Young Achievers 3 TB

Teachers
TeachersBook
Book
Achieving goals with Young Achievers! page 2
For the Student page 3
Take a tour of the Students Book page 4
For the Teacher page 10
Go Digital! page 12
Key Competences for Lifelong Learning page 13
Activity Bank page 14
Students Book contents page 18

Unit 0 Welcome page 20
Unit 1 A field trip page 28
Unit 2 Farmers market page 42
Language fun! Units 0-2 page 56
Unit 3 My time page 58
Unit 4 A healthy body page 72
Unit 5 Project Earth page 86
Unit 6 Prehistoric times page 100
Unit 7 Ancient China page 114
Unit 8 Ocean adventure page 128
Achieve more! Units 1-8 page 144
Activity Book Audio Transcript page 151
Teachers Audio Material Track Lists page 153
Achieving goals with
Young Achievers!
At this key stage of a childs development and language learning,
focus on the four skills is imperative. With the inclusion of models to
follow, children are supported 100% with emphasis on success and
building confidence.
With Trinity GESE and Cambridge Language Assessment in mind,

childrens ability to communicate purposefully is at the forefront
of this course. Communicative activities appear throughout each
unit and give children ample opportunities to use the vocabulary
and grammar along with various communicative strategies: social
interaction, problem solving, game playing and interpretating
information.
Grammar is treated as a key part of the course and is highlighted

from the start. The focus is on production and fluency in order to
promote communication. Children are given the opportunity to
recycle and consolidate their knowledge of grammar at various
points during the course.
Vocabulary is introduced using a variety of age-appropriate and

high-interest themes and topics that are developed throughout
each unit. The key vocabulary is present not only in the exercises,
tasks, and activities where it is the main focus, but also integrated
into grammar and skills practice.
It is fundamental that English language learning is treated as

an integral part of the curriculum. In order to give children a
broader learning experience there is focus on CLIL and cultural
connections.
Young Achievers combines a variety of English language teaching

approaches in order to give students a rounded learning experience.
2
For the Student
Students Book
The Students Book is made up of a Welcome, eight main and three review
units. Each of the main units is divided into ten lessons plus a two-page unit
review. Throughout each unit, skills and language practice is fully integrated.
Activity Book
The Activity Book provides
Picture dictionary
children with lesson-by-lesson
further practice of the Students
Book content. The Picture
dictionary at the back of the
book gives children an illustrated
reference of the main vocabulary
from each unit. Extra listening
practice is available to download
from the website along with all
the songs, chants and stories in
the Students Book.
3
Take a tour of the Students Book
Lesson 1
Each unit opens with a

cartoon featuring a group
of school children which
introduces the topics and
themes of the unit.
Lesson 2
Throughout the
Students Book,
vocabulary is
presented using
illustrations and
photos in order to
provide children
with a visual record.
Grammar is integrated
into every lesson
Activity Book
through model texts.
Children then move
towards independent
use of the language.
4
Lesson 3
Children are presented with

a variety of exercise types
which are carefully guided
and practise a range of skills.
Skills activities contextualise

the grammar and vocabulary
presented in each unit.
Lesson 4
Songs and chants feature in every

unit. Fun lyrics and catchy tunes
motivate children to participate and
become more confident.
Activity Book
5
Lessons 5 and 6
The children listen to and read a story. As the children move through the levels the amount of text increases
until they have the whole story written. The story is an ideal method to practise the unit language and
extend it in a natural, familiar context.
Each story aims to develop understanding

of the language and literacy skills such as
comprehension, sequencing and character Activity Book
development. The exercises become more
challenging through the levels in accordance
with childrens abilities and age.
6
Lesson 7
Carefully controlled practice

of the language is consolidated
through dialogues, role-plays,
songs and games.
The children have

opportunities to practise
the language, to gain
confidence in speaking
and using English.
Lesson 8 - Phonics
Children develop their pronunciation

through Phonics by focusing on specific
sounds and letters. In the early levels the
focus is on initial sounds, but as their
skills develop children move on to work
with silent letters, minimal pairs and
consonant clusters.
Activity Book
7
Lesson 9 - CLIL
Each unit includes a focus on CLIL and

encourages children to see how their
knowledge of different subject areas can
cross-over in to English and vice versa.
The Achieve more! section

includes more activities
related to the CLIL topic.
Lesson 10 - Culture
A range of activities throughout

the book give children a glimpse
of various cultural aspects of life
in English-speaking countries.
Hands-on project-type
activities which encourage
children to work together in
pairs or small groups appear
throughout the book.
Activity Book
8
Reading activities
Unit Review provide further
revision but also a
model for children
to use as a guide
The unit review to their own
consolidates and writing.
revises grammar
and vocabulary
from the unit.
Each exercise focuses Speaking tasks
on a different skill. encourage
children to use the
unit language in
The review writing a communicative
task provides children way.
with the opportunity to
bring together all the
elements of the unit
and personalise them.
Activity Book
Language Fun!
The Language fun! pages are a

way for children to review what
they have learnt over the course
of three units through puzzles and
games. These activities encourage
children to work alone, in pairs
and small groups.
Activity Book
9
For the Teacher
Teachers Book
A guide with unit overviews for quick lesson plans, step-by-step guidance to Go Digital at your own pace, complete
teaching notes plus extra suggestions for exploiting the course, transcripts and answer keys, assessment guidance,
cross references to support material, Key competences and Activity bank to make the most of all the course materials.
Language Assessment
and Skills guidance in
objectives every lesson.
are clearly
listed.
The support
material is
referenced
in every unit
and lesson.
The Key
competences
are listed for
each unit.
Each lesson
includes what to
look out for and
suggestions of
how to deal with The Activity
diversity in the Book answers are
classroom. available at the end
of each unit and
the transcripts are
available at the end
of the book.
Clear, concise lesson

instructions make
lesson planning easy.
Extra suggestions to
enhance the Students
Book activities are
included.
10
Teachers Resource Material
The Teachers Resource Material provides a wealth of photocopiable resources which supplements the language and
skills covered in the Students Book and is available on the website. It includes Language, Reading, Writing, Speaking
and Listening worksheets for every unit, three Festival worksheets and Tests (Diagnostic, Unit, End of term and End
of year). Both the Language worksheets and Tests are presented at three levels to suit different abilities within the class.
There are also suggestions on when each worksheet could ideally be used. Reproductions of each worksheet with the
answer key in place are included.
Unit 1
Speaking Speaking
ame:
1 Choose a character for your classmate to guess. Noah
Sam
Sophie
Megan
Sarah T
Ted
Is Ted posing for No, he isn't.t.t

a picture?
2 Choose a picture and say the rules for your classmate to guess.
zoo
zoo art gal
gallery
gallery
theme park museum
Please don't drink and please

don't use mobile phones. Are you at the museum?
72 Photocopiable Santillana Educacin, S.L.
514687_P071_080_Speaking.indd 72 31/07/14 10:19
Teachers Audio Material
The pack includes 2 audio CDs:

Audio CDs 1 and 2
The Activity Book Audio is available on the website
and so is the Teachers Resource Material Audio.
Flashcards and Word Cards
82 photo flashcards each with an accompanying word

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

version of the Students Book, which
includes the audio material for use
with IWB or projector.
The Young Achievers Game
Available on the
website, this set of Encourages children
Practice Activities to get the best results
offers your students to unlock the next
the opportunity to unit
learn and have fun
at the same time.
The game is ideal
for fast finishers, as
wrap-up activities
or homework.
12
Key Competences for Lifelong Learning
Key competences combine the knowledge, skills and and underpin one another. The basic skills of language,
attitudes necessary to develop and achieve success as literacy, numeracy and information and communication
well as being active in all areas of social and civic life. technologies provide the foundation blocks for critical
Each of the competences is equally important and for thinking, creativity, taking initiative, problem-solving,
that reason there are many shared goals which support decision-making and management of feelings.
Young Achievers works on the following Key Competences as set out by the European Commission:
Linguistic competence
LC This competence develops the use of language as a tool for communication. It involves understanding
oral messages, communicating verbally, reading and writing. The games and personalised activities in the
series motivate children to speak right from the outset. The emphasis on understanding oral messages is
developed by the stories, dialogues and songs where children learn to listen to extract relevant information.
The ability to read and understand texts is systematically introduced and developed through the series.
Mathematical competence and basic competences in Science and Technology

MST This competence develops the ability to use numbers and mathematical reasoning to solve a range of
problems and to use science to explain the natural world. The course provides plenty of opportunities for
children to apply their mathematical thinking in everyday contexts, for example, telling the time, using
charts, completing surveys or sequencing events. Children are made aware of the world around them and
the effect human activity has on it.
Digital competence
DC This competence involves the confident 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. The children are encouraged to use the interactive material and, in higher
levels, to research information on the internet.
Social and Civic competences

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

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

This competence refers to the ability to turn ideas into actions. The skills to be able to work both proactively
as a member of a team and individually are developed by activities where the children create a product.
Throughout the course they are continually encouraged to use their imagination and to be creative.
13
Activity Bank
on. This allows everyone to learn more about each other
Classroom Dynamics and as you show a genuine interest in each child you will
raise their status in the eyes of the whole class.
Birthdays Your voice

This is often the most important event in a childs calendar This is your most powerful teaching tool. How you use your
and offers a great opportunity to show that we value voice is key to getting the students attention and holding
them. Its a good idea to keep a birthday chart on the their interest but it also gives strong messages about how
classroom wall. Make sure not to forget those students you feel about them as a class and as individuals.
whose birthdays are in the holidays or on non-school days. Every time you talk to your class or the individuals in it,
you are providing a model of how you want them to talk
Classroom display to each other.
Children really value their work when it is displayed in
class and we encourage other students to notice and Teacher as model
praise it. Children look to the teacher to set the tone for the class.
It also motivates children to produce good work and think It is important that we clearly model the kind of behaviour
about presentation. we want to encourage. If they see us being kind, patient
and compassionate, they will be likely to copy that in
Choice their dealings with each other. Also, if they see that we
Offer children choices wherever possible as it will give wont tolerate name-calling, unkindness or any bullying
them a greater sense of ownership in the class and also behaviour, they will be more likely to do likewise too.
helps establish a culture of negotiation. For young learners,
this can be as simple as choosing the song or story, but Grouping
can be built on throughout the course to promote more Have a flexible approach to grouping. Although its
autonomous learning. sometimes a good idea to group more able or less able
children together so they can work at their level, it can
Humour be really demotivating if they feel they are in the less
Noticing the funny side of things and encouraging shared able group. Try to vary groups and pairs of students as
laughter (not at anyones expense) will help create a much much as possible. Always be conscious of dynamics within
happier classroom environment. groups too. If children arent happy together, this can
seriously impede their learning.
It costs nothing to be polite
Hello, goodbye, please and thank you are so easy to learn Class rules
and are important markers of respect. If you insist on Your children are more likely to abide by class rules if
using these conventions you will promote mutual respect they feel some ownership of them. They will be well aware
among your students. of how they should behave in class. Drawing up a list of
class rules is a great way to bring the class together and to
Names get them to think about how it affects them as individuals
We may find ourselves calling out some names more than when others dont respect each other or the space theyre
others, or using certain tones of voice with certain names. sharing. Its also a good reference point throughout the
This will send powerful messages to the class so we should year and can be added to at any point.
try to use all our students names in as positive a way as
we can.
Roles and responsibilities Assessment

Most children value being given responsibility, this can be
as simple as handing out pencils. These roles show that
you trust the child to act responsibly. Although assigning Observation
tasks can be seen as a reward, its important to make sure Observing children in class and making regular notes
that all students get the chance to step up. on their development can complement more formal
assessment techniques, and help build a more complete
Start as you mean to go on picture of each child. Keep on-going notes in a notebook
The beginning of the class is a key time for promoting a with a page (or pages) for each child. During or after
caring dynamic in your class. Have a mini conversation each lesson, make notes about childrens comprehension,
with a couple of students while the rest of the class are use of language, participation or behaviour. It is hard
listening, ask about their family, likes and dislikes and so to observe all the children on a regular basis, so try
focusing on two or three children each lesson or week.
14
Alternatively, choose a specific area of language learning helping others. Be enthusiastic and try to give helpful
to observe each week. feedback too. For example, Thats great! Your writing is
very clear and neat, it helps me to read it.
Portfolios
A portfolio is a collection of each childs work from over Working in pairs and groups
the course of a term or school year. With young children, it Organise groups in a variety of ways depending on the
can include art and craft work, labelled diagrams and short activity. Mixed-ability groups work well, for example,
pieces of writing. It is useful as an assessment tool as we can while playing a game and remember weaker children
observe a childs progress in their written work through the can often learn more from a fellow student. For other
year. It can also be a starting point for one-to-one interviews activities, it can be more productive to put the stronger
with children to talk about their learning and progress. students together while you give more attention to a
weaker group. Try to avoid having an identifiable group
Self-assessment where weaker students are always together.
Self-assessment activities can give teachers useful information
about how children learn best, how they feel about their Accessible learning
progress and what they enjoy about learning English. Make instructions and tasks accessible to all students.
Self-assessment can take many different forms. To look at Some children benefit if you accompany instructions with
learning strategies, why not prepare a questionnaire about gestures or pictures or if you show them a finished example.
the activities that help the children learn new words? Demonstrate tasks as much as possible and provide visual
I learn new words by references, for example, display the flashcards.
1. Singing songs with the words Yes Sometimes No
2. Playing games with the words Yes Sometimes No Fast finishers
3. Writing the words in my notebook Yes Sometimes No To avoid boredom or frustration, have activities ready for
4. Doing exercises in the Activity Book Yes Sometimes No faster workers to go on to, for example, simple wordsearches,
5. Looking at a poster or pictures Yes Sometimes No a picture to label, a picture book to read. Alternatively, ask fast
6. Doing actions and mimes Yes Sometimes No finishers to help other students with their work.
Children can respond individually and then discuss as a
class and so become more aware of different learning
strategies. To make children more aware of what they are
learning, ask them to recall what they have learnt at the Flashcards Games
end of each lesson or unit. Asking them to rate how hard
they have worked can also make them more conscious of
how much effort they are putting into their learning. When You can print the Flashcards provided on the website
self-grading, be aware that some children may be very or make your own with the help of your students out
self-critical and you might need to assure them that their of magazine cut-outs. It will provide lots of fun and an
work is better than they think. Another approach to self- opportunity to engage in some arts and crafts activities.
assessment is to ask the children to set some simple goals If you wish, you can also prepare them at home and bring
for the next weeks/units/terms work. Goals can include them ready to class.
things like: I want to speak English with my friends in class, Can you remember?
I want to write new words in my notebook. Ask children to
write their goals down and at the end of the week or term, Stick six to ten flashcards to the board in a row, point to
speak to each child individually to discuss whether they each card in turn and chant the words with the children.
achieved their goals or not and why/why not. Take one of the flashcards away and chant the words
again, pointing to the blank space where the card was
and saying the word. Then take another card away, point
and chant again. Repeat until all the cards are gone.
Attention to Diversity Letter by letter
Stick some flashcards to the board and ask the children
Thinking time to have their notebooks ready. Choose one of the words,
To include everyone when answering questions, tell the dictate letters that appear in the word but not in order.
children to stay quiet and put up their hands when they Ask the class to note them down. Invite volunteers to
have an answer so everyone has time to think. Alternatively, guess which word youre thinking of. Elicit the spelling
have a pot of name cards and take names at random to from the class.
answer questions so that all children have a turn. Look and point
Praise Put word cards around the classroom. Hold up a picture card,
Praise all children, not just for the standard of their work, ask the children to look for the matching word card and point
but for making an effort, showing improvements or to it as quickly as they can. Try holding up two cards.
15
Mime games Noughts and crosses
Hold a flashcard over a volunteers head so that the class Draw a three-by-three grid on the board. Divide the class
can see it, but the child cannot. The children mime the into two teams and assign noughts to Team A and crosses
word for the volunteer to guess. Alternatively, show the to Team B. Ask Team A a question, if they answer correctly
card just to the volunteer who then mimes it for the rest they draw a nought in a square. Then Team B has a turn.
of the class. The winner is the first team to draw three noughts or
crosses in a row.
Pelmanism on the board
Put picture cards face down on one side of the board and Sentence Hangman
word cards on the other. Divide the class into two teams. Play hangman with a sentence drawing a line for each letter
A member from Team A turns over a picture card and a in the sentence and leaving spaces between the words.
word card and says the words. If the cards match, they
keep them and the team gets a point. If the cards do not Stop the bus!
match, the child puts them back as before. Divide the class into teams and give each team a piece of
paper. Write these category headings on the board: Food,
Read my lips! Animals, School. Say a letter (P) and ask the teams to write
Put the flashcards on the board and silently mouth a a word for each category on their papers.The first team to
word. The children try to read your lips. The first child to write three words, calls Stop the bus! and wins a point.
guess the word mouths the next word.
Word tennis
Repeating game Divide the class into two teams. Choose a category
Put picture cards on the board, point to a card and say (transport) and ask Team A to say a transport word. Team
a word. If the word is correct, the children repeat it. If not, B then have five seconds to say a different word, then
they keep silent. This can be extended to sentences: Team A have five seconds to say another word and so on.
These are pencils. Its a green snake. If they cannot think of a word in five seconds or if they
repeat a word, then the other team win the point.
Slow show
Hold a picture card or word card behind a book and
show it little by little. The class guess what the picture is
before they see the whole. Grammar Games
Whats missing?
Hold up word cards one by one, say each word for Have you got it?
the children to repeat. Remove a card, then stick the Put some picture cards on the board and ask the class
remaining ones to the board. Ask: Whats missing? to remember the words. Then, ask a volunteer to stand
outside the classroom while a second volunteer takes a
card and puts it in their bag. The child comes back in
and says which picture is missing. They then have three
Vocabulary Games chances to guess who has the object, by asking: Have you
got the (pencil)?
Air writing Odd word out
Use your finger to write a word in the air. The children call Divide the class into teams. Say four words: eagle, parrot,
out each letter and then say which word the letters spell. ostrich, owl. Ask each team to choose the odd word out
and give a reason to win a point: Ostrich, because ostriches
Can you remember? cant fly. Owl, because owls wake up at night.
Say I like apples and ask a child to repeat the sentence
and add another word, I like apples and cherries. Then, the Sentence Pictionary
next child repeats the sentence and adds another word Write some sentences on pieces of paper: I dont like
and so on. spiders. Divide the class into teams and invite a volunteer
to the front. Give the volunteer a sentence and ask
Letter race them to draw a picture of it. The teams try to guess the
Divide the class into teams of three or four. Say a letter or sentence for a point.
sound and tell the teams they have one minute to write
words with that letter in them. Award two points for each Whats the missing word?
word that starts with the letter and one point for each Divide the class into teams and give each team some
word with the letter in. pieces of paper. Write a sentence on the board with a
missing word: My sister like cheese. Give the teams 20
16
seconds to decide the missing word and write it on the room or in a part of the room where it cant be easily
paper. Tell the teams to hold up their papers and give accessed. Divide the class into groups. For each group,
points to teams with the correct word. there are runners who go up to the sheet of paper
and memorise the first line (or as much as they can).
Who am I? They come back and whisper it to the rest of their team
Ask a volunteer to the front and ask him / her to think of who write it down. The first team with the most correct
another child in the class. The children ask the volunteer version of the lyrics wins. Although the activity is called
questions and the volunteer answers for the other student: running dictation, the idea is not to run but to train the
Are you a boy or a girl? Have you got long hair? Do you like children to move quietly and carefully around or in and
Maths? The class try to guess who the volunteer is. This out of the classroom. It also gets them to think about how
game can also be played with famous people: Are you a dangerous it is to leave bags lying around on the floor!
(footballer)? Have you got (dark hair)?
Showtime!
Having a performance to work towards gives your
children a real reason to practise and improve. You
Songs and Chants can also enhance the performance by adding dance
routines, action, and dividing the song into parts (Answer
back). The karaoke versions of the songs are great for
Disappearing lyrics accompaniment.
This is a good technique for memorising song words.
Write the words of a verse on the board and sing through Transitions
with the class. Then, using a piece of card, cover the first Use song tracks to time events in the class, for example,
word or phrase of the song. Sing through the verse until when students are tidying up at the end of class. They
they can sing it from memory. should have finished the activity or be in place by the time
the track ends.
Match the rhymes
Rhymes are a great way to focus on pronunciation. This
activity can be done as a lead-in to learning a song. Take
all of the rhyming words out of a song and write them
randomly on the board. Get students to match pairs of
Narratives
rhyming words. Even when spelling is not immediately
obvious this works well as a discovery activity. Making mistakes
Check your students memory of the story by reading it
Make a recording out with deliberate mistakes. You can ask them to call
This gives singing a clear purpose and encourages children out when they hear a mistake or count the number of
to make a real effort. Comparing recordings made at mistakes they hear.
different times will also give them the chance to hear
directly how they can improve with practice. Stories that teach
There is an enormous wealth of childrens books and
Missing words stories that deal with a whole range of moral and social
This activity works well once students are familiar with the issues. If you dont have access to a library, why not start
song or chant. Sing the song first time through as normal. your own collection of edifying childrens stories. If you
Then the second time through, substitute the first word or include these in your lessons, you will give your children a
line for humming. At each repetition substitute more and much richer education and provide reference points when
more of the song for humming until the entire song is dealing with some of the issues that may come up.
hummed. This works especially well where the song is
accompanied by actions. Story quiz
Write a series of questions based on the story, then divide
Predictions the class into teams. Players take turns to answer questions
As a lead-in to the song or chant, and with books closed, about the story, winning points for their team with correct
write up a few key words from the lyrics on the board answers.
and ask students to predict what the song is about. Also
get them to suggest other words that might be in the Who said that?
song. Finally, listen to the song to see which predictions Write the names of the characters on the board. Divide
were correct. the class into two teams. Read out a line from a speech
bubble or caption. Students race to the board and the first
Running dictation player to touch the correct character name wins the point.
Print the words of a new song and pin it up outside the
17
Contents Young A chievers 3
Unit Vocabulary Grammar
0
Physical descriptions Clothes Questions: when, what
Animal Rooms and furniture have got
Seasons Ability: can/cant
Welcome! Prepositions of place: in, on, under, behind, in front of,
page 4 next to
Verbs: drink, drop, eat, feed, jump, run, scare, skip, take, touch, use Imperatives
1 Entertainment places: aquarium, art gallery, gift shop, library, planetarium,

science museum, theatre, theme park, zoo
Can for permission: affirmative, negative and
interrogative
Possessive pronouns: affirmative, negative and
A field trip interrogative
page 10 Present continuous: affirmative, negative and
interrogative
2 Food: apple, bacon, banana, butter, cheese, egg, fish, honey, jam, meat, milk, Countable and uncountable nouns
mushroom, peanut butter, popcorn, potato, raspberry, sweet corn, sugar, tomato, There is/are: affirmative, negative and interrogative
yoghurt Quantifiers: some, a lot, a few, isnt/arent any, a little
Farmers market How many/much...?
page 22
page 34 Language fun! Units 0-2

Hobbies and activities: cook, chat online, do gymnastics, go to ballet class, like / love / dont like / hate + gerund: affirmative,
3 go roller skating, have singing lessons, have swimming lessons, have violin
lessons, learn karate, listen to music, play computer games, play football, play
negative and interrogative
How often...? and adverbial phrases: every day, every
in the school band, take pictures week, every month, every year
My time
Feelings: angry, bored, calm, confused, excited, happy, nervous, sad Describing abilities: good at, not good at
page 36
Symptoms and illnesses: chicken pox, cough, cut finger, earache, fever, have got: affirmative, negative and interrogative
headache, insect bite, runny nose, something in eye, stomach ache, should for advice: affirmative and negative
4 sunburn, toothache
Prevention and treatment: blow your nose, call the doctor, drink some
How often...? and adverbial phrases: once a week,
wtwice a month, three times a year
A healthy body water, drink tea and honey, have a nap, have a snack, sit in the shade, wear
page 48 a warm coat
Adjectives: cold, hot, hungry, thirsty, tired
Periods of time: day, month, week, year
5 Environment: air, bears, bridges, deer, factories, noise, park, pollution, railway,
rivers, rubbish, smoke, traffic, trees, water
Past simple be: affirmative, negative and interrogative
Past simple: regular verbs
Verbs: die, clean up, pollute, produce, protect, recycle, save, waste
Project Earth
page 60
Verbs: burn, carve, cook, crash, eat, erupt, have, hunt, live, make, measure, paint, Past simple: regular and irregular verbs
6 shake, sleep, swim, walk, wear
Parts of animals: armour, claw, feather, fin, head, leg, neck, shell, spike, tail, teeth,
Past simple questions
Prehistoric times wing

page 74
Personality: brave, clever, confident, creative, dishonest, hardworking, be and adjectives

7 honest, independent, kind, lazy, loyal, lucky, organised, popular, sensitive, shy,
sociable, stubborn, vain
Past simple subject and object questions
Past simple: affirmative, negative and interrogative
Inventions: blue jeans, chess, chopsticks, compass, electric guitar, fortune Past abilities: could, couldnt
Ancient China
cookie, glasses, gum, metric system, noodles, paper, pencil, screwdriver,
page 86
telescope
Activities: eat, fly, fish, scuba dive, play basketball, play football, read, run races, Future with going to: affirmative, negative and
8 shop, sleep, swim, take painting lessons, travel, visit a water park, walk, watch
cartoons, watch films
interrogative
Questions: Countries, nationalities, languages
countries, nationalities and languages: Argentina, Australia, Brazil, Canada,
Ocean adventure Egypt, Ireland, Japan, Switzerland, Arabic, English, French, German, Irish, Italian,
page 98 Japanese, Portuguese, Romansh, Spanish
page 112 Achieve more! Units 1-8
Listening Speaking Reading

