
T instruments and match the instruments to the
of the relationship between music and speakers.
emotions.
2 Name and recognise the musical instruments.
Distinguish between music that sounds
happy and music that sounds sad.
72
Lesson 4 2
Language Objectives
Extra Activit y
To introduce musical instruments: drums, flute, Ask the children if any of them play a musical
guitar, piano, violin. instrument and encourage them to talk about it. Ask
To practise the structure I can play the (flute). the children if they would like to learn to play any
To revise the adjectives happy, sad. instruments, and if so, which ones.
Materials
Teacher’s i-solutions T r a n sc r ip ts
Unit 2 musical instrument Flashcards
CD 1
1.24 Listen and match.
Then, listen again and repeat.
Warme r 1 I can play the violin. 2 I can play the drums.
Teach the names of the musical instruments using the 3 I can play the piano. 4 I can play the flute.
flashcards. Teach the children a mime for each musical
instrument. Hold up the flashcards, have the children 1.25 Listen and say the instrument.
say the name of the instrument and mime it. Repeat the
procedure using the word cards. 1 drums 2 piano 3 guitar 4 flute 5 violin
1.26 Listen and draw.

1 Listen
and match. Then, listen again and repeat. 1.24
Ask the children to look at Activity 1. Elicit the names of Listen to the drums. Is it happy music or sad music?
the musical instruments and tell the children to listen. Listen to the piano. Is it happy or sad music?
Pause the audio after each speaker, elicit the name of Listen to the guitar. Is it happy or sad music?
the musical instrument and tell the children to match the Listen to the flute. Is it happy or sad music?
Listen to the violin. Is it happy or sad music?
speakers with the instruments. Tell the children to repeat
the sentences and mime playing the instrument, paying
attention to pronunciation and word stress.
2 Listen and say the instrument. 1.25 Continuous Assessment

Consider whether the children can understand short
Then, listen and draw. 1.26
audio texts identifying musical instruments and
Ask the children to look at Activity 2. Play the first audio, associate a short piece of music as being happy or
pausing after each sound effect, and ask the children sad.
which instruments they can hear. Revise the vocabulary
happy and sad by drawing a happy and a sad face on
the board. Then, play the first recording from the second
audio and ask the children if they think it is happy music or
sad music. Show the children the face in the example and
tell them that they are going to listen and draw happy or
sad faces. Play the rest of the audio, pausing after each
recording for the children to decide and draw a happy or
sad face, repeating where necessary. Ask the children
what is their favourite musical instrument and which piece
of music they liked best.
N o w g o to
Ad di tio na l
The children invent and draw their own music groups,
labelling the different instruments. re so u rc e s
Wrap-up Teacher’s Resource Book
CLIL Section: page 74. See page 79 for the answer key.
Play Hangman with the names of the musical instruments,
giving help where necessary with the letters of the
alphabet.
Thinking routine available for extension.
73
2
Keep trying!
LC
1 Find and colour. Then say.
Scenes: 7 5 1&5 4 3 6
MST
1.27
2 Can you juggle? 7
No, I can’t!
3 4 Can you jump high, Kate?
Yes, I can!
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LC LL he children develop awareness of
T
The children develop their observational
the importance of persevering
at something and not giving up.
MST The children apply their mathematical
knowledge by counting objects.
74
5
Keep trying, Carla!
6
LL
V
Value: Keep trying! 21
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1 Find and name the items in the story and say what 3 Understand the value of perseverance
colour they are. when learning and trying new things.
2 Follow the story by answering the literacy help

questions.
75
2 Lesson 5 Sto ry
Language Objectives
Extra Activit y
To listen to and understand a story. Display the story cards on the board randomly and
To recognise key vocabulary in context: circus, elicit the correct order. Once the cards are in the
difficult, practise; juggle, jump, walk on a rope. correct order, act out a scene from one of them and
To practise the structures Can you ( juggle)? ask the children to say which number it is. Then call up
Yes, I can. / No, I can’t. some volunteers and show them one of the other story
cards. Tell them to act out the scene for the rest of the
class to guess. Continue with different story cards.
Materials
Unit 2 Flashcards
Unit 2 Story Cards Continuous Assessment
CD 1 Consider whether the children can follow the story and
use visual clues to interpret the various emotions of the
characters as well as identify key vocabulary within
Lively music the story.
Warme r
Display the flashcards and review the vocabulary.
Activity Book
Practise the language by asking individuals questions,
for example, (Eduardo), can you ( juggle)? Point to the
corresponding flashcard as you ask the question.
Encourage the child to respond: Yes, I can or / No, I can’t.
Practise a few times, then nominate pairs to model asking
and answering questions.
1 Find
and colour. Then say.
Tell the children to look at ActivityMore
1. Elicit the
practice
Morenames of
practice P P
the six items: apple, school bag, chair, book, plant and
eight. Give the children time to find and colour the items F F
in the story. Display the story cards and call on individual SC SC
children to come to the front of the class and point out the
items. Then ask questions, for example,
More
phonics WhatMore
phonicscolour is the
(apple)?
2 Listen
to the story. 1.27

i-poster
to listen to a story
about Carla’s new hobby, Circus School. Play the audio
and tell them to follow along in their books. Then, tell the
i-flashcards
children to close their books and display the story cards.

Play the audio and pause it afterIWBeachi-book story card to ask
the literacy help questions at the back. Model and drill
the phrases Can you ( juggle)? No, I can’t! Yes, I can. Keep
trying!
The children count how many plates and phones they can
see across the story pages and they say what Carla can
or can’t do in each vignette.
Wrap-up
Play some lively music and ask the children to move N o w g o tona l
around the room and mime following your instructions. Ad di tio
Use vocabulary from the unit, for example, Juggle! Walk
on a rope! Jump high! Do karate! Ride a bike! Play the
re so u rc e s
drums!
Writing Section: page 44. See page 58 for the answer key.
76
Sto ry Lesson 5 2
V V a lu e
Keep trying!
Ask the children to tell you things that their suggestions on the other half of the
they can do but couldn’t do when board. There may be some repetition
they were younger. Offer suggestions between the two lists. This is a good
if necessary to start them off, for thing; take the opportunity to offer
example, swim, read, ride a bike, reassurance and point out that we’re
wink, etc. Write their ideas on the all (teacher included) learning to do
board, then ask them to work in pairs new things all the time. Some things
and think of things that they can’t do are easy to learn and some things
at the moment but would like to learn. are harder. The important thing is
Give them time to think, then write not to give up and keep trying!
T r a n sc r ip t
Keep trying!
1.27

Narrator: Carla’s got a new hobby. Narrator: And the next day… Carla
Teacher: Hello, children! Welcome to Circus is practising in the garden.
School. Carla: Look, Dad! I can do it!
Children: Hello! Carla’s dad: Well done, Carla!

Teacher: Can you juggle, Carla? Narrator: Carla is phoning her friends.
Carla: Uh! No, I can’t! Carla: Hi, Mike!
Teacher: OK, keep trying! Mike: Hi, Carla!
Carla: Can you come to my show?
Story Card 3 Mike: Yes, I can.
Teacher: Can you walk on a rope, Carla? Carla: Oh, good! Hi, Ryan!
Carla: No, I can’t! Oh, this is difficult! Ryan: Hi, Carla!
Teacher: Keep trying, Carla! Carla: Can you come to my show?
Ryan: Yes, I can.
Story Card 4 Carla: Fantastic!
Teacher: Can you jump high, Kate?
Kate: Yes, I can! Story Card 8
Carla: Uff! Narrator: Carla can walk on a rope and she can
Teacher: Keep trying, Carla! juggle!
Ryan: She’s amazing!
Story Card 5
Narrator: The next day… Jasmin is
helping Carla to practise.
Carla: Oh… this is difficult!
Jasmin: Keep trying, Carla!
77
2
LC
1 Listen and sing.
1.28
can do eve
We r y thing!
Can you walk on your hands?

Can you jump up high?
Can you ride a bike?
Just try!
LC
1.29
P O P
O P P
P O O
SCC
3 Make a question wheel. Then ask in pairs. Time to talk
22 Lesson 6 Can you (juggle)? Yes, I can. / No, I can’t.
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LC
The children improve their listening skills Key competences continuous assessment
by listening to and singing a song.
LC The children improve their listening skills 1 Understand, learn and sing a song with actions.
by listening for specific information and
2 Understand a questionnaire and mark the
completing a questionnaire.
answers given correctly.
SCC The children improve their social skills
by working in pairs to practise the target 3 Use a question wheel to ask and answer
vocabulary and language. questions about their abilities.
78
Lesson 6 2
To practise the structures Can you ( juggle)? Ask the children to each draw and colour a picture of
Yes, I can. / No, I can’t. themselves doing an activity they can do. Tell them to write
To revise the vocabulary climb, fall, hop, jump, skip, the name of the activity under their picture. Make a class
walk on your hands. poster with their pictures, entitled We can do everything!
To practise the verbs dance, juggle, play the guitar,
ride a bike, sing, walk on a rope.
To sing a song. T r a n sc r ip ts
Materials 1.28 Listen and sing: We can do everything!
Teacher’s i-solutions Can you walk on your Can you climb?
Unit 2 Flashcards hands? Can you skip?
CD 1 Can you jump up high? Can you dance?
Unit 2 Pop-outs Can you ride a bike? Can you sing?
Just try! We can do everything!
Split pins (one per child) Can you hop on one leg?
Can you juggle balls?
Can you walk on a rope?
Warme r Don’t fall!
Do a class survey. Display a selection flashcards

More of theMore
practice P P 1.29 Listen and tick ✓or cross ✗.
and ask the children Can you (sing)? Stick each
practice
flashcard
on the board and keep a tally under each one to indicate F F
Carla: Hi, Jasmin, can you Mike: Yes, I can. But I’m not
the number of children who can do the action. When you
SC SC juggle balls? very good.
have finished, count the scores and say Wow! Very good! Jasmin: Yes, I can. Carla: Ah, OK. And can you
We can do everything! More
phonics
More
phonics Carla: OK, and can you play ride a bike?
the guitar? Mike: Yes, I can. That’s my
Jasmin: No, I can’t! favourite hobby.
1 Listen
and sing. 1.28 Carla: One more question.
Tell the children to look at Activity 1.i-poster
Read the song lyrics Can you ride a bike? Carla: Hello, Ryan!
Jasmin: Yes, I can! Ryan: Hi, Carla!
together, then play the audio and invent some actions for Carla: Thank you! Carla: Can you juggle balls,
the song. Finally, play the song and have the children sing
i-flashcards
Ryan?
along and do the actions. Encourage them to shout out We Carla: Hi, Mike! Ryan: Yes, I can.
can do everything! IWB i-book
Mike: Hi, Carla! Carla: And can you play the
Carla: Can you juggle balls, guitar?
2 Listen
and tick ✓ or cross ✗. 1.29 Mike? Ryan: No, I can’t.
Ask the children to look at Activity 2. Play the first dialogue Mike: No, I can’t. Carla: OK, and can you ride
Carla: Can you play the a bike?
and pause the audio. Draw a table on the board and ask guitar? Ryan: No, I can’t!
Can Jasmin ( juggle)? Elicit the answer and draw a tick in Carla: Thanks, Ryan!
the corresponding space. Tell the children to do the same
in their books, then continue with the remaining questions.
Check answers by asking questions and asking individual
children to come to the board and write a tick or a cross in the Continuous Assessment
corresponding space. Check if the children can ask their classmates if they
can do different hobbies and respond to the same
3 Make
a question wheel. question type themselves. They should also be able to
Then ask in pairs. Time to talk
identify various actions within a song and audio text.
Distribute the pop-outs and give each child a split pin.
Show the children how to make the question wheel. Call
out an activity and tell the children to move their word
wheel to show the corresponding activity and hold it up
when they have found it. Next, ask the children to stand up
and move their wheel to an activity they can do. Call out
questions in random order: Can you (play the guitar)? The
children sit down if their wheel shows the activity named. N o w g o to l
Finally, ask the children to work in pairs and ask and Ad di tio na
answer questions using the question wheel. re so u rc e s
Reading Section: page 38. See page 56 for the answer key.
The children write a sentence saying something they can do. Speaking Section: page 50.
79
2
LC
1 Write capital letters and full stops. Time to write
1 m¥ muµ ifi i> t™æ gar∂e>

Sentences start with
a capital letter… M”¥ muµ ifi i> t™æ gar∂e>.
My sister likes t™æ do@ ifi o> t™æ chai®
chocolate cake . 2
… and end
with a full stop. T™æ do@ ifi o> t™æ chai®.
3 m¥ favouri†æ foo∂ ifi pizzå
M”¥ favouri†æ foo∂ ifi pizzå.
∂ P h o n ic s
LC
1.30
duck dinosaur dance
LC
3 Listen and say.
1.31
Debbie Duck and Danny Dinosaur don’t like to dance.

Do you?
Writing: capital letters + full stop Phonics: initial sound d as in dinosaur Lesson 7 23
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LC
The children reinforce their language skills Key competences continuous assessment
by learning about correct punctuation.
LC The children develop their knowledge of 1 Write a simple sentence using a capital letter
pronunciation by practising the initial at the beginning and a full stop at the end.
sound d. 2 Reproduce the initial sound d correctly.
LC The children apply their knowledge of 3 Listen to and reproduce the initial sound d
pronunciation by practising the initial correctly in the tongue twister.
sound d in a tongue twister.
80
Lesson 7 2
To practise punctuation. Call out different words from the unit or previous units and
Phonics: to practise the initial sound d as in dinosaur. include the target initial sound d. Tell the children that
To introduce the vocabulary dinosaur, duck. every time they hear a word beginning with the sound d,
they must stand up and repeat the word. For example,
book, dance, pencil, dinosaur, table, door, sad, duck, happy.
Materials
CD 1 Extra Activit y
Show the children the toy duck. Call a volunteer to
A toy duck the front of the room and ask them to close their eyes.
Choose another child to hide the duck somewhere in
the classroom. Ask the child to open their eyes and
Warme r tell them to find the duck. The rest of the class help by
giving clues: they call out duck very quietly if the child is
Write two short sentences without any punctuation or far away and more loudly when they get closer.
capitalisation on the board. For example, my name is mike
my dog is called jack Read it all out without pausing for
breath and ask the children what is wrong. Punctuate the
sentence, if possible, with a different colour and read it
again. Explain that capital letters and full stops are tools
T r a n sc r ip ts
that help us understand written texts.
1.30 Listen and repeat.
duck, dinosaur, dance
Time to write!
1 Write capital letters and full stops. Debbie Duck and Danny Dinosaur don’t like to dance. Do
you?
Look at the example together and teach the terms capital
letter and full stop. Write the first sentence on the board
and correct it together. Then, tell them to copy it into their
books and do the same for the remaining sentences. Continuous Assessment
When they have finished, correct the sentences on the Evaluate whether the children can recognise when to
board as a class. If you wish, do some further practice use a capital letter and a full stop in a sentence.
by writing some more sentences on the board and invite
The children should be able to pronounce the initial
volunteers to come forward and correct them by adding
sound d correctly.
capital letters and full stops.
Pho nics
Activity Book
2 Listen and repeat. 1.30 Unit 2, page 14. See Teacher’s Book
Tell the children to look at the photos. Play the audio page 87 for the answer key.
and ask them to listen and point to each word. Play the
audio again and tell the children to repeat the words.
Ensure that they are pronouncing the words correctly,
especially the initial sound d. Ask the children if they can
think of any more words with the initial sound d and write
their suggestions on the board. For example, dog, dance,
drums, doll, dad, door.
3 Listen
and say. 1.31
Play the audio and ask the children to listen to and say
the tongue twister, ensuring that they are pronouncing the
initial sound d clearly. Repeat a few times, then practise
saying the tongue twister together, first slowly, then N o w g o to
quickly. Ad di tio na l
re so u rc e s
The children write three sentences with the three words Phonics Section: page 64. See page 69 for the answer
from Activity 2 in their notebooks, using capital letters and key and pages 138-139 for the transcripts.
full stops where necessary.
81
More More
phonics phonics
2
Go ar ou nd
TH E W OR LD
i-poster Hi! I’m Jacob
CAE from Australia.
1 Listen and number. Then, read and stick.
1.32
i-flashcards
3 1
IWB
I can paint animals. I can play the didgeridoo.
4 2
I can skimboard. I can feed kangaroos.
IE
2 Imagine! Draw and write.
My favourite Australian hobby
Child's own drawing
rnin
ea
I ca> Child's own answer . g
l
o
lear
n
t
24 Lesson 8 Learn about hobbies in Australia
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CAE he children develop their cultural
awareness as they learn about hobbies
in Australia. Check if the children can:
1 Listen and put the stickers in the correct places.
he children use their imagination and
T
IE
creativity by drawing their favourite 2 Choose and draw their favourite Australian
Australian hobby and imagining hobby.
themselves on a virtual visit.
82
CULTURE Lesson 8 2
To review the structure I can (play the didgeridoo). Divide the class into teams. Begin to draw one of the
To learn about hobbies in Australia. target vocabulary items on the board, for example, koala.
To introduce the vocabulary koala, didgeridoo, Award points for the team that guesses correctly first. If
skimboard, kangaroo. any team makes an incorrect guess, they have to wait until
the next round to guess again.
Materials
Unit 2 Stickers Ask individual children to stand up and mime their
favourite hobby from the lesson for the rest of the class
A world map or globe to guess.
Warme r T r a n sc r ip t
Point to the Australian flag and to Jacob. Ask a volunteer
to read the text from the speech bubble. Show the children 1.32 Listen and number. Then, read and stick.
the map or globe and ask them if they know where
Australia is. Invite individual children to come up and point Jacob: Hi! I’m Jacob from Australia.
it out and ask if anyone has ever been there. Encourage 1
the children to tell you anything they know about Jacob: I like music. I play the didgeridoo with my dad.
Australia. If you have a computer in the classroom, you Jacob’s dad: I can play the didgeridoo.
could look at images of Australia. You could also look at
pictures of some Australian animals. Explain that because 2
Australia is on the other side of the world, the seasons Jacob: I can feed the kangaroos. It’s fun!
are different there and Australians celebrate Christmas in
3
summer. Jacob: I can paint. Look at this koala. Koalas are an animal
from Australia.
Watch the video Hobbies in Australia to introduce the
lesson theme. 4
Jacob: I skimboard at the beach with my sister.
Jacob’s sister: Look at me! I can skimboard.
1 Listen
and number. Then, read and stick. 1.32
Play the audio and ask the children to look at the photos.
Teach the new vocabulary: koala, didgeridoo, skimboard Continuous Assessment
and kangaroo, then play the audio again and tell the Consider whether the children understand the concept
children to number the pictures 1-4. Tell the children to find that children around the world may participate in
their stickers. Ask a volunteer to read a sentence aloud different types of hobbies.
and ask the children where the sticker goes. Continue with Evaluate if they understand short audio texts
the remaining stickers, ensuring that the children have identifying different hobbies in Australia.
them in the correct places before sticking them in their
books.
2 Imagine!
Draw and write.
Tell the children to imagine that they are going to visit
Australia. Ask them which activity they would most like
to do. Tell them to draw a picture of the activity and
then complete the sentence. When they are finished,
encourage them to present their drawing to the class and
to use the target structures to talk about it, for example,
I can feed the kangaroos.
Ask the children to design a new flag for Australia based

on what they’ve learnt in the lesson.
83
Go aGAIN! 2
LL
1 Listen and say who. Then, read and write the names.
1.33
Teri
Tina Tasha
Tim
Tom
Tony
1 I ca>´† jugg¬æ. Toµ 4 I ca>´† dan©æ. Tiµ

2 I ca> dan©æ. Ton¥ 5 I ca> jugg¬æ. Ter^
3 I ca>´† pla¥ 6 I ca> pla¥
t™æ drumfi. Tinå t™æ drumfi. Tashå
LC
2 Look and tell a friend.
I can ride a bike.
rnin
LL ea
g
3
l
Choose your favourite activity in the unit and stick .

o
lear
n
t
Unit review 25
he children build on their prior knowledge of

T
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LL Key competences continuous assessment 26/10/2017 15:50:15
the unit vocabulary and language by listening

and choosing the correct character in a scene. Check if the children can:
1 Understand the listening activity and select
LC he children reinforce their speaking skills
T
the correct picture.
by practising the target language and
structures verbally. 2 Identify and say what activities they can or
cannot do.
LL The children develop their autonomy and
initiative by reflecting on the unit activities 3 Choose their favourite activity in the unit by
and selecting their favourite one. putting the sticker on it.
84
u n it R e v ie w 2
Language Objective
T r a n sc r ip t
1.33 Listen and say who. Then, read and write
the names.
Materials 1 4
Teacher’s i-solutions Interviewer: Hello! Can you Interviewer: Hello! Can you
Unit 2 Flashcards juggle? dance?
CD 1 Tom: Uh! No, I can’t. Tim: Ow! No, I can’t. It’s
Trophy Stickers difficult!
2
Unit 2 Story Cards
Interviewer: Hi! Can you 5
dance? Interviewer: Hello! Can you
Tony: Dance? Yes, I can. juggle?
Warme r Look! Teri: Yes, I can! Yes, I can!
Look!
Play Bingo. Stick the word cards on the board and 3
invite volunteers to read them aloud. Draw a grid with Interviewer: Hi! Can you 6
six squares and tell the children to copy it into their play the drums? Interviewer: Hi! Can you
notebooks and write one of the words in each square. Tina: No, I can’t. Argh! I don’t play the drums?
like drums! Tasha: Yes, I can. Listen to me!
Then, remove the word cards from the board and shuffle
them. Hold them up one by one and read the words aloud.
The children cross out the word on their grid if they have it.
The first child to cross out their six words calls out Bingo!
Activity Book
1 Listen
and say who. page 87 for the answer key and transcript.
Then, read and write the names 1.33 My new words, page 41.
See Teacher’s Book page 203
Ask the children questions about the picture: Can (Tina) for the answer key and transcript.
(play the drums)? Elicit complete answers. Play the audio,
pausing to let the children name the characters, repeating
if necessary. Then read the first sentence and the answer
together. Tell the children to read the remaining sentences
and to write the names in the spaces provided. Final Assessment
2 Look
and tell a friend. Name various hobbies.
Ask the children to work in pairs and tell each other what Ask others if they can or can’t do different hobbies.
activities they can or can’t do. When they have finished, Understand how to use basic punctuation in a sentence.
choose pairs to say some of their phrases for the rest of Describe whether or not they or another person can or
the class. can’t do something.
n
ear in
g

l
o l rn
ea
t
Allow the children time to look back over the unit and
N o w g o to
Ad di tio na l
re so u rc e s
Fast finishers work together to put the story cards in order. Teacher’s Resource Book
Unit test: depending on the level of your class, choose
from pages 97-100. See pages 128-129 for the answer
Wrap-up key and page 139 for the transcript.
Put the children’s chairs in a circle and tell them to sit End of term 1 test: pages 117-118. See page 133 for the
down. Stand in the middle and ask a question using the answer key and page 139 for the transcript.
target language and vocabulary, for example, Can you
dance? The children who can dance say Yes, I can and
stand up and change places with another child who can.
The children who can’t dance remain seated. Invite
volunteers to take your place to ask the next question. Drama
Drama games available for language consolidation.
85
2 2
Hobbies 2 Look and circle.
2 3
1 Look and write.
1
ride a bike juggle play the guitar dance
paint do karate sing make models
4 5
6
3 4
5 7
1 I can / can’t paint. 4 I can / can’t juggle.
6
2 I can / can’t dance. 5 I can / can’t do karate.
3 I can / can’t sing. 6 I can / can’t play the guitar.
8
3 Look and complete. Then colour the pictures. Child applies colours
can can't make models paint pictures ride a bike
I ca> ri∂æ I ca>ª† ma§æ I ca> pain†

1 dan©æ 5 do kara†æ å bi§æ . mo∂elfi . pictu®efi .
2 pain† 6 jugg¬æ
3 ma§æ mo∂elfi 7 sin@
4 ri∂æ å bi§æ 8 pla¥ t™æ guita®
10 11
2 T r a n sc r ip t
4 Listen and match.
4
1
4 L
isten and match.
1
2 Look at me! I can dance.
3
2
Oh, no! I can’t play the guitar.
4
3
5 Wheee! I can ride a bike. Hurray!
4
I can do karate. Look at me!
5 Look and complete. Then colour the pictures. Child applies colours
5
t Oh, no! I can’t juggle.
d
p l k
t e n a
∂o § a rå † æ p a^> † µa § æ mo ∂ æ l fi
s n b i
i y
p
g e r
s ^n @ ® i ∂æ å b i§ æ p lå ¥ t™æ g¤ i tå ®
12
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86
2 2
6 Look and write. 8 Write capital letters and full stops. Then match. Time to write
Yes, I can. No, I can’t.

Thifi ifi m¥ spi∂e® .
Can you ride a bike? Can you juggle?
I †´fi blac§ an∂ whi†æ .
Yefi, I ca>. No, I ca>ª†. M¥ sis†e® ifi †e> ¥earfi ol∂ .

Can you skip? Can you walk on
your hands?
P h o n ic s
9 Circle the d words. Then, complete and match.
No, I ca>ª†. Yefi, I ca>. saur uck nce or
7 Complete and answer. Child's own answers
1 C”a> yo¤ jugg¬æ ?

1 dino s a u ®
2 C”a> yo¤ sin@ ?
2 do o ®
3 C”a> yo¤ pain† ? 3 då n © æ
4 du c §
4 C”a> yo¤ dan©æ ?
13 14
2 T r a n sc r ip t
GO AGAIN!
1 Write and circle. 5 L
isten and tick ✓ or cross ✗.
n l j u g g l e m
ri∂æ å Melissa: Hi, Toby!
d
r
s
i
r
d
q
e
p
a
z
b
x
i
v
k
y
e
bi§æ Toby: Hi, Melissa!
pa in † Melissa: I can see you’ve got a guitar. Can you play the
k n u s i q k l t
guitar?
n g d a n c e c d
Toby: Yes, I can!
d an © æ r p l x t z q p w
j d o k a r a t e
j uggl æ Melissa: Aah. Can you paint?
Toby: No, I can’t.
do §ara † æ
s in@ Melissa: Tell me about your other hobbies!
Toby: Well, I can make models. Do you like my model of a
castle?
5 Melissa: Yes, it’s very good!
P Melissa: Can you do karate?
Toby: No, I can’t do karate.
O O P Melissa: What else can you do, Toby?
Toby: Well, I can ride a bike!
Melissa: Fantastic!
P P
Melissa: And can you dance?
Toby: Oh, yes! I can dance! That’s my favourite hobby!
Melissa: Me too!
My new words
page 41 15
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87
1 Mum, where’s my guitar? 2 I can’t find my guitar. 7 Tim can pla
3 4 Look! Boris can make models. 9
Ask Boris. He’s

in the garden.
5 It’s time to practise! 6 11
I like it!
LC
Listen to the story. Listen again
1.34
26 Units 1 and 2 review
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LC he children consolidate their knowledge
of the vocabulary and structures learnt so
far by listening to a story. Check if the children can:
1 Follow and understand the story.
88
units
1 and 2
7 Tim can play the piano… 8 Come on, Boris!
… and Gina can sing!
9 10
Look at this, Tim! Where’s Gina?
11 12 Look! Granny can sing AND dance!
They’re amazing!
What can we do?
LC
1.34
Units 1 and 2 review 27
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he children develop their listening skills
LC
by listening to the story and sticking the
missing speech bubbles in the correct Check if the children can:
positions. 1 Complete the story using the stickers.
89
tell the children to follow the story in their books. Write
Language Objectives the prepositions from Unit 1 on the board: in, on, under
To listen to and answer questions about a story. and behind. Ask questions about the story using the
To review vocabulary relating to rooms in the prepositions, Where is the (plant)? It’s (on) (the table).
house, furniture, prepositions, musical instruments
and hobbies.
To introduce the vocabulary terrible. Post-listening activity
To review the structures Where’s (my guitar)?
It’s (under) the (table). I can’t (find my guitar). Write the prepositions in, on, under and behind on pieces of
Granny can (sing). paper and place them on different walls of the classroom.
Model the activity by calling out statements describing a
scene from the book, but eliminating the preposition: Dad
Materials is … the bike. The children say the preposition and point to
Teacher’s i-solutions the correct piece of paper.
CD 1
Unit 1 Flashcards Wrap-up
Unit 2 Flashcards
Tell the children that you are thinking of one of the scenes
Techies Stickers Units 1 and 2
from the story and describe something you can see in the
scene: I can see six pictures on the wall. Encourage the
Two foam or paper balls, a drawstring bag, music children to tell you which number scene you have described
(scene 3).
Teacher’s notes for this section are designed to allow the
story to be approached in one or two sessions. If time
is short, teachers may choose to select activities and Extra Activit y
combine them to form a single lesson working with Parts Play Simon says to practise vocabulary for prepositions
1 and 2 together. Note that in both lessons the children of place and items of furniture. The children must do the
listen to the whole story. action only if the instruction is preceded by the phrase
Part 1 Simon says, for example, Simon says (point to the
bookcase).
Warme r
Place the Unit 1 flashcards face down on the floor in two
rows of 7. Place the wastepaper basket about 3 metres
away from the flashcards. Put the children into four teams
T r a n sc r ip t
and give the first member of each team a ball. The first
child ‘shoots’ at the wastepaper basket. If the ball goes in, 1.34 Listen to the story.
they turn over a flashcard and the team names it. If they
miss, the next team takes a turn. Teams get a point for Narrator: Tina can’t find her guitar.
each flashcard they name correctly. Tina: Mum, where’s my guitar?
Mum: It’s in the living room.
Pre-listening activity Narrator: Dad is in the living room on his bike.
Send a volunteer outside the classroom. Hide a small Tina: I can’t find my guitar.
object, for example, a pencil case, in the classroom. When Dad: Look! It’s under the table.
the child comes back in, say I can’t find my pencil case! As Narrator: But the guitar isn’t under the table.
the child goes around the room looking for it, the rest of Tina: Where’s my guitar?
the children say Where’s my pencil case? They should say Dad: Ask Boris. He’s in the garden.
the phrase quietly if the child is far away from the hiding
Narrator: Look! Boris can make models.
place and loudly if the child is near it until they find it.
Tina: Oh, Boris! That’s my guitar!
Narrator: Oh, no! Boris is in trouble now!
Listen to the story. 1.34
Narrator: Here’s Tim and Tina’s friend, Gina.
Tell the children to look at the story. Ask them to work Tim: It’s time to practise!
in pairs and find as many items of furniture as they can Tina: Hi, Gina!
in The Techies’ house. Set a time limit. Elicit the words Gina: Hi, Tina!
and write them on the board (chair, cupboard, door, plant, Narrator: Tina, Tim and Boris have got a new hobby.
rug, table, window). Ask the children where The Techies Dad: This is terrible!
are in the different scenes and elicit the names of rooms Granny: I like it!
in the house (garden, living room). Play the audio and
90
units
1 and 2
Part 2 Extra Activit y
Warme r Divide the class into three groups. Give each group
Put the Unit 2 word cards in a drawstring bag and ask a set of word cards and flashcards, either musical
the children to sit in a circle. Play some music and pass instruments, furniture, rooms in the house or hobbies.
the bag around. When you stop the music, the child who Show them how to play a memory game. Each child
has the bag takes out a word card, reads it in secret and takes a turn to turn over two cards and say the name of
mimes the word for the rest of the class to guess. Continue, the words or pictures. If they find a matching word and
starting the music again and passing around the bag until picture, they get to keep the cards. If the cards don’t
the children have mimed all the words. match, they turn them over again. At the end of the
game, they count the cards. The person with the most
Pre-listening activity cards is the winner.
Display the flashcards of the musical instruments and ask
the children if anyone can play an instrument. If they can,
encourage them to tell the class about it. Play some music
and tell the children to listen carefully and see if they can T r a n sc r ip t
identify the different musical instruments being played.
Narrator: Tim can play the piano… and Gina can sing!
Gina: One, two, three, four!!!
Listen again and stick the missing speech bubbles. 1.34
Narrator: Tina can play the guitar… and Boris can play the
Play the audio and tell the children to follow the story in drums.
their books, then hand out the stickers. Invite volunteers Tina: Come on, Boris!
to read out the texts in the speech bubbles. Then, tell the Narrator: The next day… Tim and Tina are in the street.
children to work in pairs and decide where the stickers go Tina: Look at this, Tim!
in the story. Play the story again for them to check their Narrator: Tina can see a poster. There’s a talent show.
answers, then check answers as a class before they stick Tim: Let’s go!
on the speech bubble stickers. Narrator: It’s time for Tim, Tina and Boris to play…
Tim: Where’s Gina?
Tina: Dad, can you phone Gina?
Post-listening activity Dad: OK.
Play a memory chain game. Ask the children to sit in a Dad: Gina can’t come…
circle and say I can (sing). The child next to you continues Tina and Tim: Oh, nooo!
the chain, adding another phrase about something they Tim: What can we do?
can do: I can (sing) and I can (play the guitar). Continue, Dad: …but I’ve got an idea!
until all the children have had a turn or the list is too long Narrator: Look! Granny can sing AND dance!
to remember. Mum: They’re amazing!
Wrap-up
Put the children into two teams. Play Pictionary with words
from the last two lessons (names of musical instruments,
rooms in the house, furniture and hobbies). Slowly begin to
draw one of the vocabulary items on the board, pausing
to give the children time to guess what it is before drawing
more. When someone guesses, give their team a point and
write the word on the board under your drawing.
91
UNIT 3
Overview
• Present Simple: singular • Clothes: coat, dress, hat, • Phonics: initial sound j • Colours
and plural of the verb jeans, shoes, shorts, as in jacket • Have got
to be trousers, T-shirt
•P resent Continuous: • Weather: cloudy,
questions with What and raining, snowing, sunny,
answers windy
•S tructure: What’s the • Adjectives: cold, hot,
weather like? It’s (sunny). • Extra: clown, costume,
parade
Language Objectives
• To use the Present • To understand and use • To understand and use • To produce the initial
Continuous with clothes. clothes vocabulary. vocabulary related to sound j correctly.
• To use is or are with • To identify clothes by clothes and their colours.
clothes. their colour. • To describe the
• To describe people by • To describe the clothes relationship between
their clothes. someone is wearing. the clothes one wears
and the weather.
• To use hot and cold to • To understand and use
describe the weather. vocabulary related to • To share opinions about
weather. the weather.
• To ask and answer
about the weather.
Skills Objectives
• To say the clothes •T