18
Contents
Phonics for Achieve!
Functions pronunciation Culture
Describing people: physique, age, family, likes and dislikes
Describing animals: body parts, abilities
Locating people and objects: The hat is on the table. The boy is climbing a tree.
Following instructions: Please dont scare the fish at the aquarium. -ng or -nk CLIL: Insect museum
Asking and giving permission: Can we take pictures? Yes, you can.
Asking about and expressing possession: Whose backpacks are they? The London Eye: Describing places to visit
Theyre ours.
Asking about what someone is doing: Is she looking for souvenirs? No, she isnt.
Asking about and stating quantities: Is there any meat? Yes, there is. Third person s: CLIL: Comparing city and country living
How many bananas are there? There are a lot. How much sweet corn is there? /s/, /z/, /z/
There is a little. Arcimboldo: Describing a painting
Asking about likes and dislikes: Do you like doing gymnastics? No, I dont. Hard and soft -g CLIL: Describing feelings in art
I hate doing gymnastics.
Asking how often something is done: How often do you take a test? School in Britain: A typical school day
I take a test every week.
Talking about abilities: Im good at playing the flute.
Asking about illnesses: Have you got a toothache? Yes, I have. st- CLIL: Healthy and unhealthy habits
Giving advice: You should do exercise. He should have a snack.
Asking how often something is done: How often do you go on a plane? Flying doctors: The Royal Flying Doctor
Twice a year. Service in Australia
Describing places in the past: There was rubbish. There wasnt any pollution. Past simple ed endings: CLIL: The water cycle
There were factories. There werent any fish. /d/, /t/, /d/
Describing situations in the past: The animals died. They saved water. Lets recycle: recycling rubbish at home
Asking about places in the past: Was there a park? Yes, there was.
Describing situations in the past: They made tools. -nch or -tch CLIL: Plate tectonics
Describing prehistoric animals: It lived in rivers and lakes.
Asking about prehistoric animals: Did it eat plants? Yes, It did. How long was it? Dinosaurs: facts and figures
It was 26 metres long.
Describing personality traits: Hes intelligent. Shes sensitive. -gh CLIL: The Great Wall of China
Asking about past inventions: Who invented paper? The Chinese.
Asking about the past: Where was it? How many were there? How tall were they? About China: facts and figures
Talking about past abilities: He could speak English. He couldnt write Chinese.
Talking about future plan: Im going to play all day. She isnt going to go Silent letters CLIL: Coral reefs
scuba diving.
Asking and answer questions about future plans: What is he going to do? A seaside holiday: A traditional British
Hes going to go fishing. seaside holiday.
Talking about countries, nationalities and languages: Hes from Argentina.
He speaks Spanish.
More
practice
More
practice P P
F F
Writing Interactive practice
SC SC
19
More More
phonics phonics
Unit 0 Welcome!
Grammar Vocabulary Pronunciation Recycled language
have got: affirmative, negative Physical descriptions
and interrogative Animals
Present continuous: affirmative, Seasons
negative and interrogative Clothes
Prepositions of place: in, on, Rooms and furniture
under, behind, in front of, next to
There is / there are
Past simple be
Questions: what, where, when,
how many
Ability: can/cant
Language objectives
Grammar Functions
To review have got To give personal information
To review prepositions of place and question Wheres...? To ask and answer questions about physique, age, family,
To review the Present and Past simple forms of the verb likes and dislikes
to be To describe animals
To review modals of ability can/cant To describe location of people and objects
To review questions in the Present continuous
Vocabulary Pronunciation
To review physical descriptions To highlight falling intonation at the end of questions
To review language to describe age, family, likes
and dislikes
To review common nouns related to school
and classroom objects
To review vocabulary items related to clothes, animals,
seasons and months
To review rooms and furniture in a house
Skills objectives
Speaking Reading
To introduce oneself To recognise the target language in the context of a story
To ask and answer questions about age, appearance, To read and follow a simple story
family, routine, likes and dislikes To read and demonstrate understanding by completing
To ask and answer questions using the Present activities
continuous To interpret and respond to questions including target
To describe the location of people and objects language
To ask and answer questions using a variety of
structures and vocabulary
Listening Writing
To understand audio in order to complete activities To copy and write target vocabulary and structures
To follow a simple story To write simple sentences describing oneself and classmates
To identify target language in order to complete To describe objects and their location
the task
20
More
practice
More
practice P P
F F
Overview More
phonics
More
phonics
SC SC
Unit 0
i-poster
Assessment criteria Go digital! i-flashcards
Check children can identify, understand and produce Digital book

IWB i-book
questions, have got, ability using can and cant and
prepositions of place. Complete the activities with the children on the IWB.
Check children can identify, understand and produce
vocabulary related to physical descriptions, animals,
More
More practice
practice
More
practice P P
seasons, clothes, rooms and furniture. Provides extra interactive practice
F F which can be used
Check children can describe people and animals and at the end of the unit in class or as homework. There
locate people and objects. SC SC
are seven activities in each unit.
More More
phonics phonics
Materials
Digital Book
i-poster
Audio CD 1
Teachers Resource Material i-flashcards
Diagnostic test, pages 108-109: Lesson 6

For
IWBsuggestions
i-book on how to exploit the course
Extra resources see our Activity Bank, pages 14-17
Slips of paper
Poster paper
Colours
Stuffed toy
Stopwatch/Timer
Key competences
LC Linguistic competence SCC Social and civic competence
Children develop listening, speaking, reading Children learn basic social interaction patterns
and writing skills. Children learn to describe and social conventions to help them become
people and animals. Children learn to competent citizens; they work in pairs and play
locate people and objects. Children learn games. Children learn about communities and
grammar rules, vocabulary and phonics for cities.
pronunciation.
CAE Cultural awareness and expression
MST Mathematical competence and Children develop drawing, colouring skills and
creativity, enjoy saying a chant, singing a song
basic competences in Science and
and reciting a poem. Children appreciate cultural
Technology expressions and artists. Children learn about
Children develop and apply mathematical cultural diversity.
thinking and explain the natural world. Children
learn about animals. Children learn about Competence in learning to learn
LL
weather and the four seasons. Children learn to Children develop using strategies to improve
describe location and place. the learning process and help them to assume
control over their own learning.
DC Digital competence
Children become familiar with the use of
technology as a tool to reinforce language
IE Sense of initiative and
acquisition and use the video, the interactive entrepreneurship
whiteboard material and ICT to obtain and Children develop abilities and capacities
research information. like critical reflection, decision-making and
independent action.
21
Unit 0
Lesson 1 - SB Page 4 Optional extra: Ask questions about the story to check
comprehension.
Language objectives Fast finishers

Children read the story again quietly.
Vocabulary
canteen, classroom, computer room, gym, Headmasters Wrap up
office, library Play track 1 again with boys and girls reading alternative
lines out loud in unison. Divide the class into groups of
four. Children practise and then role-play the story in their
Skills objectives groups. More confident groups can perform their role-
Speaking plays for the class. Encourage children to do the role-play
Introduce oneself without their books; they should speak, not read.
Listening
Follow the story Initial evaluation
Reading Children draw a rough outline of their school in their
Recognise the target language in the context of notebooks and label the following areas: canteen,
a story computer room, classroom, Headmasters office, library
Read and follow the story and gym.
Materials At home
Digital Book
Audio CD 1
Activity Book - page 4
Slips of paper Answer key:
1 1. gym - library, 2. computer room - canteen,
3. Headmasters office - classroom
Attention to diversity
Over the summer holidays many children will have
2 1. was, 2. was - was, 3. is, 4. is, 5. is - is - was
had no contact with English and will have forgotten 3 1. library, 2. gym, 3. canteen, 4. computer room,
lots of things they learnt. The overall purpose of 5. classroom, 6. heads office
this unit is to review and consolidate language seen
Optional extra: Children draw and label their
previously.
favourite scene from the story.
Warmer
Introduce yourself. Write your name on the board. Ask
individual children: Whats your name? Respond: Hello
(Maria). Nice to meet you. Children mingle and introduce
themselves. Distribute slips of paper, one for each child.
Lesson 2 - SB Page 5
Allow children to create their own name tags adding
drawings if they wish. Language objectives
Grammar
Lead-in Review: have got
Give children one minute to write down as many objects
as they can see in the classroom. Children swap their lists. yes/no and wh- questions
Elicit all the objects to ensure they are correct. The child Vocabulary
with the most correct words is the winner. Physical descriptions
Functions
1 1.1 Children read and listen. Describe people: physique, age, family, likes
Values: Remind children of the importance of respect and
co-operation in the classroom. Elicit class rules and write
them on the board. Once agreed on, write the rules on
a poster to be signed by each child in the following class
and displayed on the wall.
22
Unit 0
Skills objectives Audio CD 1
Speaking 1.2
Ask and answer questions using a variety of
Presenter: Hello everyone! Here we have singer Alice
vocabulary and structures.
Robinson! So Alice, when is your birthday?
Listening Alice: Its the 3rd June.
Identify target language
P: And how old are you?
Writing A: Im 19.
Write key vocabulary
P: What colour are your eyes?
A: Theyre green.
Materials P: And you have got lovely brown hair.
Digital Book Poster paper A: Thank you!
Audio CD 1 Colours P: Whats your favourite food?
A: Ummmm I love cheese.
Attention to diversity P: And your favourite animal?
It is important to take time to listen to children and A: I like all animals but my favourite are dogs.
familiarise yourself with their likes and dislikes. P: And last question. What time do you get up in the
morning?
A: I get up at 8 oclock.
Warmer
Children whisper their name, age and favourite colour to P: My next guest is footballer Michael Taylor.
their partner. Go around the class, asking volunteers to Michael, when is your birthday?
introduce their classmate. Michael: Its the 21st March.
P: And how old are you now?
Lead-in M: Im 22.
Write the following on the board:
How old ___ you? What time ___ you ___? P: What colour are your eyes?
What colour eyes ___ you ___? M: Theyre brown.
What ___ your favourite food? P: Whats your favourite food?
In pairs, children race to order the questions. M: I eat everything but my favourite is fish and chips!
P: And your favourite colour?
1 1.2 Children listen and complete. M: Red of course!
Answer key: Alice Robinson: 3rd June, 19, green, P: Before we finish, Michael, what time do you go
cheese, dogs, 8 oclock. Michael Taylor: 21st March, 22, to bed?
brown, fish and chips, red, 10.30 p.m. M: I go to bed at about half past 10.
2 Children read and answer for themselves. Continuous assessment

Answer key: Childs own answers. Children design a poster about themselves.
Optional extra: Describe a child in the class without
saying their name. Continue describing until someone
guesses who it is. At home
3 Children interview a classmate and write Answer key:
four facts about them.
1 Childs own writing.
Answer key: Childs own answers. 2 1. Ben, 2. Josh, 3. George, 4. Harry
Wrap up
Children tell the rest of the class about their classmate.
23
Unit 0
Lesson 3 - SB Page 6 Optional extra: Say the following sentences:
1. Monkeys have got feathers.
2. Birds can swim underwater.
Language objectives 3. Snakes have got legs.
4. Whales can climb trees.
Vocabulary 5. Frogs have got big teeth.
bird, frog, monkey, penguin, shark, snake, whale 6. Sharks live in the sea.
Functions 7. Penguins cant swim underwater.
Describe animals: body parts, abilities Children respond by keeping still if true or by raising both
hands in the air and offering the correct answer if false.
Skills objectives Fast finishers

Children draw a picture of their favourite animal in their
Speaking
notebooks and write three short facts underneath.
Answer questions in order to reinforce target
language
Wrap up
Writing Hand out seven slips of paper to each child. Give the
Copy and write target language children a minute to memorise the animals from activity
1. After a minute, children work in groups of three and
write down the words they can remember on the pieces
Materials of paper. When finished, children arrange the words in
Digital Book alphabetical order.
Slips of paper
Continuous assessment
Warmer Write shark, penguin, whale, frog, monkey, snake, bird
Divide the children into pairs. The child who starts serves
on the board. Hand out a slip of paper to each child.
an imaginary ball and says a word from the chosen lexical
Children use the language from activity 2 to help
set, in this case animals. Their partner pretends to hit the
them to write definitions for two of the words on a slip
ball back and says another word from the same set. Pairs
of paper. Collect the definitions. Read the definition
continue until they cant think of any more words.
aloud and children guess what the animal is.
Lead-in
Elicit the names of ten animals from the children and write
them on the board. Children draw a 10x10 grid in their At home
notebooks and write seven animal words from the board
in the word search grid, filling in the remaining spaces
with letters. Children draw clues for their animals under Answer key:
the word search before swapping them with a partner.
Their partner must then find the words and write them 1
next to the clues.
1 Children look and name the animals with

a classmate.
Answer key: 1. shark, 2. penguin, 3. whale, 4. frog,
5. monkey, 6. snake, 7. bird
Optional extra: In pairs, children choose an animal from
activity 1 and describe it. Their partner listens and draws
the corresponding image. 1. penguin, 2. elephant, 3. cow, 4. whale,
5. spider, 6. tiger, 7. butterfly, 8. kangaroo
2 Children do the animal quiz. 2 1. shark - childs own writing, 2. frog - childs own
writing
Answer key: 1. bird, 2. penguin, 3. monkey, 4. frog,
5. shark, 6. whale, 7. snake Optional extra: Children draw and colour a picture
of a zoo and label the animals included.
24
Unit 0
Lesson 4 - SB Page 7 Optional extra: Children write Spring, Summer, Autumn
and Winter in their notebooks on separate pages and draw
and label a picture, writing the months underneath.
Language objectives
Grammar 2 Children label the clothes.
Review: Present continuous Answer key: 1. hat, 2. sandals, 3. trousers, 4. boots,
Review: have got 5. gloves, 6. skirt, 7. jumper, 8. dress, 9. shorts, 10. T-shirt
Vocabulary Optional extra: Children draw a 2x2 grid in their
Seasons: autumn, spring, summer, winter notebooks and choose four items of clothing from activity
Clothes: boots, dress, gloves, hat, jumper, sandals, 2 and write them in the squares. Call out items from the
shorts, skirt, trousers, T-shirt activity and play Bingo!
Wrap up
Skills objectives Children write a description of a classmate in their
Speaking notebooks. Invite volunteers to the front of the class to
Describe physical appearance read their descriptions aloud while the class listen carefully
and guess the identity of the classmate.
Listening
Understand and recognise target language in order to
complete an activity Audio CD 1
1.3
Materials Spring starts in September and lasts until about

Digital Book November. Then we have summer which lasts from
December until about February. Autumn starts in
Audio CD 1 March until May. From June until August its winter.
Then spring starts again!
Some of the group work included in this lesson may Continuous assessment
prove difficult for more reticent learners. Provide
plenty of encouragement to ensure participation from Divide the children into groups of five. Say a name
all children. of a lexical set, e.g. clothes, months, seasons, animals.
Give the children one minute to write as many words
as they can think of. Ask each group to say their
Warmer words in turn. The group with the most words wins a
Children choose five animal words from the previous point. Repeat the procedure with other categories.
lesson. In pairs, they take turns to dictate the words to
each other.
Lead-in At home
Write the following anagrams on the board: Activity Book - page 7
inwter (winter) aym (May)
ummers (summer) unej (June) Answer key:
emberdec (December)
In pairs, children race to order the words. Elicit correct
1 1. spring, 2. summer, 3. autumn, 4. winter
answers and drill the vocabulary. 2 1. winter, 2. autumn, 3. spring, 4. summer
3 Childs own drawing and writing.
1 1.3 Children listen and write the seasons
and the months.
Answer key: 1. spring: September, October,
November; 2. summer: December, January, February;
3. autumn: March, April, May; 4. winter: June, July, August
25
Unit 0
Lesson 5 - SB Page 8 2 Children look at the two pictures and circle
things that are different.
Language objectives Answer key: Circled: the three chairs, the bin, the
school bag, the hat, the walls
Grammar
Review: prepositions of place and there is / there are Optional extra: Draw a bed, a table and a chair in a
Review: Present and Past simple of the verb be bedroom. Give the children instructions to add things to
the picture: Theres a bag on the table. There is a monkey
Vocabulary under the bed. There is a jumper on the floor.
Prepositions of place: in, on, under, behind, in front
of, next to
Classroom objects: book, bin, chair, school bag, walls, 3 Children look, read and complete.
book, computer, bag, table Answer key: 2. was, 3. is, 4. are, 5. is, 6. was
Functions Optional extra: In pairs, children take turns to describe
Describe the location of objects their imaginary house while their partners listen and draw:
In my house, there are ten bedrooms and three kitchens. Set
a time limit for this.
Skills objectives
Speaking Fast finishers
Describe a picture and express differences using Children write four more sentences about the pictures in
there is / there are activity 1 and 2.
Writing Wrap up
Describe a picture using the target structure Make statements about the classroom using both the
Past and Present simple of the verb to be. Children listen
carefully. If the answer is true children put their hands on
Materials their head. If it is false they fold their arms.
Digital Book
Stuffed toy
Stopwatch/Timer
Children play Pictionary with words seen so far in the
unit. In groups of three, one child begins to draw and
Attention to diversity the others guess what they are drawing. The child
who guesses correctly takes the next turn to draw.
Children may find items included in the lesson such as
prepositions of place difficult to produce correctly at
first and will need plenty of practice.
At home
Warmer Activity Book - page 8
Place a stuffed toy on the table and ask children, Wheres
the toy? Elicit: Its on the table. Repeat procedure with Answer key:
different prepositions of place. 1
Lead-in
In pairs, children write six sentences about their classroom
using there is/are. Model some example sentences first: In
the classroom there is a door. In the classroom, there are ten
chairs.
1 Children look and describe the picture. Optional extra: Children draw a picture of their
bedroom and write six sentences underneath using
Answer key: There are three tables. There is a bin. there is / there are.
There is a computer. There are two windows. There is a
book. There is a school bag. There is a hat.
Optional extra: In pairs, children make statements about
the picture for their partner to say true or false.
26
Unit 0
Lesson 6 - SB Page 9 Optional extra: Divide the children into three groups and
ask more questions about the picture using the Present
continuous. Award one point for each correct answer.
Language objectives
Grammar 2 Children ask and answer questions.
Review: can and cant
Answer key: Childs own answers.
Review: question formation using when, what,
where, how many Optional extra: The children think of three more
questions to ask their partner.
Review: questions in the Present continuous
Functions Wrap up
Describe ability Explain to children that you are going to tell them about
Describe location of people and objects your best friend and that you want the children to put
their hands up and ask as many relevant questions as
possible while you are telling the story, e.g. (T) My best
Skills objectives friend lives in the city. (C) Whats her name? (T) Laura.
(C) How old is she? (T) Shes 29. (C) Whats her favourite
Speaking colour? (T) Her favourite colour is blue, etc.
Ask and answer questions using a variety of
structures and vocabulary
Listening Audio CD 1
Identify and understand target language in order to 1.4
complete the activity
Can you see the doctor?
How many children are riding bikes?
Materials Find a man wearing red trousers.
Digital Book Can you see someone playing the guitar?
Audio CD 1 What is next to the pineapple?
Find a lion.
Attention to diversity Can you see a cat under something?
Some children may need help with forming questions Can you see the number 48?
in activity 2. Model lots of examples beforehand.
Final evaluation
Warmer
Children write five Present simple sentences about Teachers Resource Material: Diagnostic test
themselves. Three sentences must be true and the other
two must be false. In pairs, children read each others
sentences and decide which ones are false. At home
Lead-in Activity Book - page 9
Focus childrens attention on the picture in activity 1 and
Answer key:
ask the following questions:
1. Whats behind the green car? (a pink car) 1 2. They are drinking, 3. She is playing tennis,
2. What can you see under the bench? (a cat) 4. She is playing the guitar, 5. They are eating.
3. Whats next to the green car? (a clock)
2 1. Its March, 2. Its autumn, 3. Theyre brown,
4. Its brown, 5. Shes at work, 6. Hes at school,
1 1.4 Children listen, find and circle. 7. It was 22nd October, 8. Its 17th April, 9. Im nine,
10. Shes five.
Answer key: Circled: the doctor, the three children 3 Childs own writing.
riding bikes, a man wearing red trousers, a man playing
the guitar, the grapes, tomatoes and apples next to the
pineapple, a lion, a cat under a bench, the number 48 in
the pink car
27
Unit 1 A field trip
Imperatives Verbs: drink, drop, eat, feed, Phonics: -ng or -nk Present continuous
Can for permission: jump, run, scare, skip, take, touch, Modal can
affirmative, negative and use
interrogative Entertainment places: aquarium,
Possessive pronouns: art gallery, gift shop, library,
affirmative, negative and planetarium, science museum,
interrogative theatre, theme park, zoo
Present continuous: Other: ant, backpack, bus, cocoon,
affirmative, negative and cricket, dragonfly, exhibit, firefly,
interrogative guide, mascot, school, snack,
souvenir, tennis shoes, uniform
Language objectives
Grammar Functions
To use the polite form of the imperative with please To express prohibition using the imperative form
To practise questions and short answers using can To ask for permission using the modal verb can
To practise possessive pronouns in questions and answers To describe a place of interest in your town/city
To practise the Present continuous in the affirmative, To talk about belongings using possessive pronouns
negative, interrogative form and short answers To describe insects
To express rules
To identify verb and noun collocations in imperative To highlight and differentiate between the consonant
sentences related to entertainment places sounds: -ng and -nk
To understand common nouns found in entertainment
places
To understand common nouns related to school
To identify and understand incidental vocabulary in stories
To understand and use vocabulary items related to
tourist attractions
Skills objectives
Speaking Reading
To use a chant to practise possessive pronouns To understand a story
To use a text to act out dialogues in stories To interpret and respond to questions using the target
To ask and answer questions using the Present continuous language
To ask and answer questions about a place of interest To use reading strategies to demonstrate comprehension
To recite a poem To give a personal response to a text
To identify and produce consonant sounds
Listening Writing
To identify characters in a story To write words in order to make questions using the target
To follow a story grammar
To identify possessive pronouns in a chant To write clues about a place using the target language
To identify common activities in a space museum To write a sign for an entertainment place using the
To recognise consonant sounds: -ng and -nk imperative form
To practise creative writing based on the stories
To write about your favourite insect
To write a description about a place of interest
28
Overview Unit 1
Assessment criteria More
practice
More
practice P P
Check children can identify, understand and produce imperatives, can for permission, possessive
F F
pronouns and Present continuous.
SC SC
Check children can identify, understand and produce everyday verbs and places of entertainment.
More More
Check children can follow instructions, give permission, express possession and ask what someone
phonics phonics
is doing.
i-poster
Materials Go digital! i-flashcards
Digital Book Digital book

IWB i-book
Audio CD 1
Complete the activities with the children on the IWB.
Grammar worksheet Unit 1, pages 4-5: Lesson 7 More
More practice
practice
More
practice P P
Vocabulary worksheet Unit 1, pages 26-27: Lesson 7
Reading worksheet Unit 1, page 48: Lesson 6 Provides extra interactive practice
Writing worksheet Unit 1, page 60: Lesson 4 at the end of the unit in class or as homework. There
Speaking worksheet Unit 1, page 72: Lesson 8 SC SC
Listening worksheet Unit 1, page 82: Lesson 4 More
phonics
More
phonics
Test Unit 1, pages 110-113: Unit 1 Review
Flashcards Unit 1
Extra
Stopwatch/Timer Scrap paper i-poster
Word cards with A KWL chart for each For suggestions on how to exploit the course
pronouns: mine, his, of the four insects i-flashcards
resources see our Activity Bank, pages 14-17
hers, ours, yours, theirs A photo or picture of
Strips of paper with the insects IWB i-book
actions for charades A marker

A bag
Key competences

Children develop listening, speaking, Children learn basic social interaction patterns
reading and writing skills. Children learn to and social conventions by working in pairs,
follow instructions, give permission, express playing games and acting out stories.
possession, and ask about what someone is
doing. Children practise grammar, vocabulary CAE Cultural awareness and expression
and phonics for pronunciation. Children develop drawing, colouring skills and
practise creativity, participate in chants, songs
MST Mathematical competence and and poems. Children learn about a museum
basic competences in Science and and the London Eye.
Technology
Children develop and apply mathematical LL Competence in learning to learn
thinking and learn about the world around Children develop strategies to improve the
them. learning process and to assume control over
their own learning.
Children become familiar with the use of IE Sense of initiative and
technology as a tool to reinforce language entrepreneurship
acquisition and use the video, the interactive Children develop abilities and capacities
whiteboard material and ICT to obtain and like critical reflection, decision-making, and
research information. independent action.
29
Unit 1
Lesson 1 - SB Page 10 minute and then close their eyes and count to ten. Swap
the position of two cards. When the children open their
eyes, they must tell you which cards have changed places.
Language objectives
Vocabulary Initial evaluation
aquarium, amazing, careful, dangerous, feed, field trip,
Show the unit 1 Flashcards from Lesson 1 and ask the
hang on, huge, sign, turtles
children to write the words down.
Skills objectives
At home
Listening
Listen and follow the story Activity Book - page 10
Reading Answer key:
Read and follow the story
1 1. The acquarium, 2. The turtles, 3. Toby, 4. Leo,
5. Security guard
Materials 2 1. Dont feed the turtles, 2. Somebody help!
Digital Book 3. Look, the turtle is hungry.
Audio CD 1 Optional extra: Children choose three new words
Flashcards Unit 1 from the story and write them in their notebooks
with a picture.
Stopwatch/Timer
Some items in the story might make it difficult
for children to follow the story. Pre-teach and Lesson 2 - SB Page 11
use concept check questions to ensure complete
understanding. Language objectives
Grammar
Warmer Imperatives
Draw a turtle on the board. Draw a line at a time and
invite children to tell you what they think it is. Vocabulary
drop, eat, feed, gift shop, jump, litter, queue, run, scare,
Lead-in take, touch, use
Ask children to look at page 10. Tell them to work in pairs Functions
and write down as many things as they can see on the page. Express prohibition
1 1.5 Children read and listen. Skills objectives