o write colour words
words. clothes vocabulary. repeat target vocabulary. independently.
•T o ask and answer •T
o complete sentences
about clothes. weather vocabulary. in with songs. with target vocabulary.
•T o describe the clothes •T
o read and follow a •T
o demonstrate •T
o complete a
people are wearing. song. understanding by description using target
•T o describe the weather. •T
o understand simple colouring and numbering. vocabulary.
•T o ask and answer sentences. •T
o understand the
about the weather. •T
o demonstrate narrative of a story.
understanding by •T
reading and colouring. sound j.
92
• The children can identify, understand, produce and answer Fully interactive teaching and learning materials
the question What are you wearing? organised into step-by-step lesson plans in the
• The children can identify, understand, produce and form of learning paths including:
answer the question What’s the weather like?
• The children can identify, understand and produce clothes culture lessons
and weather vocabulary.
• The children can describe clothes using colours.
texts
Flashcard Bank
• Teacher’s i-solutions • Teacher’s Resource Book
• Student’s Book CD 1 Lesson 4: CLIL, p 75 Additional interactive games for
whole-class content reinforcement
• Story Cards Unit 3 Lesson 5: Language, pp 11-13
• Flashcards Unit 3 Listening, p 33 Interactive Routine poster
• Poster Unit 3 Lesson 6: Reading, p 39 Game Generator to create your own
• Student’s Book Unit 3 Writing, p 45 IWB games to play with the children
• Pop-outs Unit 3 Lesson 8: Speaking, p 51
• Activity Book Unit 3 Unit review: inserting notes, links and external files. It is also
zoom windows.
• A selection of (adult-sized) dressing-up clothes: coat, dress, Save all your teaching sessions to meet the
hat, jeans, shoes, shorts, trousers, T-shirt; a bag, a ball, a photo, needs of each individual class.
a world map or globe, a beanbag, 5 pieces of white card
GO Innovate!
Lesson 1: Flipped Learning
the course resources, see our
Unit review: Cooperative Learning
Drama Activity Bank: pages 23-31.
Key competences
LC
The children develop listening, speaking, reading and The children learn the basic social rules of listening and
writing skills, as well as grammar rules, vocabulary and taking turns when asking questions.
phonics for pronunciation. The children learn to talk about
clothes and the weather. CAE Cultural awareness and expression
The children develop their cultural awareness by learning
MST Competence in Maths, Science and Technology about Carnival and fancy dress costumes.
The children develop their scientific understanding of the
natural world by identifying how we use different clothes LL
Learning to learn
and do different activities depending on the weather. The children develop strategies to improve the learning
process through a variety of activities aimed at multiple
DC Digital competence intelligences.
working together on the unit using the IWB. IE
choosing a carnival costume to draw and describe.
93
3
LC
Carnival!
1.35
CAE
2 Listen and chant.
1.36
trousers 4
1
dress 3
2
3 coat 2
4 6
5
7
jeans 6
8
T-shirt 5
shorts 7
LC
3 Look and complete with colours. hat 1
1 T™æ d®esfi ifi 2 T™æ troußerfi a®æ
pin§ . ®e∂ . shoes 8
28 Lesson 1 Clothes vocabulary
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LC
he children develop their listening skills and
learn a set of vocabulary related to clothes.
The children develop confidence in their 1 Recognise the vocabulary and match the
CAE
expression and improve the rhythm of their numbered pictures to the correct clothes in
speech by listening to and memorising the column on the right.
a chant.
2 Keep the rhythm and remember the chant.
LC
he children improve their spelling by writing
T 3 Spell and write the colours correctly.
the names of the colours.
94
Lesson 1 3
Language Objectives The children draw themselves with the items of clothing
To practise listening skills. they are wearing today, labelling them with the
To introduce clothes vocabulary: coat, dress, hat, vocabulary they know.
jeans, shoes, shorts, trousers, T-shirt.
To revise colours: black, blue, green, orange, pink, Wrap-up
purple, red, yellow.
Mime putting on an item of clothing and ask the children to
guess what it is. Then ask a volunteer to come and mime
Materials for the class to guess. Once the children are familiar with
Teacher’s i-solutions the game, they can play in pairs or small groups.
Unit 3 clothes Flashcards
CD 1
Extra Activit y
Show the children the flashcards and review the clothes
selection of (adult-sized) dressing-up clothes: coat,
A vocabulary. Then put the flashcards one by one into
dress, hat, jeans, shoes, shorts, trousers, T-shirt; a the bag. Take out seven of the flashcards and ask the
bag children to identify which one is missing. When the
children can easily identify a single missing flashcard,
play again, leaving two or more flashcards in the bag.
Warme r
Show the children the dressing-up clothes and invite four
volunteers to come to the front of the class. Invite each child T r a n sc r ip ts
to choose two items of clothing and put them on. Describe
what the children are wearing for the rest of the class and
invite them to model the clothes: (Rodrigo’s) wearing a (blue) 1.35 Listen, point and repeat. Then, match and
(coat) and a (red) (hat). Continue, changing volunteers to say.
model the clothes, and elicit the names of the clothes from
the class. Then name and display the flashcards, asking the 1 hat 2 coat 3 dress 4 trousers
children to repeat the words with you. 5 T-shirt 6 jeans 7 shorts 8 shoes
1.36 Listen and chant: Clothes

1 Listen,
Trousers and dress,
Explain that Ryan and Jasmin are looking at costumes for Coat and jeans.
Carnival. Play the audio and ask the children to point to Yellow and red,
the items of clothing. Then, play the audio again and tell Orange and green.
More
the children to repeat the words. Look
More
at the pictures
practice practice P P
on
T-shirt and shorts,
the right and name them together, then ask the childrenF F
Hat and shoes.
to match the numbered items of clothing with the pictures. Pink and black,
Check answers as a class, asking What’s number (one)? SC SC
Purple and blue.
More
phonics
76 of
Morethe
phonics
Student’s Book.
2 Listen
and chant. 1.36
Initial Evaluation
Play the audio a few times and encourage
i-poster
the children Check if the children can name the different clothes and
to join in. Once they are familiar with it, write the lyrics on describe their colour.
the board. Rub out a clothes word and a colour word and
i-flashcards
encourage the children to remember the missing words.

Continue, rubbing out two more wordsIWB and
i-booksay the chant
again. Continue until all the clothes and colour words are
rubbed out and see if the class can still say the chant. Activity Book
3 Look
and complete with colours. page 114 for the answer key.
Write the colours black, blue, green, orange, pink, purple,
red and yellow on the board. Ask the children to point to
things in the classroom: Point to something (red). If they
are able, you can ask individuals to spell the names of the
colours. Point to the clothes on the right and ask the children
what colours they are. Finally, tell them to look at Activity 3.
Read the sentences together and tell the children to write the Flip this lesson!
colours in the spaces. Flipped Learning dynamic available in
95
3
CAE
1 Listen and stick.
1.37
trousers 4
dress 3
coat 2
jeans 6
LC
T-shirt 5 2 Listen and sing.
1.38
What are you wearing?

shorts 7 What are you wearing?
What are you wearing today?
A beautiful dress and shiny shoes.
It’s Carnival! Hurray!
hat 1
shoes 8
What are you wearing? I’m wearing a (black hat). Lesson 2 29
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he children develop their cultural
CAE
awareness and improve their
comprehension skills by listening to a Check if the children can:
conversation about Carnival clothes. 1 Understand the dialogue and stick the correct
LC
clothes on the corresponding character.
The
children reinforce the target
vocabulary set by singing a song. 2 Identify the missing words in the song.
96
Lesson 2 3
To practise listening skills. The children draw pictures of themselves in their
To introduce the structures What are you wearing? favourite outfits and add a description: I am wearing a
I’m wearing (a hat). (pink) T-shirt and (blue) jeans. Make a classroom display.
To revise clothes vocabulary.
Materials T r a n sc r ip ts
Unit 3 Stickers
CD 1
1.37 Listen and stick.
1 Jasmin: Hello? This is Jasmin.
A ball Mike: Hi, Jasmin. It’s Mike. What are you wearing to Carnival?
Jasmin: I’m wearing a dress. It’s pink. And I’m wearing
purple shoes.
2 Mike: Hi, Carla!
Warme r Carla: Hello, Mike!
Mike: Carla, what are you wearing to Carnival?
Ask the children to sit in a circle. Hold the ball and say I’m Carla: I’m wearing a T-shirt. It’s green and white.
wearing a (dress). Pass the ball to one of the children and Mike: A green and white T-shirt?
have them repeat your phrase and add to it, for example, Carla: Yes. And I’m wearing black shorts. Oh! And I’m
I’m wearing a (dress) and a (hat). The children continue to wearing a black hat.
pass the ball along, repeating the previous phrase and
3 Mike: Hello, Ryan! What are you wearing to Carnival?
adding to it. Play until all the children have had a turn and
Ryan: I’m wearing a shirt. It’s yellow.
the list gets too long to remember. Mike: A yellow shirt?
Ryan: Yes. I’m wearing a white hat and I’m wearing jeans.
They’re blue.
1 Listen
and stick. 1.37
Mike: Fantastic! Bye, Ryan!
Tell the children to look at the stickers. Ask and answer Ryan: Bye, Mike! See you at Carnival!
More
practice
More
P P
questions about the different clothes in the illustrations:
practice
What colour is the (dress)? Tell the children to look at F F 1.38 Listen and sing: What are you wearing?
Activity 1 and elicit the characters’ names. Play the audio,
stopping after each dialogue. Elicit the clothes that each SC SC What are you wearing? A shirt and jeans and a
character is wearing, and tell the children
More toMore
stick the What are you wearing? cowboy hat.
phonics phonics
What are you wearing today? It’s Carnival! Hurray!
clothes on.
A beautiful dress and shiny Chorus
2 Listen
and sing. 1.38 shoes.
It’s Carnival! Hurray! A T-shirt and shorts and a
Revise the question What are you i-poster
wearing? Ask a pirate hat.
volunteer to come to the front and describe their clothes. Chorus It’s Carnival! Hurray!
Repeat with more volunteers. Tell i-flashcards
the children to look at
Activity 2. Read the lyrics and play the song. Once the
children are familiar with it, write the
IWB lyrics
i-bookto the first verse
on the board minus the clothes words. Then play the first Continuous Assessment
verse again and invite volunteers to come to the board Assess whether the children understand the question
and fill in the gaps. Repeat with the remaining verses of What are you wearing? They should be able to follow
the song. short dialogues identifying different clothes and colours.
A child chooses someone in the room and writes about

their outfit: I’m wearing a (yellow) (T-shirt), (blue) ( jeans) and Activity Book
(white) (shoes). If there are other fast finishers, they take Unit 3, page 17. See Teacher’s Book
turns to guess which person in the class they have written page 114 for the answer key.
about.
Wrap-up
Ask the children to look at Activity 1 again and to study
and remember the children’s Carnival costumes. Then tell
them to close their books and say I’m (Ryan). I’m wearing
a green shirt. Invite the class to say if the statement is true
or false. Thinking routine available for extension.
97
3
LC
1 Listen and repeat. Then, listen and colour.
1.39 1.40
jumper skirt
shirt
1 4
6
3 5 2
LC
2 Listen and number. Then say in pairs.
1.41
What are you wearing?

I’m wearing a red T-shirt and a purple skirt.
You’re number 5.
SCC
3 Dress a pirate. Then, ask and say. Time to talk
30 Lesson 3 What are you wearing? I’m wearing a red (T-shirt).
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LC he children improve their vocabulary and
build on their listening skills by following
the instructions. Check if the children can:
LC 1 Colour the items of clothing correctly by
The children develop their listening skills following the instructions.
by identifying clothing according to colour.
2 Identify the drawings and number them
SCC he children improve their social skills
T correctly.
by working in pairs to practise the target
vocabulary and language. 3 Ask and answer questions about how their
pirate is dressed.
98
Lesson 3 3
To revise clothes and colour vocabulary. Put the children into small groups and get them to do
To introduce new vocabulary: jumper, shirt, skirt. a show and tell with their pirates. They describe their
To introduce the structures What are you wearing? clothes to the group.
I’m wearing a (yellow) (T-shirt).
Unit 3 clothes Flashcards 1.39 Listen and repeat.
CD 1
Unit 3 Pop-outs jumper, skirt, shirt
1.40 Listen and colour.

Warme r
Look at the jumper. Colour it orange. It’s an orange jumper.
Pre-teach the new words: jumper, shirt and skirt by Look at the skirt. Colour it blue. It’s a blue skirt.
showing the flashcards. Lay the clothes flashcards and Can you see the shirt? Colour it purple. It’s a purple shirt.
word cards face down on the floor. Put the children into
teams and play a memory game. Each team takes a turn 1.41 Listen and number. Then say in pairs.
to take over two cards and say the name of the words or 1 4
pictures. If they find a matching word and picture, they Interviewer: Hello! What are Interviewer: What are you
keep the cards. If the cards don’t match, they turn them you wearing? wearing?
over again. Boy 1: I’m wearing green Girl 2: I’m wearing a dress.
trousers and a blue coat. A red and blue dress.
Interviewer: Green trousers Interviewer: I can see you. I
1 Listen
and repeat. 1.39
Then, listen and colour. 1.40 and a blue coat? Oh yes, like your dress.
you’ve got a parrot!
Ask the children to look at the pirates. Play the audio and 5
tell them to listen and repeat the new words as they point 2 Interviewer: What are you
to the pictures. Play the next audio and tell the children to Interviewer: What are you wearing?
colour the clothes. Pause the audio after each instruction wearing? Girl 3: I’m wearing a purple
and elicit the correct colour: What colour is the ( jumper)? Girl 1: I’m wearing a jumper. skirt and brown shoes.
It’s blue and white. And I’m Interviewer: Brown shoes?
wearing blue jeans. Oh yes, and you’ve got a
2 Listen
and number. Then say in pairs. 1.41
Interviewer: Blue jeans? Oh black hat and a parrot!
Play the audio and tell the children to number the pirates yes! I can see you.
6
1-6. Tell them to look at the picture and say I’m wearing a 3 Interviewer: What are you
(blue) and (white) jumper. Ask the children to point to the Interviewer: What are you wearing?
pirate and elicit the number. Tell the children to look at wearing? Boy 3: I’m wearing a black
Activity 2 and ask two volunteers to read the text in the Boy 2: I’m wearing a white and yellow T-shirt.
speech bubbles. Then ask the children to work in pairs and shirt and I’m wearing a red Interviewer: I can see you.
play the game. hat. You’ve got black shorts.
Interviewer: Oh yes, and
3 Dress a pirate. Then, ask and say. Time to talk you’ve got brown trousers.

Hand out the pop-outs. Let the children colour the clothes,
then tell them to pop out the pieces of the template. Let
them dress their pirate, then tell them to work in pairs and
ask and answer questions about their pirates following the Continuous Assessment
model in Activity 2. Assess whether the children can ask and respond to the
question What are you wearing? and to other questions
relating to the colours of clothes.
Children redress their pirates; however, other fast finishers

are to tell them what their pirate should wear: I’m wearing
a (hat) and a (skirt). Activity Book
Wrap-up page 114 for the answer key and transcript.
Tell the children to study the picture for thirty seconds,

then to put their books on their heads. Say I’m wearing a
(red) (T-shirt). Go! The children take their books off their
heads and find the pirate with the (red) (T-shirt). When they
find him or her, they put their hands up. Ask the first child
to raise their hand to say the number of the pirate.
99
CLIL Go find out! 3
MST
1 Listen and say the number.
1.42
1 2 3 4
LC
2 Look and stick. Then say in pairs.
It’s hot. It’s cold.
I’ve got a jumper.
It’s cold.
Natural Science: hot and cold weather clothes Lesson 4 31
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MST he children develop their knowledge of
Natural Science by understanding how the
weather affects which clothes we wear. Check if the children can:
LC The children reinforce their clothes 1 Understand the dialogue and identify the
vocabulary and distinguish between winter pictures.
clothes and summer clothes. 2 Stick the clothes stickers in the correct
category.
100
Lesson 4 3
Extra Activit y
Language Objectives
To introduce the adjectives hot, cold. Display the poster. Draw a table on the board with
To revise clothes: coat, hat, jeans, jumper, shorts, three sections. Label the sections Hot, Hot or Cold
T-shirt. and Cold. Point to an item of clothing from the poster
To introduce the structure I’ve got (a hat). and ask the children to decide if the garment is for
hot weather, cold weather or both. Write the word in
the corresponding section of the table, then ask the
Materials children to work in pairs and categorises the rest of the
Teacher’s i-solutions clothes words from the poster.
Unit 3 clothes Flashcards
CD 1
Unit 3 Stickers
Unit 3 Poster T r a n sc r ip t
1.42 Listen and say the number.
Warme r
1
Divide the class into teams. Take a flashcard, show it very Interviewer: Hello! What are you wearing?
quickly and ask What’s this? Give the teams time to decide Girl 1: I’m wearing a dress and a hat. Phew! It’s hot today!
what was on the flashcard.
2
Interviewer: What are you wearing?
Boy 1: I’m wearing a coat and trousers. And I’m wearing a
1 Listen
and say the number. 1.42
hat, too. Brrr! It’s cold.
Tell the children to look at the photos. Pre-teach the
vocabulary It’s hot! and It’s cold! through mime. Ask about 3
the temperature outside the classroom and encourage the Interviewer: What are you wearing?
Boy 2: I’m wearing shorts and a T-shirt. It’s hot!
children to say It’s hot! or It’s cold! Ask the children to look
at the pictures and say whether they think it is hot or cold 4
in each scene. Then, play the audio, pausing after the first Interviewer: What are you wearing?
dialogue. Encourage the children to say the number. Girl 2: I’m wearing jeans and a jumper. It’s cold.
2 Look
and stick. Then say in pairs.
Tell the children to find their stickers and elicit the names
of the clothes. Tell them that some of the clothes are for Continuous Assessment
when it’s hot and some are for when it’s cold. Ask the Check if the children can recognise the names of
children to find the sticker of the hat. Say I’ve got a hat. Is different clothes in short audio texts.
it hot or is it cold? Elicit the answer, which can be either
It’s hot or It’s cold. Explain to the children that we can use They should be able to associate clothes with either
a hat all year round, then tell them to stick the hat in the hot or cold weather conditions.
suitcase they want. Continue with the remaining stickers,
which will be adequate only for one option. When all the
stickers are in place, ask the children to work in pairs
and make sentences together, following the model in the
speech bubbles.
Tell the children to divide their page into two columns: hot
and cold. Ask them to draw the clothes vocabulary in the
correct column.
Wrap-up
Play Bingo. Display the word cards on the board. Draw
a grid with six squares and tell the children to copy it into
their notebooks, then tell them to choose six words and
write them in their grid. Remove the word cards from the N o w g o to
board and shuffle them. Hold them up one by one and Ad di tio na l
read the words aloud. The children cross out the word on
their grid if they have it. The first child to cross out their six
re so u rc e s
words calls out Bingo!
101
3
t 's C a r n i v a l !
LC
1 Look and say the scene.
Scenes: 6 7 1 2 3 4
LC
1.43
2
What’s the weather like?
4
3 What are you wearing?
ES0000000046921 762734_GO_SB2_U3_p28a37_67547.indd 32 08/11/2017 8:14:02

LC LL he children develop their awareness
T
he children develop their observational
T
of the importance of not getting
frustrated and of being positive.
LC
The children develop their language skills
by learning how to talk about the weather.
102
Now it’s cold
and windy.
5 6
Happy Carnival!
LL
V
Value: Be positive! 33
ES0000000046921 762734_GO_SB2_U3_p28a37_67547.indd 33 26/10/2017 15:37:43

1 Find and name the items in the story and say 3 Understand the importance of being able
the correct scene number. to handle minor setbacks.
2 Name the different types of weather in the

different parts of the story.
103
3 Lesson 5 Sto ry
Wrap-up
Language Objectives
To listen to and understand a story. Take all the Unit 3 flashcards and word cards and lay
To recognise key vocabulary in context: clown, them face down on the floor. Put the children into teams
costume, parade; cloudy, raining, snowing, sunny, and play a memory game. Each team takes a turn to turn
windy. over two cards and say the name of the words or pictures.
To introduce the structures What’s the weather like? If they find a matching word and picture, they get to keep
It’s (raining). the cards. If the cards don’t match, they turn them over
again. At the end of the game, count the cards. The team
with the most cards is the winner.
Materials
Unit 3 Flashcards Extra Activit y
Unit 3 Story Cards Ask the children to sit in a circle. Give out the weather
CD 1 flashcards to five children. Play some lively music (if
possible, play some Brazilian Carnival music). The
children pass the flashcards around the circle, face
Warme r downwards. Stop the music and tell the children
Display the weather flashcards and teach the new holding the flashcards to turn them over. Ask What’s the
vocabulary. Say It’s (cloudy), and hold up a flashcard. If weather like? The children say the weather according
the answer is correct, the children say True and put their to their flashcard. Continue the game until all the
thumbs up; if it is incorrect, they say False and put their children have had a turn.
thumbs down. Practise a few times, then if the children are
able, invite volunteers to come to the front of the class and
take your place. Look out of the window and ask What’s Continuous Assessment
the weather like? Encourage the children to answer using Make sure the children can follow the story and infer
the target structure. information about the main character’s emotional state
as the story progresses.
1 Look
and say the scene.
Tell the children that they are going to read a story about
Carnival. Ask them if they celebrate More Carnival and what
practice
More
P P
they do. Write the word Carnival on the board and elicit
practice
the vocabulary costume and parade. Tell the childrenF to F

look at Activity 1. Elicit the names of the items and tell
the children to find the items in the story. Display theSC SC
story cards and call on individualMorechildren More
phonics
to come to the
phonics
front of the class and point out the items.
2 L isten to the story.

1.43

i-poster
about Carnival day. Play the audio and tell them to follow
along in their books. Then, tell them to close their books
i-flashcards
and display the story cards. Play the audio and pause
after each story card to ask the IWB
literacy help questions
i-book
at the back. Model and drill the sentences What’s the

weather like? It’s (snowing). Put the children into eight
groups and give each group a story card. Tell the groups
to sit down with their story card. Play the story again and
tell the groups to stand up when they hear their story card
being narrated and show it to the rest of the class.
N o w g o to
Ad di tio na l
The children write a list of as many characters from the re so u rc e s
story as they can.
Language Section: depending on the level in your
class, choose from pages 11-13. See pages 24-25 for the
answer key.
key and page 139 for the transcripts.
104
Sto ry Lesson 5 3
V V a lu e
Be positive!
Show story card 2 and ask the children If you have time, the following activity is a
how Mike feels. Elicit that Mike is fun way to reinforce this value. Write
worried about the weather for the some positive and negative phrases
Carnival parade. Focus on his facial on squares of card. Positive phrases
expressions, his intonation and how could include I am good. I can do it.
his attitude affects his dog! Then, I am important. I am happy. I am strong.
focus on his mum’s attitude. Show Negative phrases could include I am
story cards 3 and 4 and draw the sad. I can’t do it. It’s too difficult.
children’s attention to the cheerful Show the children the phrases
expressions on Mike’s friends’ faces. at random and ask them if they
Ask the children if they can think of any are positive or not. When they
time their friends’ and families’ positive identify a negative phrase, ask volunteers
attitude has helped them, for example, to scrunch it up, step on it and put it in
cheering them on in a race or a sports the bin. When they identify a positive
event. Ask them to think back to the phrase, encourage them to repeat it
story where Carla’s friends and family were together and shout it out.
telling her to keep trying.
T r a n sc r ip t
It’s Carnival!
1.43
Carla: Hi, Mike! Hi, Jack! It’s time to go

Story Card 1 to the Carnival parade.
Narrator: It’s Carnival day! Mike: Let’s go!
Ryan’s mum: Wake up, Mike! Carla: I like Jack’s costume.
Mike: What’s the weather like? Mike: Thanks!
Ryan’s mum: Look out of the window!
Story Card 5
Story Card 2 Narrator: Now the parade is starting.
Mike: Oh, no! It’s snowing and it’s Carnival today! Carla, Jasmin and Ryan: Hi, Mike!
Ryan’s mum: Don’t worry! The weather can Narrator: Now it’s cold and windy.
change! Carla: Oh, no! My hat!

Ryan: Hi, Mike! Mike: Jack! Come back!
Mike: Hi, Ryan! Narrator: Oh, no! What’s Jack doing now?
Ryan: What are you wearing?
Mike: I’m wearing a clown costume. Story Card 7
But it’s raining. Mike: Oh, Jack!
Ryan: Oh, no! But don’t worry! The Carla: Look! Jack’s got my hat!
weather can change quickly!
Story Card 8
Story Card 4 Narrator: Now it’s hot and sunny and everyone
Narrator: It’s not raining now, but it’s is happy.
cloudy. Mike: Happy Carnival!
105
LC
3
1 Listen and repeat. 2 Listen and say the weather. 1 Read, lo
MST 1.44 1.45
1 2 3
It’s raining. It’s cloudy. It’s snowing.
4 5
It’s windy. It’s sunny.
LC
3 Listen and sing.
1.46
Mike! Mike!
Look out of the window
and say.
It’s raining! It’s raining!

It’s raining today!
I can’t go out and play.
34 Lesson 6 What’s the weather like? It’s (cloudy).
ES0000000046921 762734_GO_SB2_U3_p28a37_67547.indd 34 26/10/2017 15:37:44

LC he children develop their pronunciation
and intonation skills by listening to a
recording and repeating the phrases. Check if the children can:
MST The children become aware of how the 1 Repeat and understand the weather phrases.
weather affects not only what we wear
2 Understand the description of what Mike
but what activities we can do outside.
is wearing and relate it to the weather.
LC
The children practise structural fluency by 3 Learn a song and perform it as a class.
chanting questions and answers.
106
Lesson 6 3
To practise talking about the weather.
To practise using clothes vocabulary in the context 1.44 Listen and repeat.
of what the weather is like.
To learn a song and say it as a class. 1 It’s raining. 2 It’s cloudy. 3 It’s snowing. 4 It’s windy.
5 It’s sunny.
Materials 1.45 Listen and say the weather.

Narrator: Hi, Mike! What are Narrator: What’s the weather
CD 1
you wearing? like?
Unit 3 weather Flashcards Mike: I’m wearing a jumper
Five pieces of white card and trousers. Narrator: What are you
Narrator: What’s the weather wearing today, Mike?
like? Mike: I’m wearing a hat and
coat.
Warme r Narrator: What are you Narrator: What’s the weather
wearing today, Mike? like?
Ask the children if they can remember the different types Mike: I’m wearing a shirt and
of weather they saw in the story. Write their suggestions jeans. Narrator: And what are you
on the board and elicit any they forget. Invite individual Narrator: What’s the weather wearing today, Mike?
children to come up and draw a simple picture. like? Mike: I’m wearing a coat and
jumper.
Narrator: What are you Narrator: What’s the weather
wearing today, Mike? like?
1 Listen
and repeat. 1.44
Mike: I’m wearing a T-shirt
Tell the children to look the pictures. Play the audio and shorts.
and ask them to listen and repeat, paying attention to
pronunciation and intonation. 1.46 Listen and sing: What’s the weather like?
More
practice
More
practice P P
Mike! Mike! It’s snowing! It’s snowing!
2 Listen
and say the weather. 1.45
F F What’s the weather like? It’s snowing today!
Play the audio and pause after the first conversation. Elicit Look out of the window and I can’t go out and play.
the clothes that Mike is wearing and tell the childrenSCto SC say. Chorus
point to the correct picture. Then askMore What’s the weather
More It’s windy! It’s windy!
phonics phonics It’s raining! It’s raining! It’s windy today!
like? Elicit the answer (It’s windy). It’s raining today! I can go out and play.
I can’t go out and play. Chorus
3 Listen
and sing. 1.46
Chorus It’s sunny! It’s sunny!
Tell the children to look at the song in the book and It’s cloudy! It’s cloudy! It’s sunny today!
i-poster
It’s cloudy today!
follow along with the audio. Then display the weather I can go out and play!
I can go out and play. Hurray!
flashcards. Play the whole songi-flashcards
and point to them as they Chorus
are mentioned to help the children to sing along.
IWB i-book
The children practise singing the song in pairs or small Evaluate whether the children can ask about weather
groups, swapping the names of the characters for the conditions using the model What’s the weather like?
names of classmates and then that classmate responding and identify weather conditions based on what
with what they are wearing. somebody is wearing.
Wrap-up
Divide the class into two teams. Show the first child in each Activity Book
team a weather flashcard. Their team asks them What’s Unit 3, page 19. See Teacher’s Book
the weather like? The child mimes the weather for their page 115 for the answer key.
team to guess.
Extra Activit y
Divide the class into five groups. Give each group a N o w g o tona l
Ad di tio
re so u rc e s
card and assign a type of weather. Each group works
together to write the weather on the card and draw
a picture or several pictures illustrating the weather.
Display the cards in class. Teacher’s Resource Book
Reading Section: page 39. See page 57 for the answer key.
Writing Section: page 45. See page 58 for the answer key.
107
3
LC
1 Read, look and complete. Time to write
shorts weather sunny
I´µ o> t™æ ∫eac™ i> thifi photo.

I†´fi ho† an∂ sunn¥ ™e®æ.
I´µ ‰earin@ å T-shir† an∂
shortfi .
I li§æ t™æ ∑±at™e® i> sumµe®!
∆ P h o n ic s
LC
1.47
jacket jumper jeans
SCC
3 Listen and say.
1.48
John’s wearing a jacket, a jumper and jeans.

See him jump!
Writing: captions for photos Phonics: initial sound j as in jacket Lesson 7 35
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LC
he children develop their writing skills by
completing the description of a photo.
LC The children develop their knowledge of 1 Write the missing words into the text.
pronunciation by practising the initial
2 Reproduce the initial sound j correctly.
sound j.
3 Participate in performing the tongue twister.
SCC he children develop their self-confidence
T
and ability to work in a team by performing
a tongue twister in front of their classmates.
108
Lesson 7 3
Language Objectives
The children write a description of their photo, like the
To practise writing the clothes and weather
description in Activity 1.
vocabulary learnt in the unit.
Phonics: to practise the initial sound j as in jacket.
To introduce the word jacket. Wrap-up
Review the three initial sounds the children have learnt
so far: b, d and j. Write each of the lower-case letters in
Materials turn on the board and say the sounds. Say a sound, for
Teacher’s i-solutions example, b, and invite a child to come to the board and
CD 1 write the letter. Repeat until all the children have had a
turn. Call one child to the front of the class and trace one
A photo of themselves on holiday or on a day out of the letters on their back with your finger for them to guess.
and a photo of yourself Make sure the class can see. Repeat with more children.
Then, ask the children to stand in a circle and all turn to the
right. Call out the three initial sounds at random so they can
Warme r write the corresponding letters on each other’s backs.
Before the lesson, ask the children to bring in a photo

of themselves on holiday or on a day out, and you can Extra Activit y
bring a photo of yourself. Ask the children to sit in a circle The children draw a picture of themselves wearing a
and show them your photo of yourself on holiday or on jacket, a jumper and jeans. They label the j items. They
a day out. Ask the children to describe the weather and then share their pictures with the rest of the class.
the clothes you are wearing in the photo. Let the children
show the rest of the class their photos and encourage
them to describe their clothes and the weather. Have the
children pass the photos around and comment on them T r a n sc r ip ts
before returning them to their owner.
jacket, jumper, jeans
Time to write!
1 Read,
look and complete. John’s wearing a jacket, a jumper and jeans. See him jump!
Look at the photo and elicit that the boy is at the beach.
Ask the children what the weather is like and elicit the
words hot and sunny. Then, ask individual children to read
the words in the box. Explain that they have to complete Continuous Assessment
the text using the words. Children should be able to complete a caption for a
photo, describing the weather and clothes somebody
is wearing. They should also be able to pronounce the
Pho nics initial sound j correctly.
2 Listen
and repeat. 1.47
Write the letter j on the board and tell the children that
they are going to look at words with the initial sound j. Activity Book
Play the audio and ask them to listen and repeat the Unit 3, page 20. See Teacher’s Book
words. Pay attention to their pronunciation. Ask them page 115 for the answer key.
if they can think of any more words with the initial sound
j, prompting them to help. Some examples could include
Jack, Jasmin, juggle and jump.
3 Listen
and say. 1.48
Play the audio and ask the children to listen to and say
the tongue twister. Pause the audio to allow time to repeat
and ensure that the children are pronouncing the initial
N o w g o to l
sound j correctly. Once they are familiar with the tongue
twister, put the children into small groups and tell them
Ad di tio na
re so u rc e s
they are going to say the tongue twister together but each
person can only say one word at a time. Allow them time
to practise in their groups, then ask each group to come
forward and perform for the class. Teacher’s Resource Book
Phonics Section: page 65. See page 69 for the answer
109
More More
phonics phonics
3
Go ar ou nd
TH E W OR LD
Hi! I’m Chloe from
i-poster
CAE London in the UK.
1 Listen and number. Then, look and write.
1.49
i-flashcards
3 4
IWB
dress
I´µ ‰earin@ å I´µ ‰earin@ a> T-shirt
whi†æ d®esfi . oran@æ T-shir† . hat
1 2 trousers
I´µ ‰earin@ whi†æ I´µ ‰earin@ å

troußerfi . ¥ello≤ ha† .
IE
2 Draw a carnival costume for you. Then complete.
L”oo§ a† µæ!
I´µ å !
Child's own drawing I´µ ‰earin@
Child's own answer
rnin
. ea
g
l
o
lear
n
t
36 Lesson 8 Learn about the Notting Hill Carnival in London
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awareness as they learn about the
Notting Hill Carnival in London. Check if the children can:
1 Listen and identify the correct photos.
IE he children use their imagination and
T
creativity by drawing themselves in a 2 Draw a picture of themselves wearing
Carnival costume. a Carnival costume.
110
CULTURE Lesson 8 3
To practise the structures What are you wearing? Display the Unit 3 poster. Ask a volunteer to come forward
I’m wearing (white) (trousers). and choose a word or phrase from the poster. Then,
To review family vocabulary. tell the child to pretend to be asleep. Tell the rest of the
To review clothes vocabulary. class that to wake him or her, they must guess the word.
The child who guesses the word or phrase to wake their
classmate up then takes a turn to choose a word from the
Materials poster and pretends to be asleep.
CD 1
Unit 3 Poster Extra Activit y
Ask the children to sit in a circle. Throw the beanbag to
A world map or globe, a beanbag one child and name an item of clothing, for example,
trousers. The child then throws the beanbag to another
child, and says another item of clothing, for example,
Warme r hat. Continue until all the children have had a turn and
Point to the Union Jack and to Chloe. Ask a volunteer they have named all the items of clothing they have
to read the text from the speech bubble and show the learnt.
children where the UK is on the map. Ask a volunteer to
come and find London. Explain that London is the capital
city of the UK. Ask the children if they know anything
about London and if anyone has ever been there. Explain
T r a n sc r ip t
that the Notting Hill Carnival happens every year in
London. 1.49 Listen and number. Then, look and write.
It takes place in August and the weather is usually sunny.
It is one of the world’s largest street festivals. Explain that Chloe: Hi! I’m Chloe from London in the UK. It’s Carnival in
London has a large population with people from all over London today. Look at the photos. This is my family.
the world and they bring their music and costumes to the
1 3
festival.
Chloe: This is my dad. What Chloe: Hey, Mum. What are
are you wearing, Dad? you wearing to Carnival?
Watch the video Notting Hill Carnival in the UK Dad: I’m wearing white Mum: I’m wearing a really
to introduce the lesson theme. trousers and a white T-shirt. big white dress and a white
And look, I’ve got a fantastic hat.
purple and green hat with Chloe: I like your dress,
a face! Mum.
1 Listen
and number. Then, look and write. 1.49
Look at the pictures of the Carnival together, and tell the 2 4

children that they are all members of Chloe’s family. Chloe: Here’s my sister. Chloe: This is my brother.
Play the audio and pause after the first conversation for What are you wearing, What are you wearing, Joe?
Annie? Boy: I’m wearing an orange
the children to find and number the picture, then continue
Girl: I’m wearing a big T-shirt. Look at my hat!
with the rest of the recording. Tell the children to look at yellow hat and shiny shorts. Chloe: Oh yes, it’s a lion!
the words in the box, then ask a volunteer to read the first Chloe: Oh yes, and boots.
sentence aloud. Elicit the answer and tell the children to Very nice!
write the word to complete the sentence.
Allow the children to work alone to complete the
remaining sentences, then check answers as a class.
2 Draw
a carnival costume for you. Then complete. Assess if the children can identify different clothes and
Ask individual children what their favourite costume from colours in the context of a Carnival parade, and draw
Activity 1 is. Tell the children to imagine that they are going and describe themselves in a Carnival costume.
to participate in the Notting Hill Carnival. The children
draw a picture of themselves in their Carnival costume
and then complete the sentences. When the children
have finished, invite them to show their drawings to their
classmates and explain what they are and what they are
wearing.
N o w g o to
Ad di tio na l
re so u rc e s
The children ask other fast finishers What are you wearing?
They then respond with what they are wearing in their Teacher’s Resource Book
Activity 2 drawing. Speaking Section: page 51.
111
Go aGAIN! 3
LL
Chloe from
1 Read and colour. Then, listen and say True or False.
1.50
n in the UK.
skirt trousers coat T-shirt hat shoes
CAE
2 Look and draw or write.
Child's own drawing
I†´fi rainin@ . I†´fi snowin@.

Child's own drawing
!
I†´fi sunn¥. I†´fi wind¥ .
rnin
LL . ea
g
3
l

o
lear
n
t
Unit review 37
ES0000000046921 762734_GO_SB2_U3_p28a37_67547.indd 37 26/10/2017 15:37:58
LL he children review their knowledge of the unit

language and vocabulary by using their
reading and listening skills. Check if the children can:
1 Colour the clothes, follow the audio and say
CAE he children develop their observational
T
true or false.
and drawing skills by drawing different
weather conditions. 2 Draw and write the names of the weather
conditions.
LL The children develop their autonomy and
initiative by reflecting on the unit activities 3 Choose their favourite activity in the unit by
and selecting their favourite one. putting the sticker on it.
112
u n it R e v ie w 3
1.50 Read and colour.
Then, listen and say True or False.
Materials
Teacher’s i-solutions Tim: Hello, boys and girls. It’s Tim. Happy Carnival! Do you
CD 1 like my coat? I’m wearing a blue coat. And, can you see
Trophy Stickers my hat? I’m wearing a black hat. Look at my trousers. I’m
wearing brown trousers.
A beanbag Tina: Hello, this is Tina. Happy Carnival! Look at me, I’m
wearing green shoes. Can you see my T-shirt? I’m wearing
a yellow T-shirt. And look at my skirt. I’m wearing a purple
skirt.
Warme r
Arrange the children’s chairs in a circle and ask them to
sit down. Stand in the middle and make a sentence with
the phrase I’m wearing…: I’m wearing a ( jumper). All the Final Assessment
children who are wearing a jumper stand up and change Check if the children can:
places. Sit in a vacant chair as they move so that one Name the types of clothes and describe their colours.
child is left without a chair. The child left standing then Ask people what they are wearing.
takes your place in the centre of the circle, makes a Describe to others what they are wearing.
statement using the structure I’m wearing… and sits down Categorise clothes according to if the weather is hot or cold.
in someone’s chair. Repeat until several children have had Describe different weather conditions.
a turn in the middle.
1 Read
and colour. Activity Book
Then, listen and say True or False. 1.50 Unit 3, page 21. See Teacher’s Book
Read the names of the clothes and elicit the colours they My new words, page 42.
are written in. Explain to the children that they must find the See Teacher’s Book page 204
clothes in the picture and colour them in the corresponding for the answer key and transcript.
colours. Then play the audio. Pause it after each statement
and tell the children to say True or False and put their
thumbs up or down.
2 Look
and draw or write.
Tell the children to look at the first picture and ask What’s
the weather like? Elicit It’s raining, and tell the children to N o w g o to l
write the answer in the space provided. Ask a volunteer to Ad di tio na
read the text under the second space and tell the children
to draw a picture in the frame to illustrate the weather.
re so u rc e s
n
ear in Teacher’s Resource Book
g

l
Unit Test: depending on the level of your class, choose

o l rn
ea from pages 101-104. See pages 129-130 for the answer key
t
Allow the children time to look back over the unit and and page 140 for the transcript.
Tell the children to draw and write about a silly outfit that
they could wear to a dress-up party.
Wrap-up
Ask the children to sit in a circle. Say a phrase using the Cooperative structure available for consolidation.
target structure, for example, I’m wearing (black) (trousers).
Pass the beanbag to the child on your right and get them Drama
to repeat it and add to it, for example, I’m wearing (black) Drama games available for language consolidation.
(trousers) and a (green) (jumper). The children continue to
pass the beanbag along, repeating the previous phrase
and adding to it.
113
3 3
C aCranri vn iavla! l ! 2 Read and colour.
I’m wearing brown shoes, I’m wearing red shoes

1 Look and write. blue jeans and an orange shirt. and a green dress.
shoes dress shorts T-shirt coat jeans hat trousers
2 troußerfi d®esfi
3
1 ha†
I’m wearing a grey hat, black
trousers and a purple coat.
3 Look and complete.
4 coa† dress trousers shoes T-shirt hat coat
I´µ ∑earin@ whi†æ shø±fi , å yello∑

ha† an∂ å blac§ d®esfi .
I´µ ∑earin@ å brow> coa† , å
bl¤æ T-shir† an∂ pin§ troußerfi .
5 T-shir†
8 shø±fishø±fi
6 shortfi
7 ∆eanfi
16 17
3 T r a n sc r ip t
4 Look, write and count.
shirt jumper shorts skirt jeans T-shirt 6 L

isten and colour.
Narrator: Hello, Julia! Happy Narrator: Hi, Danny! What

Carnival! What are you are you wearing today?
wearing? Danny: I’m wearing a red
Julia: I’m wearing a green and black jumper.
skirt. Narrator: A red and black
Narrator: A green skirt, I see. jumper, great!
Narrator: What colour is your Narrator: What about your

T-shirt? trousers? What colour are
Julia: It’s orange. I’m wearing your trousers?
shortfi 5 skir† 6 an orange T-shirt. Danny: They’re blue. I’m
Narrator: OK. wearing blue trousers.
jumπe® 4 ∆eanfi 3 Narrator: What colour shoes Narrator: Danny, what colour
T-shir† 7 shir† 2 are you wearing, Julia? shoes are you wearing?
Julia: My shoes? I’m wearing Danny: I’m wearing brown
black shoes. shoes.
6 Narrator: Black shoes, OK. Narrator: Brown shoes, OK,
Bye, Julia! Danny. And happy Carnival!
Julia: Bye! Danny: Thanks, bye!
18
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114
3 3
6 Look and write. 8 Read and complete for you. Then draw. Time to write Child’s own answers
It’s snowing.
I†´fi rainin@. It’s cloudy. I´µ a† t™æ par§ wit™
I†´fi cloud¥. It’s windy. m¥ frêndfi. Child’s own
It’s raining.
It’s sunny.
I†´fi toda¥. drawing
I´µ ∑earin@
an∂
I†´fi wind¥. I†´fi sunn¥. .
P h o n ic s
I†´fi snowin@.
9 Circle the j words. Then, complete and match. mp ans cket per
7 Read and draw. Child’s own drawing
1 ∆æ a n fi
2 j¤mπ
3 juµ p e ®
4 jå c § e †
1 It’s cloudy today. 2 It’s raining today.
I’m wearing jeans and a jumper. I’m wearing trousers, a coat and a hat.
19 20
3 T r a n sc r ip t
nswers
GO AGAIN! 7 L
isten and number.
1 Look and write.
1 4
1 2 3 4 Interviewer: Hello, Katie. Interviewer: Hi, Zack. What
What are you wearing? are you wearing?
Katie: I’m wearing a jumper Zack: I’m wearing a coat and
and a skirt. a hat.
6 c 5
Interviewer: What’s the Interviewer: What’s the

5 fi 1
o weather like? weather like?
fi h o r t
2 4
fi a Katie: It’s windy. Zack: It’s cloudy and it’s
i 6
h a † cold! Brrr!
2
3
fi k i r † o Interviewer: Hello, Greg. 5
† j 7
e a n fi What are you wearing? Interviewer: Hello, Anna.
7
fi Greg: I’m wearing jeans and What are you wearing?
a jumper. Anna: I’m wearing a shirt
Interviewer: What’s the and trousers. And I’m
weather like? wearing a hat.
2 Listen and number. Greg: It’s cold and it’s Interviewer: What’s the
7
snowing! Wheeeeeee! weather like?

Anna: It’s raining.
3
Interviewer: Hi, Emilia. What 6
are you wearing? Interviewer: Hi, Becky. What
6 4 1 Emilia: I’m wearing shorts are you wearing?
and a T-shirt. Becky: I’m wearing a dress
Interviewer: What’s the and shoes.
weather like? Interviewer: What’s the
Emilia: It’s hot and sunny weather like?
2 5 3 today. Becky: It’s sunny and it’s hot!
My new words
page 42 21
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115
UNIT 4
Overview

•C an for ability: third • Animals: bat, bird, • Phonics: initial sound f •C an for ability
person singular butterfly, duck, frog, as in fairy
hedgehog, lizard, • Present Simple
• Structure: It’s got (two
eyes). squirrel • Numbers: 1-10
•H ow many (apples) can • Numbers: 1-20 • Colours
you see? • Verbs: see, sing, talk
• Extra: giant weta, kiwi,
penguin, tui
Language Objectives
• To use the Present • To understand and use • To ask and answer • To produce the initial
Simple to describe vocabulary related to about what animals can sound f correctly.
animals. animals. do.
• To use can to describe • To use verbs to describe • To describe animals by
animals’ abilities. what animals can or their ability.
• To use can to ask and cannot do. • To describe animals by
answer about animals. • To describe animals. their physical features.
• To ask and answer using • To understand and use • To count up to twenty
How many...? numbers up to twenty. objects.
Skills Objectives
•T
o say the animal •T
o complete sentences
words. animal vocabulary. repeat target vocabulary. with target vocabulary.
•T
o ask and answer •T
o write numbers.
about animals’ abilities.. simple sentences. in with songs. •T
o write correct
•T
o describe animals. •T
o read and follow a •T
o demonstrate punctuation.
•T
o ask and answer song. understanding by
about the number of •T
o read and understand listening and
objects. simple sentences. completing activities.
•T
o demonstrate •T
o understand the
understanding by narrative of a story.
identifying animals. •T
sound f.
116
• The children can identify, understand, produce and use verbs Fully interactive teaching and learning materials
to describe animal’s abilities using It can/can’t (fly). organised into step-by-step lesson plans in the
• The children can describe animals referring to their abilities form of learning paths including:
and their physical characteristics.
• The children can count up to twenty objects and identify the culture lessons
numbers both in words and as numerals.
• The children learn to use full stops and question marks.
texts

• Student’s Book CD 2 Lesson 3: Writing, p 46 Additional interactive games for
• Story Cards Unit 4 Lesson 4: Reading, p 40 whole-class content reinforcement
• Flashcards Unit 4 CLIL, p 76 Interactive Routine poster
• Poster Unit 4 Lesson 5: Language, pp 14-16 Game Generator to create your own
• Student’s Book Unit 4 Lesson 6: Listening, p 34 IWB games to play with the children
• Stickers Unit 4 Speaking, p 52
• Pop-outs Unit 4 Lesson 7: Phonics, p 66 Use the Richmond i-tools to add
• Activity Book Unit 4 Unit review:
End of term 2 test, pp 119-120 zoom windows.
Save all your teaching sessions to meet the
• Two large sheets of card (one blue and one yellow), two large needs of each individual class.
cardboard boxes, yellow and blue paint, paintbrushes, old
magazines, clean recyclable materials made of plastic and
paper, a big ball, a world map or globe
GO Innovate!
Unit review: Thinking-based Learning Activity Bank: pages 23-31.
Drama
Key competences
LC
The children learn to talk about the physical features and The children learn the basic social rules of listening and
abilities of animals. taking turns when asking questions.
MST Competence in Maths, Science and Technology CAE Cultural awareness and expression
The children develop their scientific understanding of the The children develop their cultural awareness by learning
natural world by identifying animal abilities. They also about animals in New Zealand.
develop their mathematical knowledge counting up to
twenty objects. LL
Learning to learn
The children develop learning strategies through a variety
DC Digital competence of activities aimed at multiple intelligences.
working together on the unit using the IWB. IE
choosing an animal to draw and describe.
117
4
LC
Animals everywhere!
2.1
LC
2 Listen and chant.
2.2
bird 1
1
2 4
butterfly
3 6
squirrel
4
5
duck
5
6
frog 7
7
lizard
3
8
2
bat
The frog’s green.
8
SCC
3 Look and say.
hedgehog
38 Lesson 1 Animals vocabulary
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LC he children develop their listening skills

and learn a set of vocabulary related to
animals. Check if the children can:
LC The children consolidate the unit vocabulary 1 Recognise the vocabulary and match the
and improve their memory by listening to numbered pictures to the correct animals in
and learning a chant. the column on the right.
2 Understand and learn the chant.
SCC
The children develop their social skills by
taking turns to comment on the animals. 3 Take turns to speak.
118
Lesson 1 4
To practise listening skills. Ask the children to have one last look at the picture and
To introduce animal vocabulary: bat, bird, butterfly, then close their books. Then test their memory by asking
duck, frog, hedgehog, lizard, squirrel. questions: What animal is number three? What animals are
green?
Materials
Unit 4 animal Flashcards Extra Activit y
CD 2 Stick the animal flashcards to the board, point to the
Unit 4 Poster animals and elicit their names. Tell the class Close your
eyes! and remove a flashcard. Say Open your eyes!
What’s missing? Elicit the missing animal. Repeat, taking
Warme r away two, three or more flashcards once the children
are familiar with the game.
Display the flashcards and teach the vocabulary. Show
the flashcards and say the words one by one. Encourage
the children to repeat them, drilling correct pronunciation if
necessary. Show the word cards at random and have the
children say the words. Then, invite volunteers to come
T r a n sc r ip ts
forward and match the flashcards with the word cards.
2.1 Listen, point and repeat. Then, match and say.
1 Listen, point and repeat. Then, match and say. 2.1 1 bird 2 bat 3 lizard 4 butterfly

5 duck 6 squirrel 7 frog 8 hedgehog
Ask the children to look at the picture. Play the audio and
tell them to listen, point to the animals and repeat the words.
More
Then, tell them to find the animals in the
More
right-hand
practice P P
practicecolumn
2.2 Listen and chant: Animals everywhere!
and match them with the numbered animals in the picture.F F Animals, animals, everywhere,
Check answers by asking questions, for example, Number How many can you see?
(one). What animal is it? SC SC Birds and butterflies in the air,
A picture dictionary is provided on page More 76 of the
More Student’s
And squirrels in the tree.
phonics phonics
Book. Ducks and frogs in the park,
And lizards, one, two, three!
2 Listen
and chant. 2.2 Bats and hedgehogs after dark,
How many animals can you see?
Play the chant and tell the childreni-poster
to listen and point to
the animals in the right-hand column as they hear them.
Then, play the chant again and encourage
i-flashcards the children to
sing along. Display the poster and ask How many animals
can you see? Count them with the IWB
children, i-bookthen practise Initial Evaluation
counting other items from the poster, for example, The Make sure the children can name the different animals
Techies, the apples on the tree, the lily pads, the roses... and can describe their colour.
3 Look
and say.
Review the names of the colours, then ask a volunteer
to read the example sentence aloud: The frog’s green. Activity Book
Ask what colour the other animals are, for example, What Unit 4, page 22. See Teacher’s Book
colour is the (bird)? and encourage the children to respond page 138 for the answer key.
using complete sentences. Display the poster and say
I can see an animal that is (pink) and (blue). What is it? Elicit
the answer (A butterfly). Then, ask the children to look
carefully at the poster. Turn the poster around and ask
about the animals: What colour is the (lizard)? What colour
is the (frog)?
The children play a miming game using the eight

vocabulary words and the other fast finishers have to
guess which animal it is. Flip this lesson!
119
4
ere! LC
1 Listen and number. Then, listen again and repeat.
2.3
It can climb. It can run.
bird 1
butterfly
4
2 4
It can swim. It can’t fly.
6
squirrel
5
duck
1 3
frog LC 7
2 Read and stick.
lizard It can swim.

3 It can jump.
bat
8
It can’t fly.
It can’t climb.
hedgehog
It can run. It can’t swim. Lesson 2 39
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LC he children improve their listening skills
by listening for specific information
and ordering the pictures. Check if the children can:
The children develop their reading skills 1 Write the correct number for each picture.
LC
by reading a sentence and placing it next 2 Read and understand the sentences and stick
to the picture it describes. them with their corresponding picture.
120
Lesson 2 4
To practise listening skills. Tell the children to choose their favourite animal and
To introduce the structure It can/can’t (swim). draw and colour a picture of it. They write the name
To revise animal vocabulary. of the animal at the top of the page, then under their
To introduce the verbs climb, fly, jump, run, swim. picture they write sentences about what it can or can’t
do, for example, It can (run). It can’t (swim). Display the
children’s work in the classroom.
Materials
Unit 4 Flashcards
CD 2 T r a n sc r ip t
Unit 4 Stickers
2.3 Listen and number. Then, listen again and
repeat.
Warme r 1
Look at the squirrel. It can swim.
Divide the class into teams. Take an animal flashcard,
show it very quickly and ask What’s this? Give the teams 2
time to confer and decide the animal. Ask each team to Look! It can climb.
tell you what they thought they saw and give points to
the teams who guess correctly. Repeat with the other 3
flashcards. Ahh! It can’t fly.
4
Wow! It can run.
1 Listen
and number. Then, listen again and repeat. 2.3
Display the flashcards of the verbs on the board: climb, fly,

jump, run and swim. Mime each one and have the children
copy you, then call out the actions at random for them to
mime. Tell the children to look at Activity 1 and explain that
Consider whether the children can follow the audio,
Ryan is looking at a squirrel. Play the audio and tell the
identifying whether an animal can or can’t do
children to number the pictures as they are mentioned.
something.
Then listen again and tell them to repeat the sentences.
Ask the children to close their books and say some Check whether they can differentiate the verbs.
sentences about the squirrel, for example, The squirrel can
fly. It can run. It can’t swim… The children say True or False.
2 Read
and stick.
Activity Book
Tell the children to look at Activity 2. Elicit the names Unit 4, page 23. See Teacher’s Book
of the four animals. Then, tell the children to find their page 138 for the answer key.
stickers. Ask a volunteer to read out the first sentence
on the stickers page: It can’t climb. Then elicit the answer
(hedgehog). Make sure each child knows where to place
the sticker. Then continue with the remaining stickers.
Tell the children to write the four headings climb, swim,

run and fly. See if the children can come up with any other
animals that do these actions, such as dog, rabbit, mouse,
cat, parrot, snake and fish.
Wrap-up
Display the animal flashcards and write the words can and
can’t on the board. Put the children into teams and point
to a flashcard and one of the words. The teams take turns
to make a sentence using can or can’t depending on your
indications.
121
4
MST
2.4
fly climb swim run
O P P
hedgehog
Yes, it can. = P
duck
P O P P No, it can’t. = O
lizard O P O P
LC
2 Listen and sing.
2.5
Can it run?
Can it jump?
Can it climb a tree?
Can it swim?
Can it walk?
Can it talk to me?
SCC
3 Make finger puppets. Then, ask in pairs. Time to talk
40 Lesson 3 Can it (swim)? Yes, it can. / No, it can’t.
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MST he children develop their scientific
understanding of the natural world by
identifying animal abilities. Check if the children can:
1 Complete the chart correctly.
LC he children expand on their previous
T
knowledge by singing a song to practise 2 Understand and sing the song, keeping the
the target language and vocabulary. rhythm.
The children develop their ability to work 3 Take turns while working in pairs to practise
SCC
together in pairs by asking and answering the target language.
questions with finger puppets.
122
Lesson 3 4
to ask questions to find out which animal it is using the
Language Objectives target structure, for example, Can it (swim)? After hearing
To practise the structure Can it fly? your answer, the three volunteers each choose a possible
Yes, it can. / No, it can’t. animal and go and stand by a flashcard. The child who
To practise the vocabulary climb, hop, jump, run, gets it right wins a point for their team. Continue until all
see, sing, swim, talk, walk. the children have had a turn.
Unit 4 Poster 2.4 Listen and tick ✓ or cross ✗.
CD 2
Unit 4 Pop-outs Narrator: A hedgehog Male alien: Can it climb?
Unit 4 animal Flashcards Male alien: Look! Look! A Female alien: No, it can’t.
hedgehog. Male alien: Can it swim?
Female alien: Ah, yes! Can Female alien: Yes, it can.
Warme r it fly? Male alien: Can it run?
Male alien: No, it can’t. Female alien: Yes, it can. A
Display the poster and review the names of the animals. Female alien: Can it climb? duck can run.
Describe an animal from the poster and ask the children Male alien: No, it can’t.
Female alien: Can it swim? Narrator: A lizard
if they can guess what it is: It can’t fly. It can jump. It
Male alien:Yes, it can. Male alien: Look! It’s a lizard.
can swim. (frog) If the children are able, you can invite Female alien: Can it run? Female alien: Oh! Can it fly?
volunteers to come forward and describe an animal for the Male alien: Yes, it can. Male alien: No, it can’t.
class to guess. Female alien: Can it climb?
Narrator: A duck Male alien: Yes, it can.
Female alien: I can see a Female alien: Can it swim?
1 Listen
and tick ✓ or cross ✗. 2.4
duck. Male alien: No, it can’t.
Male alien: Oh! Can it fly? Female alien: Can it run?
Tell the children to look at the picture and introduce the
More
tice
More
P P Female alien: Yes! Yes, it Male alien: Yes, it can.
word alien. Ask them which animalspracthey canpractice
see in the can.
scene. Draw their attention to the table and check thatF F
they remember the vocabulary. Play the audio and ask 2.5 Listen and sing: Can it run?
the children to complete the table. Check answers bySC SC
drawing the table on the board andMore elicitingMorethe answers Can it run? Can it sing?
phonics
from the class.
phonics
Can it jump? Is it black or white?
Can it climb a tree? Can it make a nest?
Can it swim? Can it see at night?
2 Listen
and sing. 2.5
Can it walk? How many animals can you see?
Play the song and tell the childreni-poster
to follow along in their Can it talk to me? What are their names?
books. Invent actions for the song. Play the audio again. Can it hop? You tell me!
Encourage the children to sing along and do the actions.
i-flashcards
3 Make
finger puppets. IWB i-book
Time to talk Continuous Assessment
Then, ask in pairs. Assess whether the children can recognise the
Distribute the pop-outs. Tell the children to colour different animals and identify which verbs the animal
the animals, using a different colour for each animal. can and can’t do.
When they are ready, ask them to carefully pop out the Check if they can ask their classmates questions using
templates and show them how to make finger puppets. the construction Can it (swim)? and then be able to
Then tell the children to work in pairs. Explain the game: respond to those same questions.
child A chooses a puppet and puts it on without letting
child B see. Child B then asks questions to find out which
animal it is, for example, Can it (swim)? Can it ( jump)? When
child B guesses, they change roles. Activity Book
Ask the children to copy the six lines of the song in

Activity 2. Tell the children to draw pictures of themselves
performing each action next to each line.
N o w g o to
Ad di tio na l
Wrap-up re so u rc e s
Display the animal flashcards and divide the class into
three teams. Invite a volunteer from each team to the front. Teacher’s Resource Book
Tell the class you are thinking of an animal and they need Writing Section: page 46. See page 58 for the answer key.
123
CLIL Go find out! 4
MST
1 Listen and stick.
2.6 = active in the day = active at night
hedgehog fox
owl squirrel
butterfly bat
LC
2 Read and write the animal.
1 I†´fi go† bi@ e¥efi. I† ca> ßææ a† nigh†.