Values: Remind the children of the importance of good Listening
manners. Write manners on the board and explain that
this refers to social conduct. Ask children if they go to Listen in order to check answers
the cinema. Elicit good manners in a cinema. Write their Reading
responses on the board. Introduce other places and repeat Complete signs with the correct verbs
the procedure.
Optional extra: Ask comprehension questions about the
story.
Materials
Digital Book
Fast finishers Audio CD 1
Children quietly mumble the story to themselves.
Wrap up
Put the unit 1 Flashcards of the items seen in the lesson
on the board. Tell the children to look at them for a
30
Unit 1
Attention to diversity Continuous assessment
Some children might find it difficult to complete the Write the sentences from activity 1 on the board but
signs if they dont know the verbs in the activity. omit the imperative. Children complete the sentence
Encourage peer teaching and pair work. with the correct imperative without looking in their
books.
Warmer
Invite a volunteer to tell the class where Toby and his
friends were in the story. Elicit other typical places for a At home
field trip. Try and elicit some of the places that come up in
activity 1.
Answer key:
Lead-in
Write anagrams of the following words from activity 1: 1 1. drop, 2. take, 3. jump
llagery (gallery) heatter (theatre) Pictures from left to right: 3, 1, 2
miuratenalp (planetarium) birraly (library) 2 1. Please, dont use mobile phones, 2. Please, dont
ozo (zoo) summeu (museum) feed the animals, 3. Please, dont touch the art.
fitg hops (gift shop)
3 1. zoo, 2. theatre, 3. planetarium, 4. art museum,
5. aquarium, 6. theme park
1 Children look, read and complete. Optional extra: Children draw a sign for another
Answer key: 2. touch, 3. take, 4. feed, 5. eat or drink, place of their choice, e.g. museum, zoo, theatre and
6. use, 7. drop, 8. run, 9. jump next to it write an imperative.
Optional extra: Say the rules and tell children to do
the actions.
2 1.6 Children listen and check their Lesson 3 - SB Page 12

answers.
Optional extra: Dictate the places and children say the rule.
Language objectives
Fast finishers Grammar
Children make up their own anagrams of the verbs from can for permission: affirmative, negative and
Lesson 2. interrogative
Vocabulary
Wrap up bring, packed lunch, spend money
Play Pictionary in two teams. A volunteer from each team
comes to the board and draws one of the signs and their Functions
team members must construct the respective imperative Ask for permission using can
correctly in order to win a point.
Skills objectives
Audio CD 1 Reading
1.6 Show understanding of key vocabulary by answering
questions with the target grammar
1 Please dont scare the fish at the aquarium.
2 Please dont touch the art at the art gallery. Writing
Write words in order to make questions using the
3 Please dont take photos at the planetarium.
target grammar
4 Please dont feed the animals at the zoo.
5 Please dont eat or drink at the gift shop.
6 Please dont use mobile phones at the theatre. Materials
7 Please dont drop litter at the library. Digital Book
8 Please dont run at the science museum. Flashcards Unit 1
9 Please dont jump the queue at the theme park.
31
Unit 1
Warmer Continuous assessment
Hold one of the unit 1 Flashcards of the places from
Lesson 2. Children say the imperative. Children write a sentence with can in the affirmative,
negative and interrogative referring to a place of their
Lead-in choice.
Tell the children that they are going to the zoo. Elicit rules
that we must obey at the zoo, for example Dont feed or
touch the animals. At home
1 Children read the letter and answer the
Answer key:
questions.
Answer key: 1. Yes, you can, 2. Yes, you can, 1 1. Can we buy a snack, 2. Can I bring my camera,
3. No, you cant, 4. Yes, you can, 5. No, you cant. 3. Can I use my mobile phone?
Optional extra: Dictate the letter again but say beep 2 From left to right: 3, 2, 1
instead of can/cant. Ask children what the words were 3 1. I - a picture, 2. I - dog, 3. we - toilet, 4. I - snack
in place of beep. Having elicited can/cant, children tell
Optional extra: Children write three clues for a
you situations in which it would be appropriate to use
place using can/cant.
this modal, e.g. to ask for/give permission, to express
prohibition.
2 Children order and write the questions.

Answer key: 1. Can I buy a snack?, 2. Can we touch
the monkey?, 3. Can we take pictures?, 4. Can I go to the
toilet?, 5. Can I have an apple?
Optional extra: Draw a Noughts and Crosses grid on the
Language objectives
board with nine squares (numbered one to nine). In each Grammar
square write a symbol and a word: Possessive pronouns: Whose
We / ?/drink We / - / photos Vocabulary
They / - / eat She / + / toilet bus, backpack, mascot, school, tennis shoes, uniform
He / + / run You / - / mobile phones
I / ? / photos I / ? / food
Functions
Talk about belongings
She / ? / animals
Divide the class into two teams: X and O. A child from
team X chooses a number. The team write the full form Skills objectives
and a child from the group comes to the board and Listening
writes it in the respective square. If correct, draw a X Understand key vocabulary and possessive pronouns in
in the space. Repeat with team O. The first team to get a song
three Xs or three Os in a row horizontally, vertically
or diagonally, wins.
Reading
Identify pronouns correctly
3 Children look and number.

Answer key: 3, 1, 4, 5, 2 Materials
Digital Book
Optional extra: Play Where am I? Ask a volunteer to come
to the front of the class and whisper one of the places Teachers Resource Material
from Lesson 2. The rest of the class must ask questions Audio CD 1
to determine where the volunteer is. The first child to Word cards with pronouns: mine, his, hers, ours,
correctly guess the place comes to the front of the class. yours, theirs
Repeat procedure with all the places.
Wrap up Attention to diversity

Children work in pairs. One child points to the pictures in
Some children might find it difficult to keep up with
activity 3 and the other asks the corresponding questions.
the song. Let them join in with the parts they can.
Children swap roles and repeat.
32
Unit 1
Warmer
Make a mind map with our school as a heading. Include At home
subcategories: subjects, objects, activities, places and
classroom. Elicit items from children and when finished,
children copy the mind map into their notebooks. Answer key:
Lead-in 1 1. ours, 2. theirs, 3. mine, 4. his

Pick up childrens belongings randomly and ask the 2
question Whose is? At this stage, children can simply
say the name.
1 1.7 Children listen, complete and chant.

Answer key: ours, ours; yours, mine; ours; theirs,
theirs; his, hers; theirs
Optional extra: Listen again. This time children whisper
the chant and click their fingers. Repeat the procedure
several times, gradually getting louder each time and then
Optional extra: Children draw five items from
reverse the process.
the classroom/classmates and write a sentence
underneath with a possessive pronoun.
2 Children look and write true (T) or false (F).
Answer key: 1. T, 2. F, 3. T, 4. T, 5. F, 6. F
Optional extra: Hold up word cards with the pronouns
mine, his, hers, ours, yours, theirs. Point to various objects
in the classroom and say Whose is the? The child with
the corresponding item stands up and says Its mine.
The rest of the class respond Its hers/his/theirs. Choose Language objectives
collective items, for example the whiteboard, to practise
plural possessive pronouns. Vocabulary
book fair, clean up, colourful, dirty, disappeared, forests,
Wrap up graffiti, heavy, lake, rivers, shines, stands, tent, thick,
Create a new chant with a new possession and pronoun thin, town, turn around, untidy, worried
based on the previous activity. For example:
Whose rubber is it? Skills objectives
Its hers, its hers,
Is it hers? Is it hers? Listening
Yes, its hers. Identify characters in a story
Follow the story
Fast finishers
Children write down their own chant in their notebooks. Reading
Understand a narrative text
Demonstrate comprehension
Teachers Resource Material: Writing worksheet
Unit 1, Listening worksheet Unit 1
Materials
Digital Book
Optional extra: Children write the list of possessive
Audio CD 1
pronouns in their notebooks, with a translation.
Children read at different speeds. Put the children into
pairs or small groups to read together. Let stronger
readers help weaker ones.
33
Unit 1
Warmer
Ask children to write down three words to describe their At home
town/city. Share ideas as a class.
Lead-in Answer key:
Children open their books and look at the pictures in the
story on page 14. Encourage them to predict what the
1
story is about. Ask questions about the pictures. Explain
that this story is about two children who dont like their
dirty town and want to do something about it.
1 1.8 Children read and listen to the story.

Optional extra: Ask children to tell you their favourite part
of the story. Write these details on the board.
2 Children read and match.

Answer key: 1. Its very dirty and untidy, 2. A book
about cleaning a town, 3. A thin old man, 4. Yellow and
orange socks, 5. A heavy, old book, 6. A purple dragon.
2 1. a book fair, 2. interesting, 3. isnt, 4. heavy,
Optional extra: Individually, children make their own 5. clean up the town
matching activity with three sentences from the story.
Then in pairs, children swap papers and do each others 2 1. dirty, 2. man, 3. book, 4. magic
activity. Once finished, they swap back and check they Optional extra: Children write a short sentence as
have matched the questions and answers correctly. the next instalment of the story.
Fast finishers
Children can read the story to themselves quietly.
Wrap up
In groups of three, children role-play the conversation
between the magician and the children. Construct the
dialogue on the board first: Language objectives
M: Can I help you? Can I help you find a particular book? Vocabulary
P: Um, yes, were looking for a book about how to clean up a apple pie, clean, corridor, crown, dragon, entertain,
town. fields, heavy, land, robe, whisper, wooden
M: Follow me, I have just the book you need.
P and M: Thank you.
Skills objectives
Continuous assessment Speaking
Use the text to act out the story
Read the first sentence of the story out loud. Ask
a small group of children to read it out loud after Listening
you. Continue with the rest of the story and other Follow the story
children. Reading
Understand a narrative text
Demonstrate comprehension by completing a gapfill
Materials
Digital Book
Audio CD 1
34
Unit 1
Attention to diversity Continuous assessment
Dont push shy children if they are resistant to acting Teachers Resource Material: Reading worksheet
out the story. Some children may have more difficulty Unit 1
in reproducing the script orally. Be attentive in your
Optional extra: Read out each of the unknown items
monitoring to assist with pronunciation.
of vocabulary previously taught and children draw a
picture beside it in their notebooks.
Warmer
On the board write Summertown and Greentown. In pairs,
give children one minute to write down words associated At home
with each town. Ask children to call out their words and
write them in two columns on the board. Activity Book - page 15
Answer key:
Lead-in
Ask the children to stand up. Tell them you are going to 1 1. dirty - clean, 2. park - field, 3. dragon - king,
say some sentences about the story. If the sentences are 4. young - old, 5. books - clocks, 6. move - dont
true, they clap. If they are false, they sit down. move, 7. living - dining, 8. Artists - Musicians
2 From top to bottom, left to right: 7, 5, 1, 4, 6, 2, 3
Optional extra: Read and listen to the story again, but
pause at different points to allow children say the next
word in the story.
2 Children read and complete the sentences.
Answer key: 1. cleaner, 2. next to, 3. elegant, Language objectives
4. clocks, 5. delicious, 6. Musicians Grammar
Optional extra: Children read the story on their own Present continuous: affirmative, negative and
and underline the words they dont understand. Monitor interrogative
carefully and select eight items to teach. Draw simple Vocabulary
pictures on the board for each unknown item and ask buy, exhibit, explain, guide, listen, look, performance,
children to match them up with their underlined words to pose, snack, souvenir, take (a picture), watch
help convey meaning.
Fast finishers Skills objectives

Children can read the story to themselves quietly. Speaking
Use the Present continuous to correct sentences
Wrap up
Do a dialogue build with the conversation between Listening
the dragon, the king and the children. Give each child a Show understanding of key vocabulary
role. They should just concentrate on their part of their
dialogue. Construct the dialogue on the board first and
read it out loud. Each time you read, rub more words out Materials
until the class has memorised their part and can read the Digital Book
exchange without prompts: Teachers Resource Material
D: Welcome to our town. Audio CD 1
M: This is a beautiful house. Whose house is it? Strips of paper with actions for charades
Can we go in?
D: Its the Kings house, go through that wooden door. A bag
M: Its the old man from the book fair!
K: Come in. Let me show you my house!
P: Look, thats ours! But why arent the hands moving?
K: Because you are here in Greentown. This lesson requires a grammar assistant. Use
confident children, who enjoy being at the front of
the class, for this role.
35
Unit 1
Warmer 7 M: Look at the dog in the orange space suit! Whats
Write simple actions that are easy to act out on strips of it doing?
paper. Place the strips of paper in a bag. Invite a volunteer W: Its posing for a picture.
to choose an action. The child acts out for the rest of the
8 M: Look at the guide in the red dress. Whats she
class to guess.
doing?
W: Shes explaining the exhibit.
Lead-in
Write Space Museum on the board. Elicit what one might
find in a space museum. Continuous assessment
1 1.10 Children listen and number.
Teachers Resource Material: Grammar worksheet
Unit 1, Vocabulary worksheet Unit 1
Answer key: From left top to bottom: 1, 6, 3, 7, 4, 8, 5, 2
2 Children read, look and circle. At home

Answer key: 1. Yes, she is, 2. No, they arent, Activity Book - page 16
3. Yes, she is, 4. Yes, they are, 5. No, he isnt, Answer key:
6. No, he isnt, 7. Yes, it is, 8. Yes, she is.
Optional extra: Invite a grammar assistant to the board.
1 1. Ben, 2. Andy, 3. Meg, 4. Chris and Stuart,
5. Anne, 6. Sadie, 7. Tony, 8. Elephant
Write some examples of the present continuous. Ask your
assistant to highlight the auxiliary verb be and the use of 2 From left to right: 4, 3, 2, 1
the -ing form of the verb to the class. 1. is throwing, 2. is dancing, 3. are listening,
4. is shouting
3 Children correct the negative statements
with a classmate.
Answer key: 2. Theyre buying a snack,
5. Hes listening to the guide, 6. Hes having a nap. Lesson 8 - SB Page 17
Optional extra: Children look back at the picture in
activity 1 and take turns to make more incorrect sentences Language objectives
for their partner to correct.
Vocabulary
fish tank, funny, gold, jewels, ping pong, ring, ruby, sink
Audio CD 1
Pronunciation
1.10 Phonics: review of the consonant sound -ng, -nk
1 Man: Look at the girl with the blue dress. Whats she
doing?
Woman: Shes looking for souvenirs.
Skills objectives
2 M: Look at the boys with yellow T-shirts. What are Speaking
they doing? Identify and distinguish between the -ng and -nk
W: Theyre buying a snack. sound
3 M: Look at the girl with grey trousers. Whats she Listening
doing? Reproduce target sounds in a poem
W: Shes taking a picture.
Identify the sounds in isolated words
4 M: Look at the children with white caps. What are
they doing?
W: Theyre watching a performance. Materials
5 M: Look at the boy with the green jacket. Whats Digital Book
he doing? Teachers Resource Material
W: Hes listening to the guide.
Audio CD 1
6 M: Look at the boy with the black T-shirt. Whats he
doing? Scrap paper for children to write -ng and -nk on each
W: Hes having a nap.
36
Unit 1
Attention to diversity Audio CD 1
Though this is a review of consonant sounds, some 1.13
children may have difficulty differentiating between
-ng and -nk. Give them plenty of practice with these 1 sing, sing 5 bank, bank 9 wrong, wrong
sounds. 2 sink, sink 6 bang, bang 10 ring, ring
3 wink, wink 7 stink, stink
Warmer 4 wing, wing 8 sting, sting
Write -ng and -nk across the top of the board. Model the
sounds as you point to each letter and ask children to
repeat. Ask the children to suggest one short word for Continuous assessment
each sound, for example, pink, ping pong.
Teachers Resource Material: Speaking worksheet
Unit 1
Lead-in Optional extra: Dictate more words with the sounds
Children open their books and look at the pictures on
-ng/-nk and children write down the corresponding
page 17. Ask them to cover the poem with their hand and
sound.
name the objects in the pictures.
1 1.11 Children listen and say the poem. At home

Optional extra: Divide the class into two groups and
assign each group a sound -ng/-nk. Children say the poem
again but only say the corresponding part with their Answer key:
sound. Swap sounds and repeat.
1 pink - sink, king - ring, ping pong - song, bank -
2 1.12 Children listen and colour the objects
tank
2 From top to bottom: king, ring, song, ping pong,
in the picture.
bank, tank, sink, pink
Answer key: Colour the crown pink and the ring red.
3 1. sink, 2. wing, 3. long, 4. wink, 5. young, 6. drink,
Optional extra: In pairs, children take turns giving an 7. wrong, 8. think
object and their partner gives the colour.
Optional extra: Children write a different word
containing each sound and draw a picture next to it.
3 1.13 Children listen, circle and repeat.
Answer key: 1. sing, 2. sink, 3. wink, 4. wing, 5. bank,
6. bang, 7. stink, 8. sting, 9. wrong, 10. ring
Optional extra: Do a gesture for the words in activity
3 and children say the word with the correct sound. Lesson 9 - SB Page 18
Children can repeat the procedure in pairs.
Fast finishers
Language objectives
Children can make up another verse for the poem using Vocabulary
the words from the activities. It can be silly or nonsensical. abdomen, ant, antennae, backward, butterfly, chirp,
cricket, dragonfly, firefly, forward, humid, lay eggs,
Wrap up mosquito, trail
Distribute scrap paper for children to write -ng and -nk on Functions
each piece. Say the word sink and prompt children to hold Describe insects
up the paper with -nk written on it. Invite volunteers to
come up and say other words from todays words.
Skills objectives
Reading
Understand descriptions of insects
Notice the gaps in their knowledge
37
Unit 1
Materials Wrap up
Display the KWL charts from the Warmer. Read the
Digital Book questions that children wrote in the What I Want column
A KWL chart for each of the four insects and discuss whether they were able to answer them after
A photo or picture of the insects reading the text in their book. Record childrens answers
A marker in the What I Learned column. Ask children to share other
facts they learned about the insects and record their
responses on the charts.
Some children may be interested in the topic of insects Continuous assessment
more than others. Inspire interest by highlighting how
Ask children follow-up questions:
much they will learn about a new area in todays class.
Which insect lives in colonies? (ants)
Which insect makes a singing noise? (crickets)
Warmer Which insect lives in water as children? (dragonflies)
KWL Charts Which insect lives in warm climates? (fireflies)
Display the KWL charts:
Ants
At home
What I want to
What I want to What I learned Activity Book - page 18
know about
learn about ants. about ants.
ants. Answer key:
Display one chart on each of the four walls of the
classroom. Read the names of the insects together.
1 1. firefly, 2. dragonfly, 3. cricket, 4. ant
Children think about what they already know about these 2 Childs own colouring.
insects. Divide the class into four groups. Each group
starts at one of the four KWL charts. Children use a marker
3 1. dragonfly, 2. firefly, 3. ant, 4. cricket
to record statements about the insect in the What I Know Optional extra: Children write 50 words about the
column. After several minutes, children move to the next following heading: My favourite insect is because
chart in a clockwise manner. Repeat until each group
has written two or three statements in the What I Know
column of each chart. Children repeat the activity, this
time writing one or two questions in the What I Want
column of each chart. Save the charts for later use. Lesson 10 - SB Page 19
Lead-in
Children open their books and look at the pictures in Language objectives
activity 1. Name the insects before they start reading. Vocabulary
big wheel, capsule, exciting, high, passenger, ton,
1 Children read and number. tourist attraction, trip, weigh
Answer key: 4, 3, 2, 1 Functions

Describe places of interest
Optional extra: Put a word pool on the board with the Review: Numbers 1-10, school objects, colours
following items: ants, dragonflies, fireflies, crickets, colony,
eggs, pets, light, transparent wings, thirty years, jump.
Match the words with the insects according to what the Skills objectives
children read in the descriptions.
Speaking
2 Children read and complete. Describe an interesting place
Reading
Answer key: 1. Dragonflies, 2. Fireflies, 3. crickets, Understand and follow descriptions of a place
4. Ants, 5. Crickets, 6. ant, 7. Fireflies, 8. Dragonflies
Optional extra: Children write down the four insects in
their notebooks in order of preference.
38
Unit 1
Materials Continuous assessment
Digital Book Ask children to tell you everything they know about
Stopwatch/Timer London. Use prompts as necessary.
Warmer
Tell the children you are going to describe a place At home
but they have to guess which place youre describing
(London). They can stop you at any time but they are only Activity Book - page 19
allowed three guesses as a group. Answer key:
Lead-in 1 1. 32 capsules, 2. 3 million people visit it every
Children write down all the places of interest they know in year, 3. 30 minutes, 4. 800 people at a time,
London. Write them up on the board and add the London 5. 25 people, 6. 2,100 tonnes.
Eye if it doesnt come up. Ask children if they know about
this tourist attraction.
2 1. There is lots to see in London, 2. The London
Eye is a big wheel, 3. It doesnt stop for people to
get in, 4. It turns round very slowly, 5. You can see
1Children read and answer the questions up to 40km away.
with a classmate. 3 Childs own drawing.
Answer key: 1. Because you can see lots of other Optional extra: Children write 50 words about an
famous buildings and parks from the London Eye, interesting place to visit. They must include three
2. 800, 3. 11.30, 4. Red, 5. Childs own answers. facts with numbers.
Optional extra: Write the following numbers from the
text on the board (excluding the numbers which come
in the next exercise): 25 / 800 / 11/ 2,100 / 1,272 /
135 / 64.
In pairs, children have one minute to find out what these Review
numbers refer to. After the time limit, quiz children on the
numbers. SB Pages 20 & 21
2 Children complete with numbers. Language objectives
Answer key: 1. 40, 2. 32, 3. 30, 4. 3 Grammar
Present continuous
Optional extra: Children underline six useful, tourist
words that they can use in a description of a place of Imperatives
interest for them. Vocabulary
Entertainment places and activities
3 Children tell a classmate about an Functions
interesting place to visit where they live. Describe activities
Answer key: Childs own answers. Express rules
Optional extra: Swap pairs around and children tell their

new partner about the place their previous partner has Skills objectives
described. Repeat as many times as you like.
Speaking
Ask and answer questions using the target vocabulary
Fast finishers and grammar
Children can write a sentence about what they would like
to see in London and why. Listening
Review the target vocabulary and grammar
Wrap up Demonstrate comprehension
Feedback on all of the places of interest described in activity
3 and make a class vote on the most interesting place.
Reading
39
Unit 1
Children complete the sentences from memory without
Materials looking back at their books.
Digital Book
Audio CD 1 Audio CD 1
1.14
Flashcards Unit 1
1 Mum is taking the children to the aquarium.
2 The children are buying tickets.
Attention to diversity 3 She is watching the fish.
There are a lot of collocations for children to 4 She is holding a turtle.
assimilate. Recycling items sporadically will reinforce
5 They are buying souvenirs.
vocabulary and grammatical structures.
6 They are eating ice cream.
Warmer
Display the unit 1 Flashcards and elicit what they 3 Children look and complete.
represent: different places. Then tell students they will
have to provide different actions they can carry out in Answer key: 1. take, 2. use, 3. feed, 4. eat - drink,
those places. Next, write the following headings on the 5. drop, 6. touch
board: Actions and Places. Optional extra: Hold up the unit 1 Flashcards for the
Divide the class into small groups. Let them work together entertainment places one at a time. For each one, children
to think of and write as many words as they can for each give the corresponding imperative. E.g. Teacher holds up a
category. Make sure to check spelling. flashcard of a zoo and children say Please dont feed the lions.
Lead-in
Do the gesture for an activity from the Review for children
4 Children point, ask and answer questions
with a classmate.
to guess. Insist on the full structure, for example, You are
eating ice cream. Answer key: Childs own answers.
Optional extra: In open pairs, children repeat the activity
1 1.14 Children listen and number. Then by asking each other questions across the room. They
write the captions. should address a learner by their name whilst pointing to
a picture.
Answer key: 5. They are buying souvenirs, 3. She is
watching the fish, 6. They are eating ice cream. 2. They/ Fast finishers
The children are buying tickets, 4. She is holding a turtle. Children make their own sign with a corresponding
imperative.
Optional extra: Divide the class into pairs. The children
take turns pointing to each caption and asking the Wrap up
question: Whats he/she/they doing? for their partner to Ask children to think about what they have learnt in this
answer. unit. In their notebooks, they copy the following questions
and answer:
2 Children read, look and answer. 1. What did you learn?
2. What did you enjoy learning?
Answer key: 1. Ted and Noah are drinking. / Ted and
Noah are watching the monkeys, 2. No, they arent, 3. What was difficult for you to learn?
3. The gorilla is taking a picture, 4. Nathan is posing for 4. What was easy for you to learn?
the picture, 5. Sue is listening to the man/the guide.
Optional extra: Write the following incomplete sentences
Final evaluation
on the board: Teachers Resource Material: Test Unit 1
Ted and Noah are .
No, they .
The gorilla is .
Nathan is .
Sue is .
40
Unit 1
At home
Activity Book - pages 20-21
Answer key:
1 From top to bottom: 2 - re buying,
5 - re watching, 6 - s taking, 1 - s taking,
4 - re listening
2 From left to right: They are having a snack, They
are listening to music, They are riding their bikes.
3 1. the lions at the zoo, 2. your mobile phone
in the cinema, 3. the paintings at the art
museum, 4. in the fish tank at the aquarium.
5 1. Is - she, 2. Are - they are, 3. Is - Yes, he is,
4. Is - Yes, it is, 5. Is he - No, he isnt,
6. Are they - they are

The Picture Dictionary on page 112 gives children an
illustrated
More reference of the main vocabulary in Unit 1
withprac
extra
More
tice listeningpractice
practice. P P
F F
More practice
SC SC
Students do the interactive activities in The Young
Achievers
More GamesMore
in class or at home.
phonics phonics
i-poster
i-flashcards
IWB i-book
41
Unit 2 Farmers market
Countable and Food: apple, bacon, banana, Phonics: third Present continuous
uncountable nouns butter, cheese, egg, fish, honey, person s: s, z, iz Entertainment places
There is / There are: jam, meat, milk, mushroom, peanut
affirmative, negative and butter, popcorn, potato, raspberry,
interrogative sugar, sweet corn, tomato, yoghurt
Quantifiers: some, a little, Other: beautiful, bike, block of
a few, a lot, not any flats, bus, chickens, clean, dirty,
How many/much? farm, goats, hormones, litter,
pesticides, pet cow, pet dog, pigs,
pumpkins, rubbish, signs, ugly,
vegetables, walls
Language objectives
Grammar Functions
To distinguish between Countable/Uncountable nouns To ask about quantities
To practise using there is / there are in questions and To state quantities
answers To compare city and country living
To practise using quantifiers in questions and answers To describe a painting
To practise the Present continuous To distinguish between Countable and Uncountable nouns
To apply the spelling rules for the third person plural
verb form
To understand common nouns related to food To recognise and distinguish the sounds of the third person
To identify and understand incidental vocabulary s: s, z, iz in sets of words
To understand vocabulary related to city/country
To understand selected verbs containing the s, z, iz
sounds in the third person plural
Skills objectives
Speaking Reading
To use the text to act out dialogues in stories To read and follow a story
To ask and answer questions using there is / there are To interpret and answer questions using the target language
To ask and answer questions using quantifiers To use reading skills to correctly answer true or false
To use a chant to practise verbs containing the s, z, iz statements about the text
sounds in the third person plural To identify the target language in order to complete
To demonstrate understanding of key vocabulary a comprehension task
To discuss the positive and negative aspects of city/
country
Listening Writing
To identify characters in a story To write full sentences using the target language
To follow a story To write a diary entry for a character from the story
To match words and pictures. To write about the country/city
To identify the s, z, iz sounds in the third person plural
42
Overview Unit 2
More
practice
More
P P
Assessment criteria
practice
F F
Check children can identify, understand and produce Countable and Uncountable nouns, SC SC
There is/are, quantifiers and How many/much. More More
phonics phonics
Check children can identify, understand and produce food vocabulary.
Check children can ask about and state quantities.
i-poster

IWB i-book
Audio CD 1
More practice
practice
More
practice P P
phonics
More
phonics
Flashcards Unit 2
Extra
Stopwatch/Timer Three baskets i-poster
Slips of paper Some countable For suggestions on how to exploit the course
Poster paper objects i-flashcards
A soft ball
IWB i-book
Pictures of the
Farmers market
Key competences

and writing skills. Children learn grammar rules, and social conventions by working in pairs and
vocabulary and phonics for pronunciation. playing games.
MST Mathematical competence and CAE Cultural awareness and expression

basic competences in Science and Children develop drawing and colouring skills,
Technology and participate in chants, songs and poems.
Children develop and apply mathematical Children appreciate cultural expressions and
thinking and explain the natural world. artists.
LL Competence in learning to learn

DC Digital competence Children develop strategies to improve the
Children become familiar with the use of learning process and assume control over their
technology as a tool to reinforce language own learning.
acquisition and use the video, the interactive
whiteboard material and ICT to obtain and IE Sense of initiative and
research information. entrepreneurship
Children develop abilities like critical reflection,
decision-making, and independent action.
43
Unit 2
Lesson 1 - SB Page 22 Fast finishers
Children quietly read the story to themselves.
Language objectives Wrap up

Divide the children into groups of five. Hand out five slips
Vocabulary of paper to each child. Elicit the food and drink heard in
apricots, banana yoghurt, cheese, cousin, farmers
the story and write them on the board. In their groups,
market, milkshake, strawberries, to sell
children label and decorate their word cards. Assign each
child a character from the story. Play the story again,
Skills objectives pausing after each frame. Children use the word cards as
props while acting out the story.
Listening
Listen and follow a story
Initial evaluation
Reading
Read and follow a story Divide children into pairs. Hand out a large piece
of paper to each group. Decide on the story ends,
adding illustrations and dialogue.
Materials
Digital Book
Audio CD 1 At home
Slips of paper Activity Book - page 22
Poster paper
Answer key:
Attention to diversity 1 1. The farmers market, 2. Organic dairy products,

3. Yes, they do, 4. He is Leos cousin, 5. Strawberry,
Certain vocabulary items in the narrative may impede 6. Banana yoghurt.
comprehension. Use concept check questions to
foster understanding and pre-teach and personalise
2 Dairy products: cheese, milkshake, yoghurt
Fruit: apricots, strawberries, banana
key language.
Warmer Optional extra: Children choose five new words
Ask children if they do the shopping with their parents from the story and write them in their notebooks
and elicit what kind of things they would expect to find at with a picture.
a supermarket or food store..
Lead-in
Write cheese, apricots, milkshake, strawberries and banana
yoghurt on the board. Focus childrens attention on the
images from the story in activity 1. Holding up the book,
point to and drill the words, chorally and individually.
Children copy the words in their notebooks in order of Language objectives
preference. Grammar
Countable and Uncountable nouns: egg/eggs, milk
1 1.15 Children read and listen. Vocabulary
Values: Write the word tolerance on the board. Explain to butter, cheese, egg, honey, meat, milk, mushroom,
children that this means to accept each others differences. potato, raspberry, yoghurt
Talk about the importance of being tolerant and accepting Functions
different ideas. Distinguish between Countable and Uncountable
Optional extra: Ask questions about the narrative text to nouns
check comprehension: Where are the children? What does
Frank sell? What food can they see? Whats in the milkshake?
What does George like?
44
Unit 2
Children copy target language from activity 1 in their
Speaking notebooks and draw a corresponding picture.
Spell target language correctly
Writing Wrap up
Throw a soft ball to a child and say a word from activity 1.
Copy and write key vocabulary
The child then spells the word aloud. If the child answers
correctly, he or she throws the ball to another child and
Materials chooses another word. If not, the ball should be returned.
Digital Book Slips of paper
Flashcards Unit 2 A soft ball Continuous assessment
Practise the target vocabulary using a chain game.
Warmer Tell children: I went to the farmers market and I
In pairs, give children two minutes to write down as many bought eggs. Encourage a volunteer to add to the
food words as they can from the Farmers market from the chain: I went to the farmers market and I bought eggs
previous lesson: cheese, apricots, milkshake, strawberries, and cheese.
banana yoghurt. If they cant remember the word, they
may draw the picture. When they finish, pairs swap their
lists. Elicit items to check if they are correct. Award two At home
points for every word spelled correctly and one point for
pictures. The pair with the most points is the winner.
Answer key:
Lead-in
Display the unit 2 Flashcards for the items in activity 1 1. yoghurt, 2. potatoes, 3. milk, 4. honey,
1. Elicit the names from the children. Drill chorally and 5. raspeberries, 6. meat, 7. cheese, 8. eggs,
individually, paying particular attention to the short i 9. butter, 10. mushrooms
sound in milk and the u sound in butter. Ask children to 2
close their eyes. Remove one of the flashcards. Children
open their eyes and name the missing flashcard. Repeat
the procedure several times.
1 Children look and write.

Answer key: 1. potato, 2. meat, 3. yoghurt, 4. milk,
5. raspberry, 6. butter, 7. cheese, 8. honey, 9. egg,
10. mushroom
Optional extra: Hand out two slips of paper to each child.
On one, children draw a smiley face and on the other a
sad face. Ask the children, Do you like butter? Those who
do, hold up the smiley face and say, Yes we do. Those who
dont, hold up the sad face and say No we dont. Model
with a stronger child first.
3 I can count: eggs, raspberries, mushrooms,
2 Children look and classify. potatoes
I cant count: milk, meat, cheese, butter, honey,
Answer key: Countable: potato, raspberry, egg, yoghurt
mushroom. Uncountable: meat, yoghurt, milk, butter,
cheese, honey
Optional extra: Explain to children that nouns like eggs
are countable: we can count them and use them in
singular and plural form. Nouns like milk have no plural
form and are uncountable. We cannot use Uncountable
nouns with a/an. In pairs, children look at their answers to
activity 2 again and make any necessary changes before
correcting as a group.
45
Unit 2
Lesson 3 - SB Page 24 2 Children read, look and answer.
Answer key: 1. Yes, there is, 2. Yes, there are,
Language objectives 3. No, there isnt.
Grammar
There is/are: affirmative, negative and interrogative 3 Children look, ask and answer with a
classmate.
Vocabulary
cheese, eggs, honey, meat, milk, raspberries, yoghurt Answer key: Childs own answers.
Functions Wrap up
Ask about and state quantities Using their pictures of the Farmers market, children work
in pairs asking and answering questions.
Skills objectives
Speaking Audio CD 1
Ask and answer questions using target structure 1.16
Listening Woman: Welcome to the farmers market!

Identify target language Girl: Look over there! There are some raspberries.
Writing Theyre so red and juicy.
Answer questions with the target grammar Boy: There is some honey over here. Its brown and
very sweet.
Girl: Mmm! Theres some milk and some yoghurt. Its
Materials so fresh and creamy.
Digital Book Pictures of the Farmers Boy: There isnt any cheese. What a shame, I love
market cheese!
Audio CD 1 Girl: But there are some eggs. They look very fresh.
Stopwatch/Timer Mmm
Boy: Oh no! There isnt any meat!
A guided discovery approach is used in this lesson as Continuous assessment
children are more likely to remember a rule and apply Write the following sentences on the board:
it if they have discovered the rule themselves. 1. There arent any meat.
2. There are some butter.
Warmer 3. There is some eggs.
Play Pictionary in two teams. Invite a volunteer from each 4. There arent any milk.
team to come to the board and draw one of the food In pairs, children correct the sentences in their
items from the previous lesson. notebooks.
Lead-in
Focus childrens attention on the image from activity 1 At home
and elicit what they can see.
1 1.16 Children listen, look and circle the Answer key:
correct word. 1 Childs own drawing.
Answer key: 1. are, 2. is, 3. is, 4. isnt, 5. are, 6. isnt 2 2. Is - No, there isnt, 3. Are - No, there arent,
Optional extra: In pairs, children read the correct 4. Is - Yes, there is, 5. Is - Yes, there is, 6. Are - Yes,
sentences from activity 1 again and see if they can work there are, 7. Is - Yes, there is, 8. Is - No, there isnt.
out the rule for when we use there is/are before nouns and
when we use some and any.
46
Unit 2
Lesson 4 - SB Page 25 1 Children look and write.
Answer key: There are a few, There arent any, There
Language objectives are a lot.
Optional extra: Elicit from children whether the foods
Grammar
they can see on the page are countable or uncountable.
Quantifiers: a few, a lot, not any
Make statements about those nouns. If true, children put
Questions: How many? How many green peppers are their hands in the air and repeat the utterance. If false,
there? children fold their arms and remain silent.
Vocabulary
apples, green peppers, mushrooms, potatoes, tomatoes 2 Children read and draw.
Functions Answer key: Childs own drawings.
Ask about and state quantities
Optional extra: Hand out a slip of paper to each child.
Dictate the following: There are a lot of bananas. Children
Skills objectives draw a simple sketch to illustrate the sentences. Repeat
the procedure with other sentences.
Listening
Identify target structure
3 Children read, look and complete.
Reading
Understand target language
Answer key: 1. a few, 2. a lot, 3. any, 4. a lot
Writing Fast finishers
Copy and write target language Children write three more sentences about the food they
have at home and draw a corresponding picture.
Materials Wrap up
Digital Book Children ask and answer questions about the items in their
Teachers Resource Material pencil case: How many pens are there? There arent any.
Three baskets
Some countable objects Continuous assessment
Slips of paper Teachers Resource Material: Writing worksheet
Some children might struggle with concepts in the At home
lesson. Allow for plenty of repetition and consolidation
work to facilitate understanding. Activity Book - page 25
Answer key:
Warmer
Write on the board bananas, fish, meat, mushrooms, 1 1. There are a few, 2. There arent any,
cheese, eggs, chocolate, ice cream. Ask children to make 3. There are a lot, 4. There are a lot,
up sentences with these words and write them down in 5. There are a lot, 6. There arent any.
their notebooks. 2 1. There are a lot, 2. There are a few,
3. There arent any.
Lead-in
Display three baskets at the front of the room. Fill the
first basket with a countable object. Place a few items
of that same object in the second basket. Leave the last
basket empty. Point to each basket and drill chorally and
individually: How many ... are there? There are a lot. There
are a few. There are none.
47
Unit 2
Lesson 5 - SB Page 26 2 Children read and circle the correct
answers.
Language objectives Answer key: 1. Greentown, 2. dirty, 3. to the town,
4. signs, 5. the dragon, 6. make changes
Grammar
Present continuous: afirmative and questions Optional extra: Who am I?
Write the following clues on the board:
Vocabulary
1. This person says the food tastes good.
beautiful, clean, dirty, litter, signs, ugly
2. This person thinks their town is dirty and ugly.
3. This person asks the king a question.
Skills objectives 4. This person takes the children around the town.
5. This person says it is time to make changes.
Listening Children reread the story in order to find the answers and
Identify characters in a story write them in their notebooks. When finished, feedback
Follow a story correct answers as a group.
Reading Fast finishers
Understand and follow a narrative text
Children can read the story to themselves quietly.
Demonstrate comprehension by circling the correct
answers Wrap up
Ask a child to come to the front of the class. Explain that
you are going to make a talking statue of a character
Materials from the narrative. Move him in such a way that he looks
Digital Book like one of the characters in the story and whisper a line
Audio CD1 into his ear for him to repeat aloud: Ask the group: Whos
this? Encourage children to guess: Its the King! Whats he
doing? Hes talking to the children!
Some children may struggle with the text due to its Continuous assessment
density. Convey meaning through gesture and realia.
Promote peer teaching. Encourage children to ask Tell children to think about the meal Paul and Megan
questions. ate with the king in the story. In their notebooks,
children draw a picture of the scene and write five
sentences underneath to describe the meal: There is a
Warmer lot of meat. There arent any eggs.
Focus childrens attention on the illustrations on the page.
Elicit the names of the main characters. Encourage children
to tell you what the story has been about so far. At home
On the board write litter, beautiful, clean, dirty, ugly, signs
and elicit meaning. Children copy the vocabulary in their Answer key:
notebooks and draw a picture. Ask children to predict 1 1. Paul, 2. the king, 3. the king, 4. Megan,
what they think will happen in the story based on the 5. Megan, 6. the king, 7. the king, 8. Paul
vocabulary from the text.
2 1. fish in the lake, 2. gardens, 3. pretty parks,
4. rubbish in the streets, 5. graffiti on the walls,
1 1.17 Children read and listen to the story. 6. fish in the lake, 7. graffiti on the walls, 8. signs
Optional extra: Retell the story to the children in your on the walls, 9. rubbish in the streets
own words. Instead of saying the words litter, beautiful, Optional extra: Children write a sentence in their
clean, dirty, ugly, signs clap your hands and encourage notebooks for each new word learnt in the lesson:
children to supply the missing word: In Summertown there litter, beautiful, clean, dirty, ugly, signs
is a lot of (litter).
48
Unit 2
Lesson 6 - SB Page 27 2 Children read and circle true (T) or false (F).
Answer key: 1. F, 2. T, 3. F, 4. F, 5. T, 6. T
Language objectives Optional extra: Ask to imagine what Summertown
Vocabulary looked like before Paul and Megan met the king and how
drop, fish, flying, rubbish, smile, walls it looked after. Tell children to draw a before and after
picture of Summertown.

Speaking Children draw a corresponding picture to match the new
Act out the story using a dialogue language seen in the warmer.
Listening Wrap up
Follow a story Remind children of the signs in Summertown. Divide the
Reading children into pairs and hand out a larger sheet of paper
Understand and follow a narrative text to each. Together, children design a sign for their town,
Demonstrate comprehension by deciding if reminding people to keep it clean. Display childrens work
statements are true or false around the classroom walls.
Materials
Teachers Resource Material: Reading worksheet
Digital Book
Unit 2
Optional extra: Hand out a slip of paper to each
Audio CD 1 child. Children write a true or false statement about
Poster paper the story. Divide the board into two sections, true
Slips of paper and false. Invite children to come to the front of
the class and read their sentences aloud. The group
must listen carefully and decide if the sentence is true
Attention to diversity or false. Children then attach the sentence to the
corresponding part of the board.
Allow more reticent children to choose whether they
would like to perform in front of the class. Encourage
and reward participation.
At home
Answer key:
fhis (fish) llwas (walls)
ishrubb (rubbish) yingfl (flying) 1 Childs own drawing.
ropd (drop) miles (smile)
2 Childs own drawing.
In pairs, children race to find the words in the text and
write the correct form in their notebooks. Elicit meaning 3 You can change the world with your thoughts and
and encourage peer teaching. Clear up any doubts by actions!
using pictures and giving examples. Optional extra: Children write a diary entry for
Paul or Megan based on the events of the story.
Lead-in Set a word limit of 50 words.
Focus childrens attention on the illustration and ask them
to predict what they are going to read about.

Optional extra: Ask children questions to check
comprehension.
49
Unit 2
Lesson 7 - SB Page 28 Optional extra: Write the following sentences on the
board:
1. popcorn Is any there?
Language objectives 2. Is butter there any?
3. any Are oranges there?
Grammar 4. jam there any Is?
Quantifiers: a little, a lot, not any Children race to order the questions. Check correct answers
Questions: How much? How much sweet corn is there? as a group. In pairs, children take turns asking and answering
questions.
Vocabulary
bacon, butter, cheese, fish, ham, honey, jam, milk,
peanut butter, popcorn, sugar, sweet corn 3 Children look and classify.
Answer key: There is a lot: peanut butter, popcorn,
sugar, sweet corn; There is a little: bacon, butter, jam,
Skills objectives milk; There isnt any: cheese, fish, ham, honey
Speaking
Ask and answer questions using the target language Wrap up
Dictate bacon, cheese, ham, milk, sweet corn, yoghurt, green
Reading pepper and apple. Tell children to match the words that
Show understanding of key vocabulary are from the same food groups.
Writing
Copy and write target language Continuous assessment
Materials Unit 2, Vocabulary worksheet Unit 2
Digital Book Optional extra: Children work in pairs. Child A
Teachers Resource Material selects a food from the unit and child B decides if it
is countable or uncountable and if how much or how
Flashcards Unit 2
many can be used with it.
This lesson contains a lot of new vocabulary. Use At home
the flashcards to convey meaning and allow for Activity Book - page 28
peer teaching. Encourage children to use mime and
gesture to aid retention. Answer key:
1
Warmer
Display the unit 2 Flashcards in a line on the board.
Elicit the names from the children. Drill the selection
rhythmically and allow children to add actions if they
wish. Remove the flashcards one by one. Children
continue the chant as if they were still there.
Lead-in
Focus childrens attention on the food items in the lesson
and elicit whether they are countable or uncountable
(uncountable).
2 1. There is a lot of cheese, 2. There is a little butter,
1 Children look and match. 3. There is a little sugar, 4. There is a lot of bread,
5. Yes, there is, 6. No, there isnt, 7. Yes, there is.
Answer key: There is a lot: 2, 6; There is a little: 3, 4;
There isnt any: 1, 5
2 Children look and circle the correct answers.

Answer key: 1. Yes, there is, 2. No, there isnt,
3. Yes, there are, 4. Yes, there is.
50
Unit 2
Lesson 8 - SB Page 29 3 1.21 Children listen, classify the verbs and
check their answers.
Language objectives Answer key: /s/: milks, makes, harvests, collects, cuts,
pats; /z/: feeds, buys, sheers, dries, cleans, rides, goes;
Grammar
/iz/: fixes, brushes, washes, watches
Present simple: third person singular verb form
Optional extra: Drill the words chorally and individually.
Vocabulary
brushes, buys, cleans, collects, cuts, dances, dries, feeds,
fixes, goes, harvests, lives, makes, milks, pats, plays, 4 Children complete the table.
rides, takes, washes, watches, wishes, works
Answer key: rule 1: gives, makes, rides, uses;
Pronunciation rule 3: flies, tries, dries; rule 2: goes; rule 1: cuts, cleans,
Phonics: the sound of the third person s: s, z, iz picks, pats, sheers
Optional extra: Children start off by whispering the chant
and miming the corresponding actions. Repeat procedure
Skills objectives several times, gradually getting louder each time.
Speaking
Practise target phonics through a chant Wrap up
Hand out three slips of paper to each child. Children write
Listening s, z and iz on each paper respectively. Play the song again.
Recognise and distinguish the sounds in sets of words
Children hold up the corresponding symbol when they
hear a word containing the sound.
Materials
Digital Book Audio CD 1 Audio CD 1
Teachers Resource Slips of paper 1.21
Material
Sounds like s: milks, makes, harvests, collects, cuts,
pats
Attention to diversity Sounds like z: feeds, buys, sheers, dries, cleans, rides,
goes
Make sure children can see the position of your
mouth and tongue when drilling. Sounds like iz: fixes, brushes, washes, watches

Write works, lives, dances on the board and the
corresponding symbols s, z and iz. Drill the words and Teachers Resource Material: Speaking worksheet
elicit more examples. Unit 2
Optional extra: Children write a short story about a
Lead-in farmer using as many of the verbs as possible. When
Write Farmer Bob on the board. Elicit where he lives and they finish, children underline the words with an s
what kind of jobs he does on the farm. sound in red, the words with a z sound in blue and
the words with a iz sound in green pencil.
1 1.19 Children listen and complete.

Answer key: milks, feeds, makes, buys, harvests,
collects, fixes, sheers, washes, dries, cuts, cleans, rides,
pats, watches, goes
Optional extra: Play the track again if necessary. Invite
children to the board to write the correct answers.
2 1.20 Children listen and sing.

Optional extra: Play the song again. Children sing along,
this time with accompanying actions.
51
Unit 2
Warmer
At home On the board write City and Country. Divide the children
into groups of four. Give the children one minute to write
Activity Book - page 29 as many city and country words as they can think of.
Answer key:
Lead-in
1 Children open their books and look at the pictures in
activity 1. Say the names of the objects in the pictures
aloud and children point.
1 Children look and write Emily (E) or Tom (T).

Answer key: 1. E, 2. T, 3. E, 4. T, 5. E, 6. T
1. cuts, 2. fixes, 3. collects, 4. feeds, 5. buys,
6. milks, 7. watches, 8. goes 2 1.22 Children listen and circle true (T) or
false (F).
2 /s/: milks, cuts, collects; /z/: feeds, buys, goes;
/iz/: watches, fixes Answer key: 1. F, 2. T, 3. T, 4. F, 5. F, 6. F
3 2. dries, 3. picks, 4. flies, 5. rides Optional extra: In pairs, children write three true/false
4 2. rule 3, 3. rule 1, 4. rule 3, 5. rule 1 statements about the city or the country. Invite pairs
to the front of the class to read their sentences aloud.
Children listen and say true! or false!
3 Children tell a classmate the positive and

Lesson 9 - SB Page 30 negative things about living in the city or
the country.
Language objectives Optional extra: Divide the board into two sections, city
Vocabulary and country. Children report back on the positive and
bike, block of flats, bus, chickens, farm, goats, negative factors they have just discussed. Have a class vote
hormones, pesticides, pet cow, pet dog, pigs, pumpkins, on the preferred place to live.
vegetables
Wrap up
Functions Tell children to close their eyes and imagine living in the
Compare city and country living city or in the country. Children describe the scene to a
classmate.
Skills objectives
Listening Audio CD 1
Identify the target language 1.22
Speaking Emily: Hi, my names Emily.