I†´fi a> ow¬. .
2 I† ca> fl¥ a† nigh†. I†´fi blac§.
I†´fi å ba†.
3 I† ca> ru>. I†´fi go† bi@ earfi.
I†´fi å fo≈.
Natural Science: animals that are active at night Lesson 4 41
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MST he children develop their knowledge of

diurnal and nocturnal animals by naming
them and categorising them. Check if the children can:
LC
1 Listen and place the correct sticker next to
he children reinforce their writing skills
T each animal depending on whether the
by writing sentences about animals. animals are active during the day or at night.
2 Write grammatically correct sentences and
correct their own work.
124
Lesson 4 4
Language Objectives
Extra Activit y
To practise animal vocabulary: bat, butterfly, Take the flashcards and word cards and lay them face
hedgehog, squirrel. down on the floor. Put the children into teams and play
To introduce the vocabulary fox, owl. a memory game: each team takes a turn to turn over
To introduce the concept of diurnal and nocturnal two cards and say the name of the words or pictures.
animals. If they find a matching word and picture, they keep
the cards. If the cards don’t match, they turn them over
again. The team with the most cards is the winner.
Materials
Unit 4 Poster
CD 2 T r a n sc r ip t
Unit 4 Stickers
Unit 4 Flashcards
2.6 Listen and stick.
Two large sheets of card, one blue and one yellow Animal expert: Some Boy: Tell me about the fox.
animals are active in the Is a fox active in the day?
day, and some animals are Animal expert: No, it isn’t.
active at night. A fox is active at night.
Warme r Boy: Oh, that’s interesting! Is Boy: I see. I like foxes.
a hedgehog active at night?
Display the poster and revise the names of the animals. Animal expert: Yes, it is. Boy: And what about a
Point to the hedgehog and the bat and ask the children Hedgehogs like the night. squirrel?
what they are doing. Elicit that they are sleeping. Ask the Animal expert: A squirrel is
children what they do during the day (go to school, eat, Boy: What about an owl? active in the day. At night,
play, etc.) and what they do at night (go to bed, sleep). Animal expert: An owl is it sleeps.
Explain that some animals are active in the day and sleep active at night. It can fly and
at night, while others, like the hedgehog and the bat, sleep see at night. Boy: OK. Can you tell me
in the day and are active at night. Boy: It can fly and see at about the bat? Is it active in
night, wow! the day?
Animal expert: No, it isn’t.
Boy: And a butterfly? Is a A bat sleeps in the day.
1 Listen
and stick. 2.6
butterfly active at night? It’s active at night.
Tell the children to look at Activity 1. Ask them to name the Animal expert: No, it isn’t.
animals and teach the new vocabulary fox and owl. Play It’s active in the day.
the audio and tell the children to point to the animals as
they are mentioned. Then tell them to find their stickers.
Play the audio again, pausing it to let the children put
the stickers in the correct places. To check answers, ask Continuous Assessment
individuals: Is the (owl) active in the day or at night? Evaluate whether the children can differentiate
between animals that are active in the day and those
2 Read
and write the animal. which are active at night.
Look at the animals in the picture and ask the children to Check if they can recognise different animal
name them. Then ask volunteers to read the sentences characteristics and follow descriptions to guess which
and encourage the rest of the class to predict the missing animal it could be.
words. Then tell the children to write the sentences.
To correct the activity, write the complete sentences on the
board.
Ask the children to create their own riddle like those in

Activity 2. They can then test their classmates.
Wrap-up
N o w g o to
Show the children the large sheet of yellow card and write Ad di tio na l
the heading Active in the day at the top. Write Active at
night at the top of the sheet of blue paper. Ask the children re so u rc e s
to choose an animal, draw a picture of it and write the
animal’s name. When they have finished, tell them to Teacher’s Resource Book
cut out their animals and invite them to come and stick Reading Section: page 40. See page 57 for the answer
them on the corresponding piece of card. Encourage the key.
children to say It’s a (fox). A (fox) is active (at night). CLIL Section: page 76. See page 79 for the answer key.
125
4
At the park
LC
1 Look and tick P or cross O .
P O P P O P O
MST
2.7
2 7
Jasmin and Mum are at the park with Carla. How many butterflies
can you see?
1
Let’s count them!
Look at all the

butterflies!
3 4 Poor duck! It can’t fly!
Come on! Let’s

tell your mum.
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T he children develop their awareness
T
SCC
of animal vocabulary by scanning the story of the importance of keeping public
for specific animals. parks clean and free of litter by reading
a story.
LC The children develop their mathematical
knowledge by listening to the characters
counting.
126
6
5
8 The next week…
It can get better

Oh, poor duck! at the clinic.
uck! It can’t fly!
Is it better now?
Yes! Now it can

swim and it can fly!
SCC
V
Value: Look after your park. 43
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1 Find the animals that appear in the story and say 3 Understand the message that we need
which animals do not. to respect public parks.
2 Follow the characters counting up to 19.
127
4 Lesson 5 Sto ry
Wrap-up
Language Objectives
To listen to and understand a story. Play a memory chain game. Ask the children to sit in a
To review animal vocabulary. circle and say In the park there is a (butterfly). The child
To recognise key vocabulary in context: butterfly, next to you continues the chain, adding another animal:
duck; plastic, recycling bin; vet. In the park there is a (butterfly) and a (frog). Continue until
To introduce the concept of recycling. all the children have had a turn and the list of animals is
too long to remember.
Materials Extra Activit y

Unit 4 Story Cards Make two recycling containers for the classroom, one
CD 2 for plastic and one for paper. Begin by talking about
recycling and eliciting the different coloured containers
we use to recycle (blue for paper and yellow for plastic).
Two large cardboard boxes, yellow and blue paint,
Then, put the children into four groups. Give one group
paintbrushes, old magazines, clean recyclable
a cardboard box and paints and tell them to paint it
materials made of plastic and paper (yogurt pots,
yellow. Give another group the other cardboard box and
plastic bottles, plastic bags, scrap paper, old
tell them to paint it blue. Give the rest of the class the
newspapers, paper roll tubes, etc.), a big ball
old magazines and scissors and ask them to find and
cut out pictures of things they can recycle in the two
boxes. When the paint is dry, the children can decorate
Warme r the two boxes with pictures of the recyclable items.
Show the children the recyclable items and ask them to
Review animal vocabulary. Say a letter of the alphabet categorise them into two containers: plastic and paper.
and write it on the board, then ask the children to name Keep the containers in the classroom to use.
an animal beginning with that letter. Say the following
examples: d (duck), b (bat, bird, butterfly), s (snake,
squirrel), f (frog, fox), h (hedgehog), l (lizard), o (owl).
Check if the children can understand the sequence of
1 Look
and tick ✓ or cross ✗. events that occurs in the story.
Write the word park on the board and ask the children
if they like going to the park. Ask them when they go to
the park and who with. Ask if any of them go to the same
park. Have the children look at Activity 1. Ask them to
name the animals in the pictures,More
then tell More
them to look
tice P P
carefully at the story and tick theprac
animals they
practice
can see
and cross the animals that don’t appear. Tell them toF F
check their answers in pairs, then check answers as a
class by asking individuals: (Juan), can you see a (lizard)? SC SC
Display the story cards and call onMore individual
phonics
More children to
phonics
come to the front of the class and point out the animals.
2 Listen
to the story. 2.7
Tell the children that they are going to listen to a story

N o w g o to l
i-poster
about the park. Play the audio and tell the children to
follow along in their books. Then,i-flashcards
tell them to close their Ad di tio na
books and display story card 1. Play the audio again,
pausing it to ask the literacy helpIWBquestions
i-book at the back of re so u rc e s
the story cards. Continue with the remaining story cards.
Model and drill the phrases Poor duck! That’s terrible!
class, choose from pages 14-16. See page 25 for the
answer key.
The children who have finished have to put the eight
story cards in order, trying to do it either quietly or without
speaking and using gestures instead.
128
Sto ry Lesson 5 4
V V a lu e
Look after your park.
Talk about the importance of keeping yellow recycling containers that the children
local areas clean and tidy. Discuss made. Put the two bags of recyclable
the importance of throwing rubbish items at the starting line and the two
in the correct recycling bin and not recycling containers at the finish line.
dropping litter on the floor. Talk The big ball represents the earth and
to the children about the damage is placed at some point between the
litter can cause in a public space, start and the finish line. Divide the
for example, broken bottles could class into teams and tell them to
cut someone, animals can make line up at the starting point. Each
themselves ill by eating litter, fish can team has a pile of recyclable
die if the water becomes polluted, etc. items. The first child takes an item,
Organise a Recycle Relay. You will runs around the big ball and then runs to
need items of clean, empty recyclable the two recycling boxes. The child drops
packaging, for example, plastic bottles, off the item for recycling, runs back to
cereal or biscuit boxes, plastic wrappers, their team and the next child runs off.
empty toilet roll tubes, plastic and paper The winning team is the team that finishes
bags, etc. You will also need a big ball (for first and recycles all the objects in the
example, a Pilates ball) and the blue and correct containers.
T r a n sc r ip t
2.7 AT THE park

Narrator: Jasmin and Mum are at the park with Narrator: Mum is phoning the vet.
Carla. Jasmin’s mum: The vet can come now.
Jasmin: Look at all the butterflies! Carla: Oh, good!
Carla: Oh! They’re beautiful! Jasmin: We can put the bottles in the recycling
bin!
Story Card 2
Jasmin’s mum: How many butterflies can you Story Card 6
see? Carla: …eighteen, nineteen plastic bottles!
Jasmin: Let’s count them! Jasmin’s mum: Well done, girls!
Carla: One, two, three… Narrator: Look! Here’s the vet.
Vet: Hello, can you show me the duck?
Story Card 3 Jasmin: Yes, follow me!
Narrator: Jasmin and Carla are
counting the butterflies. Story Card 7
Carla: …fifteen, sixteen, seventeen… Vet: Let’s take the duck to the clinic!
Jasmin: Oh, no! Look at those plastic Jasmin: Oh, poor duck!
bottles. That’s terrible! Vet’s assistant: It can get better at the clinic.
Carla: Let’s pick them up! Vet: Thank you for phoning!
Jasmin: Good idea! Jasmin’s mum: We’re happy to help!

Jasmin: Carla, look! I can see a duck! Narrator: The next week… Jasmin and her friends
Carla: Oh, no! It’s hurt. are at the park.
Jasmin: Oh, poor duck! It can’t fly! Ryan: Is it better now?
Carla: Come on! Let’s tell your mum. Vet: Yes! Now it can swim and it can fly!
Mike: What a nice park!
Carla: Yes! And we can help to look after it!
129
4
MST
1 Listen and sing.
2.8
One, two, three, four, five, six, seven,

How many apples can you see?
Eight, nine, ten, eleven, twelve,
Everybody, count with me!
Thirteen, fourteen, fifteen, sixteen,
I like apples! Yes, I do!
Seventeen, eighteen, nineteen, twenty!
How about you?
MST
2 Count and write the number.
ß±√±n†æe> e¬e√±>
four†æe> t∑±nt¥
t∑±l√¶ fif†æe>
44 Lesson 6 Numbers 1 to 20 How many (apples) can you see?
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MST he children develop their listening and
numeracy skills by singing a song and
counting from 1 to 20. Check if the children can:
1 Sing the song and say the numbers in order.
he children develop their observational
T
MST
skills and consolidate their knowledge of 2 Count the objects and write the numbers in
numbers 1 to 20 by finding and words paying attention to correct spelling.
counting items in a picture.
130
Lesson 6 4
To introduce the structure How many (apples) can Write the numbers from 1 to 20 on both sides of the
you see? board. Divide the children into two teams and ask them
To practise numbers 1-10. to line up. Give the first child in each team a board pen
To introduce the numbers 11-20. and call out a number at random, for example, Sixteen!
To sing a song. The first child in each line runs to the board, circles the
number, then runs back to give the board pen to the
next child in their team. Continue until all the children
Materials have had a turn.
CD 2
T r a n sc r ip t
Warme r
2.8 Listen and sing: I like apples!
Write the numbers 1 to 20 on the board and practise
One, two, three, four, five, six, seven,
counting together. Assign all the children a number How many apples can you see?
More
tice
More
P P
between 1 and 20, repeating if youprac
have more children in
practice
Eight, nine, ten, eleven, twelve,
the class. Then, count again and ask the children to stand F F Everybody, count with me!
up when they hear their number. Practise a few times, Thirteen, fourteen, fifteen, sixteen,
counting in order and then at random, gradually speeding SC SC I like apples! Yes, I do!
up. More
phonics
More
phonics
Seventeen, eighteen, nineteen, twenty!
How about you?
1 Listen
and sing. 2.8
Play the song and repeat the activityi-poster

from the Warmer,
telling the children to listen and stand up when they hear Continuous Assessment
their number in the song. Then telli-flashcards
them to look at Activity Evaluate whether the children can recognise,
1. Play the song again and encourage the children to sing differentiate and count elements (up to 20) within an
along and follow in their books. Then,
IWB divide
i-book the class into illustration and write the numbers in words from 1 to 20.
two groups. Ask each group to sing alternate lines so that
one group sings only the numbers and the other the follow-
on lines. The two groups can then swap roles.
Activity Book
2 Count
and write the number. Unit 4, page 25. See Teacher’s Book
Tell the children to look at Activity 2. Ask the children to page 138 for the answer key and
name the objects in the photographs, then ask them to page 139 for the transcript.
count the number of strawberries and raise their hand
when they have the answer. Ask individual children the
answers and write the number in words on the board.
Then tell the children to count the remaining objects and
write the numbers in words in their books. Check answers
as a class, and write the answers on the board so that the
children can check their spelling.
Assign the children a number from 1 to 20 and get them to

draw it on a large piece of paper and decorate it.
Wrap-up
Ask the children to stand in a circle. Tell them that they are
N o w g o tona l
going to play a counting game. Say One! and point to a
child. The child continues counting: Two! Continue pointing
Ad di tio
re so u rc e s
at children at random to continue the sequence. When
you reach the number 20, go back to the beginning and
continue counting, gradually speeding up. If the children
are able, you can make the game more difficult and count Teacher’s Resource Book
in twos. Listening Section: page 34. See page 55 for the answer
131
4
LC
1 Write question marks or full stops. Time to write
I†´fi oran@æ an∂ whi†æ .

Questions always
end with a
C”a> i† fl¥ ?
question mark.
H”ow man¥ ¬egfi hafi i† go† ?
Is it a bird ?
Ifi i† bi@ ?
I†´fi go† two e¥efi .
‡ P h o n ic s
LC
2.9
fairy face fourteen
SCC
3 Listen and say.
±> 2.10
Five fat foxes and fourteen fairies with funny faces.

nt¥
e>
Writing: question marks Phonics: initial sound f as in fairy Lesson 7 45
ES0000000046921 762734_GO_SB2_U4_p38a49_67528.indd 45 26/10/2017 15:37:43

LC he children improve their communication
skills by learning more about the rules of
punctuation. Check if the children can:
LC The children develop their knowledge of 1 Write a full stop or a question mark in the
pronunciation by practising the initial correct place and say the sentences with
sound f. the correct intonation.

T 2 Pronounce the initial sound f correctly.
and ability to work in a team by performing 3 Participate in performing the tongue twister.
132
Lesson 7 4
To practise punctuating sentences with a full stop Call out different words from the unit or previous units and
or a question mark. include the target initial sound f at random. Tell the children
Phonics: to practise the initial sound f as in fairy. that every time they hear a word beginning with the sound
To introduce the vocabulary face, fairy, fat, funny. f, they have to stand up and repeat the word. An example
list could include the following words: owl, funny, happy,
butterfly, frog, duck, kitten, face, four, bird, fox...
Materials
Draw pictures on the board of some vocabulary items
Warme r beginning with the sound f for the children to guess.
Examples could include: face, frog, fox, fish, four, five,
Draw a question mark on the board and tell the children fourteen, fifteen...
its name in English. Ask them to look back at the story to
find examples of question marks, and encourage them to
read the questions out loud. Write the questions up on the
board. Ask the children if they can give you any examples T r a n sc r ip ts
of other questions and write these up on the board too.
Repeat the procedure with statements ending in a full 2.9 Listen and repeat.
stop. Drill a few of the questions and statements as a
fairy, face, fourteen
class. Focus on the differences in intonation.

Time to write! Five fat foxes and fourteen fairies with funny faces.
1 Write
question marks or full stops.
Teach the word kitten and ask What colour is the kitten?
Elicit the answer (It’s orange and white). Then write
Ensure the children can understand the difference
the question and the answer on the board without the
between a question mark and a full stop.
question mark or full stop. Elicit where to write the question
mark and where to write the full stop and write them on They should also be able to pronounce the initial sound
the board. Read the information in the box together, then f correctly.
tell the children to complete the activity by punctuating the
text. Write the answers on the board and invite individuals
to come forward and write the question marks and full
stops. Ask them to read the sentences aloud, ensuring that Activity Book
their intonation is correct. Unit 4, page 26. See Teacher’s Book
Pho nics
2 Listen
and repeat. 2.9
Draw a letter f on the board and say the sound. Ask the
children to repeat with you, emphasising the sound. Then,
play the audio and tell them to listen and repeat. Ask the
children if they can think of any animals which begin with
the sound f, for example, frog, fox and fish.
3 Listen
and say. 2.10
Play the audio and ask the children to listen and say the
tongue twister, ensuring they are emphasising the initial
sound f correctly. Repeat a few times, gradually speeding
N o w g o to
up, then invite volunteers to say the tongue twister as
quickly as they can.
Ad di tio na l
re so u rc e s
The children write an example of a question and a Teacher’s Resource Book
statement, making sure they are punctuated correctly. Phonics Section: page 66. See page 69 for the answer
133
More More
phonics phonics
4
Go ar ou nd
TH E W OR LD
CAE i-posterHello! I’m Toby
from New Zealand.
1 Listen and tick P
or cross O .
2.11
i-flashcards
kiwi blue penguin
fly
O IWB
swim
P
run
P fly
O
swim
P run
P
giant weta tui
fly
O sing
P
jump
O fly
P
climb
P swim
O
IE
2 Draw an animal from your country and write.
I† ca>
Child's own drawing Child's own answers .
I† ca>´†
. ea
rnin
g
l
o
lear
n
t
46 Lesson 8 Learn about animals in New Zealand
ES0000000046921 762734_GO_SB2_U4_p38a49_67528.indd 46 26/10/2017 15:37:52

awareness by learning about animals in
New Zealand. Check if the children can:
1 Listen and understand what each animal can
IE he children use their initiative and creativity
T or can’t do.
by drawing and describing an animal from
their own country. 2 Draw an animal from their country and
indicate something it can and something it
can’t do.
134
CULTURE Lesson 8 4
To learn about animals in New Zealand. Divide the class into teams. Have a Spelling Bee with the
To introduce the vocabulary giant weta, kiwi, animal words from the unit, including the animals from New
penguin, tui. Zealand. The team with the most correct answers is the
winner.
Materials
CD 2
Unit 4 action Flashcards Display the action flashcards. Play Simon says. The
children mime the action only if the instruction is
preceded by the phrase Simon says. If you say, for
A world map or globe
example, Simon says ‘Jump’, the children must jump.
If you only say ‘Jump,’ the children remain still. If the
children are able, invite volunteers to come to the front
Warme r and take your place.
Ask the children where New Zealand is, and show it to
them on the map or globe. Explain that although English is
the main language in New Zealand, some people speak
Maori too. Ask them if they know anything about New T r a n sc r ip t
Zealand. Tell the children to look at the flag and ask a
volunteer to read out the text in the speech bubble.
2.11 Listen and tick ✓ or cross ✗.
Watch the video Animals in New Zealand to introduce Toby: Hello! I’m Toby from New Zealand. I like animals.
the lesson theme. Here are my favourite animals from New Zealand.
Look! It’s a kiwi! It’s a famous bird in New Zealand. It can’t
fly. It can run and it can swim. It’s active at night.
1 Listen
and tick ✓ or cross ✗. 2.11 And here is a blue penguin. It’s blue and white and it’s
small. It can swim. It can’t fly. It can run and it’s active in the
Look at the pictures of the animals and explain that they
day.
are all animals from New Zealand. Point to the kiwi and
the verbs and ask the children if they can predict the Wow! This animal is a giant weta. It’s a big insect. It can’t fly
and it can’t jump. It can climb trees and it’s active at night.
answers. Ask What do you think? Can it fly? Can it run?
Can it swim? Repeat with the other animals. Then play the This animal is a tui. It can sing. Listen. A tui is active in the
audio, pausing after each statement to give the children day. It can fly, but it can’t swim.
time to write ticks or crosses in the boxes. Check answers
as a class.
2 Draw
an animal from your country and write. Continuous Assessment
Tell the children to work in pairs and think of animals that Consider whether the children can understand the
can be found in their country. Ask them to think about verbs previously covered in the unit, and understand
animals that live in forests and mountains and parks, not their meanings in the context of animals from New
just pets. Ask for their suggestions and write them on the Zealand.
board. Invite the children to tell you what the animals Assess whether they can identify an animal from their
can and can’t do. Remind the children of the verbs they own country and describe it.
have practised in this unit: swim, run, jump, climb and fly
by showing them the flashcards. Ask them to choose an
animal from their country and draw it in the box. When
they have finished, they write its name and complete the
sentences.
Ask the children to stand up with their books and mingle.
Each time they find a new partner, they show them their
picture and read out their sentences.
Remind the children of the places they covered in the last

two units (Australia and UK) and ask them to write a list of
everything they can remember about those places.
135
Go aGAIN! 4
LL
1 Look and stick. Then, listen and say the animals.
2.12
butterfly
duck
P
P
P
P frog
squirrel
hedgehog
lizard
MST
2 Match and colour.
thirteen twenty fifteen twelve eighteen
rnin
LL ea
g
3
l

o
lear
n
t
Unit review 47
ES0000000046921 762734_GO_SB2_U4_p38a49_67528.indd 47 26/10/2017 15:37:57
LL he children reinforce their knowledge of

the unit vocabulary by listening and
labelling the picture. Check if the children can:
1 Understand the listening activity and select
MST
The children reinforce their numeracy skills the correct picture.
by recognising and colouring numbers.
2 Identify the written form of a number and
The children develop their autonomy and colour it correctly.
LL
initiative by reflecting on the unit activities 3 Choose their favourite activity in the unit and
and selecting their favourite one. put a sticker on it.
136
u n it R e v ie w 4
2.12 Look and stick. Then, listen and say the animals.
Materials 1 3
Teacher’s i-solutions Tina: I can see an animal. Tina: Wow! I like that animal!
Unit 4 Poster Tim: What is it? Can it fly? Tim:What animal? Can it fly?
Unit 4 Stickers Tina: No, it can’t. Tina: No, it can’t.
Tim: Can it climb? Tim: Can it swim?
Trophy Stickers Tina: Yes, it can. It can climb Tina: Yes, it can. It can swim...
CD 2 and it can run. And it’s got and it can jump.
ears and a big nose.
4
Warme r 2 Tina: Look! It’s amazing.
Tina: Oh, look! That’s Tim: What is it, Tina? Can it
Display the poster. Spell the names of the animals for the fantastic! swim?
children to guess. If they are able to do this easily, you Tim: What is it? Can it fly? Tina: No, it can’t.
Tina: Yes, it can. Tim: Can it fly?
can also spell the names of the animals backwards. Tim: Oh! Can it swim? Tina: Yes, it can fly, but it
Tina: Yes, it can. It can fly can’t swim.
and it can swim.
1 Look
and stick. Then, listen and say the animals. 2.12
Ask the children to name the robot animals. Then, tell

them to find their stickers and work in pairs to stick them
on the scene. Play the audio, pausing after each dialogue, Final Assessment
and tell the children to say which animal Tina and Tim are Check if the children can:
talking about. Name the animals covered in the unit.
Use the unit verb vocabulary in the context of different
2 Match
and colour. animals.
Ask the children what numbers they can see. Ask them Count up to 20, and write the numbers in both words
to match the numbers with the words. Then tell them and figures.
to colour the numbers in the colours indicated. Correct
as a class by asking questions: What colour is number
(thirteen)?
n
ear in Activity Book
g
3 Choose your favourite activity in the unit and stick. Unit 4, page 27. See Teacher’s Book
l
o l rn
ea page 139 for the answer key and transcript.
t
Allow the children time to look back over the unit and My new words, page 43.
decide which activity they liked the most. Tell them to put See Teacher’s Book page 204
the trophy sticker on that activity. Encourage them to tell for the answer key and transcript.
Encourage the children to get creative and imagine a new N o w g o to l

super animal that can do all the verbs from the unit. Tell Ad di tio na
them to draw it and describe it to their classmates. re so u rc e s
Unit Test: depending on the level of your class,
Have a unit quiz. Divide the class into teams. Tell the choose from pages 105-108. See pages 130-131 for the
children to have their books ready and ask questions about answer key and page 140 for the transcript.
the unit, for example, Name two animals from New Zealand. End of term 2 test: pages 119-120. See page 134 for
How do you spell ‘hedgehog’? Can a squirrel swim? the answer key and page 140 for the transcript.
Extra Activit y
Play Bingo. Write the numbers one to twenty (in word
form) on the board. Ask the children to draw a 3 x 3 grid Thinking-based Learning
in their notebooks and write any nine number words from Thinking routine available for extension.
the board in the grid. Point to a number on the board,
elicit the word and tell the children with that number Drama
in their grid to circle it. The first child to circle all nine Drama games available for language consolidation.
numbers in their grid calls out Bingo! and wins the game. See GO Innovate! Teacher’s Guide 2.
137
4 4
Animals
Animals everywhere!
everywhere! 2 Circle and write.
1 Look and complete. Then colour.
bird frog hedgehog bat lizard butterfly duck squirrel 2

1
Thifi fro@ Thifi ba† r u n s w i m j u m p f l y c l i m b s i n g

ifi g®æe>. ifi blac§.
3
Thifi lizar∂ Thifi squir®e¬ 6

5
ifi ¥ellow. ifi oran@æ.
1 clim∫ 4 jumπ
Thifi duc§ Thifi but†e®fl¥ 2 fl¥ 5 swiµ
ifi g®e¥. ifi pin§. 3 ru> 6 sin@
3 Read and complete. Then colour the pictures. Child applies colours
can can’t
Thifi ™ed@eho@ Thifi bir∂ I† ca> fl¥. I† ca>ª† clim∫.

ifi brow>. ifi ®e∂.
I† ca>ª† sin@. I† ca> swiµ.
22 23
4 4
4 Read and write. 6 Listen and write.
8
Yes, it can. P No, it can’t. O

18 frogs
12 ducks
1 C”a> i† sin@? 2 C”a> i† clim∫? 20 butterflies
No, it ca>ª†. No, it ca>ª†. 17 lizards
14 birds
3 C”a> i† fl¥? 4 C”a> i† ru>? 11 hedgehogs
Yefi, it ca>. No, it ca>ª†.
5 Complete and circle. Then colour the picture. Child applies colours 7 Count and write.
jump sing fly swim

fifteen twelve nineteen seventeen
4
1
2
ße√±n†æe> ni>e†æe>
1 C”a> i†C”a> sin@
i† ? Yefi
? , i†Yefica>., i† /ca>.
No, /i† No,
ca>´†.
i† ca>´†.
2 C”a> i†C”a> swiµ
i† ? Yefi
? , i†Yefica>., i† /ca>.
No, /i† No,
ca>´†.
i† ca>´†.
3 C”a> C”a>
i† fl¥ ? Yefi?, i†Yefica>.
, i† /ca>.
No, /i† No,
ca>´†.
i† ca>´†.
4 Ca> i† jumπ ? Yefi?, i†Yefica>.
, i† /ca>.
No, /i† No,
ca>´†.
i† ca>´†. t∑±l√¶ f^f†æe>
24 25
138
T r a n sc r ip t 4
8 Write the questions and match. Time to write
8 L
isten and write.
Ryan: Carla, how many frogs Ryan: How many lizards can
1 swiµ / C”a> / ? / i†
can you see? you see, Carla? C”a> i† swiµ?
Carla: …sixteen, seventeen, Carla: Um… fourteen, fifteen, 2 ? / Ifi / blac§ / i†
eighteen. I can see eighteen sixteen, seventeen. Ifi i† blac§?
frogs. Ryan: Seventeen lizards. No, i† is>´†.
Ryan: Eighteen, OK, thanks. I like lizards. 3 i† / climb / ? / C”a> Yefi, i† ca>.
Carla: Yes, me too. C”a> i† climb?
Ryan: How many ducks can Yefi, i† ifi.
you see? Ryan: How many birds can 4 i† / ? / happ¥ / Ifi
Carla: …eleven, twelve. you see? Ifi i† happ¥? No, i† ca>´†.
There are twelve ducks. Carla: Birds? Oh, um, just
Ryan: Thanks, Carla. a moment… ten, eleven,
twelve, thirteen, fourteen.
P h o n ic s
Ryan: How many butterflies Ryan: Fourteen, thanks, 9 Circle the f words. Then, complete and match.
can you see? Carla. ce teen airy ox
Carla: One, two, three...
eight, nine, ten… eighteen, Ryan: One more question,
nineteen, twenty. Carla. How many hedgehogs
Ryan: There are twenty can you see? 1 få © æ
butterflies. Carla: …nine, ten, eleven.
Carla: Yes, that’s right. I can see eleven hedgehogs. 2 fou® † æ e >
Ryan: Eleven, that’s great,
Carla, thanks. 3 f o≈
4 fai r¥
26
ES0000000046922 762745_GO_AB2_U4p22_27_67543.indd 26 02/11/2017 9:08:39
4 T r a n sc r ip t
GO AGAIN!
1 Listen and circle. 9 L
isten and circle.
9
1 4
1 4 Sophie: Hello, boys and Noah: What about you,
girls! What’s this animal? It’s Sophie? What’s your
† is>´†. a bird. It can’t fly. favourite animal?
Sophie: My favourite animal
i† ca>. 2 14 15 16 5 17 18 19 2
Noah: Sophie, how many
is from New Zealand. It’s a
giant weta.
i† ifi. butterflies can you see? Noah: Oh, yes? Is a giant
Sophie: Let me count... weta active in the day or at
† ca>´†. thirteen, fourteen, fifteen, night?
sixteen. I can see sixteen Sophie: It’s active at night.
3 6
butterflies.
5
3 Sophie: Noah, how many
2 Look and complete. Model answers
Sophie: Noah, what’s your ducks can you see?
favourite animal? Noah: I can see… eighteen.
I† ca> fl¥. I† ca>´† ru>. Noah: Hmm… Guess! My Sophie: How many?
I†´fi å ba† . favourite animal can run. Noah: Eighteen.
Sophie: Can it climb trees? Sophie: OK, thanks.
I† ca> clim∫ . I† ca>ª† Noah: No, it can’t.
Sophie: Ah! I know your 6
fl¥ . I†´fi å squir®e¬ . favourite animal! Noah: What’s this animal?
Listen! F-R-O-G.
I† ca> swiµ . I† ca>ª† Sophie: F-O…
Noah: No, no, no. F-R-O-G.
fl¥ . I†´fi å fro@ . Sophie: Oh, I know!
My new words
page 43 27
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139
1 Look! Dad’s making a new machine. 2 Is it a spaceship? Can it fly? 7
3 4 9
Come on, Tim! Let’s

climb up that coat.
Tina and Tim run to the window.
5 The window’s closed now. 6 11 Boris is pu

Oh, my T-shirt and shorts are wet!
It can’t get out!
LC
Listen to the story. Listen agai
2.13
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140
units
3 and 4
7 8
Look, it can’t There’s a squirrel

climb! Ha ha! and it can climb!
Tina and Tim are happy now.
9 Tim, look! It’s 10

a giant spider!
the window. Oh, good! Let’s go home, Boris!
11 Boris is pushing the green button! 12 What are you two doing?
Nothing!
LC
2.13
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LC he children develop their listening skills by
listening to the story and sticking the missing
speech bubbles in the correct positions. Check if the children can:
1 Complete the story using the stickers.
141
Post-listening activity
Language Objectives Put the children into teams and display the Unit 3 clothes
To listen to and answer questions about a story. flashcards. Describe an item for the first team, giving three
To review vocabulary relating to clothes, animals, clues: You wear it in summer. You wear it when it’s sunny.
weather and actions. You wear it on your head. (hat) If they guess correctly after
To review the structure The (mouse) can/can’t (climb). only one clue, award them three points, awarding fewer
To review numbers 1-20. points for extra clues.
Materials
Wrap-up
Teacher’s i-solutions Put the Unit 3 word cards in a drawstring bag and ask the
CD 2 children to sit in a circle. Play some music and tell them to
Unit 3 Flashcards pass the bag around. When the music stops, the child who
Unit 4 Flashcards has the bag takes out a card, reads it in secret and mimes the
Techies Stickers Units 3 and 4 word for the rest of the class to guess.
A drawstring bag, music