Discuss the positive and negative aspects of city and Tom: My names Tom. Nice to meet you.
country living E: Where do you live?
T: I live on an organic farm in Somerset.
E: Whats an organic farm?
Materials T: Its a special type of farm. We take care of the
Digital Book environment!
Audio CD 1 E: What animals do you have?
Stopwatch/Timer T: We have cows, goats and chickens. We take good
care of them. We never give hormones to our
animals.
Attention to diversity E: What are hormones?
T: Hormones are chemicals. They make the animals
Monitor carefully during oral activities and provide grow very big. We dont use them. We feed our
language assistance where necessary. animals a lot of healthy food that makes them
strong.
52
Unit 2
E: Oh! And what do you produce on your farm? Warmer
T: Well, we make fresh milk, cream and butter. And the Draw the following table on the board for children to
chickens lay a lot of eggs! copy in their notebooks:
E: Mmm I love eggs! s z iz
T: We also grow a lot of vegetables. We grow lettuce,
green beans and potatoes. But we never use
pesticides! Dictate works, lives, wishes, dances, plays, takes, makes
E: What are pesticides? and fixes. Children listen and write the word in the
T: Pesticides are chemicals that kill insects. They are corresponding column. Check answers as a class.
toxic, so we dont use them. In pairs, children take turns saying the infinitive form
E: Great! Thank you, Tom. of the verbs while their partner responds with the third
person singular form.
Continuous assessment Lead-in

Describe your favourite meal to the children. Children
Tell children to write about the positive and negative
close their eyes and visualise your description. Tell the
aspects of the places where they live in their notebooks.
children to think about their favourite meal.
In pairs, children take turns describing and drawing.
At home
1 1.23 Children read and listen.
Activity Book - page 30 Optional extra: Ask questions to check comprehension:
Answer key: What did Giuseppe Arcimoboldo do? When was he born?
What did he use in his portraits? Focus childrens attention
1 1. These toxic chemicals kill insects, 2. These on the painting and elicit what they can see.
objects make electricity from the wind, 3. This
energy doesnt pollute the environment, 4. These
substances make animals grow, 5. This place looks
2 Children look at the painting and answer
after animals, plants and the environment. the question.
2 1. pesticides, 2. turbines, 3. wind energy, Answer key: 1. A pear, 2. Yes, I can, 3. Yes, there are,
4. hormones, 5. organic farm 4. Cherries and green beans, 5. Apples, cherries, grapes,
onions, pumpkins, carrots, green beans, courgettes,
sweet corn.
Optional extra: Children write five sentences describing
Arcimboldos face using there is/are: There are a lot of
Lesson 10 - SB Page 31 grapes. There is a few pears. Children share their sentences
with a partner.
Language objectives
Vocabulary
3 Children make an Arcimboldo face.
cherries, grapes Answer key: Childs own drawing.
Functions Optional extra: Children compare their pieces and ask
Describe a painting each other questions. How many apples are there? There
are a lot. Is there any sweet corn? Yes, there is!
Skills objectives 4 Children find out more about Arcimboldo

Reading and his paintings on the Internet.
Optional extra: Children check their facts and find extra
Writing information. If children have access to a computer room,
Demonstrate comprehension by answering questions they can search for information there. Alternatively,
information can be found by the teacher and shared out
among the groups. In class, children design a project
Materials page in groups of four. Ensure each member of the group
Digital Book contributes something to the page.
Audio CD 1
53
Unit 2
Wrap up Skills objectives
Display the projects around the classroom walls. Encourage
children to walk around and read each others work. Speaking
Ask and answer questions using the target vocabulary
and grammar
Listening
Tell children you are going to give them a quiz about
the text. Children write the number of the statement
in their notebooks and then write true or false. Identify target language in a matching activity
1. Guiseppe Arcimboldo was a farmer. (F) Reading
2. He was born in 1527. (T) Demonstrate comprehension by drawing
3. He was very creative. (T)
4. He wasnt famous. (F) Writing
5. He painted portraits. (T) Copy and write sentences using the target language
6. Rodolf II was not happy with his portrait. (F)
Children compare answers in groups. Read the
statements again if necessary. Groups swap answers
Materials
for correction. Check as a class. Award one point for Digital Book
each correct answer. Audio CD 1
Flashcards Unit 2
At home
Stopwatch/Timer
Activity Book - page 31 Slips of paper
Answer key:
1 Childs own drawing. Attention to diversity
2 Childs own writing. Some children may struggle to remember structures
and vocabulary. Pair stronger children with weaker
3 1. He was from Italy, 2. He was born in 1527, learners to allow for peer teaching and dont rush
3. He painted fruit, vegetables and flowers, weaker children but rather allow them enough time
4. He was an important emperor and king in to finish activities and have extra activities ready for
Europe, 5. Vertumnus was the Roman god of the early finishers.
seasons, 6. Yes, he did.
Optional extra: Children draw a portrait of a friend/ Warmer
family member and write five sentences to describe Divide the children into two groups. Invite a member
their appearance. from each team to the front of the class. Choose an item
at random from page 32. Say the word and instruct the
children to spell the word alternating letters. If a child
makes a mistake, the opposing team get a point. If the
word is spelled correctly both teams are awarded a point.
Review
Lead-in
SB Pages 32 & 33 On the board, write ten vocabulary words that you would
like to review from the unit. Children choose five of them
and write them down. Read definitions of the words out
Language objectives loud in any particular order. Children cross off the words
Grammar as their definitions are read. The first child to shout Bingo!
Quantifiers: a little, a few, a lot, not any is the winner.
Questions: How much/many?
There is / There are: affirmative, negative and
interrogative
Vocabulary Answer key: 2, 5, 6, 4, 3, 1
Food Optional extra: Write the following incorrect sentences
Functions on the board:
Ask about and state quantities 1. There is a lot of eggs.
2. There are a little apples.
54
Unit 2
3. There is a few milk. Fast finishers
4. There are a lot of sugar. Children rank their favourite foods in their notebooks
5. There arent any cheese. from 1-5.
6. There isnt any tomatoes.
Children copy the correct sentence in their notebooks. Wrap up
When finished, children swap notebooks and correct each Write the following categories on the board: fruit,
others work. vegetables, entertainment places, rooms and furniture and
animals. Divide the children into teams of four. In their
2 Children look, ask and answer with a notebooks, children draw five columns and write the
categories as headings. Ask a volunteer to say the alphabet
classmate. silently. When you say stop, they say the letter aloud.
Answer key: Childs own answers. In pairs, children write words beginning with the letter
for each of the categories. Compare answers as a class.
Optional extra: Children study the picture from activity 2. Award one point for each word spelled correctly. Repeat
After a minute, divide children into pairs. Children A close procedure several times. The pair with the most points is
their books. Children B ask questions about the picture: the winner and receives a small prize.
Are there any eggs? while children B answer from memory.
Swap roles and repeat the procedure.
Final evaluation
Audio CD 1 Teachers Resource Material: Test Unit 2
1.24
1 There are a lot of eggs. At home

2 There are a few eggs.
Activity Book - pages 32 & 33
3 There is a little honey.
4 There arent any eggs. Answer key:
5 There is a lot of honey. 1 1. are some, 2. is some, 3. isnt any, 4. is some,
6 There isnt any honey. 5. is some, 6. arent any
2 1. a few, 2. a lot, 3. a little, 4. a lot
3 Children read and draw. 3 1. Yes, there is a lot, 2. Yes, there is a little,
3. Yes, there are a lot.
Answer key: Childs own drawing. 4 Childs own drawings.
Optional extra: Hand out a slip of paper to each child.
Draw a fridge on the board and have children copy the
5 1. green beans, 2. green peppers, 3. tomatoes,
4. apples
drawing on the piece of paper. Invite volunteers to ask
you questions about the contents of your fridge: How 6 1. green beans - a few, 2. green peppers -
much better is there? How many lemons are there? Children are a lot, 3. tomatoes - a lot, 4. apples - arent any
draw the corresponding quantity according to your
answers. When finished, children hold up their slips of
paper to check their work.
4 Children look and complete. illustrated
More reference
withprac
extra
of the main vocabulary in Unit 2
More
practice. P P
Answer key: a lot, a few, arent, any, is, isnt, any, are
a few mushrooms and a lot of honey F F
Optional extra: Place three of the Unit 2 Flashcards More practice
in a bag. Tell children that this is your magic lunchbox
SC SC
and they must guess the contents by asking yes or no
Achievers
More GamesMore
questions. Children take turns asking questions in order to phonics phonics
guess: Is it a fruit? Is it green? Does it grow on a farm? Its
an apple! Repeat the procedure several times with other
flashcards.
i-poster
i-flashcards 55
Language fun!
Units 0-2
SB Pages 34 & 35 1 Children make a Field trip rules poster.
Language objectives Optional extra: Display the posters around the room.
Grammar Children choose a place and discretely write a sentence
Review: language to express rules: Please dont take with Please dont Then in pairs, children take turns to
pictures. say their sentence and their partner guesses the place.
Review: Present simple and Present continuous
Review: there is/are 2 Children play Roll three times and say.
Review: how much/many Answer key: Childs own answers.
Review: quantifiers: a lot, a little, few, some, any Optional extra: Children write down as many sentences
Vocabulary from the game that they remember.
Food, places of entertainment
Functions 3 Children play How much? How many? with
Design a field trip rules poster their classmates.
Communicate in order to play a game
Optional extra: Ask children to draw the outline of a
Skills objectives fridge. Dictate some sentences and children draw the
Speaking corresponding picture in their fridges.
Make affirmative sentences using the Present E.g. There are a few tomatoes.
continuous in a game There isnt any butter.
There is a little milk.
Ask and answer questions using there is/are and
quantifiers in a game
Wrap up
Writing Divide the class into two teams: X and O. Draw a noughts
Design a field trip rules poster and crosses grid on the board. Tell the class to look at
page 35 and ask a question using one of the language
structures taught in the unit: How many apples are there?
Materials The team that correctly answers the question first gets to
Digital Book place their letter on the grid. The first team to get three of
Audio CD (to review songs and chants) their letters on the grid in a row wins.
Flashcards Units 1-2
Poster paper Teachers Resource Material: End of Term 1 Test
Optional extra: Listen to the children as they do the
Dice
fridge activity to evaluate their progress.
Warmer
Review the songs and chants from units 0, 1 and 2 by
asking children to choose their favourite. In pairs, children
prepare some appropriate movements as they sing or
chant along. Confident pairs can then come up and
present their chant.
Lead-in
Tell children to look at the pictures in activity 2 on page
34 and ask them to describe the action in each of them.
For example: The boy is buying snacks; The girl is taking
pictures, etc.
56
Language fun!
Units 0-2
At home
Answer key:
2 2. The dog is sleeping,
3. The girl is taking a picture.
3 1. T, 2. F, 3. F, 4. F, 5. T, 6. T, 7. F, 8. T
4 Recipe 2
Optional extra: Children think of a place from the
unit and design a poster with the caption:
Please dont
57
Unit 3 My time
like/love/dont like/hate Hobbies and activities: cook, Phonics: hard and Food
+ gerund: affirmative, chat online, do gymnastics , go soft g Entertainment places
negative, interrogative roller skating, go to ballet class,
How often? and have singing lessons, have violin
adverbial phrases: every lessons, learn karate, listen to
day, every week, every music, play computer games, play
month, every year football, play in the school band,
Describing abilities: good take pictures
at, not good at Feelings: angry, bored, calm,
confused, excited, happy, nervous,
sad
Language objectives
Grammar Functions
To use the present form of like To express likes/dislikes
To practise questions using How often? To ask and answer questions about likes
To use the Present simple: Im good at + verb with ing To talk about how often you do something
To describe abilities
To describe and share feelings
To use leisure activities to talk about likes/dislikes To highlight and differentiate between the hard and soft g
To use time expressions
To understand common nouns related to school
To understand incidental vocabulary in stories
To use items to describe and interpret feelings
Skills objectives
Speaking Reading
To ask and answer questions about likes To read and follow a story
To ask and answer questions using How often? To show comprehension
To play a guessing game using leisure activities To use reading strategies, such as prediction
To use the text to act out dialogues in stories To give a personal response to a text
To identify and produce consonant sounds To classify activities according to ones habits
To discuss strengths and weaknesses
Listening Writing
To follow a story To write about ones abilities
To listen in order to check collocations To write a profile
To reproduce target sounds in a song
To identify sounds in isolated words
58
Overview Unit 3
More
practice
More
P P
Assessment criteria
practice
F F
Check children can identify, understand and produce like/love/dont like/hate + gerund, How often...?
SC SC
and adverbial phrases, and abilities. More More
phonics phonics
Check children can identify, understand and produce vocabulary related to hobbies, activities and feelings.
Check children can ask about likes and dislikes, how often something is done and talk about abilities.
i-poster

IWB i-book
Audio CD 1
More practice
practice
More
practice P P
phonics
More
phonics
Flashcards Unit 3
Extra
Stopwatch/Timer A soft ball i-poster
Strips of paper Word cards with hard g For suggestions on how to exploit the course
Sheets of paper and soft g. Ten per pair. i-flashcards
A calendar for the Word cards with the
classroom words from Lesson 8 IWB i-book
Key competences

and writing skills. Children learn grammar, and social conventions by working in pairs and
vocabulary and phonics for pronunciation. playing games.
MST Mathematical competence and CAE Cultural awareness and expression

basic competences in Science and Children develop drawing, colouring skills and
Technology creativity and participate in chants, songs and
Children develop and apply mathematical poems. Children appreciate cultural and artistic
thinking and explain the natural world. Children expressions.
learn to express frequency.
LL Competence in learning to learn
Children develop strategies to improve the
DC Digital competence learning process and to assume control over
Children become familiar with the use of
their own learning.
acquisition and use the video, the interactive IE Sense of initiative and
whiteboard material and ICT to obtain and
research information.
entrepreneurship
59
Unit 3
Lesson 1 - SB Page 36 Theres nothing to do.
Im so bored.
I love roller skating.
Language objectives Split the class into three groups: Toby, Boy 1, Boy 2.
Repeat the story with children saying their corresponding
Vocabulary part aloud, stressing where necessary.
bored, fun, helmet, roller skating
Fast finishers
Children quietly mumble the story to themselves,
Skills objectives practising stress.
Listening
Listen and follow the story Wrap up
Write the dialogue from the story on the board in jumbled
Reading order. In pairs, children race to put it in the correct order.
Read and follow a simple story
Initial evaluation
Materials
Give three statements with three options and children
Digital Book choose the correct answer:
Audio CD 1 1. Toby is a. happy b. bored c. sad.
Strips of paper 2. Toby is with a. his friends b. his brother c. his
cousins.
3. They go a. ice skating b. roller skating c. swimming.
Some items in the story might make it difficult
for children to follow the story. Pre-teach and At home
use concept check questions to ensure complete
understanding.
Answer key:
Warmer 1 1. F, 2. T, 3. F, 4. F, 5. T, 6. F, 7. F, 8. T
Distribute strips of paper. Write I love on the board and
children copy and complete the sentence frame with their 2 Toby: 1, 4, 6, 8
own ideas. Take the papers in. Hand them out and each Lily: 2, 3, 5, 7
child guesses who wrote it. E.g. Pablo loves football. Optional extra: Children choose five new words
from the story and write them in their notebooks
Lead-in with a picture.
Children write down as many words as they know from
previous lessons. Write free time in the middle of the board
and create a mind map. Invite children to call out the
words they brainstormed.
Values: Sharing
Discuss the importance of sharing. Ask children to
Language objectives
brainstorm a list of ways they can share with others: Grammar
I can share my toys when I play. I can share my pencil in like / dont like / do you like + -ing: short answers
class. I can share my books if someone forgets his/hers. Vocabulary
I can share my lunch when someone is hungry. Children chat online, do gymnastics, go roller skating, have
refer back to the story and discuss the ways in which the swimming lessons, have violin lessons, learn karate,
children in the Gang shared with one another. Remind play computer games, play in a band
children that sharing is an important part of being a kind
person. Have them think about ways in which they can Functions
share more with their friends. Express likes/dislikes
Optional extra: Drill the following phrases from the story

strip stressing the underlined words and exaggerating
pronunciation:
60
Unit 3
with their own ideas. In pairs children read their sentences
Skills objectives out to compare.
Speaking
Ask and answer questions using Do you like?
Audio CD 1
Listening
1.26
Listen in order to check collocations from the
listening task 1 I like learning karate.
2 I love going roller skating.
Materials 3 I love playing computer games.
Digital Book 4 I hate having violin lessons.
Audio CD 1 5 I dont like playing in the school band.
Flashcards Unit 2 6 I like chatting online with friends.
7 I dont like going to ballet lessons.
Warmer 8 I love having swimming lessons.
Mime some of the activities from Lesson 2: karate, roller 9 I dont like doing gymnastics.
skating, violin lessons, playing in a band, ballet, gymnastics.
Try and elicit some of the words from the children.
Children make a thumbs up gesture if they like these Continuous assessment
activities. Children write down the activities from Lesson 2 in
their notebooks in order of preference. Next to the
Lead-in activities, they write the translation.
Draw happy faces on the board for the following words:
love: JJJ / like: JJ / dont like: K / hate: LLL. Elicit
the verb from the children and give them first letters if
they struggle. Use the unit 2 Flashcards to practise. At home
For example, hold up the flashcard with bacon and a child Activity Book - page 37
says I like bacon.
Answer key:
1 1.26 Children look, listen and write. 1 1. love - doing, 2. dont like - going,
3. like - chatting, 4. hate - playing,
Answer key: 1. like, 2. love, 3. love, 4. hate, 5. like - having, 6. love - speaking
5. dont like, 6. like, 7. dont like, 8. love, 9. dont like
2 From left to right: 3, 2, 1
Optional extra: In their notebooks, children draw a Childs own writing.
table with four columns with the following words in each
column: love: JJJ / like: JJ / dont like: K / hate: LLL. 3 Childs own drawing.
Children then write the activities from activity 1 under the
headings according to how they feel about the activities.
2 Children ask and answer questions with a Lesson 3 - SB Page 38

classmate.
Answer key: Childs own answers. Language objectives
Optional extra: Describe a child in the class without Grammar
saying their name. Continue describing until someone like in the interrogative in the third person and short
guesses who it is. answers
Fast finishers Vocabulary

Children complete more questions with the structure ballet, chat, singing, swimming, take photos
Do you like? Functions
Ask and answer questions about likes
Wrap up
Write the following frames on the board I love / like/
I dont like / I hate. Children complete the sentences
61
Unit 3
Skills objectives 3 Children complete the questions with the
Speaking correct form of the verbs.
Ask and answer questions using Do you like? Answer key: 1. playing, 2. chatting, 3. taking,
Reading 4. learning, 5. listening
Match key vocabulary with pictures Optional extra: Invite a grammar assistant to the board.
Writing Write some examples of like in the affirmative, negative
Complete questions using the target grammar and interrogative. Ask your assistant to highlight the
auxiliary verb do, the -ing form and the difference in word
order for the class.
Materials
Digital Book 4 Children ask and answer questions with
Sheets of paper a classmate.
Warmer Optional extra: Have the children change pairs and tell
Explain that you are going to choose a secret letter of the
their new partner about their previous partners likes/
alphabet and children should ask you questions to find
dislikes.
out what it is, e.g. if you choose a:
C1: Do you like cake?
T: Yes, I do.
Fast finishers
Children can write sentences about what their partner
C1: Do you like biscuits?
likes/dislikes.
T: No, I dont.
C1: Do you like apples?
T: Yes, I do.
Wrap up
Children work with their partners from activity 4.
C1: Do you like coffee?
Distribute paper and children draw two overlapping
T: No, I dont. (You only like the things that have an a.)
circles, each with one of their names in it. Children then
The child who finds out the secret letter comes to the
complete the Venn diagram with sentences from activity
front of the class and has the next turn.
4. We both like playing computer games. Maria likes chatting
online, but I dont, etc.
Lead-in
Children copy the alphabet in their notebooks. Give a
few words for some of the words, e.g. k-karate. In pairs, Continuous assessment
children write a leisure word/activity next to each letter of
Dictate the following sentences to the class:
the alphabet.
1. I like watch TV. 5. Do you like having
1 Children look, read and match. 2. Does you like ballet?
3. No, I dont.
photos?
6. I love chatting online.
Answer key: 1. Amy and Jen, 2. Sarah, 3. John, 4. Are you like singing?
4. Mark and James The children write the sentences in their notebooks
and correct the sentences which are formed
Optional extra: Hands up if you love ballet, dont
incorrectly.
like swimming, like singing, hate playing football. Give
the above instructions and children put their hands up
accordingly.
At home
2 Children read and circle the answers. Activity Book - page 38
Answer key: 1. Yes, they do, 2. No, she doesnt, Answer key:
3. Yes, he does, 4. No, they dont.
Optional extra: Children write three questions about their
1 1. Does - Yes, he does, 2. Does - No, he doesnt,
3. Does he like cooking, 4. Does he like listening
partners likes, e.g. Does he/she like ballet? Children read to music
them out and the class has to answer with Yes, he/she does
or No, he/she doesnt. 2 1. Yes, he does, 2. Do Tory and Pete like going
roller skating? Yes, they do, 3. Does Cathy like
playing in the school band? No, she doesnt,
4. Do you like painting? Childs own answer.
62
Unit 3
Lesson 4 - SB Page 39 2 Children classify the activities.
Language objectives Optional extra: Children add three of their own activities
Grammar to the table.
Present simple with How often?
Vocabulary 3 Children play How often do you? with a
brush your teeth, celebrate Christmas, eat breakfast, classmate.
feed your pet, go swimming, go to a museum, go to
the park, make your bed, open birthday presents, ride
an elephant, take a test, every day, week, month, year, Optional extra: In front of the group, children race to ask
never and answer as many questions as possible from memory
in one minute. The winning pair is the pair to ask the most
Functions questions.
Talk about how often you do something
C1: How often do you make your bed?
C2: Every day. How often do you open presents?
Skills objectives C1: Every year. How often do you? etc.
Speaking Fast finishers

Ask and answer questions using How often? Children can write sentences about how often their
with activities partner does the activities from activity 3.
Reading
Classify activities according to ones habits Wrap up
Elicit the activities from the lesson and write them on
the board. Choose an activity from the list, toss a ball
Materials to a child and ask the question: How often do you (go
swimming)? The child answers the question and asks
Digital Book
another child a different question. Continue until
Teachers Resource Material everyone has a turn.
Stopwatch/Timer
A calendar for the classroom Continuous assessment
A soft ball
Some children might quickly lose interest in the game
from activity 3 How often do you? Monitor carefully At home
to ensure all children are on task and participating. Activity Book - page 39
Answer key:
Warmer
Revise the days of weeks by eliciting todays date and ask 1 1. Mary, 2. Allen, 3. Greg, 4. Greg, 5. Allen,
children to write the other days of the week in the correct 6. Mary
order in their notebooks.
2 1. How often do you watch TV? 2. How often do
you visit your grandparents? 3. How often do you
Lead-in ride a bike? 4. How often do you eat ice cream?
Ask children What do you do on Mondays? Call on volunteers
5. How often do you go to the beach?
to answer the question, I ride my bike on Mondays. Repeat
the activity with other days of the week/months. 3 Childs own answers.
Optional extra: Children use the following frame to
1 Children read, look and number. complete with own ideas: I love XX because XX. I do
it every XX with my XX.
Answer key: 2; 3; 4; 1
Optional extra: Post a calendar on one of the walls in the
classrooom. Children tell you their birthdays and mark
their names on the corresponding day.
63
Unit 3
Children can write what they think the moral of the
story is.
Language objectives
Wrap up
Vocabulary In pairs, children retell the story using the prompts from
angry, boring, exciting, field, funny, interesting, joke,
the lead-in to help them.
laugh, mountain, sheep, shout, silly, take turns,
village, wolf
Skills objectives Retell the story but include mistakes, e.g. Peter lives
in a city but at the weekend he looks after wolves in the
Listening mountains. Its very exciting and he loves it. Children
Follow the story must stop you and correct the mistake. Children write
Reading the correct version in their notebooks.
Show comprehension by completing sentences
At home
Materials
Digital Book Answer key:
Audio CD 1 1 1. Picture 1, 2. Picture 3, 3. Picture 2
Flashcards Unit 3 2 1. help each other, 2. adventure, 3. eat all
day, 4. run up the mountain, 5. silly,
Attention to diversity 6. laughs
Children read at different speeds. Put the children into

pairs or small groups to read together. Let stronger
readers help weaker ones.
Warmer
Use the unit 3 Flashcards to preteach the words from the
story: angry, bored and confused. To reinforce meaning,
Language objectives
ask children to write the words down with something that Vocabulary
provokes these feelings, e.g. angry when my sister takes believe, cry, fall asleep, fast, fine, grass, hard, huge,
my things without asking. make a noise, suddenly, trick, turn away
Lead-in
Write ten key words from the story, e.g. mountains, sheep, Skills objectives
watch over, boring, idea, wolf, help, laugh, joke, angry. Listening
Encourage them to predict what the story is about. Share
Follow a story
ideas as a group.
Reading
Use predictive skills to facilitate reading tasks
1 1.27 Children read and listen to the story. Understand and follow a narrative text
Optional extra: Ask children to tell you which of their
Show comprehension by answering questions
predictions were accurate.
2 Children read and complete the sentences. Materials

Answer key: 1. village, 2. turn, 3. very boring, Digital Book
4. funny, 5. angry Teachers Resource Material
Optional extra: Retell the story but instead of saying key Audio CD 1
vocabulary, hum and children must supply the missing Strips of paper with actions from the story
items. Repeat and omit longer chunks of the story.
64
Unit 3
Attention to diversity At home
Some children may be shy to mime parts of the story.
Some children may have more fluency when retelling Activity Book - page 41
the story. Monitor and assist carefully during these Answer key:
stages of pair work.
1 From left to right, top to bottom: 5, 2, 1, 8, 3, 6, 7, 4
Warmer 2 1. bored, 2. sad, 3. angry, 4. confused
Individually children write five facts they remember from 3 Nobody believes a liar even when they say the
the first part of the story. Children then compare in pairs. truth.
Conduct plenary feedback on the key points.
Optional extra: Children write 50 words about the
following headings:
Lead-in My favourite character is X because
Ask children to predict what will happen in the next part
My favourite scene is X because
of the story. Provide the model sentence on the board for
children to complete: I think Peter will Go round the
class asking children to read out their prediction.
1 1.28 Children read and listen to the story. Lesson 7 - SB Page 42

Optional extra: Read and listen to the story to check their
predictions.
Language objectives
2 Children read and answer the questions. Grammar
Present simple: Im good at + verb with -ing
Answer key: 1. He decides he wants to trick the
villagers again, 2. The people find the sheep are all fine, Vocabulary
3. They are very angry with Peter for wasting their time, bowling, cooking, play the trumpet
4. They dont believe Peter, 5. Peter is sad, 6. We mustnt Functions
tell lies. If we tell lies then people wont believe us even Describe abilities
when we tell the truth.
Optional extra: Children use the answers from activity 2
to summarise the story in pairs.
Skills objectives
Speaking
Fast finishers Play a guessing game using the target grammar and
Children can read the story to themselves quietly. vocabulary
Wrap up Listening
Show understanding of key vocabulary
Take out actions from the story and write them on strips
of paper: 1. He runs into the village shouting wolf wolf. Writing
2. The villagers run up the mountain again. 3. The sheep are Write the target vocabulary in order to describe your
eating grass.4. Peter falls on the floor laughing. 5. Peter falls own abilities
asleep. 6. Peter shouts and cries. 7. Peter goes back to the
mountains but there are no sheep.
Materials
Digital Book
Teachers Resource Material: Reading worksheet Unit 3
Audio CD 1
Optional extra: Response to the story. Provide the
following prompts for children to complete:
Title of the story: Attention to diversity
The story is about:
Peter is a boy who: In the communicative task in activity 4 some children
I like the part when: might be slower to formulate sentences than others.
I dont like the part when: Pair strong learners with weaker ones in order to
The morale of the story is: ensure the task is successful.
65
Unit 3
In their notebooks children draw a table with Me and
Not me in either column. Dictate the following items Teachers Resource Material: Grammar worksheet
and children write them in the corresponding column Unit 3, Vocabulary worksheet Unit 3
according to likes/abilities: fish, popcorn, sugar, yoghurt,
aquarium, art gallery, science museum, theatre, theme park,
karate, roller skating, computer games. At home
What am I doing? Mime the action words from activity 1
Answer key:
and children tell you what youre doing.
1 1. playing the flute, 2. dancing, 3. arts and crafts,
1 Children look and complete. 4. singing, 5. painting, 6. cooking
Answer key: 1. cooking, 2. playing the trumpet, 2 Childs own writing.

3. playing basketball, 4. reading, 5. bowling, 6. running
Optional extra: Children make their own sentence in the
positive and negative about themselves.
2 1.29 Children listen and circle.
Answer key: 1. not good at, 2. not good at, Language objectives
3. good at, 4. good at, 5. not good at, 6. good at Vocabulary
Optional extra: Dictate five sentences about your abilities, frog, game, gas, generous, germ, giant, glove, goat,
including one false one. Children write and decide which great, grow, gym, jam, jet, jungle
is false. Pronunciation
Phonics: review of the hard and soft g
3 Children look at the Jackson sisters and play
a guessing game.
Skills objectives
Speaking
Optional extra: Children repeat the guessing game in Identify and distinguish between the hard and soft
pairs but this time, they make sentences about their g sound
classmates.
Listening
4 Children complete the chart for themselves. Reproduce target sounds in a song
Optional extra: In pairs, children find one similarity and
difference in their abilities. Materials
Digital Book
Audio CD 1 Teachers Resource Material
Audio CD 1
1.29
Stopwatch/Timer
1 Im not good at cooking. Word cards with hard g and soft g
2 Im not good at playing the trumpet.
3 Im good at playing basketball.
4 Im good at reading.
5 Im not good at bowling. Though this is a review of consonant sounds, some
children may have difficulty producing the hard and
6 Im good at running. soft g sound. Give them plenty of practice with these
sounds. A physical demonstration will be necessary for
children to imitate and produce these sounds.
66
Unit 3
Write g at the top of the board. Model the sounds
(hard and soft) and children write down as many words Teachers Resource Material: Speaking worksheet
containing the sound as possible in one minute. Unit 3
Optional extra: Matching Game
Lead-in You need some hard g and soft g word cards (1 set
Write get/jet on the board and elicit the difference per pair). Divide the class into pairs. Distribute one set
between the hard and soft g sound. of hard g and soft g word cards to each pair. Children
mix up their cards and place them face down on a
1 1.30 Children listen and write. desk. They take turns choosing two cards and reading
the words. If both words contain the same g sound,
Answer key: Hard g sound: gas, girl, glove, goat, grass, they keep the cards and take another turn. If not,
green, grow, guitar; Soft g sound: generous, germ, giant, they replace the cards and the next child takes a turn.
gym, jam, jet, joke, jungle Repeat until all of the cards have been taken. The
Optional extra: Children add one more word of their own player with the most cards wins the game.
to the list.
2 1.31 Children listen and underline six soft g At home

sounds. Activity Book - page 43
Answer key: Geraldine, Jacobs, Giraffes, jam, giant, Answer key:
giraffes
1 Blue: frog, pig, girl, grandpa, big, guitar, angry,
Optional extra: In pairs, children take turns to say one of hungry, bag, goat, grapes, go, gorilla, game, gas
the words from activity 1 and their partner must say hard Yellow: giant, job, vegetable, orange, huge, jam,
or soft according to the sounds. juice, generous, jungle, germ, page, gym, joy,
gem, joke
3 1.32 Children listen and sing. 2 1. A gorilla, 2. A giraffe
Optional extra: Give out ten cards with hard g and soft
g to each pair of children. Play the song again. In pairs,
3 1. j, 2. g, 3. g, 4. j, 5. g, 6. g, 7. j, 8. g
children, race to grab the sound as and when they hear it.
The child with the most sound cards wins.
4 1.33 Children listen and colour. Lesson 9 - SB Page 44

Answer key: Coloured in blue: frog, grandpa,
great, tiger, game. Coloured in yellow: orange, page,
vegetable, magic, large
Language objectives
Vocabulary
Optional extra: Write on the board Gerry Giraffe is large
angry, bored, calm, confused, excited, happy, nervous,
and loves his vegetables. Children count the number of soft
sad
g sounds that appear (4). In pairs, children make a new
sentence containing as many soft g sounds as possible. Functions
Repeat with the hard g sound. The sentences must make Describe and share feelings
sense to count.

Bingo! Children draw a grid of six squares in their Speaking
notebooks and write in six items from page 43. Say each Share feelings in response to a painting
of the words and children tick them off. The first to get a
house shouts Bingo! and reads out the words. Reading
Understand words in order to draw a picture
67
Unit 3
a strip of paper on which they write the starter line and
Materials complete it with something true for them. Children read
Digital Book their sentences in their groups and order the lines so as
Flashcards Unit 3 to make a poem. Children can add lines to improve the
Strips of paper (one per child) poem. Invite groups to read out their poems.
Attention to diversity Write the target language in L1 and children copy
Some children may be more open than others when into their notebooks with the English translation. They
sharing their feelings. Be sensitive to shyer learners should write the words alphabetically (angry, bored,
who might be more reserved in this respect. calm, confused, excited, happy, nervous, sad).
Warmer
Tell children how you are feeling today: bored, tired, At home
etc. Children draw a picture to represent how they are
feeling. Use the unit 3 Flashcards to elicit the words for Activity Book - page 44
each feeling. Teach unknown items and drill. Display the Answer key:
flashcards and children write down the adjective which
best describes their mood today. 1 1. calm, 2. happy, 3. excited, 4. angry, 5. bored,
6. nervous, 7. confused, 8. sad
Lead-in 2 Childs own answers.
Children complete the sentence I feel happy when Give
an example: I feel happy when Im swimming in the sea. Optional extra: Children write each feeling with a
Elicit more ideas before children write their own sentence. sentence as in the lead-in.
I feel angry, bored, calm, confused, excited, happy,
1Children read and draw. nervous, sad when
Answer key: Childs own drawing.

Optional extra: In pairs, children pull a face showing one
of the feelings from activity 1. Their partner must guess
the feeling by saying Youre angry, bored, calm, confused, Lesson 10 - SB Page 45
excited, happy, nervous, sad, etc.
Language objectives
2 Children look and describe their feelings to Vocabulary
a classmate. after-shool club, collect, dress, gardening, meals, packed
Answer key: Childs own answers. lunch, play time, primary school, registration, shorts,
subject, tie, uniform
Optional extra: Children choose one of the pictures and
write a sentence about how the picture makes them feel.
In pairs, they take turns to read out their sentences in
order to guess the picture.
Skills objectives
Reading
3 Children choose a feeling and make a Show understanding by answering true or false
painting to represent it.

Answer key: Childs own drawing.
Materials
Digital Book
Optional extra: Post the paintings up around the room
Stopwatch/Timer
and children walk around the classroom and say how the
painting makes them feel. Provide the structure: It makes
me feel Warmer
Children write all the school subjects they remember
Wrap up from the mindmap in unit 1. They then put the subjects
Feelings poem in order of preference; 1 their most favourite and 10 their
In groups of four children write a poem. Give the starter least favourite.
line: I feel happy when Each child in the group is given
68
Unit 3
Lead-in
On the board write School in Britain. Ask children if they At home
think school is different in the UK. Invite suggestions.
1 Children read and answer true (T) or Answer key:
false (F). 1 Childs own writing.
Answer key: 1. F, 2. T, 3. F, 4. F, 5. T, 6. F 2
Optional extra: Children find three similarities and
differences in their countrys school system and that of
the UK. E.g. Children can eat at school / children wear a
uniform, etc.
2 Children complete the table with three

activities or subjects.
Answer key: Lily loves: Maths: History, Music,
Science; Lily likes: playing with her friends, PE, French,
Design & Technology, cooking, reading, playing games,
gardening; Lily doesnt like: Art, Music, Drama
Optional extra: Children copy the table from Lesson 10
Optional extra: Children write 100 words about
into their notebooks but write their name in place of Lily.
their school using similar information found in
They then complete the table according to their likes/
Lesson 10. Provide the following prompts:
dislikes. They then compare with their partner.
Start time?
Subjects (that you like/dont like)
Fast finishers Uniform
Children can write the first stage of their school routine
Breaks/lunchtime/finish time
using the text about Lily as a model.
After-school clubs
Wrap up
Quiz: School in Britain
Divide the class into teams of four. Ask the questions
below and children have one minute to consult their team
members. Take an answer from each team before moving
Review
onto the next question. For each round of questions, start
with a different team. SB Pages 46 & 47
1. What time does school start? (9 oclock)
2. What is the first thing children have to do when they arrive Language objectives
at school? (register)
3. What do boys and girls have to wear? (tie) Grammar
4. What do the children have at 11.00? (play time) Structures with Im good at, I like / dont like / love
5. What time is lunch? (12.30) Vocabulary
6. What time does school finish? (15.30) After-school activities
Functions
Continuous assessment Describe likes/dislikes
Read definitions of the items from the text and Describe strengths/weaknesses
children write down the word:
1. Something children wear to school. (uniform)
2. A period of time in the morning when children relax.
(play time)
3. History is an example of a? (subject)
4. Food you take to school in a tupper ware. (packed
lunch)
5. A place you can go to do extra activities. (after-school
club)
69
Unit 3
Skills objectives 2 Children complete the sentences about
Speaking themselves. They tell a classmate.
Tell each other about likes/dislikes, strengths/ Answer key: Childs own answers.
weaknesses
Optional extra: In pairs, children compose five new
Listening sentences based on what they have written in activity 2.
Review the target vocabulary and grammar E.g. Lucas likes running but I like swimming.
Reading 3 Children read and draw.
Demonstrate comprehension Answer key: (homework) K, (reading) J,
Writing (tidying up) L, (skating) J, (violin) L, (ballet) JJ
Review the target vocabulary and grammar by Optional extra: Children cover up the text about Amy.
composing a profile In pairs and referring to the pictures and emoticons they
tell each other about Amy.
Materials
Digital Book 4 Children write their own profile.
Audio CD 1 Answer key: Childs own answers.
Teachers Resource Material Optional extra: Read a learners profile, without saying
Flashcards Unit 3 the name. Ask the class to guess whose profile it is.
Repeat with the rest of childrens profiles. Ask children
if they were surprised by any of the information in the
Attention to diversity profiles, or if they learnt anything new about any of their
There are a lot of collocations for children to classmates.
assimilate. Recycling items sporadically will reinforce
vocabulary and grammatical structures.
Wrap up
Ask children to think about what they have learnt in
this unit. In their notebooks, they copy the following
Warmer questions:
Display the unit 3 Flashcards of feelings and elicit the 1. What did you learn about your classmates?
words. Divide the class into two teams. Have a volunteer 2. What did you enjoy learning?
from each team come to the front of the room. Quietly 3. What was difficult for you to learn?
tell the volunteers the name of one of the feelings, and 4. What was easy for you to learn?
have them act it out for their team. The first team to
correctly guess the activity wins a point.
Final evaluation
Lead-in Teachers Resource Material: Test Unit 3
Ask children to look at page 46 and play I spy with my
little eye with items they can see in the picture.

Answer key: 1. likes, 2. loves, 3. loves, 4. doesnt like,
5. hates, 6. doesnt like
Optional extra: Guess the club
In pairs, children take turns to secretly choose a club.
They then describe the activities you do there for their
partner to answer. E.g. In this club you can go walking
(outdoor club).
70
Unit 3
At home
Answer key:
1 1. F, 2. T, 3. T
3 1. Does - Yes, she does, 2. Do - No, they dont,
3. Does - No, he doesnt.
4 Pictures from left to right: 3, 1, 2
1. swimming, 2. cooking, 3. play the piano
5 1. Durham, 2. cooking, 3. reading, 4. painting,
5. swimming, 6. swimming, 7. singing,
8. playing the violin, 9. basketball
illustrated
withprac
extra
More
practice. P P
F F
More practice
SC SC
Achievers
More GamesMore
phonics phonics
i-poster
i-flashcards
IWB i-book
71
Unit 4 A healthy body
have got: affirmative, Symptoms and illnesses: chicken Phonics: st, str How often...? and
negative and interrogative pox, cough, cut finger, earache, sounds adverbial phrases: every
should for advice: fever, germs, headache, insect day/week/month/year
affirmative and negative bite, runny nose, stomach ache,
How often...? and sunburn, toothache
adverbial phrases: once a Prevention and treatment: blow
week, twice a month, three your nose, call the doctor, drink
times a year some water/tea and honey, have a
nap/a snack, sit in the shade, wear
a warm coat
Adjectives: cold, hot, hungry,
thirsty, tired
Periods of time: day, month,
week, year
Language objectives
Grammar Functions
To use the affirmative and negative form of the modal To ask about illnesses and symptoms
should To give advice using the modal verb should
To practise questions and short answers using have got To talk about prevention and treatment
To practise questions using How often? To describe and discuss facts about Australia
To talk about frequency using adverbial phrases To talk about how often something is done
To describe habits and routines
To talk about healthy and unhealthy habits
To identify verb and noun collocations related to To differentiate between the sounds st and str
illnesses and prevention
To understand common nouns related to symptoms
and treatment
To understand and use vocabulary related to healthy
and unhealthy habits
To understand and use vocabulary items related to
Australia
Skills objectives
Speaking Reading
To ask and answer questions using have got To read and follow the story
To talk about healthy and unhealthy habits To use reading strategies to show comprehension
To ask and answer questions about illnesses and symptoms To show comprehension by finding information in a text
To ask and answer questions about habits and routines
Listening Writing
To identify characters in a story To write questions using the target grammar
To identify target language in a song To write a response to a story in the form of a diary entry
To identify target sounds in isolated words To write about flying doctors in Australia
72
Overview Unit 4
More
practice
More
practice P P
Assessment criteria F F
Check children can identify, understand and produce have got, should for advice, How often?SC and
SC adverbial phrases.
Check children can identify, understand and produce vocabulary related toMore
symptoms
phonics
and illnesses, prevention and
More
phonics
treatment, adjectives and periods of time.

Check children can ask about illnesses, give advice and ask how often something is done.
i-poster

IWB i-book
Audio CD 1
More practice
practice
More
practice P P
phonics
More
phonics
Flashcards Unit 4
Extra
Stopwatch/Timer Sheets of paper with i-poster
Poster paper gapped sentences
Colours A bag Fori-flashcards
suggestions on how to exploit the course
A soft ball Word cards for fish tank, resources see our Activity Bank, pages 14-17
Blank booklets funny, gold, jewels, ping IWB i-book
Strips of paper pong, ring, ruby, sink

Slips of paper Magazine or reference
Stickers for each child books about Australia
Key competences
Children develop listening, speaking, reading Children learn basic social interaction
and writing skills, as well as grammar rules, working in pairs. Children learn about a
vocabulary and phonics for pronunciation. special medical service.
Children learn to ask about illnesses and to
give advice. Children learn to ask how often
something is done.
Children develop their artistic expression
MST Mathematical competence and making a poster and singing a song.
Technology Competence in learning to learn
LL
Children develop and apply mathematical
thinking and explain the natural world.
learning process and to assume control over
Children learn about illnesses and healthy
their own learning.
and unhealthy habits.
DC Digital competence IE Sense of initiative and

Children become familiar with the use of entrepreneurship
technology as a tool to reinforce language Children develop abilities like critical reflection,
acquisition and use video, interactive decision-making and independent action.
73
Unit 4
Lesson 1 - SB Page 48 1 1.35 Children read and listen.
Values: Write the words personal hygiene on the board.
Explain the concept and elicit from children examples
Language objectives such as washing your hands, brushing your teeth and
Vocabulary having a shower. Remind children of the importance of
germs, rubbish, wash your hands doing these activities every day in order to promote
good personal hygiene and to keep their bodies strong
and healthy.
Skills objectives Optional extra: Ask questions about the story to check
Listening comprehension: What does Mum ask Trish to do? What are
Read and follow the story the children eating? What do they have to do before they
eat? Why do they have to wash their hands? What can make
Reading you ill? Check that children understand the words ill and
Listen and follow the story germs by asking questions: Maria, when was the last time
you were ill?
Materials Fast finishers
Digital Book Children quietly read the story to themselves.
Audio CD 1
Poster paper Wrap up
Colours Divide the children into groups of four. Assign each child
a scene in the story and give them time to practise saying
the lines quietly to themselves. Children listen again, this
Attention to diversity time shadow reading their parts of text aloud. Repeat the
Some items in the story might make it difficult for procedure, this time children read aloud in their groups
children to follow the story. Use concept check without the assistance of the audio.
questions to ensure complete understanding and
encourage children to ask a lot of questions. Ensure Initial evaluation
they feel comfortable asking questions about language
as this is a very important reading skill. Hand out poster paper and colours to each child.
Children create a chart for the following daily activities
that promote good personal hygiene: wash my hands,
Warmer clean my teeth, brush my hair, have a shower and any
Write the following sequence on the board: art gallery, other additional activities suggested by the group.
gift shop, library, cheese. Ask children to identify the odd Children display the charts on their bedroom walls at
one out and say why, e.g. Cheese because it is a type of home and use them to keep track of how often they
food. Divide children into pairs and dictate several more do each of the activities.
sequences, using vocabulary seen in previous units.
Children copy the words and then work together to find
the odd word out. At home
Pre-teach washing your hands and write it on the board.
Ask children when they do this and if it is a healthy or
Answer key:
unhealthy habit. Elicit from the children some things they 1 1. take out the rubbish, 2. sandwiches,
do after school and write their responses on the board. 3. wash her hands, 4. germs, 5. on Trishs hands,
Divide the board into two columns. Label one column 6. before you eat.
healthy activities and the second unhealthy activities.
Children copy the table in their notebooks and evaluate 2 1. a, 2. b, 3. c
the activities in pairs, writing it in the corresponding 3 Childs own drawing.
column. Feedback responses from children as a group,
Optional extra: Children choose four new words
drawing a star next to each healthy activity and crossing
out any unhealthy activities.
with a picture.
74
Unit 4
Lesson 2 - SB Page 49 3 Children play Charades with a classmate.
Optional extra: Divide the class into two teams and play
Charades as a class.
Language objectives
Grammar Wrap up
have got: affirmative, negative and interrogative Anagram race
Vocabulary Write anagrams of the illnesses on the board. In pairs,
cough, earache, fever, headache, runny nose, sore children race to unscramble the words. The first pair to
throat, stomach ache, toothache spell all the words correctly wins.
Functions
Ask about illnesses and symptoms Audio CD 1
1.36 1.37
Skills objectives 1 Do you see the girl with the red hair? Shes got a
sore throat.
Speaking
Ask and answer questions about illnesses and 2 Do you see the boy with glasses? Hes got a
symptoms headache.
3 Do you see the girl with long blond hair? Shes got
Listening a toothache.
Show understanding of target language by correctly
numbering pictures 4 Do you see the boy with the blanket? Hes got a
fever.
Identify and copy target language
5 Do you see the girl with the grey scarf? Shes got a
cough.
Materials 6 Do you see the tall boy? Hes got a runny nose.
Digital Book 7 Do you see the girl with black curly hair? Shes got
Audio CD 1 a stomach ache.
Flashcards Unit 4 8 Do you see the boy with the baseball cap? Hes got
an earache.
Warmer
Choose a child and describe them for the class to guess: Continuous assessment
Shes got long, brown hair and blue eyes. Shes wearing
a skirt and a red jumper. Shes smiling. Its Marta! In Children choose three new items of language from
pairs, children take turns describing their classmate and Lessons 1 and 2 and write their own anagrams in
guessing their identity. their notebooks. In pairs, children swap notebooks
and order the words.
Lead-in
Ask the class what they notice about the children in
activity 1: They are ill. Display the unit 4 Flashcards on At home
the board. Drill the new vocabulary, paying particular Activity Book - page 49
attention to the stress in the compound nouns. Add
actions and encourage children to join in. Answer key:
1 1. stomach ache, 2. runny nose, 3. fever,
1 1.36 Children listen and number. 4. earache, 5. toothache, 6. sore throat,
Answer key: from left top to right: 6, 3, 8, 2, 1, 4, 7, 5 7. headache, 8. cough
From left to right, top to bottom: 6, 3, 1, 7, 4, 2, 8, 5
2 1.37 Children listen and write. 2 1. No, I havent, 2. Yes, I have, 3. Yes, I have,
4. No, I havent.
Answer key: 1. sore throat, 2. headache, Optional extra: Write I have got on the board.
3. toothache, 4. fever, 5. cough, 6. runny nose,
Children choose three new vocabulary items from
7. stomach ache, 8. earache
activity 2 and draw the corresponding picture.
75
Unit 4
Lesson 3 - SB Page 50 your nose. Individually children write the correct sentences
and then compare them with a partner. Correct as a
group, drilling the correct sentences paying attention to
Language objectives the contracted form shouldnt.
Grammar
Modal should for advice: affirmative and negative
2 Children look and write.
Answer key: 1. sunburn, 2. insect bite, 3. chicken pox,
Vocabulary 4. cut finger
chicken pox, cut finger, insect bite, sunburn
Optional extra: Children compare answers in pairs.
Functions Feedback answers as a group and drill the new language,
Give advice both chorally and individually.
Talk about prevention and treatment
3 Children ask for advice.
Skills objectives Optional extra: Feedback ideas from the class. Write any
emergent vocabulary on the board.
Speaking
Talk about illnesses and treatments Wrap up
Reading Write the following sentences on the board: Children
Show understanding of target grammar by circling should go to bed at 7 p.m. Children should wash their hands
the correct response before eating. Children should do exercise every day. Children
shouldnt watch television every day. Ask children to read the
Show understanding of key vocabulary by matching
statements and write a number (1, 2 or 3) according to their
words and pictures
opinion. Explain that 3=agree, 2=dont agree or disagree,
Writing 1=disagree. Divide children into pairs. They take turns telling
Copy and write target language their partner whether they agree or disagree and giving
reasons for their answer: I agree that children should wash
their hands before eating because its healthy and kills germs.
Materials
Digital Book
Flashcards Unit 4
Hand out pre-made blank booklets to each child. On
Stopwatch/Timer
the front cover, children write Health Advice. On each
Pre-made blank booklets (one per child) page, children write the structure Ive got (a cough) at
the top of the page. Underneath each illness, children
Warmer write two pieces of advice: You should rest. You should
Display the unit 4 Flashcards on the board. Point to one go to the doctor.
and invite a volunteer to spell the word aloud and do the
corresponding mime. If the child answers correctly, he or she
nominates another child and the child repeats the process. At home
Adopt a sad expression and point to your throat. Invite Answer key:
volunteers to ask you questions in order to identify the
problem: Have you got a sore throat? Yes, I have. Write 1 1. Shes got a headache, 2. Shes got an insect bite,
You should on the board. Ask children for advice, allow 3. Theyve got a toothache, 4. Hes got a fever,
L1 if necessary and reformulate their responses using You 5. Theyve got a cold, 6. Hes got chicken pox.
should Explain that we use should/shouldnt to give advice. 2 1. She should rest. - Good advice, 2. She should
scratch it - Bad advice, 3. They shouldnt eat any
1 Children read and circle. sweets. - Good advice, 4. He should take some
medicine. - Good advice, 5. They shouldnt play
Answer key: 1. shouldnt, 2. should, 3. should, outside. - Good advice, 6. He should go to school. -
4. shouldnt, 5. should
Bad advice.
Optional extra: Write the following sentences on the
board:
3 She shouldnt scratch it. He shouldnt go to school.
1. She shoulds do exercise. 2. He should to go to the doctor. Optional extra: Children decorate their booklets
3. I shouldnt eating a hamburger. 4. You dont should blow with pictures related to the topic.
76
Unit 4
Lesson 4 - SB Page 51 4. He should have a snack. (second picture), 5. She should
drink some water. (first picture)
Optional extra: Say Im thirsty, what should I do? Children
Language objectives reply with advice: You should drink some water! Repeat
Grammar with other adjectives from activity 2. Encourage children
Modal should for advice: affirmative and negative to mime.
Vocabulary
cold, drink some water, have a nap, have a snack, hot,
2 Children look, read and complete.
hungry, sit in the shade, thirsty, tired, wear a warm coat Answer key: 1. tired - have a nap, 2. cold - wear a
warm coat, 3. hungry - have a snack, 4. hot - sit in the
Functions
shade, 5. thirsty - drink some water
Talk about preventions and symptoms
Optional extra: Make a label for each of the adjectives
seen in activity 1 and stick one to each childs back.
Skills objectives Children walk around the class giving clues about their
Reading classmates adjectives. Children have to guess which
Show understanding of target grammar by matching adjective is theirs using the clues: You should sit in the shade!
ideas (Im hot!) Once a student has guessed, they may sit down.
Continue until every child has guessed his/her adjective.
Writing
Copy and write target vocabulary Wrap up
Divide the class into threes. Assign the role of doctor to
one child and explain that the others are patients. The
Materials patients say what is wrong with them for the doctor to
Digital Book give advice: Ive got a fever. (You should get plenty of rest.)
Teachers Resource Material Children repeat the activity until each member in the
Flashcards Unit 4 group has had the opportunity to be the doctor. Model
the activity with a stronger student first.
A bag
Slips of paper (to make labels)
Attention to diversity Unit 3, Listening worksheet Unit 3
Whenever possible, model what you want children Optional extra: Children think about their habits and
to do before having them complete an activity or how to make healthier choices. Write prompts on
project. This enables children to see what is expected the board: diet, health care, exercise, sleep. Children
of them, so that they can complete activities and write four sentences in their notebooks using should/
projects more confidently and successfully.. shouldnt.
Warmer
Place the unit 4 Flashcards in a bag. Invite a volunteer At home
to the front of the room to choose a word card. The
volunteer then reads the ailment aloud. Children raise
their hands and suggest what the child should or Answer key:
shouldnt do. Repeat the activity with other children.
1 Childs own drawing and writing.
Lead-in Optional extra: Children interview a family member
Mime the following states for the group and encourage about his/her diet, exercise and sleep routines in their
children to guess: cold, hot, hungry, thirsty, tired. Drill the L1. Children write five sentences about their findings
adjectives and encourage children to copy your gestures. in their notebooks.
In pairs, children take turns miming and guessing.