T r a n sc r ip t
Teacher’s notes for this section are designed to allow the
story to be approached in one or two sessions. If time 2.13 Listen to the story.
is short, teachers may choose to select activities and
combine them to form a single lesson working with Parts Narrator: Tim and Tina are in the garden. It’s hot and sunny
1 and 2 together. Note that in both lessons the children today.
listen to the whole story. Tim: Look! Dad’s making a new machine.
Tina: What is it?
Part 1 Tim: I don’t know.
Tina: Let’s go and look!
Warme r
Tim: Dad isn’t here now.
Have a Spelling Bee. Say the alphabet together as a Tina: Good! What is this machine?
class, then go around the class and have each child say Tim: Is it a spaceship? Can it fly?
Tina: Let’s push this button and find out.
a letter. Then, divide the class into two teams. Put the
Tim: Noooooooooo!
Unit 3 clothes flashcards face down in a pile. The teams
take it in turn to take a word from the pile. If they spell it Narrator: Now, Tina and Tim are very, very small.
correctly, award them a point. Tim: Wow! This is amazing!
Tina: Come on, Tim! Let’s climb up that coat.
Pre-listening activity Tim: Good idea!
Narrator: Tim and Tina are on the desk, but… Oh, no! The
Tell the children to look at the story and see if they can mouse can climb too!
remember the names of The Techies children, Tim and Tim: Tina, look! It’s the mouse!
Tina. Display the Unit 3 weather flashcards and ask Tina: Quick! Run!
What’s the weather like in picture (1)? Elicit the answer: Narrator: Tina and Tim run to the window.
It’s (sunny). Ask what clothes The Techies children are
Tina: The window’s closed now. It can’t get out!
wearing. Focus on the machine in scene 2 and pre-teach
Tim: Look, Tina! We can climb down here.
the vocabulary Don’t touch. Ask if they have seen it Tina: Good idea! Let’s go!
before anywhere on signs, for example, in a shop or a Narrator: Tina and Tim are good at climbing.
museum.
Narrator: It isn’t sunny in the garden now. It’s cloudy and
raining.
Listen to the story. 2.13 Tim: Oh, my T-shirt and shorts are wet!
Tina: My dress is wet too. I don’t like the rain!
Play the audio and tell the children to listen and follow Tim: Oh, no! There’s a hedgehog. Can it climb?
along with the story. Then ask them to look at scene 3 Tina: I don’t know!
and name the animal (mouse). Tell them to work in pairs
and find three more animals in the story (hedgehog,
squirrel and spider). Ask the children to say which pictures
the animals are in and point to them. Ask some simple
questions to check comprehension: Why are Tina and Tim
small? What can the mouse do? What can the squirrel do?
142
units
3 and 4
Warme r Revise the numbers from 1 to 20. Count as a class, then
ask individuals to each say a number. Practise a few
Call four volunteers to the front and give them each one times, then count in twos and then in threes. Finally,
of the Unit 4 animal flashcards. Ask them to stand in a practise counting backwards from 20 down to 1. If
line and to very quickly flash their cards to the class. the children are able, you can do some simple sums
Call out the name of one of the animals and tell the rest together on the board. Tell the children to look at the
of the class to name the child who is holding the correct story and ask questions about the scenes, for example,
flashcard. How many roses are in picture 1?
Pre-listening activity
Display the Unit 4 action flashcards and review the words
together by asking the children to mime each action.
Display the Unit 4 animal flashcards and elicit the names
T r a n sc r ip t
of the animals. Ask the children what they know about the
animals’ abilities. Display the flashcards and word cards Narrator: Tim and Tina are on the clothes line. It’s sunny
on the board and elicit sentences about what the animals again now.
Tim: Look, it can’t climb! Ha ha!
can and can’t do, for example, A bat can fly. A butterfly
Tina: Tim! There’s a squirrel and it can climb! Quick!
can’t jump. Tim: Let’s slide down the trousers!
Narrator: Tim and Tina slide down the trousers. But the
Listen again and stick the missing speech bubbles. 2.13
squirrel can’t catch them!
Remind the children of the story. Play the audio and tell Tina: Woo hoo!
them to follow the story in their books, then hand out the Narrator: Tina and Tim are happy now.
stickers. Read the speech bubbles aloud together and Narrator: But what’s this?
check that the children understand all the vocabulary. Tina: Tim, look! It’s a giant spider!
Then, tell them to work in pairs and decide where the Tim: Oh, no! It can run fast!
stickers go in the story. Play the story again for them to Tina: Yes, and it can climb too! We’re trapped!
check their answers, pausing if necessary, then check Tim: It’s OK, it’s Boris!
answers as a class before they stick on the speech bubble Narrator: The other animals are scared of Boris.
stickers. Tina: Oh, good! Let’s go home, Boris!
Narrator: Boris is pushing the green button!
Tim: The machine is working!
Post-listening activity Tina: Good! I don’t like being small!
Act out the story. Divide the class into two groups, one
Narrator: Now Tim and Tina are big again. But here’s Dad!
to play the role of Tim and the other, Tina. Call out the Dad: What are you two doing?
lines from the story beginning with scene 3 when Tina Tim and Tina: Nothing!
says Come on, Tim! Let’s climb up that coat. Tell the
group playing Tina to repeat the line after you. Repeat
the procedure with the rest of the lines. Use exaggerated
actions and encourage the children to be very dramatic
and to copy you. Swap the groups’ roles and act out the
story again. This time try to use prompts to get the children
to say the lines, rather than getting them to simply repeat
after you.
Wrap-up
Write the numbers from 1 to 20 on the board and ask
the children to line up. Give the first child in line a board
pen and call out a number at random. The child goes
to the board and circles the number. Continue until all
the numbers have been circled. Rub the numbers off the
board and repeat the game. This time, call out numbers at
random for the children to go to the board and write them.
143
UNIT 5
Overview
• Present Simple • Adjectives: clever, fast, • Phonics: initial sound c • Present Simple
questions and short invisible, scary, short, as in car • Can for ability
answers with the verb strong, tall, thin
• This is my (sister).
to be • Jobs: doctor, firefighter,
• Colours
• Have got: third person police officer, teacher
singular, affirmative • Clothes: belt, boots,
• Possessive adjectives: cape, mask
his, her • Extra: cinema, floor,
superhero, teddy
Language Objectives
• To use the Present • To understand and use • To describe people in • To produce the initial
Simple and adjectives to adjectives. various ways. sound c correctly.
describe people. • To identify professions. • To differentiate between
• To ask and answer • To describe people male and female by
Present Simple questions. using previously learnt their pronoun and
• To use third person vocabulary. possessive.
personal pronouns.
• To understand the
possessive adjectives
his and her.
Skills Objectives
• To say the adjectives. •T o read and understand • To understand and •T o write target
• To differentiate between adjectives. repeat target language.
males and females by •T o demonstrate vocabulary. • To complete sentences
saying he or she. understanding by reading • To understand and join with target vocabulary.
• To describe people. and placing a sticker. in with songs. • To complete a
• To read and follow a song. • To understand the description
•T o read, complete and narrative of a story. independently.
understand simple • To demonstrate
sentences. understanding by
•T o demonstrate completing activities.
understanding by • To recognise the initial
selecting words. sound c.
144
• The children can identify, understand and produce adjectives Fully interactive teaching and learning materials
while talking about people and their abilities and clothes. organised into step-by-step lesson plans in the
• The children can differentiate genders by understanding form of learning paths including:
and using correct pronouns and possessive adjectives.
• The children can ask and answer questions about people. culture lessons
• The children can identify and name different professions. Highlight feature for all phonics rhyme
texts
Materials
• Student’s Book CD 2 Lesson 3: Speaking, p 53
Additional interactive games for
• Story Cards Unit 5 Lesson 4: Writing, p 47 whole-class content reinforcement
• Flashcards Unit 5 CLIL, p 77
• Poster Unit 5 Lesson 6: Language, pp 17-19
• Student’s Book Unit 5 Listening, p 35 Game Generator to create your own
IWB games to play with the children
• Pop-outs Unit 5 Lesson 8: Reading, p 41 Use the Richmond i-tools to add
• Activity Book Unit 5 Unit review: your own material for the classroom by
Unit 5 test, pp 109-112 inserting notes, links and external files. It is also
Drama: pp 83-85 possible to write or paint on the pages and in the
Start preparing the end of zoom windows.
year play. Save all your teaching sessions to meet the
• Balloons, a play parachute, a ball, a jigsaw puzzle, a soft
toy, a world map or globe, old magazines or catalogues, a
large sheet of blank card
GO Innovate!
Unit review: Drama
Key competences
LC
Linguistic competence CAE Cultural awareness and expression
The children learn to describe people and to use different The children develop their cultural understanding of the
pronouns and possessives for males and females. world by identifying different professions that help us.
MST Competence in Maths, Science and Technology LL

Learning to learn
The children find out examples of futuristic technology The children develop strategies to improve the learning
and its applications inside a story. process through activities aimed at multiple intelligences.
IE
The children become familiar with the use of technology The children develop a sense of personal autonomy by
working together on the unit using the IWB. designing and describing a superhero of their own
imagination.
SCC Social and civic competence
The children learn the basic social skills of talking
together and sharing ideas when working in pairs.
145
5
LC
Superheroes
2.14
LC
2 Listen and chant.
3
2.15
fast
1
1
2 scary
3
clever
4
6
4
tall 2
short 8
5
7
5
strong
8
6
thin
SCC
3 Look and say. 7
invisible
50 Lesson 1 Adjectives
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LC he children develop their language skills by
listening to a recording and learning a set of
descriptive adjectives. Check if the children can:
The children use their creativity by inventing 1 Recognise the vocabulary and match the
LC
actions to demonstrate the qualities described numbered pictures to the correct adjectives
by the target adjectives and performing them in the vocabulary list on the right.
to a chant.
2 Understand and learn the chant and perform
SCC
he children develop their social skills by
T it with the actions.
taking turns to comment on the superheroes. 3 Take turns to speak.
146
Lesson 1 5
To practise listening skills. Display the flashcards. Invite a volunteer to the front of
To introduce the vocabulary clever, fast, invisible, the class and ask the rest of the children to stand up.
scary, short, strong, tall, thin; cinema, superhero. Hold up a flashcard so that the class can see it, but the
volunteer cannot. Invite the class to mime the adjective for
the volunteer to guess. Repeat until all the children have
Materials had a turn.
Unit 5 Poster
Unit 5 Flashcards
Discuss the superheroes the children know. Ask them to
describe their attributes, for example, Superman is fast.
Warme r
Display the poster and teach the word cinema. Ask the
children if they have been to the cinema recently and T r a n sc r ip ts
what films they have seen. Point to the cinema posters
and teach the word superhero. Ask the children if they
have seen any superhero films at the cinema and ask 2.14 Listen, point and repeat. Then, match and say.
them to name their favourite superheroes. Talk about the
superheroes on the poster: She is strong. You could show 1 scary 2 tall 3 fast 4 clever
your muscles to demonstrate strong and have the children 5 strong 6 thin 7 invisible 8 short
copy you and repeat the adjective. Continue with the rest
of the new vocabulary using your imagination! 2.15 Listen and chant: Superheroes, we love you!
You’re fast and you’re scary,
You’re very clever too.
1 Listen,
Hey, superheroes, we love you!
Play the audio and tell the children to point to the Tall or short, strong or thin,
superheroes and repeat the adjectives. Ask volunteers Superheroes always win.
More
to read the list of words on the right, then
practice tell the
More
childrenP P
practice Invisible boy,
to work individually and match the superheroes to the I can’t see you.
F F Do you like superheroes too?
adjectives. Correct answers as a class, asking individuals to
tell you the answers: Number (1) is (scary). SC SC
A picture dictionary is provided on page More
phonics
77 of the
More
phonics
Student’s
Book.
Initial Evaluation
Make sure the children can name the different
2 Listen
and chant. 2.15
adjectives and understand their meaning.
Remind the children of the actions you
i-poster
invented for each
adjective in the Warmer. Then, tell them that you are
going to say some sentences. Tell them to do a superhero
i-flashcards
pose if what you say is true and stay still if what you say
is false. Say a sentence accompaniedIWB byi-book an action, for Activity Book
example, I am scary, showing your teeth and making your Unit 5, page 28. See Teacher’s Book
hands into claws. The children make a superhero pose, for page 166 for the answer key.
example, one arm in the air like Superman. Continue until
you have practised all the vocabulary. Play the audio and
tell them to do the actions when they hear the adjectives.
Then, play the chant again and encourage the children to
join in and do the actions.
3 Look
and say.
Point to the first picture and ask the children to find the first
superhero in the scene. The children choose the correct
adjective, looking at the vocabulary list on the right to find
the word if necessary. Ask the children to practise saying
the words in pairs.
Flip this lesson!

Ask the children to draw a character that has one of the
adjectives from the key vocabulary. If other children have Flipped Learning dynamic available in
finished, they must guess which adjective it is. GO Innovate! Teacher’s Guide 2.
147
5
LC
1 Listen and match. Then, listen and repeat.
2.16 2.17
fast
He’s scary. He’s invisible.
scary
clever
4
She’s clever. She’s fast.
tall LC 2 2 Read and stick.
short 8 She’s short. He’s thin. She’s tall.
5
strong
6
thin
7
SCC
invisible 3 Make a mini-book of superheroes. Time to talk
She’s (clever). He’s (thin). Lesson 2 51
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LC he children improve their listening skills
by listening and matching the characters
to their favourite superheroes. Check if the children can:
LC he children develop their reading skills

T 1 Match the characters to their favourite
by reading and matching with the pictures superheroes.
on the stickers. 2 Understand the sentences and choose the
SCC The children build their social skills by correct stickers.
following instructions and engaging in a group 3 Complete the mini-book correctly and
activity to consolidate what they have learnt. participate in the group work activity.
148
Lesson 2 5
Language Objectives In small groups children can practise reading their books to
To practise listening skills. other fast finishers. Their classmates need to follow along.
To introduce the structure She’s (clever). He’s (thin).
To revise adjectives. Wrap-up
Put the flashcards and word cards face down on the board.
Materials Put the children into teams and play Pelmanism. Each team
Teacher’s i-solutions takes a turn to turn over two cards and say the name of the
Unit 5 Poster words or pictures. If they find a matching word and picture,
CD 2 they get to keep the cards. If the cards don’t match, they turn
Unit 5 Flashcards them over again. The team with the most cards is the winner.
Unit 5 Stickers
Unit 5 Pop-outs
Extra Activit y
In pairs, the children invent a male and a female
Warme r superhero. They draw their characters and then name
Display the poster. Point to each superhero and say the them and write a sentence to describe each, for
adjectives, encouraging the children to repeat after you. example, He is tall. The pairs then show their pictures
Say an adjective and tell them that they must only repeat to the class.
it when you point to the corresponding superhero. Say tall
and point to several superheroes. The children stay silent
until you point to the tall superhero and then they say tall.
T r a n sc r ip ts
1 Listen
and match. 2.16
2.16 Listen and match.
2.17
Then, listen and repeat.
Sally: Hello, Jasmin. Ryan: My favourite
Ask volunteers to read the texts under the pictures. Tell the
Have you got a favourite superhero is Lightning.
children to listen and match the characters to their favourite superhero? She’s fast.
superheroes. Write the names of the superheroes on the Jasmin: Yes, I have. I like Sally: Yes, she’s fast and
board: The Spook, Invisible Boy, The Brain and Lightning. Invisible Boy. He’s invisible. her hair is orange. I like
Ask the children which one is their favourite. Play the second her too.
audio and ask the children to listen and repeat while they Sally: Who’s your favourite
superhero, Mike? Sally: Hi, Carla. Do you like
point to the corresponding superhero. Mike: I like the Spook. He’s superheroes?
scary. Look! His eyes are Carla: Yes, I do. My favourite
2 Read
and stick. green. is the Brain. She’s clever.
Ask a girl and a boy to come to the front of the class. Tell the Sally: Oh yes, he’s very Sally: Oh yes, she is clever
girl to show her muscles and say She’s strong. Tell the boy scary. and she’s got a big head.
to pull a scary face and say He’s scary. Write the phrases on Sally: What about you,
the board and explain that we talk about boys and men using Ryan? Have you got a
He’s and women and girls using She’s. Show the flashcards favourite superhero?
and elicit sentences with He’s and She’s plus the adjective. Tell
the children to look at Activity 2. Ask them to read the text in 2.17 Listen and repeat.
the thought bubbles, then tell them to work in pairs and match
the stickers to the texts. Correct as a class. He’s scary. She’s clever. He’s invisible. She’s fast.
3 Make
a mini-book of superheroes. Time to talk
Distribute the pop-outs and tell the children to colour the
superheroes. Then, demonstrate how to circle the correct Continuous Assessment
pronoun and write an adjective for each superhero. Do the Children should be able to understand the unit
first one together, then give the children time to complete vocabulary used in short audio texts describing
the rest, allowing them to work in pairs if they wish. When different superheroes.
they have finished, check answers, then show the children Can the children correctly use She’s and He’s, using
how to fold the template to make a book and then staple the model She’s (clever)?
the books for them. Tell the children to get into groups of
three. One child holds their book and the other two put
theirs down on the table. The first child chooses a page in
the book and reads out the sentence, for example, He’s
clever. The other two children pick up their books and race Activity Book
to find the page showing the clever superhero. Unit 5, page 29. See Teacher’s Book
149
5
LC
1 Listen and number.
2.18
1 2 firefighter
3
6
jumper 51.9
4
skirt
shirt
teacher
LC
2 Listen and sing.
2.19
Fantastic superheroes
So many amazing things they do
I love superheroes
How about you?
Who’s your favourite

superhero?
Is he short or tall?
Is he big?
Is he scary?
Can he walk up walls?
52 Lesson 3 Is he/she (tall)? Yes, he/she is. / No, he/she isn’t.
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LC
The children improve their listening skills by Key competences continuous assessment
numbering a set of pictures.
he children develop their understanding of
T 1 Understand a series of interviews and number
LC
structures and vocabulary by singing a pictures accordingly.
song. 2 Sing along to the song and use the target
language correctly.
150
Lesson 3 5
To introduce the structures: Is he/she (tall)?
Yes, he/she is. / No, he/she isn’t. 2.18 Listen and number.
To sing a song.
1 Interviewer: Hello! Is your 4 Interviewer: Tell me about
favourite superhero a boy or your favourite superhero. Is it
a girl? a girl or a boy?
Materials Girl: It’s a girl. Boy: It’s a girl.
Teacher’s i-solutions Interviewer: A girl? Is she Interviewer: A girl, OK. Is she
Unit 5 Poster scary? strong?
CD 2 Girl: No, she isn’t. Boy: No, she isn’t.
Interviewer: Is she invisible? Interviewer: Is she scary?
Girl: Yes, she is. Boy: Yes, she is. She’s scary.
2 Interviewer: Who’s your 5 Interviewer: Who’s your
Warme r favourite superhero? favourite superhero?
Boy: It’s a boy. Is it a girl or a boy?
Display the poster and remind the class of the structures
Interviewer: Is he clever? Girl: It’s a boy.
She’s (tall) and He’s (clever). Point to the superheroes and Boy: No, he isn’t. Interviewer: A boy? Is he fast?
elicit sentences with the target structures. Then point to Interviewer: Is he short? Girl: No, he isn’t.
a superhero, make a statement and ask the children to Boy: Yes, he is. He’s short, Interviewer: Is he clever?
repeat the sentence if it’s true and stay silent if it’s false. but he can climb. Girl: Yes, he is.
3 Interviewer: Who’s your 6 Interviewer: Is your
favourite superhero? favourite superhero a boy?
1 Listen
and number. 2.18
Girl: It’s a boy. And he’s fast. Boy: No, it’s a girl.
Point to each superhero and elicit sentences to describe Interviewer: A fast boy. Oh Interviewer: Is she strong?
them, for example, He’s (short). She’s (strong).MoreTell the yes! Boy: Yes, she is.
theP P
More
children to listen to each conversation
practice and number
practice Interviewer: The strong girl.
superhero being described. Play the first conversation,F F She’s my favourite superhero
then pause the audio and ask the children to find the too!
superhero described. Then play the rest of the audio and SC SC
2.19 Listen and sing: Fantastic superheroes
tell the children to number the characters.
More
phonics
Correct
More
phonics
as a
class. Fantastic superheroes, Is he scary?
So many amazing things Can he walk up walls?
2 Listen and sing. 2.19 they do. Chorus
I love superheroes, Is it a girl? What’s her name?
Play the song and teach the wordsi-poster
fantastic and amazing. How about you? Is she fast or clever?
Tell the children to follow along in their books and then sing Who’s your favourite Is she strong? Can she fly?
along. i-flashcards
superhero? Superheroes are forever!
Is he short or tall? Is he big? Chorus
IWB i-book
The children practise the questions and answers in pairs,

pointing to the superheroes on the page. For example, Is Activity Book
she (fast)? No, she isn’t. Unit 5, page 30. See Teacher’s Book
Wrap-up
Write a selection of words from the unit on the board at
random in two identical lists. Divide the children into two
teams and ask them to line up. Give the first child in each
line a board rubber. Say a word. The children holding the N o w g o tona l
board rubber must make a sentence containing the word. Ad di tio
If the sentence is correct, the child gets to rub out the word re so u rc e s
from the list. The team that rubs out all the words on their
list first is the winner.
Are the children able to associate short audio
descriptions with their corresponding illustrations?
Cooperative structure available for speaking
Can the children understand questions that use the unit
vocabulary? practice. See GO Innovate! Teacher’s Guide 2.
151
CLIL Go find out! 5
CAE
1 Listen, point and repeat. Then, listen and number.
2.20 2.21
firefighter 3
doctor 2
teacher 1
police officer 4
SCC
2 Read, write and match.
S”™æ´fi å docto® . Thifi ifi ™e® ba@.

H’æ´fi å †eac™e® . Thifi ifi hifi ◊e>.
S”™æ´fi å poli©æ o‡fi©e® . Thifi ifi ™e® do@.
H’æ´fi å fi®æfigh†e® . Thifi ifi hifi ha†.
Social Science: real superheroes Lesson 4 53
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CAE he children develop their knowledge of
the world of work by learning how people
do different jobs in society to help us. Check if the children can:
1 Say the professions and number the
SCC he children develop their understanding of
T
descriptions of each profession.
the world of work by learning how different
professions require different equipment. 2 Match the objects with the jobs and use the
possessive pronouns his and her correctly.
152
Lesson 4 5
Language Objectives
Extra Activit y
To introduce vocabulary for jobs: doctor, firefighter, Ask the children to think of a job they would like to
police officer, teacher. do when they are older. It can be one that has been
To revise the structures (She) can (ride a bike). mentioned in the unit or another. Tell them to draw a
(She) is (fast). picture of the job and write the name underneath. Display
To introduce the possessive pronouns his, her. their work in the classroom under the title: I want to be a…
Materials
T r a n sc r ip ts
CD 2
2.20 Listen, point and repeat.
firefighter, doctor, teacher, police officer
Warme r
Explain the word job: something adults do to earn money. 2.21 Listen and number.
Ask the children if they can think of any examples of jobs
and ask them what jobs their parents do. Explain that 1
children don’t do paid jobs but they can do little jobs Look! He works at a school. He’s helping the children.
around the house to help their parents. Ask what little
2
jobs they do and mention any responsibilities they have She’s clever. She’s at the hospital now. She’s wearing a
around the classroom, like turning off the light or picking white coat.
things up off the floor.
3
He’s strong. He can climb.
1 Listen,
point and repeat. 2.20
4
Then, listen and number. 2.21 She can ride a bike. She’s fast and she’s strong.
Explain that the people in the pictures are all doing their
jobs. Play the first audio and ask the children to listen,
point and repeat the words. Then ask them to number the
pictures. Play the audio again and pause to check the Continuous Assessment
answers as a class. Can the children recognise and differentiate between
the different jobs? They should be able to use clues
2 Read,
write and match. such as associated items and possessive pronouns to
Remind the children of the words He and She. Write them guess the correct job.
on the board and ask a boy to stand under the word He
and a girl to stand under the word She. Give each child an
object, for example, a pencil and say He is (Pepe). This is
his (pencil). She is (Maria). This is her (pencil). Write his and
her on the board. Make sure the children understand that
his is for boys and her is for girls. Ask for more volunteers
to come to the board and ask the class to say the model
sentence. Then tell the children to look at Activity 2. Name
the objects (bag, pen, dog and hat) and ask the children to
say which object belongs to whom.
The children try to think of any other jobs they might know
of and try to write a fifth sentence for Activity 2.
Wrap-up
This game requires some classroom organisation. Play Duck,
duck, goose but instead of the words duck and goose use N o w g o to
words from the unit, for example, Doctor, doctor, firefighter! Ad di tio na l
Tell the children to sit in a circle and walk around tapping
each child in turn. As you tap each child, say Doctor, then
re so u rc e s
tap one child and say firefighter! The ‘firefighter’ gets up
and tries to tag you, while you run around the circle and Teacher’s Resource Book
try to sit in their place. If they don’t catch you, the child Writing Section: page 47. See page 59 for the answer key.
takes your place to walk around the circle. CLIL Section: page 77. See page 80 for the answer key.
153
5
Super Ryan!
LC
1 Look and say the scene.
Scenes: 8 5 3 1 8 2
MST
2.22
Later…
Look at Ryan
Ryan! It’s time for bed. 2 got the teddy
1 7
Goodnight, Mum!
Ryan! Wake up!
3
Is he strong?
It's Lightning! 4 Is he fast?
Ryan! We need you!
ES0000000046921 762734_GO_SB2_U5_p50a59_67531.indd 54 08/11/2017 8:14:01

LC he children improve their observation
T he children develop their awareness
T
SCC
skills by identifying a selection of items of social conventions by reading a story
and finding them in the story. about the importance of collaborating
and working as a team.
MST The children see how the characters
make use of futuristic technology and
its applications.
154
Quick, Ryan! Use your X-ray glasses.
6 Look at The Bulk! He’s got water.
5
Oh, no! My teddy!
Look at Ryan! He’s

got the teddy, but…
an! Wake up!

Help!
It’s morning…
Time to get up, Ryan!

Is he fast?
8
SCC
V
Value: Be a team player. 55
ES0000000046921 762734_GO_SB2_U5_p50a59_67531.indd 55 26/10/2017 15:49:39

1 Name the six items and find them in the story, 3 Understand the importance of working as
naming the scene. a team.
2 Learn about futuristic technology while enjoying a

superheroes story.
155
5 Lesson 5 Sto ry
Wrap-up
Language Objectives
To listen to and understand a story. Ask the children to read the story again. Display the story
To recognise key vocabulary in context: clever, cards in order on the board. Then, tell them to close their
costume, fast, floor, strong, superhero, teddy. books and read out a line from the story, for example,
To introduce the vocabulary dream, X-ray glasses. Ryan! Wake up! The children tell you the number of the
scene where the line appears (scene 2). Continue saying
more lines.
Materials
Unit 5 Story Cards Extra Activit y
CD 2 Shuffle the story cards and display them in the wrong
order. Call volunteers to come forward and help you
Balloons, a play parachute, a ball, a jigsaw puzzle, sequence the story cards in the correct order. Then,
a soft toy take one story card and tell the children to study it
for 30 seconds. Take the story card away and ask
Warme r questions, for example, How many (robots) are there?
What colour is the (teddy)? Is there a (guitar)? Repeat
Put the children into two teams. Play Pictionary with the the game with more story cards.
words from Activity 1 (duck, hat, ball, guitar, parrot and
robot). Slowly begin to draw one of the objects on the
board, pausing to give the children time to guess what it is
before drawing more. When someone guesses, give their Continuous Assessment
team a point and write the word on the board under your The children should be able to follow the story and
drawing. distinguish between the different characteristics of the
superheroes.
More
practice
More
practice P P
1 Look
and say the scene. F F
Tell the children to look at Activity 1. Elicit the namesSC of SC
the items and ask the children to find them in the story.
Display the story cards and call on phonicsindividual
More
phonicschildren to
More
come to the front of the class and point out the items.
2 Listen
to the story. 2.22

i-poster
about Ryan. Play the audio and tell the children to follow
along in their books. Then, tell them to close their books
i-flashcards
and display the story cards. Play the audio and display the
corresponding story cards, pausing IWB after i-bookeach one to ask
the literacy help questions at the back of the story cards.

Model and drill the phrases Is he strong? Is he fast? He’s
clever. He’s got X-ray glasses. Ask the children if they have
ever been for an X-ray. Elicit that an X-ray can see through
things and we can use it to see things like the bones inside
our bodies, or the contents of a bag in an airport. Look at
story card 5 again and make sure the children understand
that Ryan is using his X-ray glasses to see inside the
building. Show story card 8 and teach the word dream. Put
the children into groups of six (additional members can
play the victims). Assign each child a character and tell
them to act out the story in their groups. Leave the story
cards on display to help them.
The children work in pairs and read each other the lines
from a scene. Their partner needs to describe what scene
it is or say the scene number.
Thinking routine available for warmer.
156
Sto ry Lesson 5 5
V V a lu e
Be a team player.
Draw the children’s attention to the way the superheroes in the story work together as a team.
Explain that in the same way the superheroes in the story all have different powers, we all
have different strengths and weaknesses. The superheroes in the story work together as a
team using their powers to complement each other and we can do the same in class.
Do some team building activities to demonstrate the importance of working together.
Balloon bop. You can play this game as a whole class or in small groups. The children
stand in a circle. Drop a balloon into the middle of the circle and tell the children to
keep it in the air.
Bounce the ball. Take a parachute or large piece of fabric outside into the
playground. The children form a circle around the parachute and hold it up by the
edges, keeping the fabric taut. Drop a ball onto the middle of the parachute, and give the
children instructions to move it to make the ball bounce up and down. See how long they
can work together to keep the ball moving and stop it from falling off the parachute.
Jigsaw puzzle. Put the children into groups of four. Divide the pieces of a jigsaw puzzle
between the members of the group. The children work together to complete the puzzle.
No hands! You can play this game as a whole class or in small groups. Ask the children to stand in a
circle. Give the first child an object, for example, a soft toy, and tell them that they must hold onto it without
using their hands. They may try and hold it under their chin, under their arm, between their knees, etc. The
children try to pass the toy around the circle without touching it with their hands.
T r a n sc r ip t
2.22 Super Ryan!
Listen to the story. Skyscraper: Is he fast?
Lightning: No, but he’s clever and
Story Card 1 he’s got X-ray glasses!
Narrator: Ryan loves comic books. His favourite Ryan: I have?
superhero is Lightning. She’s very fast!
Ryan: This book is fantastic! Story Card 5
Ryan’s mum: Ryan! It’s time for bed. Two voices from burning building: Heeeeelp!
Ryan: OK, Mum! The Bulk: Oh, no! I can hear two people
Mum: Don’t forget to turn the light off! in the house!
Ryan: Goodnight, Mum! Skyscraper: Where?
Lightning: Quick, Ryan! Use your X-ray glasses.
Story Card 2 Ryan: …OK!
Narrator: Later… Ryan’s asleep, but what’s that noise? The Bulk: I can get water!
Ryan: What? Who is it? Skyscraper: And we can rescue them. Come on!
Narrator: There’s someone at the window.
Lightning: Ryan! Wake up! Story Card 6
Narrator: Look at the Bulk! He’s got water.
Story Card 3 Lightning: It’s OK. I’ve got you.
Ryan: It’s Lightning! Girl: Oh, no! My teddy!
Lightning: Ryan! We need you! Ryan: I can get it.
Ryan: But…
Lightning: There’s no time to talk. Here’s Story Card 7
your costume. Narrator: Look at Ryan! He’s got the teddy, but…
Ryan: But… Lightning: He’s falling!
Lightning: Let’s go! Ryan: Heeeelp!
Ryan: …OK!
Story Card 8
Story Card 4 Narrator: It’s morning.
Narrator: Look! The house is on fire. Mum: Time to get up, Ryan!
The Bulk and Skyscraper are there. Ryan: Where am I?
Lightning: This is Ryan. Mum: You’re on the floor!
The Bulk: Is he strong?
157
5
LC
1 Listen, point and repeat. 1 Read an
2.23
cape mask belt boots

Name: Supergi
She’s strong / t
LC She’s got
2 Listen and colour. a red cape / ma
2.24 She’s got
blue trousers /
She can
swim / fly in th
LC
3 Listen and sing.
2.25
He’s got a belt and a cape,

And a fast red bike.
He’s got blue boots.
And his name is Super Mike!
She’s got a mask and a cape,

And long green hair.
She’s got pink boots.
It's Super Carla. Yeah!
56 Lesson 6 He's got a (blue cape). She's got (pink boots).
ES0000000046921 762734_GO_SB2_U5_p50a59_67531.indd 56 26/10/2017 15:49:41
LC he children develop their vocabulary by

learning a set of words related to
superheroes’ costumes. Check if the children can:
LC 1 Listen and repeat the new words and identify
The children improve their listening skills the items in the pictures.
by following instructions to colour the items.
2 Follow the instructions and colour the items
T of clothing as directed.
of new structures and vocabulary by
listening to and singing a song. 3 Understand and sing the song.
158
Lesson 6 5
To introduce the structure He’s got a (blue cape). Put the children into groups and tell them to practise
She’s got (pink boots). the song. They can decide how they sing it, either all
To practise adjective and noun order. the group together, or half the group singing one verse
To sing a song. and the other half the other or they could sing alternate
lines. Give them time to practise. Encourage them to add
actions or have a member of the group be the superhero
Materials described. The groups then perform for the class.
CD 2
Unit 5 Poster
T r a n sc r ip ts
Warme r 2.23 Listen, point and repeat.
Review the structure He’s/She’s got … by choosing a boy cape, mask, belt, boots
and a girl from the class and describing them. Talk about
the colours of their clothes, for example, This is (Pablo). 2.24 Listen and colour.
(He’s) got a (blue) (shirt). Practise a few times, then call on
This is Ice Man. And this is Tiger Woman.
pairs of volunteers to come forward and describe each He’s very cold! She’s scary!
other for the rest of the class. He’s got a red cape. She’s got an orange cape.
He’s got grey boots. She’s got a black mask.
He’s got a green mask. She’s got yellow boots.
1 Listen,
And he’s got a brown belt. And she’s got a purple belt.
Play the audio and tell the children to listen and point to
the pictures. Then, play it again and tell them to repeat the 2.25 Listen and sing: Superhero, superhero
words. Drill, then ask individual children to say the words. Superhero, superhero, Superhero, superhero,
He can do amazing things. She can do amazing things.
2 Listen
and colour. 2.24
Superhero, superhero, Superhero, superhero,
Ask the children what each superhero is wearing and Everybody sing! Everybody sing!
fromP P
More More
encourage them to respond using the practicevocabulary
practice
He’s got a belt and a cape, She’s got a mask and a
Activity 1. Play the audio pausing after each item of F F And a fast, red bike. cape,
clothing is mentioned to allow the children time to colour He’s got blue boots. And long green hair.
the picture in. Correct the activity by making true and SC SC
false And his name is Super Mike! She’s got pink boots,
sentences, for example, (Ice Man) has More got a (pink)
More (cape). It's Super Carla. Yeah!
phonics phonics
The children call out True! or False!
3 Listen and sing. 2.25
Look at the picture of Mike and Carlai-poster

and ask volunteers Continuous Assessment
to describe what they are wearing. Then, play the song Can the children name the different types of clothes for
and tell the children to follow in their books. Play the song
i-flashcards superheroes? They should also be able to follow along
again and sing along. with short audio texts that use the structure (He’s) got a
IWB i-book (blue cape).
The children choose their favourite superhero from the

story on pages 54-55 and draw and label what they are Activity Book
wearing. Unit 5, page 31. See Teacher’s Book
Wrap-up
Display the poster and divide the class into teams who
choose names for the superheroes. Describe a superhero
for the class to guess He’s got a cape, he’s got boots, he’s N o w g o to
got a red flower. Invite the teams to guess who it is by Ad di tio na l
saying their name. re so u rc e s
Language Section: depending on the level in your class,
choose from pages 17-19. See page 26 for the answer key.
key and page 141 for the trasncripts.
159
5
LL
1 Read and circle. Then complete your superhero fact file. Time to write
Naµæ: Child's own answers

H’æ´fi .
Name: Supergirl
Child's H’æ´fi go†
She’s strong / thin. own
She’s got drawing
a red cape / mask . an∂ .
She’s got
blue trousers / boots. H’æ ca>
She can
swim / fly in the sky. .
© P h o n ic s
LC
2.26
costume cape car
SCC
3 Listen and say.
2.27
Colin’s got a cat costume.

Carrie’s got a cape and a cool car.
Writing: fact files Phonics: initial sound c as in car Lesson 7 57
ES0000000046921 762734_GO_SB2_U5_p50a59_67531.indd 57 26/10/2017 15:49:47
LL he children develop their ability to focus

on relevant information by reading and
filling out a fact file. Check if the children can:
LC The children develop their knowledge of 1 Fill in a fact file with the correct information.
pronunciation by practising the initial 2 Reproduce the initial sound c correctly.
sound c.
T
160
Lesson 7 5
To practise writing a fact file. Divide the class into teams. Give each team a piece of
Phonics: to practise the initial sound c as in car. paper and tell them that they have five minutes to find as
To practise the vocabulary cape, car, cat, costume. many English words beginning with the initial sound c as
they can. They can use their books and they must know
what the words mean. The team with the most words wins.
Materials If you wish, you can extend the game by playing again
Teacher’s i-solutions with the other letters the children have learnt on the course.
Unit 5 Story Card 7
CD 2
Extra Activit y
Warme r Ask the children to make a fact file for a friend, family
member, pet, famous person or cartoon character of
Introduce the theme of fact files. Write the following their choice. Write prompts on the board to help them if
prompts on the board: Name… He’s… He’s got… He can… necessary. Display the fact files around the classroom.
Show Unit 5 story card 7 and elicit information from the
children to complete a fact file for Super Ryan. (Example
answers: Name: Super Ryan. He’s clever. He’s got X-ray
glasses. He can see through things.) Do the same for a T r a n sc r ip ts
well-known superhero of the children’s choice, eliciting the
answers and writing them on the board. 2.26 Listen and repeat.
costume, cape, car
Time to write! 2.27 Listen and say.

Colin’s got a cat costume. Carrie’s got a cape and a cool
1 Read
and circle. car.
Then complete your superhero fact file.
Tell the children to look at the fact file. Get them to work
in pairs to read the fact file and circle the correct options,
then check answers as a class. Tell the children that they Continuous Assessment
are going to invent their own superhero and complete a Assess whether the children can fill in a fact file with
fact file. Read through the prompts together and check simple details. They should also be able to pronounce
that the children understand the task, then give them time the initial sound c correctly.
to draw their superhero and complete the fact file.
Pho nics Activity Book

2 Listen and repeat. 2.26
Draw a large letter C on the board and invite the children
to tell you how it is pronounced. Invite them to tell you
words they know that begin with the sound c and write
them up on the board. If the children suggest words that
begin with a soft sound c (for example, cinema), praise
them, but point out that you are focusing on the hard
sound c today. Tell the children to look at Activity 2 and
play the audio. They listen and repeat the words.
3 Listen
and say. 2.27
Play the audio and tell the children to repeat the tongue
twister. Repeat the audio as necessary and ensure that
the children are pronouncing the initial sound c clearly.
Repeat a few times, gradually speeding up, then invite
volunteers to say the tongue twister as quickly as they can.
N o w g o to l
Ad di tio na
re so u rc e s
The children think what other letter in the alphabet has the
c sound.
Phonics Section: page 67. See page 70 for the
answer key and page 141 for the transcripts.
161
More More
phonics phonics
5
Go ar ou nd
TH E W OR LD
i-poster Hi! I’m Anya
CAE from Russia.
1 Listen and circle. Then, listen again and stick.
2.28
i-flashcards
1 brother 2 sister
friend friend
IWB
He’s clever. She’s strong.
3 dad 4 mum
doctor teacher
He’s fast. She’s clever.
IE
2 Draw and write about your hero.
My hero
Thifi ifi
.
Child's own drawing
Hæ / S”™æ´fi
Child's own answers
rnin
ea
. g
l
o
lear
n
t
58 Lesson 8 Learn about people in Russia
ES0000000046921 762734_GO_SB2_U5_p50a59_67531.indd 58 26/10/2017 15:49:55
CAE T
he children develop their cultural Key competences continuous assessment
awareness as they learn about life in
Russia. Check if the children can:
1 Listen, circle the correct words and put the
IE he children use their initiative and
T stickers in the correct places.
creativity by drawing and writing about
their own personal hero. 2 Choose and draw their personal hero.
162
CULTURE Lesson 8 5
Language Objectives The children present their heroes to other fast finishers.
To practise the structures This is my (sister). Their partner can then ask questions like Is he/she (short)?
He can (dance). She’s (strong).
To introduce the vocabulary balalaika, ballet, chess,
skate. Wrap-up
To revise the vocabulary brother, friend, sister, teacher. Play Hangman with vocabulary from the unit. Example
To learn about people in Russia. words could include superhero, costume, cape, belt, mask,
boots, invisible, firefighter, doctor, teacher and police officer.
Give clues if necessary to help.
Materials
Unit 5 Stickers
Unit 5 Poster Play I Spy with the Unit 5 poster. Display the poster and
say, for example, I spy, with my little eye, something
beginning with c. The children guess, for example,
A world map or globe cape, car. Continue with more items from the poster, for
example, I spy, with my little eye, something (purple).
If you wish, you can continue the game using the story
Warme r cards or posters from previous units.
Point to the Russian flag and to Anya. Ask a volunteer to
read the text from the speech bubble and tell the children
they are going to learn about life in Russia. Show them the
map or globe and ask them if they know where Russia is. T r a n sc r ip t
Invite individual children to come up and point it out and
ask if anyone has ever been there. Encourage the children
to tell you anything they know about Russia. Tell them 2.28 Listen and circle. Then, listen again and stick.
that Russia is the largest country in the world and that the Anya: Hi! I’m Anya from Russia. These are my heroes!
capital city is Moscow. Explain that it’s cold and snowy in Can you see photo 1? This is my friend. He can play chess.
winter and sports like skiing, skating and ice hockey are He’s clever.
popular. You could look at images of Russia, for example, Look at photo 2. This is my sister. She can dance ballet.
Saint Basil’s Cathedral in Moscow, Russian dolls, folk She’s strong.
dancing and wildlife, such as reindeer, bears, wolves and Can you see photo 3? This is my dad. Look! He’s got a hat.
the Siberian tiger. He can skate. He’s fast.
Look at photo 4. This is my teacher. She can play the
Watch the video My heroes to introduce the lesson balalaika. She’s clever.
theme.
1 L isten and circle. Then, listen again and stick.

2.28
Introduce the vocabulary chess, ballet, skate and Can the children identify the different adjectives
balalaika. Point out the words brother and friend. Explain mentioned in the short audio texts? The children
that they are going to listen and circle one of the words. should be able to write about their own hero.
Ask Is the boy Anya’s brother or her friend? Play the first
dialogue and elicit the answer. Hand out the stickers. Play
the audio again and ask the children to say which sticker
goes with each picture.
2 Draw
and write about your hero.
Explain that Anya’s heroes are not fictional superheroes,
but real people. Explain that heroes can be people we
admire, people who help us or people who have special
talents. Ask the children to think about their real-life
heroes, asking Is it your mum or dad? Is it your grandad?
N o w g o to
Is it a friend? Is it a famous person? Ask them to choose
a hero and think about why they are important to them.
Then ask volunteers to tell the class about their hero. A dd it io na l s
Ask the children to draw their hero in the frame and write re so ur ce
about them. Give them time to complete the activity, then
ask them to mingle and show their work to each other. Teacher’s Resource Book
Reading Section: page 41. See page 57 for the
answer key.
163
Go aGAIN! 5
LC
1 Look and stick. Then, listen and write T (true) or F (false).
2.29
T F
police officer teacher
T F
doctor firefighter
LC
2 Read and complete. Then match.
clever tall strong fast
T™æ poli©æ o£fi©e® ifi fas† . S”™æ´fi go† ¥ellow bootfi.

T™æ docto® ifi c¬e√±® . S”™æ´fi go† å boo§.
. T™æ fi®e‡igh†e® ifi stron@ . H’æ´fi go† å compu†e®.
T™æ †eac™e® ifi tal¬ . H’æ´fi go† å ∫el†.
rnin
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g
3
l

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t
Unit review 59
ES0000000046921 762734_GO_SB2_U5_p50a59_67531.indd 59 26/10/2017 15:50:00

LC he children reinforce their knowledge of
the unit vocabulary by using stickers and
listening to a dialogue. Check if the children can:
1 Place the stickers correctly and understand
LC he children reinforce their writing skills
T
the listening activity, deciding whether the
by observing a picture and completing a
statements are true or false.
description of it.
2 Understand, complete and match the
LL he children learn to learn by reflecting
T sentence halves.
on the unit activities and selecting
their favourite one. 3 Choose their favourite activity in the unit and
put a sticker on it.
164
u n it R e v ie w 5
Extra Activit y
Language Objective
To review vocabulary and structures from Unit 5. Display the word cards on the board. Put the children
into groups and give each group some magazines and
some scissors. Tell them to cut out pictures of people or
Materials animals from the magazines that display the qualities.
Teacher’s i-solutions Write the eight adjectives on the large piece of blank
Unit 5 Flashcards card and let the children stick them onto the card in the
Unit 5 Stickers correct category.
Trophy Stickers
CD 2
Old magazines or catalogues, a large sheet of card T r a n sc r ip t

2.29 Listen and write T (true) or F (false).
Warme r
1 Tim: Look at the firefighter. She’s got green boots.
Stick the flashcards to the board face down and number 2 Tina: I like the doctor. He’s got a big computer.
them 1 to 8. Divide the class into Team A and Team B.
3 Tim: Look at the teacher. She’s got a yellow apple.
Hold up a word card and ask Team A if they can guess
which flashcard matches it by choosing a number. Turn the 4 Tina: Can you see the police officer? He’s got a red belt.
flashcard around and if it matches, the team wins a point.
If not, turn the card over again and Team B have a turn.
Final Assessment
1 Look
and stick. Check if the children can:
Then, listen and write T (true) or F (false). 2.29
Place their stickers correctly and understand the
listening activity, deciding whether the statements are
Look at each picture in turn and ask the children to name
true or false.
the jobs. Then tell them to work in pairs and label the
Understand, complete and match the sentence halves
pictures using their stickers. Correct as a class, then explain
using vocabulary and structures from the unit and the
that they are going to hear Tim and Tina talking about the
picture as a guide.
pictures. Their task is to write T for true statements and F for
false statements.
2 Read
and complete. Then match.
Tell the children to look at the picture of the police officer
Activity Book
from Activity 1 and ask them to choose the best adjective
to describe him (fast). Tell the children to complete the
My new words, page 44.
sentence, then continue with the remaining phrases. Look
See Teacher’s Book page 205
at the sentences on the right. Ask the children to look at
for the answer key and transcript.
the police officer again and ask What’s he got? Eliciting the
answer He’s got a belt. Then tell them to match the other
sentences.
n
ear in
g

l
o l rn
ea
t
N o w g o to l
the trophy sticker on that activity. Encourage them to tell Ad di tio na
you why it is their favourite activity. re so u rc e s
Unit Test: depending on the level of your class,
The children describe what other people are wearing in choose from pages 109-112. See pages 131-132 for the
the pictures in Activity 1 using He’s got and She’s got. answer key. and page 141 for the transcript.
Wrap-up
Stand in a circle with the children. Model a sentence, for
example, Hello, I’m (Laura). I’m (strong), whilst miming the Drama
action. Go around the circle and tell each child to say their
name and a quality and mime an accompanying action. Drama games available for language consolidation.
Then say a child’s name and ask the others to do their See GO Innovate! Teacher’s Guide 2.
action, for example, Laura (the children mime being strong).
165
5 5
Superheroes 2 Look, circle and write the number.
6
1 Look, circle and copy.
1
scar¥ / fas† shor† / tal¬
fas† shor†
3
2
5
invisib¬æ / c¬e√e®
thi> / stron@ invisib¬æ He’s / She’s strong. 4 He’s / She’s clever. 1
stron@ He’s / She’s scary. 6 He’s / She’s short. 5
He’s / She’s thin. 2 He’s / She’s tall. 3
scar¥ / invisib¬æ 3 Look and write. Then colour the pictures. Child applies colours
scar¥ fast invisible strong scary
fas† / tal¬
tal¬ Hæ´fi scar¥ .
thi> / shor† S”™æ´fi fas† .
thi>
Hæ´fi invisib¬æ.
stron@ / c¬e√e®
c¬e√e® S”™æ´fi stron@.
28 29
5 T r a n sc r ip t
4 Listen and match.
10
10 L
isten and match.
Lily
1
1 3
Interviewer: Let’s talk to Interviewer: Hello, Anna. Is
Max
2 some children who have your dog a girl or a boy?
superhero dogs! Anna: He’s a boy.
Hello, Charlie! Is your dog a Interviewer: Is he fast?
Eddie girl or a boy? Anna: No, he isn’t.
3
Charlie: He’s a boy. Interviewer: OK, is he
Interviewer: Is he tall? strong?
Poppy Charlie: No, he isn’t. Anna: Yes, he’s strong. He’s
4 Interviewer: Is he short? strong and he’s clever too.
Charlie: Yes, he is. He’s short
and he’s black. 4
Interviewer: Hi, Tony. Is your
5 Look and write your opinion. Child's own answers 2 dog a girl or a boy?
Interviewer: Hi, Rita. Is your Tony: She’s a girl.
Yes, she is. / No, she isn’t. Yes, he is. / No, he isn’t. dog a girl or a boy? Interviewer: Is she clever?
Rita: She’s a girl. Tony: Umm, no, she isn’t.
Ifi s™æ fas†? Interviewer: Is she fast? Interviewer: Is she fast?
Rita: Fast? No, she isn’t. Tony: Yes, she is. She’s fast,
Ifi s™æ shor†? Interviewer: Is she tall? but she isn’t clever. But
Ifi s™æ scar¥? Rita: Yes, she is. She’s tall. she’s my superhero!
She’s tall and black and very
Ifi ™æ thi>? beautiful!
Ifi ™æ tal¬?
Ifi ™æ c¬e√e®?
30
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166
5 5
6 Look and write. 8 Read and match. Then complete the fact file. Time to write
1 2 Name: strong and scary.

She’s Lizard Woman.
She’s got climb walls.
She can a belt and a cape.
∫±l† bootfi Naµæ: Lizar∂ Woma>.

S™æªfi stron@ an∂ scar¥.
3 4 S™æªfi go† å ∫±l† an∂ å caπæ.
S™æ ca> climb wallfi.
caπæ mas§
P h o n ic s
7 Look at Activity 6 and complete the sentences. Then colour.
9 Circle the c words. Then, complete and match. board ke at puter
Thifi ifi Megå B”o¥!

Hæ´fi go† å purp¬æ 3 caπæ . 1
coµ p u † e ®
Hæ´fi go† å g®æe> 1 ∫±l† . 2
co a †
Hæ´fi go† å blac§ 4 mas§ . 3
cå § æ
Hæ´fi go† purp¬æ 2 bootfi .
4
cuπ b o a r ∂
H”ifi do@´fi go† å ®e∂ 4 mas§ .
31 32
5 T r a n sc r ip t
GO AGAIN! 11 L
isten and number.
11
1 3
Teacher: Hello, Ben! Teacher: Who else
1 Ben: Hello! do you like?
2 Teacher: Can you tell me Ben: I like Shadow.
4 about your favourite story Teacher: Tell me about
characters? Shadow.
Ben: Yes! I like Metal Woman. Ben: Well, she’s very clever.
3 She’s a superhero. She’s She hasn’t got a costume but
really strong and she’s fast she’s invisible! She can do
too. She’s got boots amazing things!
and a belt.
2 Look and complete. Teacher: Has she got a 4
mask? Ben: My favourite story
Ben: Yes, she’s got a mask character is Gondo. He’s
too! very clever. He’s got a big
ƒ i r æ £ i @h t e ® be l† hat and a cape. He can do
2 magic!
Ben: I like Redbeard too. Teacher: Magic? Really?
ßca r ¥ Teacher: Who is Redbeard? Ben: Yes, he’s a wizard.
Ben: Well, he’s very strong Teacher: OK, that’s fantastic,
∫ o o t fi but he’s scary too. He’s only Ben!
© l e√e ® got one eye and he’s got a
parrot. He’s a pirate!
Teacher: Oh! I like pirate
†ea © ™e ® stories.
ß t r o n@ s h or †
My new words
page 44 33
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167
UNIT 6
Overview
• Present Continuous • Verbs: drawing, drinking, • Phonics: final sound ing • Present Continuous
questions with What eating, listening, reading, as in king • Have got
and answers taking photos, talking,
• Parts of the body
•S tructure: There’s a writing
• Adjectives: big, small,
(mummy). •E xtra: cross, Egyptian,
scary
everybody, horn, Ice
Age, mammoth,
mummy, museum, real
Language Objectives
• To extend the Present • To understand and use • To talk about what • To produce the final
Continuous tense. action verbs. people are doing. sound ing correctly.
• To practise descriptions • To identify different • To describe dinosaurs
using It’s got… animal body parts. and other animals.
• To describe a scene • To use transport words. • To describe a scene.
using There’s a…
Skills Objectives
• To say the action verbs. •T

o read and understand •T o understand and •T o write target
• To ask and answer action verbs. repeat target language.
about what people are •T
o demonstrate vocabulary. • To write the names of
doing. understanding by • To understand and join dinosaurs.
• To say their favourite reading and placing in with songs. • To complete sentences
dinosaur. stickers. • To show understanding with target vocabulary.
• To describe a scene. •T
o read and follow a by completing an • To write words
song. activity. independently.
•T
o read and understand • To understand the
simple sentences. narrative of a story.
• To recognise the final
sound ing.
168
• The children can identify, understand and produce verbs in Fully interactive teaching and learning materials
the Present Continuous tense. organised into step-by-step lesson plans in the
• The children can understand and produce the question What form of learning paths including:
are you doing? and answer.
• The children can use adjectives and body features to culture lessons
describe a dinosaur.
• The children can use there’s to describe a scene.
texts
Flashcard Bank
• Teacher’s i-solutions • Teacher’s Resource Book
• Student’s Book CD 2 Lesson 2: Language, pp 20-22 Additional interactive games for
whole-class content reinforcement
• Story Cards Unit 6 Listening, p 36
• Flashcards Unit 6 Lesson 3: Reading, p 42 Interactive Routine poster
• Poster Unit 6 Writing, p 48 Game Generator to create your own
• Student’s Book Unit 6 Lesson 4: CLIL, p 78 IWB games to play with the children
• Pop-outs Unit 6 Lesson 8: Speaking, p 54
• Activity Book Unit 6 Unit review: inserting notes, links and external files. It is also
End of term 3 test, pp 121-122 zoom windows.
End of year test, pp 123-126 Save all your teaching sessions to meet the
• Coloured sticky notes, real postcards, sheets of card, a
world map, old magazines or catalogues
GO Innovate!
Lesson 1: Flipped Learning For ideas on how to exploit
Lesson 4: Thinking-based Learning the course resources, see our
Unit review: Cooperative Learning
Drama
Key competences
LC
The children develop listening, speaking, reading and The children learn the basic social rules of taking turns
writing skills, as well as grammar rules, vocabulary and when asking and answering questions.
phonics for pronunciation. The children learn to use the
Present Continuous tense to ask about and say what they CAE Cultural awareness and expression
are doing. The children develop their cultural awareness learning
about activities for tourists in France.
MST Competence in Maths, Science and Technology
The children develop their scientific understanding as they
LL
Learning to learn
look at dinosaurs. The children develop strategies to improve the learning
process through a variety of activities aimed at multiple
intelligences.
IE
imagining a perfect day of their choice. They also choose
and share their favourite dinosaur.
169
6
LC
A day out
2.30
CAE
2 Listen and chant.
2.31
drawing
8
reading
2
4
1 2 3
talking
7
eating
4
5
1
taking photos
6
7 6 listening
8
5
LC writing
3 Look and write.
Rya>: writin@ Carlå: ®eadin@ 3

Mi§æ: lis†enin@ Jasmi>: drawin@ drinking
60 Lesson 1 Actions vocabulary
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LC
The children develop their listening skills and Key competences continuous assessment
learn a set of vocabulary related to actions.
CAE 1 Recognise the vocabulary and match the
The children develop their creativity
through music and movement. numbered pictures to the correct actions in
the column on the right.
LC
he children improve their writing and
T 2 Keep the rhythm by clapping and learn a chant.
spelling of new vocabulary. 3 Write the new actions vocabulary.
170
Lesson 1 6
To practise listening skills to identify actions. Play a drawing game. Divide the children into two teams
To introduce the action verbs drawing, drinking, and line them up in front of the board. Give instructions
eating, listening, reading, taking photos, talking. for a drawing using the action words drawing, drinking,
To learn a chant. eating, listening, reading, taking photos or talking. For
example, The boy is eating. The first two children run
to the board and the first one to complete the drawing
Materials correctly gets a point for their team.
Unit 6 Poster
CD 2
Unit 6 Flashcards T r a n sc r ip ts
2.30 Listen, point and repeat. Then, match and say.
Warme r
1 taking photos 2 reading 3 drinking 4 talking
Display the poster and revise previously learnt vocabulary
5 writing 6 listening 7 eating 8 drawing
by describing the weather in the image or asking questions
like Where is (the book)? Describe an action using the
Present Continuous: I am talking to you. You are listening 2.31 Listen and chant: All the things we do!
to me! Then mime some actions using the new vocabulary.
Drawing, reading, talking, eating,
Taking photos too.
Listening, writing, drinking water.
1 Listen,
Look at all the things we do!
Elicit the names of the forms of transport on display. Play
the audio and tell the children to point to, repeat and
mime the words as they hear them. ThenMore More
practice tell the P P
children
practice
to look at the word column in pairs. They say each word, F F Initial Evaluation
find the corresponding image in the main scene and say Evaluate whether the children can recognise the unit
the number. SC SC vocabulary from images and short audio texts as well
More
phonics
77 of the
More
phonics
as express which of the actions is their favourite.
Student’s Book.
2 Listen
and chant. 2.31
Play the chant. Ask the class to think of a mime for each
i-poster
action mentioned. Play the audio again with the children
Activity Book
miming each verb as they hear it. i-flashcards
3 Look
and write. IWB i-book
Put the word cards up on the board. Ask the class to read
them out. Tell them to close their eyes. Take one away.
The first child to tell you which one is missing gets to take
away the next flashcard. Before writing, tell the children to
point to Ryan, Mike, Jasmin and Carla and say the action
each is doing. Finally, they write the correct action into
their books. Correct on the board.
The children draw themselves doing their favourite action.

They label it in the same format as in Activity 3.
Wrap-up
Display the poster, point to each action and elicit the verb.
Divide the class into two teams and assign each team
four verbs for that team to remember. The children must
then tell you the four verbs of their group in unison. As a
fun twist, you can ask individual children to change seats Flip this lesson!
with a member of the opposite group and then tell you the
verbs of their new group. Flipped Learning dynamic available in
171
6
LC
1 Listen and circle. Then, listen and repeat.
2.32 2.33
I´√æ go†
å ca†.
drawing
8
reading
2
CAE
2 Listen and sing.
talking
4 2.34
7 Hi, Jake! What are you doing? What are you doing, Jake?
Hi, Sam! Can’t you see? I’m eating cake!
eating
Pat Lola
Ron
1 Jake
taking photos
Sue
listening Rory
5
SCC
3 Mime. Then say in pairs.
writing
What are you doing?

3
You’re Ron!
drinking
What are you doing? I’m (reading). Lesson 2 61
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LC he children improve their comprehension
skills by listening for specific information and
choosing the correct action. Check if the children can:
The children develop confidence in their 1 Listen and understand which action is being
CAE
expression and improve the rhythm of their referred to.
speech by listening to and chanting
2 Use the new structures independently as a
questions and answers.
group and in pairs.
SCC The children practise a basic social rule by
taking turns to ask and answer questions in 3 Listen to their partner and take turns to ask
pairs. questions to guess the person who is doing
an action.
172
Lesson 2 6
To practise listening skills.
To introduce the structure What are you doing? 2.32 Listen and circle.
I’m (eating) (cake).
To revise action verbs. Narrator: Hello, Carla. What are you doing?
Carla: I’m reading.
Narrator: Hi, Ryan. What are you doing?
Materials Ryan: I’m eating.
Narrator: Hello, Jasmin. What are you doing?
Unit 6 Flashcards
Jasmin: I’m drawing.
CD 2
Warme r Carla: I’m reading.
Ryan: I’m eating.
Show the class each flashcard and elicit the verbs. Then
Jasmin: I’m drawing.
take a flashcard with the picture facing towards you so the
class cannot see it. Quickly turn it around to flash it at the
class for a second. Ask the children to say which verb it is. 2.34 Listen and sing: What are you doing?
If they do not know, then flash the card again. Repeat with Hi, Jake! What are you doing? Hi, Lola! What are you doing?
other cards. What are you doing, Jake? What are you doing, Lola?
Hi, Sam! Can’t you see? Hi, Sam! Can’t you see?
I’m eating cake! I’m drinking cola!
1 Listen
and circle. 2.32
2.33 Hi, Pat! What are you doing? Hi, Ron! What are you doing?
Then, listen and repeat. What are you doing, Pat? What are you doing, Ron?
and askP P
More More
practice
Ask the children to look at the picture of Carla
practice
Hi, Sam! Can’t you see? Hi, Sam! Can’t you see?
them to name the verbs listening and reading. Repeat F F I’m drawing a cat! I’m talking to John!
with the pictures of Ryan and Jasmin. Tell the class to Hi, Rory! What are you doing? Hi, Sue! What are you doing?
listen and circle the action they hear. Play the audio, then SC SC
What are you doing, Rory? What are you doing, Sue?
correct as a class. Finally, ask the children
More
phonics
to listen
More
phonics
to and Hi, Sam! Can’t you see? Hi, Sam! Can’t you see?
repeat the following audio. I’m reading a story! I’m taking a photo of you!
2 Listen
and sing. 2.34
Ask the class to look at the picturesi-poster

in pairs and name each
verb. Point to yourself, say your name, and mime an action. Continuous Assessment
Elicit the verb, for example, taking photos.
i-flashcards Then explain that
Can the children associate the different actions with
Sam is asking the other children what they’re doing and related objects? Consider whether they can follow
play the song. Encourage the childrenIWB toi-book
listen and point to along with the song containing the unit vocabulary.
each child. Then invite them to sing along with the song.
3 Mime.
Then say in pairs.
Explain that the boy and girl are looking at the picture in Activity Book
Activity 2 and playing a game. Read the speech bubbles Unit 6, page 35. See Teacher’s Book
and ask the class to repeat after you. Explain that the boy page 190 for the answer key and transcript.
is miming Ron (who’s talking on the phone) and the girl is
looking and guessing. Then ask the children to work in
pairs, taking turns to ask and mime:
Child 1: What are you doing?
Child 2: I’m drawing (miming drawing).
Child 1: You’re Pat.
N o w g o tona l
The children draw a picture dictionary in their notebooks,
Ad di tio
using images like the photos in Activity 1 to represent the
different actions. re so u rc e s
In pairs, the children play a miming game. Child A says class, choose from pages 20-22. See pages 26-27 for
What are you doing? to Child B, who then mimes an the answer key.
activity for Child A to guess. They then swap roles. To mix Listening Section: page 36. See page 56 for the
things up the children can choose to do the action in the answer key and page 141 for the transcript.
role of, for example, a superhero or an animal.
173
6
LC
2.35
1 3 4 6
5 2
LC
2 Read and stick.
I’m reading
a book.
I’m listening
to music.
I’m eating a
sandwich.
I’m drawing
a dog.
SCC
3 Make a bus and play in pairs. Time to talk
62 Lesson 3 What are you doing? I’m (reading).
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LC T
he children develop their listening skills Key competences continuous assessment
by identifying what people are doing in
pictures. Check if the children can:
LC
1 Understand the dialogues and number the
he children practise reading and identifying
T pictures accordingly.
photos.
2 Read and understand to match a description
SCC he children improve their social skills by
T to the correct picture.
role-playing and asking and answering
questions in pairs. 3 Role-play successfully to ask and answer
questions.
174
Lesson 3 6
Extra Activit y
Language Objectives
To introduce the structure What are you doing? The children sit in small groups with their pop-out and
I’m (drawing). play a guessing game. They take turns to give a clue
To ask and answer questions in pairs using the about someone on the bus and the others say what that
structure learnt. person is doing.
To write a description of a picture using the Child 1: I’m a (girl). I am wearing (a red T-shirt).
structure I’m (reading) (a book). What am I doing?
Child 2: You are drinking.
Materials
Unit 6 Flashcards T r a n sc r ip t
CD 2
Unit 6 Poster 2.35 Listen and number.
Unit 6 Stickers
Unit 6 Pop-outs 1 4
Parrot: Squawk! What are you Parrot: Squawk! What are you
doing? doing?
Lively music Boy 1: Oh! Hello, parrot. I’m Boy 3: I’m taking photos.
talking. I’m talking to you.
5
2 Parrot: What are you doing?
Warme r Parrot: Hello! What are you Girl 2: I’m drinking water. It’s
doing? hot today.
Review the verbs with the flashcards, then remove two Boy 2: I’m eating a banana.
flashcards without the class seeing them. Ask them to chant Mmm, yummy! 6
What are you doing? The class chants the question and you Parrot: Mmm, I like bananas Parrot: Squawk! Squawk!
answer with the five remaining flashcards: I‘m drawing and too. What are you doing?
I’m... Ask the class to say which two flashcards are missing. Girl 3: I’m writing. I’m writing
3 about the pyramid.
Parrot: Hello! What are you Parrot: Oh, bye bye!
1 Listen and number. 2.35 doing? Girl 3: Goodbye, parrot!
Girl 1: I’m drawing. I’m drawing
Ask the class to work in pairs and say the actions they a picture of the pyramid.
can see. Then play the audio and ask them to number the
children as they listen. Correct as a class.
2 Read
and stick. Continuous Assessment
Display the poster. Ask individual children to mimic what Check if the children can ask their classmates what
their favourite activity from the poster is. Encourage the they are doing, using the Present Continuous and then
class to say the right verb and point to it in the poster. Then, respond to the same question.
they look at the pictures in the book and the stickers and
say what each child is doing. Finally, they stick the picture
with its corresponding description.
3 Make a bus and play in pairs. Time to talk Activity Book

Hand out the pop-outs and the children pop out the bus. page 190 for the answer key.
They stick the children into the bus windows in the order
they choose. One child chooses a child on the bus and the
other asks questions to find out who it is:
Child 1: What are you doing?
Child 2: I’m reading.
Child 1: You’re boy B.
Tell the children to draw their own bus with children from N o w g o to
the class doing different actions. Ad di tio na l
re so u rc e s
Wrap-up
Clear a space and ask the children to stand up. Stick the Teacher’s Resource Book
flashcards around the room. Play some lively music and Reading Section: page 42. See page 57 for the
the children dance. Stop the music and say I’m reading. answer key.
The first child to touch the corresponding flashcard gets to Writing Section: page 48. See page 59 for the
stop the music the next time. answer key.
175
CLIL Go find out! 6
MST
2.36
Tyrannosaurus Triceratops Brachiosaurus

Rex horn
2 4
Gallimimus
3 1
LC
2 Read and write the dinosaur.
I†´fi go† two shor† armfi and å smal¬ ™ea∂.