Answer key: 2. They should sit in the shade. (third
picture), 3. She should wear a warm coat. (fifth picture),
77
Unit 4
Lesson 5 - SB Page 52 story but pretend that you cant remember it very well.
Ask the children to help you by raising their hand and
correcting you every time they hear a mistake.
T: Lindsay just moved from Spain.
Language objectives C: Thats wrong! Lindsay is from London.
Vocabulary
deaf, empty, neighbours, new job, sign language, translate
2 Children read and write Matt, Lindsay,
Ben or Lindsays mum.
Skills objectives Answer key: 1. Lindsay, 2. Lindsays mum, 3. Matt,
Speaking 4. Matt, 5. Ben, 6. Lindsay
Act out a learner-generated dialogue based on Optional extra: Write the following clues on the board:
the story 1. This person is from London. 2. This person is sporty and
Listening rides a skateboard. 3. This person loves chocolate biscuits.
Identify characters in a story 4. This persons son is deaf. 5. This person likes Matts
Follow the story jumper. Children reread the story in order to find the
answers and write them in their notebooks. Feedback
Reading correct answers as a group.
Follow a narrative text
Show comprehension by identifying the speaker Fast finishers
Children read the story to themselves quietly.
Materials Wrap up
Tell children that they are going to act out the next scene
Digital Book in the story between Lindsay and Matt. Create a dialogue
Audio CD 1 built on the board by taking the role of Matt and asking
children to respond as Lindsay. Write question stems Do
you like? and Have you got? on the board as prompts.
Attention to diversity Encourage mime, gesture and facial expression where
Allow children time to process as the text is quite possible. Record the conversation on the board and
dense. Have extra tasks at hand for fast finishers to practise it several times before dividing children into pairs
ensure that every child has sufficient time to finish the to practise. Invite confident pairs to come to the front of
reading. Including personalised examples of the subject the class to act out the role-play for the whole group.
matter will promote engagement with the text.
Warmer Read the first sentence of the story out loud. Ask a
Play Hangman with the word neighbours on the board.
small group of children to read it out loud after you.
Elicit from children that neighbours are people who live
Continue with the rest of the story and other children.
near you. Model an example for children and tell them
about your neighbours. Use real life pictures if possible.
Invite children to ask you questions: Who are your
neighbours? Do you play with you neighbours? How often At home
do you go to their house? In pairs, children tell each other Activity Book - page 52
about their neighbours.
Answer key:
Lead-in 1 1. T, 2. T, 3. T, 4. F, 5. F
Write a selection of key vocabulary from the story on
the board: empty house, new job, neighbours, deaf, sign 2 1. lorry, 2. woman, 3. loves, 4. an older, 5. likes,
language, translate. Elicit meaning, use pictures to illustrate 6. his birthday
words if necessary and consolidate through examples.
Children copy the vocabulary in their notebooks. In pairs,
3 1. Whats your name? 2. How old are you?
Childs own answers.
they predict what they think will happen next in the story
based on the vocabulary from the text. Optional extra: Children write 50 words in the form
of a diary entry describing the events of the day for
either Lindsay or Matt.
Optional extra: Tell children you are going to retell the
78
Unit 4
Lesson 6 - SB Page 53 in the story. Elicit that it is important to accept people
who are different.
Language objectives 2 Children read and circle the correct options.

Vocabulary Answer key: 1. friends, 2. Ben and Lindsay,
biscuits, brother, deaf, empty, jumper, neighbour, 3. sign language, 4. with their hands, 5. a skateboard,
skateboard, translate 6. learn sign language
Optional extra: Prepare the following sentences on strips
Skills objectives of paper: Matt sees Lindsay and Ben at the shopping centre.
Speaking Ben says that he can teach Brian, Charlie and Matt sign
Reconstruct a story using target language language. Brian and Charlie laugh at Ben. Lindsay says she
wants to buy a new skateboard. Matt goes to the shopping
Listening centre with Charlie and Brian. Charlie says he thinks Lindsay
Follow the story and Ben look strange. Divide children into groups of three.
Reading Give a set of sentences to each group. Children race to
Follow a narrative text order the story on their desks. Check by asking different
Show comprehension by circling the correct options groups to read the sentences aloud in order.
Fast finishers
Materials Children draw pictures to illustrate the new language seen
Digital Book in the warmer.
Audio CD 1 Wrap up
Teachers Resource Material Write the following stages of the story on the board:
Sheets of paper with gapped sentences written on Lindsay introduces herself to Matt. Matt meets Ben. Matts
them friends Charlie and Brian meet Ben and Lindsay at the
Strips of paper with sentences written on them shopping centre. Divide the class into three groups and
assign each group a stage. In groups, children draw a
Slips of paper
picture for their assigned stage in the story. Mix children
up into groups of three, each child with a different
picture. Children put the pictures in order and use the
Attention to diversity drawings to retell the story in the groups. Encourage them
Some children may have more difficulty reading to use key language from the story.
aloud. Be attentive in your monitoring to assist with
any problems which may arise. Continuous assessment
Warmer Unit 4
Write the following sentences on individual sheets of
paper, leaving a blank space for the words in brackets, Optional extra: Hand out a slip of paper to each
and display them on the board: 1. Next to Matts house, child. Children write a true or false statement
there was an e(mpty) house. 2. Matts dad had got a new about the story. In groups of six, children read their
j(ob). 3. Lindsay rides a s(kateboard). 4. Matt and Lindsay sentence aloud. The group must listen carefully and
are n(eighbours). 5. Ben is Lindsays b(rother) and he is decide if the sentence is true or false.
d(eaf). 6. Lindsays mum gives Matt some b(iscuits).
7. Lindsay t(ranslates) Matts words into sign language. In
pairs, children copy in their notebooks and fill in the gaps. At home
Lead-in
Focus childrens attention on the illustration and ask what Answer key:
they can remember about the story.
1 From top to bottom: 2, 10, 4, 5, 7, 8, 9, 3, 1, 6
1 1.39 Children read and listen to the story. 2 Making new friends is fun, You shouldnt laugh at
people, Its OK to be different, There are different
Optional extra: Children listen again, this time reading ways for people to communicate.
aloud in time with the audio. Ask them questions to check
comprehension. Then ask if they think there is a message
79
Unit 4
Lesson 7 - SB Page 54 you go to the dentist? Children write the sentences in their
notebooks: I brush my teeth once a day. In pairs, children
compare answers.
Language objectives
Grammar
2 Children ask and answer.
How often...? and adverbial phrases Optional extra: Children use the chart to interview their
partner. Feedback answers as a group, eliciting what they
Vocabulary have learnt about their classmates. Insist on complete
once, twice, three times, a day, a week, a month, brush sentences: Ruben watches TV every day.
your teeth, drink juice, do exercise, eat fruit, go to the
dentist, go on a plane Fast finishers
Children write three things that they have learnt about
their partner in their notebooks.
Skills objectives
Speaking Wrap up
Ask and answer questions about habits and routines Write the following sentences on the board: I exercise
Talk about how often something is done I eat vegetables I go to the library I go to the park
I eat sweets I read books Children write how often they
Reading do these activities in their notebooks. When finished, they
Show understanding of key vocabulary ask each other questions about the activities: How often do
you eat vegetables? I eat vegetables twice a week.
Materials
Digital Book Continuous assessment
Teachers Resource Material Teachers Resource Material: Grammar worksheet
A soft ball Unit 4, Vocabulary worksheet Unit 4
Optional extra: Write the question stem How often...?
Attention to diversity on the board. Children write their own questions. In
pairs, they take turns asking and answering.
This lesson includes activities which focus on
childrens productive skills. Encourage more reticent
children and reward participation.
At home
Children stand in a circle and toss a small soft ball. The Answer key:
thrower chooses a classmate and proposes a challenge.
The challenge may be to spell a word from the unit or 1 Childs own colouring.
answer a question using the structure Have you got...?
If the child answers correctly, he/she throws the ball to
another classmate and sets another challenge. Optional extra: Children write five sentences about
a friends routines and habits using the target
Lead-in language.
Check meaning of the terms: once, twice, three times
with children by using total physical response. Say clap
your hands twice, and children respond to the statement
through movement. Repeat the activity with the following
actions: Jump three times! Touch your nose once! Touch your Lesson 8 - SB Page 55
toes twice!
1Children look and complete. Language objectives

Vocabulary
Answer key: 1. once a year, 2. three times a day, step, sticky, stone, strawberry, stream, street, strong,
3. twice a day, 4. twice a week, 5. three times a week, stuck
6. once a month
Pronunciation
Optional extra: Ask volunteers questions to promote Sounds st and str
understanding: How often do you drink juice? How often do
80
Unit 4
Optional extra: Children practise the sounds through a
Skills objectives learner driven chant. Write the chant on the board first
Speaking and elicit suggestions from children, for example: I (step)
Identify and distinguish between the st and str sounds on a (stone) in the (stream) and Im (sticky)! Encourage
actions and mime, and drill chorally and individually.
Listening Repeat the procedure several times with different
Reproduce target sounds in a song combinations.
Fast finishers
Children copy four new words from the lesson in their
Materials notebooks.
Digital Book
Teachers Resource Material Wrap up
Audio CD 1 Write on the board: __ar, __one, __uck, __icky, __awberry,
__ong, __eam, __ong. In pairs, children add st or str to the
Word cards for fish tank, funny, gold, jewels, ping word stem. Encourage them to say the words aloud if they
pong, ring, ruby, sink (one set for each group) need to. Invite volunteers to the board to write the word
and allow the rest of the group to check spelling.
Ensure physical demonstrations of target sounds are Continuous assessment
clearly visible to allow children to correctly imitate and Teachers Resource Material: Speaking worksheet
produce them. Unit 4
Optional extra: Children choose five words from
Warmer the lesson. In pairs, they dictate their words to each
Elicit from children some examples of the consonant sounds other to be written down. Pairs swap and check each
-ng and -nk as seen in the previous unit. Prepare a set of others work. Elicit the words they chose.
word cards for each group containing the following words:
fish tank, funny, gold, jewels, ping pong, ring, ruby, sink.
Divide children into groups of three. In their groups, they At home
race to classify the words into the correct sound group.
Lead-in Answer key:
Write step and stream on the board. Drill pronunciation,
highlighting the st and str sounds. Then focus childrens 1
attention on the st and str words from activity 1 and drill
pronunciation.
1 1.40 Children listen, complete and number.

Answer key: 1. street - step, 2. stream - stone,
3. sticky - stuck
Optional extra: Play the track again. Children check their
answers in pairs before checking answers as a class.
2 str - st - st - str - st - st - str
2 1.41 Children listen and sing. 3 Sad Stephanie: stops by a stream, walks away a bit
Optional extra: Run through the song, eliciting the key sadder, stubs her toe on a stone
vocabulary from the children. As they supply the word, Silly Stewart: is very stick, loves strawberry, is stuck
use gesture to convey meaning and consolidate the new to a chair
language. Play the song again. Children sing along, this
Optional extra: Children write a different word
time with accompanying actions. Boys and girls sing
containing each sound and draw a picture next to it.
alternate lines.
3 1.42 Children listen and write.

Answer key: 1. star, 2. stone, 3. stuck, 4. sticky,
5. strawberry, 6. strong, 7. stream, 8. street
81
Unit 4
Lesson 9 - SB Page 56 2 Children circle the healthy choice in green
and the unhealthy choice in red.
Language objectives Answer key: From left to right: In green: the first,
second, fourth and sixth pictures; In red: third and fifth
Vocabulary
breakfast, do exercise, fizzy drinks, habits, healthy, Optional extra: Elicit the names of the activities from
sweets, unhealthy children. Invite volunteers to the front to mime the
activities while the rest of the group tries to guess: Hes
Functions
eating vegetables!
Talk about healthy and unhealthy habits
Skills objectives 3 Children write healthy and unhealthy

habits.
Listening
Follow an informative text
Reading Fast finishers
Show comprehension by categorising information Children add more examples to the table from activity 3.
Writing
Copy and write target language Wrap up
Dear class,
Materials I want to be healthy. What should I eat? What should
Digital Book I drink? What activities are important? I need your advice.
Your friend,
Audio CD 1
Matt
Slips of paper Ask children to work in pairs, and hand out two slips of
Poster paper paper to each pair. They write two sentences about what
Colours Matt should and shouldnt do. Elicit ideas and stick them
on the board.
Warmer
Write on the board: How often do you? and then some Continuous assessment
verb phrases from the unit. Ask children to write answers
Divide children into pairs and give poster paper and
for themselves, and then to ask their partner the questions
colours to each pair. Divide the class into two groups:
to see how many answers they have in common.
healthy habits and unhealthy habits. Each pair chooses
one example and designs a poster to illustrate their
Lead-in piece of advice: You shouldnt eat a lot of sweets.
Hand out two slips of paper to each child. They write
Ensure each pair has a different example. Display their
should on one piece and shouldnt on the other. Then
work around the classroom.
mention a series of good and bad habits, e.g. do exercise,
drink fizzy drinks, etc. Children hold up should and stamp
their feet or hold up shouldnt and frown to indicate
whether or not they should do that particular activity. At home
1 1.43 Children read, listen and answer Answer key:
the questions.
Optional extra: Write verb phrases from the text on the 1 1. unhealthy diet, 2. healthy breakfast,
board: drinks a lot of water every day, does exercise every 3. healthy diet, 4. healthy drink, 5. unhealthy
week, etc. and ask the children to copy them into their breakfast, 6. unhealthy drink
notebooks. Children then walk around the class, find a 2
classmate for each phrase and write their name next to it.
Elicit the questions they will need to ask. Children report
their findings at the end of the activity.
82
Unit 4
about and write these in the second column. Elicit ideas
Optional extra: Children write a full letter to Matt. from groups as they work through the chart. If you have
Set a word limit of 50 words. access to the Internet, children can work in their groups
researching their topics on selected sites. Alternatively,
reference books and magazines can be used in class.
Lesson 10 - SB Page 57 1 1.44 Children listen, read and complete.

Answer key: 1. 31, 2. outback, 3. doctor, 4. accident,
5. plane, 6. 1928, 7. the moon, 8. nurses
Language objectives
Optional extra: Ask children further questions to check
Vocabulary comprehension: Is Australia a small country? Is it smaller
capital, enormous, flying doctor, money
than the UK? How does the flying doctor arrive? How many
Functions planes does the service have?
Describe and discuss facts about Australia
2 Children read and circle.
Skills objectives Answer key: 1. Canberra, 2. Australian dollar,
Speaking 3. English, 4. Aborigines, 5. tiger
Describe and discuss a place of interest Optional extra: Children close their books and take turns
Reading testing each other by saying the first part of the sentence
Understand descriptions of Australia while their partner supplies the answer: The capital of
Show comprehension by completing a gap Australia is Canberra!
fill and circling the correct option
3 Children find out about flying doctors
or air ambulances in other countries and
Materials make a poster.
Digital Book
Optional extra: Children walk around the room in pairs,
Audio CD 1 commenting on each others work.
Magazines or reference books about Australia
Stickers for each child Fast finishers
Children write a sentence about what they would like to
see in Australia and why.
Some children may be more interested in the topic Wrap up
of Australia than others. Inspire interest by Children refer back to their KWL charts, individually noting
highlighting how much they will learn about a new down what they have learnt. In different groups, children
area and using visuals. share interesting facts about Australia.

Show a visual of Australia or write the word on the board. Tell children you are going to give them a quiz about
Elicit from children what they know about the country. the text. Divide children into pairs and assign each
Encourage them to think about food, language, animals child a sticker: true or false. Dictate the following
and weather. Write their ideas on the board. sentences: 1. Australia is a small country. (False) 2. In
Australia they speak English. (True) 3. The capital of
Lead-in Australia is Sydney. (False) 4. The flying doctors arrive by
Draw the KWL chart below on the board for children to car. (False) 5. The money in Australia is the Australian
copy in their notebooks: dollar. (True)
What I already What I want to What Ive learnt Children with true stickers copy the statement if true
know find out whereas children with false stickers only copy if the
statement is incorrect. They compare answers in
groups of four. Check as a class. Award one point for
In groups of five, children brainstorm what they already each correct answer.
know about Australia, making notes in the chart. Then
they think of four questions or topics they want to find out
83
Unit 4
Listening
At home Review the target vocabulary and grammar
Activity Book - page 57 Show comprehension by completing a matching
task
Answer key:
Reading
1 Show comprehension by finding key information in
a text
Materials
Digital Book
Audio CD 1
Travel: pilot, trip, plane, fly, arrive Flashcards Unit 4
Health: ambulance, doctor, hospital, accident, ill, Stopwatch/Timer
nurse A soft ball
Australia: kangaroo, koala, outback, aborigine,
dollar
2 1. Darwin, 2. Adelaide, 3. Perth, 4. Hobart, Attention to diversity
5. Brisbane, 6. Sydney, 7. Canberra, 8. Melbourne This unit contains quite a lot of new language items
Optional extra: Children write 50 words about to assimilate. Aid retention and facilitate recall by
Australia. They must include three facts with recycling as much as possible during the lesson and in
numbers. the lesson to follow.
Warmer
Ask children to think of the words they learnt in Unit 4 and
write as many words as they remember in one minute.
Review Divide children into groups of five. Children compare words
and check spelling. Invite volunteers from each group to
SB Pages 58 & 59 call out their lists. Award one point for each correctly spelt
one and two for words that no other team has.
Language objectives Lead-in

Grammar Display the unit 4 Flashcards on the board. Elicit the
have got: affirmative, negative and interrogative names of the different ailments. Tell children: Ive got
a (sore throat) and have them point to the part of the
should for advice: affirmative and negative
body affected by the illness. Repeat with the rest of the
How often...? and adverbial phrases flashcards.
Vocabulary
Illnesses, symptoms, prevention and treatment, time 1 1.45 Children listen and match.
adverbials
Answer key: From top left to right: 5, 3, 2, 4, 1
Functions
Ask about illnesses and symptoms Optional extra: Elicit the names of the activities from
children. Invite them to ask you how often you do these
Give advice using the modal verb should
activities. In pairs, children close their books and ask each
Talk about prevention and treatment other from memory.
Skills objectives 2 Children read and write three things you

should do in the sun.
Speaking
Ask and answer questions using the target vocabulary Answer key: 1. You should wear a hat to protect your
and grammar head, 2. You should drink lots of water, 3. You should put
Give advice using the target language sun cream on your skin.
84
Unit 4
Optional extra: Children read the text and report back on
what you shouldnt do in the sun. At home
Audio CD 1
Answer key:
1 1. three times a week, 2. once a year,
1.45
You should go to the dentist twice a year for a check-up.

3. twice a day
How often do you go to the beach? Once a year.
I go to the cinema about once a month.
2 1. Ive got an insect bite, 2. Ive cut my hand,
3. Ive got sunburn, 4. Ive got something in my eye.
How often do you play tennis? I play twice a week. 1. You shouldnt scratch it, 2. You should wash
You should brush your teeth three times a day. it with soap and water, 3. You should sit in the
shade, 4. You shouldnt rub it.
3 1. headache, 2. fever, 3. sore throat, 4. runny nose,
3 Children look and complete the 5. earache, 6. toothache
conversation. 4 1. cold - He should wear a warm coat, 2. tired -
Answer key: 1. got - fever, 2. Have you got - Ive got a She should take a nap, 3. hungry - They should eat
sore throat, 3. Have you got - I havent. Ive got a stomach a snack, 4. thirsty - It should drink some water.
ache, 4. Have you got - I havent. Ive got a sore throat.
Optional extra: Elicit from children other symptoms Activity Book - page 115
and illnesses which came up in the unit. Divide children The Picture Dictionary on page 115 gives children an
into pairs. They take turns drawing the words while their illustrated reference of the main vocabulary in Unit 4
partner tries to guess: Youve got chicken pox! withMore
extra
t listening practice. P P
More
prac ice practice
4 Children look at the people and give them F F

advice.
Optional extra: In pairs, children take turns miming
More practice
SC SC
illnesses while their partner gives them advice: Youve got Students do the interactive activities in The Young
a fever. You should rest and drink a lot of water! Achievers
More GamesMore
phonics phonics
Fast finishers
Children write sentences about themselves using the
adjectives in activity 4.
Wrap up
Children stand in a circle. Toss a soft ball to a student and i-poster
name the lexical set illnesses. The child calls out a word
from the set and tosses the ball to another child, who in i-flashcards
turn says another word from the set and so on.
If a child drops the ball or cant remember a related word,
the game starts again. Repeat several times with different IWB i-book
vocabulary sets from previous units such as food and
entertainment places.
Final evaluation
Teachers Resource Material: Test Unit 4
85
Unit 5 Project Earth
Past simple be: Environment: air, bears, bridges, Phonics: past simple Animals
affirmative, negative, deer, factories, noise, park, -ed endings: d, t, id There is/are
interrogative pollution, railway, rivers, rubbish,
Past simple: regular verbs smoke, traffic, trees, water
Verbs: die, clean up, pollute,
produce, protect, recycle, save,
waste
Transportation: bicycle, canoe,
car, railroad
Language objectives
Grammar Functions
To practise questions with there was / there wasnt To describe places in the past
To identify the correct form of was/wasnt/were/werent To compare the past and the present
in a text To discuss water as a resource
To practise writing the regular form of verbs in the past To talk about the water cycle
To practise using the verb be in the past form in To talk about past actions
interrogative and short answers
To use environmental words to play a memory game To highlight and differentiate between the -ed endings: d,
and compare the past with today t and id
To learn verb/noun collocations to describe the
environmental situation in the past
To identify and understand incidental vocabulary in
stories
To categorise verbs according to their -ed endings
To learn items used to describe the water cycle
To learn words for recyclable products
Skills objectives
Speaking Reading
To play a memory game using target grammar To follow the narrative of a story
To compare places in the past and present using target To read a text in order to complete it with the correct form of
grammar: there was/wasnt the verbs in the past
To use the text to act out dialogues in stories To show understanding of key grammar by completing a text
To identify and produce the three -ed endings in past To use reading strategies such as prediction to facilitate
regular verbs comprehension
To develop fluency through discussing questions about To give a personal response to a text
recycling
Listening Writing
To follow the narrative of a story To complete questions using the target grammar
To listen in order to check collocations To write a response to the stories in the unit
To listen to a song in order to complete it with was/were To write about your bedroom: past and present
To notice past irregular verbs in context To write up results from a survey about a town in the past
To understand words in order to match them with a picture To design a conservation poster
86
Overview Unit 5
More
practice
More
practice P P
Check children can identify, understand and produce the Past simple of be and regular verbs.SC SC
Check children can identify, understand and produce vocabulary related toMoreenvironment and More
phonics phonics
transportation.
Check children can describe and ask about places and situations in the past.
i-poster