Gallimimufi.
I†´fi stron@. I†´fi go† th®ææ hornfi.
Tri©eratopfi.
I†´fi go† two ¬egfi and å bi@ ™ead.
Tyrannosaurufi Re≈.
LC
3 Read and say.
Have you got a favourite dinosaur?
Natural Science: dinosaur facts Lesson 4 63
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MST he children develop their knowledge
of the ancient natural world by looking at
dinosaurs and identifying them. Check if the children can:
LC
1 Understand the audio and identify the dinosaurs
he children reinforce their writing skills
T as they are mentioned.
writing descriptions of dinosaurs.
2 Recognise the characteristics of the different
LC dinosaurs and write their names.
he children develop their speaking skills
T
by talking about dinosaurs. 3 Talk about dinosaurs.
176
Lesson 4 6
Wrap-up
Language Objectives
To introduce the word horn. Ask the class to make up a dinosaur of their own and
To revise parts of the body vocabulary: arm, head, think about what it looks like: Has it got four legs or two
leg, teeth. legs and two arms? Has it got a big head? Has it got big
To practise adjectives big, short, small, strong, tall. teeth? Is it big or small? Is it scary? What colour is it? Tell
To practise the structures It’s got (a small head). the children to draw their dinosaur, invent a name for it and
It’s (tall). write a short description: It’s (big). It’s (orange). It’s got (four
legs) and (a big head).
Materials
CD 2 Put the children into small groups to brainstorm and
write down animals with the features you describe, for
Coloured sticky notes exampe, animals with two legs. Give them a time limit.
The group with the most animals wins.
Warme r
Write the word dinosaur on the board and, if possible, T r a n sc r ip t
show the class some pictures of dinosaurs or find dinosaur
images on the internet. Ask the class to tell you what they
know about dinosaurs. Elicit or explain that dinosaurs
2.36 Listen and number.
lived millions of years ago, some were very big, some 1
ate plants and others ate other dinosaurs, they became Look at this dinosaur! It’s very tall. It’s got four legs. And it’s
extinct before humans existed and scientists learn about got a small head.
dinosaurs by looking at fossils. 2
This dinosaur is tall and it’s scary. It’s got two legs and two
very short arms. It’s got a big head. Oh yes, and it’s got big
1 Listen
and number. 2.36 teeth!
Ask the class to look at the pictures and say the dinosaur 3
names with the children. With a drawing or picture of a Look at this dinosaur! It’s got two arms and two legs. It’s got
horned dinosaur, review the body vocabulary arm, leg, a small head. It can run fast.
head, teeth and introduce the word horn, pointing it out in 4
the Triceratops picture as well. Explain that they will hear I like this dinosaur. It’s strong. It’s got four legs and it’s got
the boy and girl talking about the dinosaurs and tell them to three horns.
number the dinosaurs. Correct as a class.
2 Read
and write the dinosaur.
Ask a volunteer to read out the first sentence and ask the Continuous Assessment
class to name the dinosaur (Gallimimus). Tell the children Can the children understand short texts identifying
to read the other descriptions in pairs and then look at different types of dinosaurs based on physical
Activity 1 and choose the corresponding dinosaur. Correct descriptions? Assess whether they can write the names
as a class. of the types of dinosaurs.
3 Read
and say.
Have a class discussion about the dinosaurs seen in the
unit. Write the names of the dinosaurs on the board and
ask individual children which is their favourite and why. N o w g o to
Then have a vote and draw a bar chart on the board Ad di tio na l
showing the most popular to the least popular dinosaur.
Make a large version for the classroom using coloured
re so u rc e s
sticky notes. Get all the children to participate.
Tell the children to think of another animal and to write a

description like those in Activity 2.
Thinking routine available for extension.
177
6
A day at the museum
LC
1 Find and colour. Then say.
There’s a mu
It’s following
Scenes: 1 6&8 4 3 6 5
LL
2 Listen to the story. What are you
2.37 2 doing, Jasmin?
7
Mike’s class is
at the museum. Everybody
listen to me!
1
I’m listening.
I’m taking a photo.
3 Carla and Mike are in the Dinosaur room. Now Carla and Mike
4 are in the Egyptian
room.
There’s a mummy. RUN!

There’s a triceratops.
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T SCC he children develop their awareness
T
of the structures introduced and learn of safety rules when going on a trip and
vocabulary related to museums. the importance of obeying their teacher.
The children build on the vocabulary and

LL
structures they have learnt in the unit by
listening to a story and creating a quiz
about it.
178
m 5 6 Now the class is in the Ice Age room.
There’s a mummy. Look, class!

It’s following us! There’s a
mammoth.
7 Oh, no! There’s

a teacher!
8 It’s time to go back to school.
Mike and Carla are in trouble now. Look, Mike! There’s

a dinosaur!
mummy. RUN! Smile, please!

SCC
V
Value: Listen to your teacher. 65
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1 Find and name the items in the story and colour 3 Understand the importance of listening to
them using the corresponding colours. their teachers for their own good.
2 Follow and understand the story by answering the

literacy help questions and create a question and
answer quiz based on the story.
179
6 Lesson 5 Sto ry
Wrap-up
Language Objectives
To listen to and understand a story. Call eight volunteers to the front and give them each a
To recognise key vocabulary ans structures in story card. Ask them to show their story cards to the class
context: dinosaur, following, listening, room, taking in turn and help them to describe what they can see.
photos; What are you doing? Divide the remainder of the class into two groups. Have
To introduce vocabulary: cross, Egyptian, Ice Age, one group come forward and line up the children so that
mammoth, mummy, museum, real. the story cards are in the correct order, then help the
To revise the expressions: Thank you! Smile, please! second group to narrate the story.
Materials Extra Activit y

CD 2 Prepare this in advance. Write a series of questions
Unit 6 Story Cards about the story. You can also get the children to each
think of a question, write them on paper (without
showing anyone) and hand them to you. They can be
about who says which lines, what happens in particular
Warme r scenes, what characters are wearing, who is standing
Before opening the books, write School Trips on the board next to which character, where you can see particular
and ask the children to remember all the school trips people or objects. You could even have multiple choice
they have been on. Adapt the questions as necessary questions, for example, how many times do we see a
taking account of the past tense or allow the children to particular character: a) 3, b) 5, or c) 7 times? Who says
express themselves in their own language when needed. a particular line: a) Carla, b) Mike, or c) Sally? This can
Write the places on the board and encourage them to say then be done as a team quiz. If the children are also
whether they enjoyed the trip or not. Ask them if anything involved in writing the questions, they will pay much
unexpected or scary happened on the trip. Tell them that more attention and extract far more information from
the story they’re going to read is about a school trip and the story.
get them to guess where Carla and Mike’s class are going.
Ask them to say what things they might see in a museum
and write them up on the board. Continuous Assessment
More
practice
More
practice P P
The children should be able to follow the story and
F F infer information about the main characters’ emotional
1 Find
and colour. Then say. states as the story progresses.
Tell the children to look at Activity 1. Elicit the namesSC SC
of the
items: dog, bird, twelve, cat, chair More
and
phonics
give the
More
phonics
children
time to find and colour the items in the story.
2 Listen to the story. 2.37 Activity Book

Show story card 1 and tell the children
i-poster
to identify the page 191 for the answer key.
characters and ask where they are. Pause the audio after
each story card and ask the literacy help questions at the
i-flashcards
back of the story cards. When they have listened to and

understood the story, hand out the IWB story i-bookcards around the
class and play the story again. The children hold up their
card at the appropriate time. Then write up three headings
on the board: The Dinosaur Room, The Egyptian Room and
The Ice Age Room. The children describe what happens in
the story in each room: There is (a mummy). The mummy
(is following) Mike and Carla. Depending on the level of
the class, this activity can be done with the books open or
closed.
Tell the children to try to find characters doing the different

actions that they’ve learnt. How many can they find?
Cooperative structure available for consolidation.
180
Sto ry Lesson 5 6
V V a lu e
Listen to your teacher.
Show story card 3 and say that Carla Explain that when teachers tell us to do
and Mike are scared because they something, it is always for our own
can see scary things at the museum good. Give examples: Your parents
(a mummy and a T-rex). Ask why always tell you to brush your teeth,
that happened and why they were if you don’t do this, your teeth will
so scared. Elicit that it was because go bad. Your parents tell you to
they left the group and didn’t obey eat vegetables; if you don’t eat
their teacher, so they were alone. vegetables, you won’t grow big
Have a class discussion about being and strong. Ask the children to
a large group of children on a trip. get into small groups and act out
Ask What do you need to be careful situations in which not listening
about? Elicit Staying on the pavement, to a teacher has resulted or could
keeping with the group, listening to the result in a bad situation.
instructions of your teacher.
T r a n sc r ip t
2.37 A day at the museum

Narrator: Mike’s class is at the museum. Carla: Look! There’s Ryan.
Teacher: Everybody listen to me, please! Mike: There’s a mummy. It’s following us!
Joe: I’m listening. Ryan: What?
Teacher: Thank you, Joe.
Story Card 6
Story Card 2 Narrator: Now the class is in the Ice Age Room.
Teacher: What are you doing, Jasmin? Carla: There’s a dinosaur too!
Jasmin: I’m taking a photo. Mike: …and it’s real!
Mike: Carla, look! It’s the Dinosaur Room! Sally: Look, class! There’s a mammoth.
Carla: Let’s go and look!
Story Card 7
Story Card 3 Mike: Oh, no! There’s a teacher… and she’s cross.
Narrator: Carla and Mike are in the Ryan: Oops!
Dinosaur Room. Sally: Mike! Carla!
Mike: There’s a triceratops. Narrator: Mike and Carla are in trouble now.
Carla: Oh, no! There’s a real
dinosaur. Run! Story Card 8
Narrator: It’s time to go back to school.
Story Card 4 Ryan: Look, Mike! There’s a dinosaur! And a
Narrator: Now Carla and Mike are in mummy!
the Egyptian Room. Jasmin: Smile, please!
Carla: It isn’t following us.
Mike: There’s a mummy. RUN!
181
6
LC
1 Listen and chant. 1 Read an
2.38
There’s a plane. There’s a car.

There’s a very old bike.
So many things that I really like!
There’s a dinosaur,
It’s really scary!
A mammoth too!
It’s big and hairy!
LC
2 Listen and say.
2.39
1 2
LC
3 Look and say.
There’s a… It’s picture number...
66 Lesson 6 There’s a + (bike).
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LC he children develop their rhythm of
speech and consolidate vocabulary by
learning a chant. Check if the children can:
LC The children improve their listening skills 1 Say and learn the chant.
by identifying which picture is being
2 Understand the listening activity and identify
described.
which picture is being described.
LC The children consolidate their knowledge
of new vocabulary and structures by using 3 Describe a picture using the new structure.
them independently to describe a picture.
182
Lesson 6 6
To introduce the structure There’s a (mummy). Play Hangman! Use the list of museum items. Divide the
To practise vocabulary learnt in the story. class into two groups and write the gaps for the first word.
To say a chant. Ask the children to take turns raising their hands to say
letters and guess the word. Give a point to the group of
the child who guesses the word and ask that child to come
Materials to the board. Help them choose a different word, write the
Teacher’s i-solutions gaps and lead the game.
CD 2
Unit 6 Story Cards
Extra Activit y
Warme r Get all the children to hold up one finger on their left
hand and two fingers on their right hand. Then, with
Remind the children of the list of things they suggested their books closed, describe something from one of the
you might see in a museum for the story warmer museum scenes in Activity 2, for example, There’s a
discussion and get them to call out items. If they can’t green car. The children hold up their one or two fingered
remember, show the story cards. Write all the suggestions hand to say which picture it is (1 or 2).
up on the board and add any new ones. UsingMorethis list,
dinosaur,P P
More
practice
play a mime game, for example, mime being apractice
or flying a plane and choose a child to say which item F F
you are miming. That child then takes a turn and chooses T r a n sc r ip ts
someone else. Make a copy of the list to use in a gameSC SC
later on. More More
phonics phonics 2.38 Listen and chant: I love the museum!
I love the museum, There’s a dinosaur,
1 Listen
and chant. 2.38
It’s my favourite place. It’s really scary!
First ask the children to name the objects they can see in I go there with my school. A mammoth too!
i-poster
Activity 1. Then, they read out the chant and chant along So many interesting things It’s big and hairy!
to see,
with the audio. Write the words of the chant on the board,
i-flashcards
Museums are really cool! There’s a mummy from
but include some mistakes, substituting certain words, Egypt.
for example, I go there with my family.
IWB Include i-book several of There’s a plane. A painting from Spain.
these in the chant text. Play the audio and tell the children There’s a car. Museums are great!
to call out Stop! if they find a mistake and say what the There’s a very old bike. Let’s go again!
correct word should be. So many things that I really
like!
2 Listen
and say. 2.39
Introduce the structure There’s a (pencil case) (on my 2.39 Listen and say.
desk) using classroom objects. Then tell the children to Carla: Which picture is this? There’s a dinosaur and a green
look at Activity 2 and say what there is in the picture using car.
the same structure. As they listen to the audio, pause it Mike: Can you see which picture this is? There’s a painting
to allow individual children to say which picture is being and a red bike.
referred to. Carla: In this picture there’s a mummy and a yellow car.
Mike: In this picture there’s a mummy and a mammoth.
3 Look and say. Carla: Which picture is this? There’s a cupboard and a red
plane.
This can be done as a class activity, asking individual
children to make statements about the pictures using the
structure There is a (bike) (in front of) (a painting). It could
also be done in pairs.
Check if the children understand descriptions using the
construction There’s a (bike).
The children use the same structure to write a description Assess whether they can describe what objects there
of the unit poster. are in an image.
183
6
LC
1 Read and complete. Then make a postcard. Time to write
bus Museum train like fantastic
H”^ Grann¥,
I´µ visitin@ t™æ Transpor† M”ußeuµ
wit™ m¥ schoo¬ toda¥. I†´fi fantasti© !
T™e®æ´fi å bi@ bufi and å trai>.
T™e®æ´fi å photo o‡ t™æ trai> o>
t™æ postcard. Do yo¤ li§æ i†?
ing P h o n ic s
LC
2.40
king swing ring
SCC
3 Listen and say.
2.41
Look! A king on a swing with a ring

listening to a bird sing.
Writing: postcards Phonics: final sound ing as in king Lesson 7 67
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he children are made aware of the
LC
convention of sending postcards and
practise their writing skills by completing Check if the children can:
one. 1 Understand a postcard and fill in the missing
LC he children develop their knowledge of
T words.
pronunciation by practising the final 2 Reproduce the final sound ing correctly.
sound ing.
T
184
Lesson 7 6
Language Objectives Ask the children to copy the phonics words into their
To practise writing the structure There’s (a big train). notebooks and to illustrate each one.
Phonics: to practise the final sound ing as in king.
To introduce the vocabulary king, ring, swing.
Wrap-up
Find a short film or video clip about a museum and write
Materials 10 sentences about what is happening at different points
Teacher’s i-solutions in the clip on sheets of paper: The children are looking at
CD 2 a dinosaur. Divide the class into small groups. Hand the
sheets out to the groups. Show the clip. When a group
Real postcards, card sees the action written down happening on screen, they
shout Stop! If they are correct, they win a point.
Warm er Extra Activit y

If possible bring in some postcards that you’ve received Ask the children to bring a stamp to class. Make a
yourself and hand them around for the children to see. Point postcard for every child in card, but leave the front part
out features of the postcards. Ask them to look at the photos blank. Tell the children to write a postcard for a friend
showing locations and guess where they are. If you have any or family member. Provide help as needed. Encourage
postcards written to you in English, even better! If you cannot them to decorate the front part, then take the postcard
find any old postcards, write or send a postcard to your class! home and post it.
Time to write! T r a n sc r ip ts
1 R
ead and complete. Then make a postcard. 2.40 Listen and repeat.
Remind the children of what they have learnt about trips
to a museum and that when we make a trip it is nice to king, swing, ring
send someone a postcard about it. Ask if they know what a 2.41 Listen and say.
transport museum is and what they might expect to find there.
Then the children fill in the spaces in the postcard. Correct as Look! A king on a swing with a ring listening to a bird sing.
a class.
Pho nic s Continuous Assessment

Evaluate whether the children can fill in words to
2 L isten and repeat. 2.40
complete a postcard text.
Write ing on the board and choose someone to say how They should also be able to pronounce the final sound
it’s pronounced. Then write an s at the beginning to make ing correctly.
sing. Choose a child to say what it means. Then choose a
volunteer to come out and make it into another word by
rubbing out the s and substituting other letters. Give special
praise to those who can suggest other words. Activity Book
3 Listen
and say. 2.41
Play the audio and let the children listen to the tongue
twister. Pause after each line for them to repeat. Encourage
the children to say the tongue twister, first slowly and then
more quickly. As a follow-on you could ask the children to
make their own tongue twisters using all the ing words they
know. Get them to refer to the list on the board or look for
new words in dictionaries or other materials. Choose those
who are confident to perform them for the rest of the class.
They could also write the words on paper and draw pictures N o w g o to l
to illustrate them for a classroom display. Ad di tio na
re so u rc e s
Phonics Section: page 68. See page 70 for the
answer key and pages 141-142 for the transcript.
185
More More
phonics phonics
6
Go ar ou nd
TH E W OR LD
i-poster Hi! I’m Hugo
CAE from France.
1 Read and stick. Then, listen and number.
2.42
i-flashcards
IWB
I’m reading.
3 I’m drawing.
2
I’m eating.
4 I’m taking photos.
1
IE
2 Draw pictures of a day out. Then write.
Child's own drawing Child's own drawing

I´µ †
photo
M”¥ πer£ec† da¥ ou† i> I´µ eatin@ ea
rnin
. . g
l
Child's own answer Child's own answer

o
lear
n
t
68 Lesson 8 Learn about a day out in Paris
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awareness as they learn about famous
landmarks in Paris. Check if the children can:
1 Listen and put the stickers in the correct places.
IE
The children use their imagination and 2 Draw and write about what they like to do on
creativity by drawing their perfect day out. a day out.
186
CULTURE Lesson 8 6
Language Objectives Remind the children of some of the other cities and
To practise the structure I am (eat)ing. countries they have covered in other units such as New
To practise the vocabulary drawing, eating, reading, Zealand and London and to write a list of everything they
taking photos. can remember from those places.
To learn about famous landmarks in Paris.
Wrap-up
Materials Ask the children to look back over all the countries they
Teacher’s i-solutions have seen in the book: the Netherlands, Australia, UK,
Unit 6 Stickers New Zealand, Russia and France. Make a group for each
CD 2 country and give them a large sheet of card. They draw
the flag and the name of the country at the top and then
A world map or globe, large sheets of card three things they liked about the country that they learnt in
the unit. Display the posters around the class.
Warme r
Extra Activit y
Show the children where France is on a map and show
them an image of the French flag. Then find some images Ask the children to get into groups and to think of
of France on the internet and introduce the country to the activities they could do in their local town. They then
children. Interesting images include: Mont Blanc (Europe’s mime the activities for other groups to guess what they
highest mountain), cheese as a popular food with more are doing and where.
than 300 types, the Tour de France bike race, croissants
and pain au chocolat as popular snacks or breakfast
foods, the 14th of July Bastille Day celebrations and
fireworks. Tell them that Paris is the capital city and ask if T r a n sc r ip t
anyone has been there. Show them images or videos of
famous places in Paris.
2.42 Listen and number.
Watch the video A day out in Paris to introduce the Hugo: Hi, I’m Hugo from France. Today, I’m in Paris with my
lesson theme. family. Paris is the capital city of France.
1
I’m on a boat. I can see the river and trees and houses.
1 Read
and stick. Then, listen and number. 2.42 I like this boat. I’m taking photos of Notre Dame.
Point out Hugo at the top and read out his speech bubble. 2
Explain that Hugo is going for a day out in Paris with his I’m at the Eiffel Tower. It’s very tall. Look! I’m drawing a
family. Then point out the photos and get the children picture. The Eiffel Tower is fantastic!
to say what they can see. Point out the captions and 3
read them out with the class. Tell the class to look at the I’m at the beach now. It’s hot and sunny. I’m reading a
stickers and find the correct sticker for each caption in book.
pairs. Correct as a class. Explain that they are going to
4
listen to Hugo talk about his day in Paris. Tell the children
I’m hungry! I’m eating cake. It’s called clafoutis and it’s my
to listen and number the pictures. Correct as a class. favourite cake. Mmm, yummy!
2 Draw
pictures of a day out. Then write.
Tell the class about a place you like going for a day out,
why you like it, what you do there, what you eat and drink,
etc. Then invite the children to say places they like going
for a day out with the family, for example, the zoo, a city
farm, a theme park, the beach, the countryside. Tell the
class to draw a place they like going to in the first frame
and ask them to write the name of the place. Next, ask the
class to think about foods they like to eat at their favourite
place and write the words in English on the board: ice
cream, sandwiches, cake, fruit. Then tell the class to draw
N o w g o tona l
a food they like eating when they go on a day out and ask
them to complete the caption with the name of the food.
Ad di tio
re so u rc e s
187
Go aGAIN! 6
LC
1 Listen and write T (true) or F (false) in your notebook.
2.43
LC
2 Look at activity 1 and complete.
I´µ †ak^n@ I´µ d®åw in@ I´µ ea † in @ I´µ ta¬ k^n@

photofi. å pictu®æ. å sandwic™. o> t™æ pho>æ.
rnin
LL ea
g
3
l

o
lear
n
t
Unit review 69
ES0000000046921 762734_GO_SB2_U6_p60a71_67532.indd 69 26/10/2017 15:37:51
LC he children reinforce their knowledge of

the unit vocabulary with a true or false
exercise. Check if the children can:
LC The children reinforce their knowledge of 1 Understand the listening activity and decide
the unit vocabulary by selecting the correct whether the vocabulary is depicted in a picture.
picture. 2 Understand the listening activity and select
LL The children learn to learn by reflecting the correct picture.
on the unit activities and selecting their 3 Choose their favourite activity in the unit by
favourite one. putting the sticker on it.
188
u n it R e v ie w 6
2.43 Listen and write T (true) or F (false) in your
notebook.
Materials 1 Techie robot: Hello Tina, 4 Techie robot: Hello, Mum!
Teacher’s i-solutions what are you doing? What are you doing?
Unit 6 Poster Tina: I’m drinking. I’m Mum: Oh, hello! I’m writing.
Trophy Stickers drinking juice. I’m writing a postcard.
CD 2 2 Techie robot: Hi Tim, what 5 Techie robot: Look at the
are you doing? castle. There’s a king!
Tim: I’ve got my pencils. I’m 6 Techie robot: Look!
Old magazines or catalogues drawing. There’s a dinosaur. It’s got a
3 Techie robot: Here’s Dad. big head.
Dad, what are you doing? 7 Techie robot: There’s a
Warme r Dad: Me? I’m reading a car. It’s blue.
book. 8 Techie robot: Can you see
Display the Unit 6 poster. Choose an action from the the cat? It’s orange!
poster and write it on a piece of paper. Tell the class you
are thinking of an action and they have to guess it, asking
Are you (listening)? If the class guesses the word in three
guesses, then give them a point. If they don’t guess the Final Assessment
word, then you get a point. Check if the children can:
Express different actions in the Present Continuous.
Identify and describe different elements in a scene.
1 Listen
and write T (true)
or F (false) in your notebook. 2.43
Tell the class to get out their notebooks and write the
numbers 1 to 8 in a column. Explain that the insect robot is Activity Book
asking the family questions and some of the answers are Unit 6, page 39. See Teacher’s Book
true and some are false. Tell the children to write a T for page 191 for the answer key and transcript.
True or an F for False in their notebooks as they listen. My new words, page 45.
Play the first excerpt, pause the audio and correct as a See Teacher’s Book page 205
class. Then continue with the other excerpts. Play the audio for the answer key and transcript.
a second time and then correct as a class.
2 Look at activity 1 and complete.

Ask individual children to tell you what each techie is
doing and write the word on the board. Then the children
fill in the correct action in their books. N o w g o to
n
ear in Ad di tio na l
re so u rc e s
g

l
o l rn
ea
t
decide which activity they liked the most. Tell them to put Teacher’s Resource Book
the trophy sticker on that activity. Encourage them to tell Unit test: depending on the level of your class, choose
you why it is their favourite activity. from pages 113-116. See pages 132-133 for the answer key
and page 142 for the trasncript.
End of term 3 test: pages 121-122. See page 134 for the
answer key and page 142 for the trasncript.
The children describe the picture in Activity 1 using the End of year test: pages 123-126. See page 135 for the
construction There’s a (red) (car). answer key and page 142 for the transcript.
Wrap-up
Divide the class into groups. Distribute some old
magazines and catalogues. They need to find as many Cooperative Learning
examples as they can of people eating, drinking, running, Cooperative structure available for end of year
reading, writing, talking, drawing or taking photos. Then
vocabulary review.
they cut them out and make a collage. Display the
collages around the classroom. Drama
Drama games available for language consolidation.
189
6 6
A day out 2 Listen and number.
12
1 Look and match. Then write and colour. Child applies colours 3 2
5
writin@
drinkin@ listening
eatin@ 4
reading
1
writing
6
drawing
talking
3 Look at Activity 2 and complete.
lis†enin@ eating takin@ photofi
reading taking photos drawing drinking listening talking
drinking
taking photos
I´µ lis†enin@ . I´µ talkin@ .
I´µ ®eadin@ . I´µ takin@

talkin@ ®eadin@ photofi .
drawin@ I´µ drawin@ . I´µ drinkin@ .

34 35
6 T r a n sc r ip t
Child's own drawings
4 Read and draw. Then colour the pictures. Child applies colours
1 I’m reading a book. 2 I’m drawing a scary monster. 12 L

isten and number.
1 4
Angela: Hello, Mr Astronaut! Astronaut: Sam, what are
Astronaut: Welcome to the you doing?
planetarium, everyone! And Sam: I’m reading. It’s a book
hello, Angela. What are you about aliens!
3 I’m drinking orange juice. 4 I’m eating a big pizza.
doing?
Angela: I’m talking. I’m 5
talking to you! Astronaut: Hello, Erica.
What are you doing?
2 Erica: I’m drawing. Look!
Astronaut: Hello Miriam, It’s a planet.
what are you doing?
5 Look, order and write.
Miriam: I’m drinking water. 6
Astronaut: Hello, Kurt.
tø / I´µ / m¥ / talkin@ / granda∂ 3 What are you doing?
Iªµ talkin@ to m¥ granda∂. Astronaut: Danny, what are Kurt: Look! I’ve got my
you doing? camera. I’m taking photos.
pear / eatin@ / I´µ / å Danny: Pardon?
Iªµ eatin@ å πea®. Astronaut: What are you
doing?
takin@ / I´µ / photø / å Danny: Just a moment! I’m
Iªµ takin@ å photo. listening. I’m listening to the
guide.
naµæ / writin@ / I´µ / m¥
Iªµ writin@ m¥ naµæ.
36
ES0000000046922 762745_GO_AB2_U6p34_39_67542.indd 36 02/11/2017 9:06:03
190
6 6
6 Read and colour. 8 Look, order and complete the letter. Time to write
bike = blue fish / a / . / big / There’s

mammoth = brown
a / parrot / There’s / . H”^ Granda∂,
car = yellow
painting = orange
duck / . / There’s / a I´µ a† t™æ min^-zoo.
plane = red I ca> ßææ lotfi o£ animalfi.
dinosaur = green
mummy = white
T™e®æ´fi å bi@ fis™.
T™e®æ´fi å parro†.
7 Complete. Then, look and tick P or cross O .
T™e®æ´fi å duc§.
P h o n ic s
9 Circle the ing words. Then, complete and match.
ng g si ing
1 k^ n @
T™e®æ´fi å pla>æ . P
T™e®æ´fi å dol¬ .O 2 s i n@
T™e®æ´fi å bi§æ .O 3 sw i n @
T™e®æ´fi å dinosau®. P 4 ri> @
T™e®æ´fi å mammot™. P
T™e®æ´fi å ca® . P
37 38
6 T r a n sc r ip t
GO AGAIN! 13 L
isten and circle.
1 Listen and circle.
13
1 3
Interviewer: Hello, Carla! Interviewer: Hello, Mike!
1
What are you doing? What are you doing?
Carla: I’m drawing a fish. Mike: Mmm, I’m eating a
2
Interviewer: Oh, yes? Is it a cake.
small fish? Interviewer: Oh! Is it a small
Carla: No, it isn’t. I’m drawing cake?
3 a big fish. Mike: Yes, it is. It’s small and
it’s delicious! Yum, yum!
2
4 Interviewer: Hi, Ryan. 4
What are you doing? Interviewer: Hi, Jasmin.
Ryan: I’m reading a book. What are you doing?
2 Read and complete. Interviewer: Is it a book Jasmin: I’m taking photos of
about dinosaurs? a dog.
park drinking squirrel
reading sunny
Hello! M”¥ naµæ´fi Oliviå. Ryan: No, it isn’t. It’s a book Interviewer: Oh, yes?
about mammoths. Is it a white dog?
Toda¥ I´µ a† t™æ par§ . Jasmin: No, it isn’t. It’s grey.
I´µ ®eadin@ å boo§.
A”n∂ I´µ drinkin@ jui©æ.
I†´fi ho† an∂ sunn¥ toda¥.
L”oo§! The®æ´fi å squir®e¬ .
I†´fi m¥ favouri†æ anima¬.
My new words
page 45 39
ES0000000046922 762745_GO_AB2_U6p34_39_67542.indd 39 02/11/2017 9:06:23
191
1 This is Granny. She’s old. She isn’t fast or 2 This is Boris. He’s got lots of legs 7
strong… but she’s got a secret! and he’s scary.
3 Here’s your lunch. 4 Tim and Tina are on the train 9 Super Bor
with their class.
What are you doing,

Tim? Sit down!
5 6 At home... Come on, Boris! This is 11

Oh, no! Is it
a job for Super Granny!
an accident? Thank you, Su
LC
Listen to the story. Listen aga
2.44
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192
units
5 and 6
7 There’s a hole in the bridge. 8
Oh, no! It’s Doctor Klang!
She’s my favourite
superhero!
9 Super Boris is fixing the bridge. 10
She’s fast and

Well done, Boris! she’s strong!
Boris! This is 11 12
Super Granny! Guess what…
Thank you, Super Granny!
And thank you, Boris!

LC

2.44
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listening to the story and sticking the missing
speech bubbles in the correct positions. Check if the children can:
1 Complete the story using the stickers.
193
Post-listening activity
Language Objectives Ask the children to tell you about a trip they have been on
To listen to and answer questions about a story. with their class. Then, ask them to work in groups and tell
To review adjectives and actions vocabulary. them to imagine that something happened on their trip and
To review the structures He’s (clever). a superhero came to save the day. The children work in
What’s (he) (doing)? He’s (fixing) (a bridge). groups to invent their story and practise a short scene. When
He’s got (long legs). they are ready, they act it out for the rest of the class.
Wrap-up
Materials
Teacher’s i-solutions Put the children into two teams. Play Pictionary with
Unit 5 Flashcards the Unit 5 word cards. Slowly begin to draw a picture
CD 2 to represent one of the adjectives, pausing to give the
Unit 6 Flashcards children time to guess what it is before drawing more.
Techies Stickers Units 5 and 6 When someone guesses, give their team a point.
A piece of blank paper with a 3cm hole cut into it

Extra Activit y
Teacher’s notes for this section are designed to allow the Tell the children that you are going to spell the names of
story to be approached in one or two sessions. If time some things from the story and that they have to guess
is short, teachers may choose to select activities and the words. The children look at the story and listen and
combine them to form a single lesson working with Parts say the words. Some examples could include:
1 and 2 together. Note that in both lessons the children G-R-A-N-N-Y, T-R-A-I-N, D-O-G, B-R-I-D-G-E, S-P-I-D-E-R,
listen to the whole story. P-O-L-I-C-E O-F-F-I-C-E-R. If the children are able, they
can continue the game in pairs.
Part 1
Warme r
Display the Unit 5 flashcards and review the adjectives.
T r a n sc r ip t
Tell the class Close your eyes! and remove a flashcard.
Say Open your eyes! What’s missing? Elicit the missing 2.44 Listen to the story.
adjective. Repeat, taking away two, three or more
flashcards once the children are familiar with the game. Narrator: This is Granny. She’s old. She isn’t fast or strong…
but she’s got a secret!
Pre-listening activity
Hand out the Unit 5 flashcards and word cards. Get the Narrator: This is Boris. He’s got lots of legs and he’s scary.
children to walk around the room saying their word until He’s got a secret too.
they find their partner. Once they find them, they hold Narrator: Tina and Tim are going to the Wildlife Park with
hands and stand at the front of the room. When everyone their class today.
is paired up, they say their word to the rest of the class. Granny: Here’s your lunch.
Play again so everyone has a turn. Tina: Come on, Tim! We’re late.
Narrator: Tim and Tina are on the train with their class.
Listen to the story. 2.44
Tina: I like this train. It’s very fast!
Tell the children that they are going to read a story about Narrator: Look at Tim! He’s got a camera.
Granny and Boris and pre-teach the word secret. Tell the Teacher: What are you doing, Tim? Sit down!
children to look at the story. Play the audio and ask them
to follow along in their books. Play the story again, then Narrator: The train is stopping.
Tina: What’s happening?
ask the children some simple questions about each scene. Tim: Oh, no! Is it an accident?
Say, for example, Look at scene (1). Who’s this? (Granny).
Look at scene (2). What colour is the (dog)? (Blue). Who’s Narrator: At home…
this? (Boris). Elicit adjectives wherever possible: Is the TV news presenter: It’s Doctor Klang! He’s attacking the train.
(train) (slow)? (No, it isn’t). It’s (fast). Granny: Come on, Boris! This is a job for Super Granny!
194
units
5 and 6
Warme r Act out the story. Assign roles to the children: Tim, Tina,
Granny, Boris, the dog owner, the dog, the teacher,
Cover a Unit 6 flashcard with a piece of blank paper with the children in Tim and Tina’s class, Doctor Klang and
a small hole cut into it. Slowly move the paper around to the police officers. Allocate different parts of the class
reveal different parts of the picture through the hole and for each of the three settings: the house, the train
invite the class to name the action. When the children and outside the train. Arrange chairs in rows to make
guess, invite a volunteer to come to the front of the class the ‘train’. Practise a few times, then repeat the play,
and reveal another flashcard for the rest of the class to changing roles to allow the children who didn’t have a
guess. speaking part to have a turn at speaking. If it turns out
Pre-listening activity well, you could perform it for a younger class and sing
the song Fantastic superheroes! (see page 151) at the
Tell the children to look at the story. Make true and false end!
statements about the pictures, for example, In picture 1,
Granny is drinking a cup of tea (false). In picture 2, the
dog is blue (true). The children say true or false and put
their thumbs up or down. Continue asking comprehension
questions, for example, Tim and Tina are on the bus (false).
T r a n sc r ip t
Granny is a superhero (true).
Narrator: Doctor Klang is a scary super-villain. He wants to
destroy the train.
Listen again and stick the missing speech bubbles. 2.44 Tim: There’s a hole in the bridge. Oh, no! It’s Doctor Klang!
Remind the children of the story. Play the audio and tell
them to follow the story in their books, then hand out the Tina: There’s Super Granny!
Gina: She’s my favourite superhero!
stickers. Read the speech bubbles together and check Tina: But who is that with her?
that the children understand all the vocabulary. Then, tell Tim: I’m taking a photo!
them to work in pairs and decide where the stickers go
in the story. Play the story again for them to check their Narrator: Super Boris is fixing the bridge.
answers, pausing if necessary, then check answers as a Granny: Well done, Boris!
class before they stick on the speech bubble stickers. Train driver: That’s amazing!
Granny: It’s time to stop Doctor Klang!
Post-listening activity Narrator: Super Granny is catching Doctor Klang.

Tina: Look at Super Granny!
Read out the texts from the speech bubbles, for example, Tim: She’s fast and she’s strong!
Here’s your lunch. Ask the children Who said that? They
look at the story and say the names of the characters. If Narrator: Here are the police.
the children are able, you can practise a few times, then Policewoman: Thank you, Super Granny!
ask them to close their books and do the activity from Policeman: And thank you, Boris!
memory. Gina: Look! Is that your spider?
Wrap-up Narrator: Tina and Tim are home again.

Granny: Hello! Tell me about your day!
Show the children five of the Unit 6 flashcards, for Tina: Guess what…
example, drawing, drinking, eating, talking and writing.
Ask the children to memorise them. Now do a quick TPR
routine. Say Everybody stand up! Now touch your nose!
Touch your knees! Turn around! Jump! Sit down. When
the children are sitting down, ask them to tell you the five
flashcards they had to remember. Repeat with different
flashcards.
195
Festivals
Halloween
CAE
2.45
haunted house
bat
mummy witch
werewolf
pumpkin
LC
2 Listen and say.

2.46
LC
3 Listen and sing. Creeping through the haunted house
2.47 On Halloween night.
Don't make a noise
And don't turn off the light.
72
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awareness as they learn about Halloween
and learn a set of vocabulary related to it. Check if the children can:
1 Understand and repeat the words with the
LC he children reinforce their listening skills by
T
correct pronunciation.
identifying the elements mentioned in the
conversations. 2 Understand the listening activity and identify
the items being described.
LC The children reinforce their memory skills
by singing a song containing the target 3 Understand the Halloween vocabulary and
vocabulary. sing the song.
196
Halloween Festivals
Language Objectives Festiv als Cut-ou ts
To practise listening skills. Tell the children to open their Activity Books at page 51
To introduce Halloween vocabulary: bat, haunted and take out the Halloween cut-out. Look at the
house, mummy, pumpkin, vampire, werewolf, witch. instructions on page 50 together, then tell the children
to colour the pictures and cut out the template. Then
tell them to put a spot of colour on each of the blank
Materials triangles, ensuring that they use eight different colours.
Teacher’s i-solutions Show them how to fold the template to make a paper
CD 2 fortune-teller, starting with the paper face down to
Festivals Cut-outs: Halloween ensure that the drawings of the bat, mummy, pumpkin
and witch will end up on top. Divide the class into
pairs. The first player chooses a Halloween object, for
Warme r example, mummy. The second player must spell out the
name of the object and move the fortune-teller once for
Some children may enjoy hearing about the origins of
each letter, for example, M-U-M-M-Y. The first player then
Halloween. It was originally a Celtic festival, celebrated in
chooses a colour, for example, green, and their partner
the British Isles, called Samhain. The Celts believed that
opens the corresponding door and asks the question.
on the last night of October the souls of the dead visited
the earth. The Romans adopted the festival too and it
spread. When the Catholic church began celebrating All
Souls’ Day on the first of November, the mass was called
the mass of All Hallows, so the evening before was called T r a n sc r ip ts
Hallowe’en, the evening before All Hallows. Tell the class
that the reason people dressed in scary costumes was to 2.45 Listen, point and repeat.
scare away the spirits of the dead.
1 bat 2 haunted house 3 mummy
4 witch 5 pumpkin 6 werewolf
1 Listen,
Ask the children to look at Activity 1 and play the audio. 2.46 Listen and say.
The children listen to the words, repeat them and point to It’s big and it’s orange. It’s got two eyes and a big mouth.
the picture. Look! She’s got a big nose and a green face. And she’s got a
black cat.
2 Listen
and say. 2.46 More
practice
More
practice P P It’s black. It’s got two wings and it can fly.
Explain to the children that they are going to hear some Look! It’s white. I can see its eyes. They’re red!
F F He’s got lots of hair. He’s got big ears and lots of teeth.
descriptions and they have to guess which item is being
described. Play the audio and pause it after the first SC SC
description. Repeat if necessary andMoreelicit the
Moreanswer
2.47 Listen and sing: Creeping through the haunted
phonics phonics
(pumpkin). house
Creeping through the haunted Can you see the skeleton?
3 Listen
and sing. 2.47 house And the mummy too?
Teach the word creeping. Demonstrate and have the On Halloween night. Oh, no! There’s a vampire,
i-poster
Don’t make a noise And it’s chasing you!
children creep around the classroom. Write on the board: And don’t turn off the light.
werewolf, bat, pumpkin, witch’s cat,i-flashcards
skeleton, mummy and Creeping through the haunted
vampire. Then play the song and point to the words as Can you see the werewolf? house,
they are mentioned. Assign a wordIWBto each i-bookchild and ask Can you see the bat? Don’t turn off the light.
the children to stand in the middle of the room. Play the Can you see the pumpkin? And don’t look behind you!
And there’s the witch’s cat! It’s Halloween night!
song again and this time when their word is mentioned the
children who have that word stand up and mime it.
Wrap-up
Activity Book
Put the children into two teams. Play Pictionary with the Festivals, Halloween, page 47. See Teacher’s Book
words from the lesson (bat, haunted house, mummy, page 205 for the answer key.
pumpkin, skeleton, vampire, werewolf, witch and witch cat). Halloween Cut-out, page 51.
Slowly begin to draw a picture of one of the items on the
board, pausing to give the children time to guess what it is
before drawing more. When someone guesses, give their
team a point and write the word on the board under your
drawing. If the children are able, you can allow the child
who guesses to draw the next word for the class to guess.
197
Festivals
Christmas
LC
1 Look and stick.
rreindeer
✽✽✽✽✽✽✽
ssleigh
✽✽✽✽✽
llights
✽✽✽✽✽
s✽ ✽ ✽ ✽ ✽ ✽
snowman ddecorations
✽✽✽✽✽✽✽✽✽✽
bbells
✽✽✽✽
werewolf
LC

2.48
CAE
3 Listen and sing.
2.49 What’s that noise? Can you hear?
Jingle bells and reindeer!
Here comes Santa in his sleigh.
Ho! Ho! Ho! It’s Christmas Day!
73
LC he children improve their reading skills by

learning a set of words and labelling a picture
with stickers. Check if the children can:
1 Read the words and stick them in the correct
LC he children increase their vocabulary and
T
position on the picture.
improve their pronunciation by listening and
repeating a set of words related to Christmas. 2 Locate the items as they are mentioned and
pronounce the words correctly.
CAE The children develop their cultural
awareness by learning a song about 3 Sing the song and recognise the target
Christmas. vocabulary.
198
Christmas Festivals
To practise listening skills. Tell the children to open their Activity Books at page 53
To introduce Christmas vocabulary: bells, for the Christmas cut-out. Look at the instructions on
decorations, lights, reindeer, sleigh, snowman. page 50 together. Tell the children to decide who they
To sing a song. would like to send their Christmas card to and complete
the template. Let them colour and decorate their card
as they wish, using crayons, glitter, sequins, etc. Show
Materials them how to cut and fold the template to make a pop-up
Teacher’s i-solutions Christmas card, then let them take their finished cards
Festivals Stickers home.
CD 2
Festivals Cut-outs: Christmas
Decorating materials (glitter, sequins, crepe paper, T r a n sc r ip ts

confetti, etc.)
2.48 Listen, point and repeat.
Warme r 1 reindeer 2 sleigh 3 lights

4 snowman 5 bells 6 decorations
Play Hangman with the word Christmas. When the children
have guessed, ask them to work in groups and brainstorm 2.49 Listen and sing: Here comes Santa!
as many Christmas words as they can think of. Write their
suggestions on the board with little drawings to help them What’s that noise? Can you hear?
Jingle bells and reindeer!
to remember the meaning of the words. Here comes Santa in his sleigh.
Ho! Ho! Ho! It’s Christmas Day!
1 Look
and stick. Decorations, Christmas lights,
Ask the children to look at Activity 1. In pairs, tell them to Stars are shining so bright.
look at the picture and try to guess the missing words. Make a snowman. Let’s all play!
Listen to their suggestions, then ask them to look at their Ho! Ho! Ho! It’s Christmas Day!
Festivals stickers. Match the stickers to the pictures as a
class, ensuring that the children have the correct answers
before putting the stickers in their books.
Activity Book
2 Listen,
More
practice
More
practice P P Festivals, Christmas, page 48. See Teacher’s Book
Play the audio and tell the children to listen and point Fto F page 205 for the answer key and transcript.
the items as they hear them. Play the audio again and Christmas Cut-out, page 53.
ask them to repeat the words. Drill as a class then askSC SC
individuals to say the words, ensuring
More that the
Morechildren are
phonics phonics
pronouncing them correctly.
3 Listen
and sing. 2.49
Ask the children if they know any i-poster

Christmas songs and tell
them that they are going to learn one. Play the song and
ask them to point to the vocabulary items as they hear
i-flashcards
them. Then play the song again and tell the children to
sing along, pointing to the items as
IWB they do so.
i-book
Wrap-up
Play Duck, duck, goose, but instead of the words duck
and goose use words from the lesson, for example,
Santa, Santa, reindeer! or Snowman, snowman, sleigh!
Tell the children to sit in a circle, facing inward and walk
around tapping each child in turn. As you tap each child,
say Santa, then tap the next child and say reindeer!
The reindeer gets up and tries to tag you, while you run
around the circle and try to sit in their place. If they don’t
catch you, the child you chose takes your place to walk
around the circle. If you prefer, the children can also play
this game in smaller groups.
199
Festivals
Carnival
LC
2.50
alien
spy knight
dragon
pirate
LC
2 Listen and say.

2.51
CAE
3 Listen and sing. Carnival! Carnival!
2.52 It's our favourite festival.
Clap your hands and stamp your feet,
Move your body to the beat!
74

LC he children broaden their vocabulary by
learning the names of some popular Carnival
costumes. Check if the children can:
1 Read the words and point to them as they are
T
mentioned.
listening and identifying the costumes in the
picture. 2 Match the descriptions of the costumes to the
children wearing them.
CAE The children develop their cultural
awareness as they sing and dance to 3 Sing and dance along to the Carnival song.
a song about Carnival.
200
carnival Festivals
To learn the vocabulary: parade, costume; alien, Tell the children to open their Activity Books at page 55
dragon, knight, pirate, spy. for the Carnival cut-out. Look at the instructions on page
To practise the structure I’ve got (a grey coat). 50 together. Tell the children to cut out the template and
To sing and dance along to a song. colour the mouths and moustaches as they wish. When
they are ready, show them how to cut out the tab and
insert a drinking straw to support the template.
Materials
CD 2
Festivals Cut-outs: Carnival T r a n sc r ip ts
Sticky notes, large pieces of card 2.50 Listen, point and repeat.
1 dragon 2 spy 3 pirate 4 alien 5 knight
Warme r
Ask the children if they are going to celebrate Carnival. If
they are, ask them what they are going to do, where they 1 Hello! It’s Carnival! Do you like my costume? I’ve got a green
are going to go and if they are going to wear a costume. suit. I’ve got a green head and three eyes. Who am I?
Teach the words parade and costume and write the names 2 Hi! I love Carnival! This is my costume! I’ve got a blue and
of any costumes the children plan to wear. white T-shirt and a black hat. And I’ve got a parrot.
3 Hi! Can you guess who I am? I’ve got a grey coat and a
brown hat. And I’m wearing black trousers.
1 Listen,
4 Hi! Carnival is fantastic. Can you see me? My costume is
Tell the children to look at Activity 1 and ask what they very scary. I’ve got lots of teeth and I’m green and red.
can see in the picture. Then play the audio and tell the
children to point to the words as they hear them. Play the 5 Carnival is my favourite festival. Do you like my costume? It’s
audio again and tell them to repeatMore the
practice words.
More
practice P P grey, red and white. And I’ve got a horse. Happy Carnival!
2 Listen F F
and say. 2.51 2.52 Listen and sing: It’s Carnival!
Tell the children to look at the picture and listen to theSC SC Carnival! Carnival! Dragons, pirates, knights and
children describing their costumes. More Play the More
audio and It’s our favourite festival. spies,
pause it after the first speaker. Elicitphonics
phonics
the costume. Clap your hands and stamp There’s an alien with three big
your feet, eyes!
3 Listen and sing. 2.52 Move your body to the beat!
Carnival! Carnival!
Revise the vocabulary Clap your hands and Stamp your Wave your hands in the air, Everybody loves Carnival!
i-poster
feet, first by demonstrating and then by calling out the Fantastic costumes Come to the party in the street,
instructions a few times for the children
i-flashcardsto copy. Continue
everywhere. Say hi to everyone you meet!
in the same way and revise Move your body to the beat
and Wave your hands in the air. Play
IWB the song and tell the
i-book
children to dance and do the actions.

Activity Book
Festivals, Carnival, page 49. See Teacher’s Book
Wrap-up page 206 for the answer key and transcript.
Tell the children to imagine they are in costume and ask Carnival Cut-out, page 55.
them to form a conga line. Put four or five pieces of card
on the floor to make ‘islands’. Play the song again and
tell the children to sing along and dance, stepping on the
islands. Stop the music. If anyone is standing on an ‘island’
when the music stops, they are out.
Extra Activit y
Write the name of one of the Carnival costumes on a
sticky note. Tell the children to stand in a circle and
choose one child to stand in the middle. Put the sticky
note on their forehead or back. The rest of the children
have to mime clues without speaking to help their
classmate guess the costume.
201
Festivals6 Festivals Festivals6
Halloween C h Cr hi srt m
i s tams a s Carnival
1 Look and complete. 1 Listen and number. 1 Find, circle and write.
20
1 muµm ¥ 4 hau> t e ∂ ™ o u ß æ snowman 1 reindeer 3 sleigh 6 h e z a k s p o

2 b a† 5 wi †c ™ a l r t n u c a
3 w e ®æw o l £ 6 πu mp § i nfi s p y x i k e l
b d r a g o n i
2 4
o k n a h i m e
p i r a t e g n
1 5
pira†æ alê>
bells 5 lights 2 decorations 4
2 Look and write.
®ein∂æe® ∫±llfi snowma> sp¥

2 Look at Activity 1. Then, read and colour.
The haunted house is green. The bat is black. drago> knigh†
The witch is purple. The mummy is grey.
The werewolf is brown. The pumpkins are orange. lightfi s¬eig™ ∂ecorationfi 2 Look at Activity 1. Then, listen and colour.
21
47 48 49
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T r a n sc r ip t T r a n sc r ip t
20 L
isten and number. 21 L
ook at Activity 1. Then, listen and colour.
1 4 Interviewer: Hello. Happy Girl 2: Well, I’m wearing a
Lucy: Hey, Mark, Happy Lucy: I’ve got a word for you. Carnival! What are you skirt and I’ve got an alien
Christmas! It’s D-E-C-O-R-A-T-I-O-N-S. today? head. And I’m wearing a
Mark: Happy Christmas, Mark: Uh, pardon? Girl 1: I’m a spy. green T-shirt.
Lucy! Lucy: It’s Interviewer: Oh, yes? What
Lucy: What’s your favourite D-E-C-O-R-A-T-I-O-N-S. are you wearing? Interviewer: Hello. What’s
Christmas word? Mark: Wow! That’s a big Girl 1: I’m wearing a hat and your costume?
Mark: Ah! It’s a secret. word. trousers. And I’m wearing a Boy 2: I’m a dragon. Roar!!
Lucy: Oh, Mark, please! brown coat. Interviewer: Ah, scary! What
How do you spell it? 5 colour is your costume?
Mark: OK, it’s Mark: OK, what’s this word? Interviewer: Hi. What’s your Boy 2: It’s purple. I’m a
S-N-O-W-M-A-N. B-E- double L-S. Carnival character? purple dragon.
Lucy: S-N-O-W-M-A-N, Lucy: B-E - double L-S. Boy 1: I’m a knight.
I know it! I know that one! Interviewer: A knight! Interviewer: Hi, are you
Oh, great! What are you a pirate?
2 6 wearing? Girl 3: Yes, I am.
Lucy: Listen, what’s this Lucy: It’s my turn. S-L-E-I-G-H. Boy 1: I’m wearing a knight Interviewer: What are you
Christmas word? L-I-G-H-T-S. Mark: S-L-E-I-G-H. costume and I’m wearing red wearing today?
Mark: Oh! Say it again, please. Listen, what’s that? trousers. Girl 3: I’m wearing a hat,
Lucy: L-I-G-H-T-S. Santa: Ho, ho, ho! a T-shirt and jeans.
Lucy: Oh, wow! It’s Santa! Interviewer: Hello. Are you a Interviewer: What colour are
3 Mark: Hurray! dragon? your jeans?
Mark: It’s my turn! Listen! I love Christmas! Girl 2: No, I’m not a dragon, Girl 3: They’re blue. I’m
R-E-I-N-D-E-E-R. I’m an alien! Look, I’ve got wearing blue jeans.
Lucy: R-E... Oh, say it again! three eyes.
Mark: R-E-I-N-D- double E-R. Interviewer: Oh, yes! What
are you wearing?
202
Notes
My new words 1 T r a n sc r ip t
1 Match. Copy the words. Then, listen and repeat.
14
14 L
isten and repeat.
1 bookcaßæ bookcase, chair, cupboard, door, plant, rug, table, window
bookcaßæ
2
chai®
chai®
3
cupboar∂
cupboar∂
4
doo®
doo®
5
plan†
plan†
6
ru@
ru@
7
tab¬æ
8 tab¬æ
window
window
40
ES0000000046922 762745_GO_AB2_Pic_p40_46_67540.indd 40 02/11/2017 9:03:49
2 My new words T r a n sc r ip t
1 Copy the words and colour the stars for you. Then, listen and repeat.
Child applies colours 15
15 L
isten and repeat.
= I don’t like it.
= I like it.
dance, do karate, juggle, make models, paint, play the guitar,
= I love it!
ride a bike, sing
dan©æ do kara†æ
dan©æ do kara†æ
jugg¬æ
jugg¬æ ma§æ mo∂elfi
ma§æ mo∂elfi
pain† pla¥ t™æ guita®

pain† pla¥ t™æ guita®
ri∂æ å bi§æ sin@

ri∂æ å bi§æ sin@
41
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203
1 Copy the words and tick P the clothes you’re wearing today.
16
Child’s own answers 16 L
isten and repeat.
coat, dress, hat, jeans, jumper, shirt, shoes, shorts, skirt,
coa† d®esfi trousers, T-shirt
coa† d®esfi
ha† ∆eanfi
ha† ∆eanfi
jumπe® shir†
jumπe® shir†
shø±fi shortfi
shøefi shortfi
skir† troußerfi
skir† troußerfi
T-shir†
T-shir†
42
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4 My new words T r a n sc r ip t
1 Copy the words. Look and tick P or cross O
.
17
17 L
isten and repeat.
bat, bird, butterfly, duck, frog, hedgehog, lizard, squirrel
✓= It can fly.
✗ = It can’t fly.
ba† P bir∂ P
ba† bir∂
butter‡l¥ P duc§ P
but†er‡l¥ duc§
fro@ O ™ed@eho@ O
fro@ ™ed@eho@
lizar∂ O squir®e¬ O
lizar∂ squir®e¬
43
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204
Notes
1 Look and complete. Then, listen and repeat.
L
isten and repeat.
18
18
b e e g h i
clever, fast, invisible, scary, short, strong, tall, thin
o r r s s t t t y v
inv i s^ b ¬ æ
ƒ aß †
c¬ e v æ ®
s © a ®¥
s ho r †
st® o> @
T r a n sc r ip t
† ™ i> 19 L
isten and repeat.
drawing, drinking, eating, listening, reading, taking a photo,
t a¬ ¬ talking, writing
44
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6 My new words My new words 1 2 3 4 5 6

1 Copy the words. Look and write. Then, listen and repeat. 1 Look and write. Then find the mystery sentence.
19
1
1
w r i t i n @ 16
drawin@ c 2
h a i ®
drawin@ 3
l i z a r ∂
drinkin@ 2
4
j e a n fi
drinkin@ s 5
i n @ 15
j
6
ump e ®
lis†enin@
7
b u t t e r f l ¥
eatin@ lis†enin@ 3 f a8
s † 14
eatin@
9
b o o k c a s æ
e 10
a t i n @
4 11
s t r o n @
®eadin@ 13
®eadin@
12
j u g g l æ
takin@ å photo p l13
a n †
takin@ å photo w i14
15
n d o w
5 s h o r t fi 12
writin@ s h16
o e fi
talkin@ writin@
talkin@ 6
I c å> s p e a§ En g l i s ™ !
11
8 9
10
7
eatin@ lis†enin@ drinkin@

45 46
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205
Games Units 1 and 2 1 and 2 Units 3 and
Units 4 3 and 4
Units Games
What’s C3?
1 Make six counters. Then play bingo. It’s blank. What’s F6?
It’s T.
1 Write four clothes words. Then find your friend’s words.
my words my friend’s words
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
A A A
B B B
C C C
D D D
E E E
F F F
G G G
H H H
2 Write four animals. Then find your friend’s words.
my words my friend’s words
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
A A A
B B B
C C C
D D D
E E E
F F F
G G G
H H H
78 79
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Games Units 5 and 6
1 Play and say.
I'm ... Say and spell
He’s … Say and spell I'm ... Is he fast?
She’s got a … Say and spell

I'm ...
Who’s
your
favourite
He’s …
superhero?
I'm ...
80
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206
Games
2 Write four animals. Then find your friend’s words.
Objectives
To consolidate the vocabulary and structures The dynamic of the game is the same as in Activity 1. It
covered throughout each term. allows for the children to practise playing the game with a
To develop social skills required for games: different lexical set.
turn-taking, patience, gamesmanship
To have fun while interacting with classmates. end of term 3 game
Units 5 and 6
Materials
Teacher’s i-solutions 1 Play
and say.
This is a traditional board game where the children move
Coloured card cut in circle shape (one per team), their counters along the board to reach the end. The
paper clips (one per team), coloured counters for child who finishes first is the winner. As they land on each
each child (six) or a selection of coloured card square, they need to say the words in the visual prompts,
sheets to make counters complete a sentence or answer a question. In order that
the game does not end too quickly, the children could
work with a die where a five or six means go back one or
end of term 1 game two squares, or they could also use an effective and fun
alternative to the standard cubed die (see picture below).
Units 1 and 2 The children spin a paper clip and depending on which
number it stops at, they move this number of squares
1 Make six counters. Then play bingo. forward.
The children need coloured counters to identify the
pictures they choose. If the classroom materials don’t
include sets of counters, these can be simple, coloured
balls of paper or small squares of coloured card. They
place their six counters on each of their pictures and they
can practise saying the words out loud as they do. If it’s an
all-class activity, it’s best for the teacher to demonstrate
how bingo works. Explain to the children that they need
to lift the counters from their chosen pictures as they hear
the words mentioned. If the word selected by the teacher
doesn’t correspond to any of their six chosen pictures they
must wait to hear the next word. The first child to lift all
six counters from the page shouts Bingo! The children are
sure to be happy if the prize is that the winner gets to call Activity Book
the next six pictures. Bingo can equally be played in small My new words, page 46.
groups where the children take turns to call the words. See Teacher’s Book page 204 for the answer key.
Continue the activity for as long as they are engaged.
end of term 2 game

Units 3 and 4
1 Write four clothes words.
Then find your friend’s words.
This is a nice activity for the children to do in pairs. It’s
based on the traditional board game Battleships. Ask the
children to silently think of four clothes words and to write
them in the blue my words table. They can write the words
horizontally, vertically or diagonally, but they can only
write one letter in each square. Explain to the children
that it is important that they hide what they write from
their classmate. The children then take turns to try and be
first to discover their classmate’s words and their location
on the square. They do this by indicating the different
squares. What’s C4? might elicit a letter from their partner
(if this square contains one of the letters they have written),
or a response of It’s blank! Pre-teach this word. According
as the children guess the location of a letter correctly,
they write it in my friend’s words table. With a few letters
written they might be able to guess the full words.
207

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Teacher’s

from the Student’s Book

ES0000000046913 762675 GO AB2 popouts_56165.indd 1 28/09/2017 10:32:01

GO! 2 © Santillana Educación, S.L.

ES0000000046913 762675 GO AB2 popouts_56165.indd 11 28/09/2017 10:32:40

Includes access code to Student’s interactive practice

Includes access code to Student’s i-book and videos

FOR THE TEACHER

Songs and chants Animated stories Culture videos

Units 1 and 2 review: the techies p. 88

4 Animals everywhere! p. 116

Units 3 and 4 review: the techies p. 140

6 A day out p. 168

Units 5 and 6 review: the techies p. 192

Can itit run?

suggestions for every lesson available in the Teacher's Book

Unit stories. The stories consolidate the structures and

levels through a whole series of grammar animations.

2 Look and write the number.

book parrot ruler

cat purple scooter

Hello, how are you? I’m fine, thanks!

Full-colour Activity Book and Audio CD

3 Look and complete. Then colour the pictures.

can can't make models paint pictures ride a bike

ES0000000046909 762638_GO_AB2_U2p10_15_55195.indd 10 20/09/2017 10:13:44 ES0000000046909 762638_GO_AB2_U2p10_15_55195.indd 11 20/09/2017 10:13:46

the back of the book. They provide

ES0000000046913 762675 GO AB2 popouts_56165.indd 11 28/09/2017 10:32:40

Innovative award stickers The Pop-outs provide a hands-on activity for

s t u d e n t 's b o o k d i g i t a l r e s o u r c e s activity book digital resources

Videos Additional interactive practice to

The full-colour, spiral-bound guide contains

step-by-step help to make the most of each 1 2 3 4 Materials

lesson. The complete teaching notes include

1 I can play the violin. 2 I can play the drums.

suggestions for warmer activities, extra, whole-

class activities, wrap-up activities and ideas to

to the Student’s Book activity exploitations.

Each unit is presented with interleaved

Key competences continuous assessment

Unit overview is provided for help with quick

lesson plans. It also provides the transcripts

and answer keys, assessment guidance, 72 73

and guidance for Key competences work and

resource for providing extra practice

Tran scri pts

guita® / Jiµ / t™æ / —a> / pla¥ / ? ion worksheet

Photocopiable © Santillana Educación, S.L.

4 Rehearse the whole play.

5 Perform the play.

dan©æ / M”ar^æ / —a> / ?

ES0000000046910 762649_TRB2_Go_Tests_p089_116_63214.indd 99 09/05/2018 11:28:04

Activity Book and Teacher’s

presented in one handy pack.

colourful and attractive

language reference for the classroom. They can be used

73 beautiful, full-colour photo Flashcards

© Santillana Educación, S.L.

word card and can be used for presenting,

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Find support for the lesson content in the My new

The Stickers are easy to peel and apply! Find support

The Activity Bank on page 27 of the Teacher’s Book

Colourful Pop-outs are provided for the children

An Activity Book Unit review page mirrors the Student’s

The end of term is a good time to step back