IWB i-book
Audio CD 1
Grammar worksheet Unit 5, pages 12-13: Lesson 7 More P P
More practice
practice
More
practice
SC SC
Speaking worksheet Unit 5, page 76: Lesson 8
phonics
More
phonics
Flashcards Unit 5
Extra
Stopwatch/Timer Word cards with -ed i-poster
A picture of the endings (t, d, id) For suggestions on how to exploit the course
childrens hometown Scrap paper i-flashcards
in the past Picture of a Native
Sheets of paper American IWB i-book
Strips of paper
Key competences
Children develop listening, speaking, reading Children learn basic social interaction working
and writing skills. Children learn to describe in pairs. Children learn about our responsibility
and ask about places and situations in the past. to recycle.
Children learn grammar rules, vocabulary and
phonics for pronunciation.
MST Mathematical competence and Children develop their creativity by making a
poster and participating in chants and songs.
Children learn about cultural diversity.
Technology
thinking and learn about the natural world. LL Competence in learning to learn
Children learn about the water cycle and about
recycling at home.
their own learning.
entrepreneurship
decision-making and independent action.
87
Unit 5
Lesson 1 - SB Page 60 Initial evaluation
Ask children to complete a summary of the story:
Language objectives We should be _________ when we use water. We
shouldnt let water go down the _________. Water is
Vocabulary
very important on Earth so we shouldnt _________ it.
careful, drain, turn off, waste, water the garden
(careful, drain, waste)
Skills objectives
Listening
At home
Listen and follow the narrative of a story Activity Book - page 60
Reading Answer key:
Read and follow the narrative of a story
1 1. George and Peter, 2. Lily, 3. George, 4. Down
the drain, 5. George and Peter are wasting water,
Materials 6. We should use less water.
Digital Book 2 Peter: 3, 5, 6, 8
Audio CD 2 Lily: 1, 2, 4, 7
Flashcards Unit 5 Optional extra: Children choose three new words
with a picture.
Some items in the story might make it difficult for
children to follow. Pre-teach and use concept check
questions to ensure complete understanding.
Warmer
Write the title of the unit on the board: Project Earth.
Teach the word project and elicit ideas of what an Earth
Language objectives
project might involve. Grammar
There was + uncountable nouns
Lead-in There were + plural nouns
Ask children to look at page 60 for two minutes. Then tell
them to close their books and write down all the words
Vocabulary
air pollution, bear, bridge, canoe, deer, factory, railroad,
and details they remember.
rubbish, traffic
1 2.1 Children read and listen. Functions

Describe places in the past
Values: Talk about the importance of using resources,
such as water and paper, responsibly. Point out the idea
of wasting water in the story. Discuss ways to avoid Skills objectives
wasting resources, for example, by using both sides of
a sheet of paper.
Speaking
Play a memory game using target vocabulary and
grammar
Fast finishers
Children quietly read the story to themselves, practising Reading
the stress. Read to complete information with dates
Wrap up
Say these sentences to the class and ask children who Materials
they think says each sentence: Lets water the garden. Digital Book
Were going to water the garden. Dont waste water. Flashcards Unit 5
Turn off the water.
Stopwatch/Timer
A picture of childrens hometown/city in the past
88
Unit 5
Warmer Vocabulary
Show the unit 5 Flashcards individually and elicit the cough, factory, flower, noise, park, pollution, recycling,
words. Put flashcards on the board. Tell the children rubbish, smoke, sneeze, traffic, tree
to close their eyes and count to ten quietly. Remove a
flashcard. When the children open their eyes, they must
tell you which of the flashcards is missing. Skills objectives
Speaking
Lead-in Understanding a song
With their partner, children list all the words from the
Compare places in the past and present
warmer but use the full structure There was/were
Listening
1 Children read, look and write the year. Complete a song with target grammar
Answer key: 2. 1940, 3. 1610, 4. 1940, 5. 1940,

6. 1610, 7. 1940, 8. 1610 Materials
Digital Book
2 Children play a memory game with a Audio CD 2
classmate. A picture of the childrens hometown in the past
Sheets of paper
Fast finishers
Children draw a sketch of what they think their town/city Warmer
looked like in 1940. Write the following anagrams on the board: cytorfa
(factory), mokes (smoke), fractif (traffic), grideb (bridge),
Wrap up raint rackt (train track), virer (river). In pairs, children race
Hold up the unit 5 Flashcards and children volunteer to order the words.
sentences based on what they remember about Riverville.
Lead-in
Continuous assessment Show the children a picture of their town from the
previous century and elicit the differences between
Write on the board: cars, canoes, railroad, traffic, bridges. present and past.
Children write a sentence in their notebooks with each
word that describes one of the pictures of Riverville: In
Riverville in 1610, there werent any cars. Call on several 1 2.2 Children listen and complete.
volunteers to read their sentences out loud. Answer key: were, was, wasnt, werent, was, was
Optional extra: Children write their own song about
At home their town. They copy the frame of the song in Lesson 3,
changing details accordingly. Invite children to read their
Activity Book - page 61 songs out.
Answer key:
2 2.3 Children listen and sing.
1 From left to right, top to bottom: - trees, Optional extra: Play the song again. Boys take the
rubbish, pollution, - bridges, - factories, even lines and girls the odd lines. Children sing their
traffic, - railway, - bears, clean water respective parts.
2 1. clean water, 2. railway, 3. rubbish - pollution -
traffic, 4. trees - bridges, 5. factories - bears 3 Children look and compare Rivervilles past
and present.
Optional extra: Children compare their towns past
and present using their homework as reference.

Children write sentences about Rivervilles past and
present.
Language objectives
Grammar Wrap up
Comparing past and present Children work in pairs. Write key words on the board:
89
Unit 5
flowers, rubbish, smoke, pollution, noise, traffic, factories,
dirty, fresh air. Children take turns to make sentences Attention to diversity
in the present or past using the words as prompts and Some children might have more awareness of
referring to where they live, e.g. There is a lot of pollution. environmental issues than others. Monitor carefully
This morning there was a lot of traffic. to ensure all children are contributing ideas and
participating.
Warmer
Children correct the errors in the following: 1. There Draw a globe slowly on the board. Children guess what
was lots of factories. (were) 2. The city were dirty. (was) youre drawing. Invite them to ask questions, e.g. Is it an
3. There was a park or any fresh air! (wasnt) 4. There orange? Say Its planet Earth. Ask children if they think we
were any flowers. (werent) 5. There were a lot of live in a happy or unhappy planet. Why?
pollution. (was) 6. The rivers was full of rubbish. (were)
Lead-in
Write on the board: waste water, recycle bottles and cans,
At home clean up rubbish, throw rubbish on the ground, plant a tree,
produce pollution, save energy. Read the phrases out loud
Activity Book - page 62 and talk about what they mean. Draw a happy face next
Answer key: to each of the phrases that describe something good for
the planet, and cross out those that describe something
1 1. was, 2. wasnt, 3. were, 4. were, 5. was, bad. Ask children if they can think of any other actions
6. werent, 7. was, 8. were, 9. werent that are good for the Earth.
Answer key: 1. produced, 2. recycled, 3. polluted,
4. cleaned up, 5. died, 6. protected, 7. wasted, 8. saved
Lesson 4 - SB Page 63 Optional extra: Read the sentences in the grammar

box out loud together and ask children what the verbs
have in common: They end in -ed. Direct their attention
Language objectives to the sentences in activity 1. Have them highlight all
the verbs and circle the -ed at the end of each one. Tell
Grammar them that the -ed ending indicates that a verb is in the
Past simple regular verbs
past tense. Write the words protect and live on the board.
Vocabulary Demonstrate how to change these present tense verbs
air, bottles, cans, change, die, environment, lakes, to the past tense by adding -ed. Point out that we often
pollute, recycle, rivers, save, waste just add -ed to the end of the word. However, if a word
already has an -e at the end, we just add -d.
Skills objectives 2 Children read and complete with the past

Listening simple form of the verbs.
Listen in order to complete statements with the
correct verb
Answer key: 1. moved, 2. wasted, 3. polluted,
4. decided, 5. stopped, 6. used, 7. saved, 8. changed
Reading
Read a text in order to complete it with the correct Wrap up
form of the verbs in the past Children draw a T-chart in their notebooks with the
headings Present and Past. Write the following verbs on the
board: wasted, produce, live, move, stopped, save, change,
Materials used. Children copy the verbs in the correct column.
Digital Book
Teachers Resource Material Continuous assessment
Audio CD 2 Teachers Resource Material: Writing worksheet
Optional extra: Dictate the infinitives of the verbs
from Lesson 4 and children write the past form in
their notebooks.
90
Unit 5
At home 2 Children read and circle true (T) or
false (F).
Answer key: 1. F, 2. F, 3. T, 4. F, 5. F, 6. T
Answer key:
Fast finishers
1 1. used, 2. saved, 3. lived, 4. killed, 5. wasted, Children correct the false sentences.
6. dumped, 7. filled up, 8. produced, 9. polluted,
10. changed Wrap up
2 Save the Earth Draw six story frames on the board (rectangular boxes).
Explain that each frame represents a key episode in the
story. Identify the first one together: The friends climbed
Siula Grande. Write it in the box. In pairs, children
complete the other five boxes with a line to summarise
Lesson 5 - SB Page 64 the episode.
Language objectives Continuous assessment

Children write the following incomplete sentences in
Vocabulary
their notebooks and complete the gaps:
base camp, climbers, dangerous, equipment, mountain,
1. Joe Simpson and Simon Yates were best friends and
survivals, top, western, yell
_________________. (expert climbers)
2. After a long, _________________ day, they finally
Skills objectives reached the top. (tiring)
3. There was a lot of ice, and soon it started
Listening _________________ hard. (snowing)
Follow the narrative of a story 4. Joes leg and _________________ were broken!
Reading (knee)
Follow a narrative 5. Simon attached himself to a rock and lowered Joe
with his _________________. (rope)
Develop reading strategies
Materials At home
Digital Book Activity Book - page 64
Audio CD 2
Answer key:
Attention to diversity 1 From left to right, top to bottom: 6, 3, 2, 1, 4, 5

Children read at different speeds. Put the children into 2 From top to bottom: 6 - started, 4 - landed,
pairs or small groups to read together. Let stronger 2 - reached, 3 - descended, 5 - lowered
readers help weaker ones. Optional extra: Children choose one of the
characters, Joe or Simon, and write 50 words
Warmer expressing what they were thinking in the story.
Read the title out loud together. Children look at the
picture. Ask: Where are they? What are they doing? Whats
the weather like? Ask them what they think the story will
be about.
Lead-in
Write ten key words from the story: base camp,
climbers, climb, dangerous, equipment, mountain, Language objectives
survivals, top, western, yell. Use drawings/action to elicit Vocabulary
the meaning and ask children how these words could alive, amazing, cliff, crawl, cut, dead, glacier, hole, hurt,
relate to the story. ice, save, tent, tunnel
91
Unit 5
Skills objectives Continuous assessment
Listening Teachers Resource Material: Reading worksheet
Follow the narrative of a story Unit 5
Reading Optional extra: Provide the following prompts for
Follow a narrative children to complete:
Title of the story:
The story is about:
Understand the sequence of events in a story The characters are:
I like the part when:
I dont like the part when:
Materials The ending:
Digital Book Audio CD 2
Teachers Resource Strips of paper
Material At home
Answer key:
Some children may feel too shy to mime parts of the
story. Monitor and assist carefully during these stages 1 1. Joe and Simon reached the top,
of pair work. 2. They descended the mountain, 3. Joe fell and
broke his leg, 4. Joe was hanging in the air,
5. Simon cut the rope and Joe fell, 6. Joe woke up
Warmer
inside a glacier, 7. Joe survived and returned to
Children close their books and recall as much information
base camp, 8. A helicopter rescued the climbers.
as possible about the story. Record their responses on the
board.
Lead-in
Ask children to look at the illustrations on pages 64-65
and describe whats happening. They can refer to their Lesson 7 - SB Page 66
notes from homework if they want.
Language objectives
1 2.6 Children read and listen to the story. Grammar
Optional extra: Read and listen to the story to check their be in the past form: interrogative, short answers
predictions.
Vocabulary
fresh air, recycling centres, underground
2 Children read and order. Functions
Answer key: 1. Simon thought Joe was dead Describe places in the past
2. Simon cut the rope, 3. Joe fell into a hole in the ice,
4. Joe climbed through an ice tunnel, 5. Joe was crawling
towards Simon. Skills objectives
Speaking
Fast finishers Practise speaking outside the classroom
Listening
Wrap up Recognise the correct form of was/were
Make a list of the key scenes from the story on the board, Reading
e.g. Joe fell into a hole in the ice. Simon cut the rope. Joe Show understanding of key grammar
was crawling towards Simon. Simon thought Joe was dead
and needed to save his own life. Joe climbed through an ice
tunnel. The best friends found each other. Give each pair a Materials
scene (some will be duplicated) and they prepare a still Digital Book Audio CD 2
image of the scene. Pairs come up in turn, present their Teachers Resource Flashcards Unit 5
scene and their classmates must guess the part of the Material Stopwatch/Timer
story it represents.
92
Unit 5
Attention to diversity (isnt) 4. At 8 a.m. there ____ lots of cars in the street.
(are) 5. There ____ many people at the party last night.
Activity 4 requires children to find an older person (were)
to interview in English. Give children suggestions of
people they could ask.
At home
Warmer
Children look back at the picture of Riverville in 1940 Activity Book - page 66
(page 61) and remember as many details as possible. Answer key:
Write on the board: There _____ a lot of cars. There _____
a park. There _____ any fresh air. There _____ any bears. 1 Brown: 1, 3, 4, 5, 6, 9
Children complete the sentences in their notebooks with Green: 2, 7, 8, 10
was/were/wasnt/werent.
2 Picture 3
Lead-in 3 1. wasnt, 2. was, 3. werent, 4. was
Children draw a happy and unhappy face in their Optional extra: Children write a report and draw a
notebooks. Dictate the words from activity 1 and children picture of what their town looked like in the past.
write them under the happy or unhappy face accordingly.
1 Children look and circle the words with the

corresponding colour.
Answer key: Circled in brown: rubbish, noise, cars, Lesson 8 - SB Page 67
pollution; Circled in green: bikes, recycling centres,
trains, park, fresh air Language objectives
Vocabulary
2 2.7 Children listen and complete. brush, chat, climb, Earth, march, pick up, protect, save,
Answer key: was, werent, wasnt, wasnt, were, was wait, wash
Pronunciation
3 Children read and complete. Phonics: -ed endings in regular past forms
Answer key: 1. No, 2. Was there - No, 3. Were there -

Yes, 4. Was there - Yes, 5. Was there - No, 6. Were Skills objectives
there - No Speaking
Reproduce target sounds in a song
4 Children ask an older person and circle the Listening
corresponding answers. Identify and distinguish between -ed sounds
Fast finishers
Children add more of their own questions for the Materials
interview. Digital Book Audio CD 2
Teachers Resource Word cards with
Wrap up Material -ed endings
Display the unit 5 Flashcards one at a time and elicit the
structure Was there a bridge? Drill and continue with all of
the flashcards.
Children may have difficulty distinguishing and
Continuous assessment producing the three -ed endings. Give them plenty of
Teachers Resource Material: Grammar worksheet practice with these sounds.
Optional extra: Children complete the following Warmer
sentences with the present or past form of be: Children draw a grid of six squares in their notebooks and
1. In 2010 there ____ a bridge. (was) 2. Yesterday he write one of the verbs from Lesson 4 in each square. Give
____ ill. (was) 3. In my village there ____ any pollution. collocations with the verbs missing, and children cross out
93
Unit 5
the square with the corresponding verb, e.g. to beep the word under their breath in the past and write it in the
environment (save, pollute). When they have crossed out all corresponding part of the table.
the words in their grid, they say Bingo!
Lead-in
Write eco-hero on the board and elicit ideas about what At home
an eco-hero does. Give an example: An eco-hero recycles Activity Book - page 67
plastic bottles. Elicit more examples.
Answer key:
1 2.8 Children listen and underline the 1 From left to right: walked, washed, played,
verbs in the past tense. watched, studied, kicked, chatted, painted, waited,
brushed, scored
Answer key: lived, wanted, walked, picked up, saved,
protected 2 -d: played, studied, scored
-id: chatted, waited, painted
2 2.9 Children listen and match the
-t: walked, washed, watched, kicked, brushed
underlined verbs with the categories. 3 1. waited, 2. studied, 3. painted, 4. played, 5.

kicked, 6. scored, 7. walked, 8. watched,
Answer key: Sounds like -d: lived, saved; Sounds like 9. chatted, 10. brushed, 11. washed
-t: walked, picked up; Sounds like -id: wanted, protected
3 2.10 Children listen and chant.
4 2.11 Children listen and classify the verbs.

Answer key: Sounds like -d: studied, learned,
climbed; Sounds like -t: brushed, washed, marched;
Language objectives
Sounds like -id: waited, painted, chatted Vocabulary
cloud, collect, condense, evaporate, flush the toilet,
Wrap up ground, lake, leak, rainbow, raindrop, sink, turn off
Children prepare sound cards with -d, -t, -id on each. Tell Functions
a story about what you did yesterday. Children hold up Talk about the water cycle and conserving water
the corresponding card when they hear a verb in the past
with that ending.
Skills objectives
Audio CD 2 Listening
2.11
Understand words in order to match them with a
picture
George had a very busy day.
He brushed his teeth. Brushed. Reading
He washed his face. Washed. Understand sentences in order to give a personal
He waited for the bus. Waited. response
He studied English. Studied. Writing
He learned karate. Learned. Design ones own conservation poster
He painted a picture. Painted.
He marched in the band. Marched.
He climbed a tree. Climbed. Materials
He chatted online with friends. Chatted. Digital Book
Audio CD 2
Teachers Resource Material: Speaking worksheet Attention to diversity
Unit 5 Some children may be more artistic and creative than
Optional extra: Children write a chart in their others when designing their conservation poster.
notebooks with the three sounds. Dictate the verbs Give plenty of encouragement and guidance during
from the Warmer in the infinitive; children say the activity 3.
94
Unit 5
Warmer
Write Water Cycle on the board. Ask children to write At home
down some key words they associate with this natural
process. If they dont know the word in English, ask them
to put their hand up and provide the word. Answer key:
Lead-in 1 1. raindrops, 2. clouds, 3. rainbow, 4. lake, 5.

Dictate the words in bold from the poem: raindrops, ground, 6. sea, 7. river
ground, lake, sea, evaporates, clouds, rainbow. Children 1 From left to right: 2, 4, 3, 1
draw a picture for each word. They can leave a blank 5. evaporates, 6. condenses
space for any unknown items. Children compare what
they have drawn with their partner. Optional extra: Children create a slogan for a poster
about one of the following environmental issues:
Pollution/Recycling/Public transport.
1 2.12 Children listen, number and say the
poem.
Answer key: From top left to bottom: 1, 6, 7, 5, 2, 3, 4
2 Children read and tick (3) or cross (7) Lesson 10 - SB Page 69

about them and their families.
Language objectives
Vocabulary
Optional extra: Children compare with their partner and backpack, bottle, bucket, can, carpet, egg carton,
report back on similarities and differences between them frisbee, furniture, glass, jar, road surfaces, tile
and their families. Teach them the frame: We both take
five-minute showers
Skills objectives
Wrap up Speaking
Children copy and complete the following chart:
Develop fluency through discussing questions about
Mon Tues Wed Thurs Fri recycling
Take five-minute showers Listening

Identify key words through a classifying activity
Turn off the water when
I brush my teeth Reading
Demonstrate comprehension through a matching
Collect rainwater for plants
activity
Flush the toilet only when
necessary
Materials
Children take the chart home and mark with a tick each
time they conserve water in one of the ways listed. Digital Book Stopwatch/Timer
Children return their charts after one week and discuss the Audio CD 2 Scrap paper for word cards
ways they conserved water at home.
Warmer
Continuous assessment Give each child some scrap paper and they make their
own word cards (ten per child) by tearing the paper into
Children put the stages in order:
ten pieces. On each piece of paper they write a word from
1. Flow down to the sea
Lesson 9. In pairs, they mix their word cards together
2. Sea evaporates
and put them face down on their desk. They take turns to
3. Fall to the ground
define a word for their partner to guess. Give them a time
4. Raindrops in the lake
limit of five minutes. At the end of the activity explain the
5. Rainbow
concept of recycling vocabulary.
6. Raindrops in the clouds
7. Condensate into the clouds
(6, 3, 4, 1, 2, 7, 5) Lead-in
Write recycling on the board. Individually, children write
their own definition for the word and an example of
something that can be recycled.
95
Unit 5
1 Children ask and answer questions with 3 Childs own colouring.
a classmate. Optional extra: Children write 50 words about the
2 Children read and match using the importance of recycling.
corresponding colour.
Answer key: blue arrow - paper towels, yellow arrow
- cars, planes, green arrow - tiles, bottles, red arrow -
carpets, jackets Review
3 2.13 Children put the products into the
SB Pages 70 & 71
correct place. Then they listen and Language objectives
check.
Grammar
Answer key: Paper: egg cartons; Food cans: bike be in the past: affirmative, negative, interrogative
parts; Glass: road surfaces; Plastic: backpacks, buckets, Regular verbs in the Past simple
garden furniture
Vocabulary
Fast finishers bottle, can, electricity, herd of bison, pollution, recycle,
Children add more products which can be recycled to the rubbish dump, save, waste
recycling table.

Divide the class into pairs. Children write questions for Speaking
their own survey to establish how much their classmates Ask and answer questions using was/were and short
use in their household. Questions could be: answers
1. How many plastic bottles do you throw away every week?
Listening
2. How many cans do you throw away every week?
Audio CD 2 Reading
Complete a text using the correct past form of be
2.13
Complete a text using regular verbs in the past
Buckets can be made from plastic detergent bottles.
Garden furniture can be made from recycled plastic Writing
milk bottles. Order words to write questions and answer them
Backpacks can be made from plastic drink bottles. using the target grammar
Bike parts can be made from metal food cans.
Egg cartons can be made from recycled newspapers.
Road surfaces can be made from recycled glass.
Materials
Digital Book Flashcards Unit 5
Audio CD 2 Picture of a Native
Continuous assessment Teachers Resource American
Material
In their notebooks children make a grid with Paper,
Food cans, Glass and Plastic at the top. Dictate words
from the lesson for children to write under the
corresponding heading.
There is a lot of grammar for children to assimilate.
Recycling items sporadically will reinforce vocabulary
and grammatical structures.
At home
Activity Book - page 69 Warmer
Answer key: Display the unit 5 Flashcards and elicit the words. Stick
them to the corresponding places in the unit 5 Poster.
1 Clockwise: 1, 4, 5, 6, 3, 2 Divide the class into two teams. Have a volunteer from
2 Childs own writing. each team come to the front of the room. Quietly tell the
volunteers an item from one of the flashcards, and have
96
Unit 5
them draw it for their team. The first team to correctly
guess the activity wins a point.
6 Children read and complete with the past
tense form of the verb.
Lead-in Answer key: 1. moved, 2. recycled, 3. wasted,
Ask children what they know about Native Americans. Display 4. started, 5. saved
a picture to prompt ideas. Ask some questions: Where
did they live? What did they eat? What did they do? Were Optional extra: Tell children that like Emma, they want
animals important to the Native Americans? Which animals? to make some changes to help the environment. Give
the following prompt for children to copy down and
1 2.14 Children listen and tick (3) or
complete: I promise to, e.g. I promise to recycle all paper.
cross (7) Wrap up

Answer key: 1. , 2. , 3. , 4. , 5. 6. Ask children to think about what they have learnt in
this unit. In their notebooks, they copy the following
Optional extra: Children tell each other about North questions:
America using was/wasnt/were/werent, e.g. There were 1. What did you learn about your classmates?
a lot of Native Americans.
2. What was the value of the unit?
3. What did you enjoy learning?
2 2.15 Children complete the sentences. 4. What was difficult for you to learn?
5. What was easy for you to learn?
Answer key: 1. There were, 2. There were, 3. There
was, 4. There werent, 5. There were, 6. There wasnt
Optional extra: Write a jumbled sentence from activity 2: Final evaluation
Americans Native of there were lot a. Children jumble the Teachers Resource Material: Test Unit 5
other sentences up for their partner to rearrange.
3 Children read and circle the correct option. At home

Answer key: wasnt, was, were, were, were, werent Activity Book - pages 70 & 71
Optional extra: Children visualise the scene that the text Answer key:
in activity 3 describes and draw a picture to illustrate life
for the Chinook Indians. 1 1. were, 2. wasnt, 3. was, 4. werent, 5. werent,
6. were, 7. wasnt, 8. were
Audio CD 2 2 1. There wasnt a railway, 2. There was fresh air,
3. There were igloos, 4. There were rivers,
2.14 2.15
5. There wasnt any rubbish, 6. There were seals.
A long time ago in North America, life was very different! 3 2. Was there any pollution? Yes, there was,
1 There were a lot of Native Americans. 3. Was there an underground? No, there wasnt,
2 There were many languages. 4. Were there a lot of cars? Yes, there were,
3 There was a big herd of bison. 5. Was there a park? Yes, there was, 6. Were there
a lot of factories? No, there werent.
4 There werent any horses.
5 There were giant trees.
4 1. recycled, 2. polluted, 3. wasted
6 There wasnt a rubbish dump.
4 Children order the questions and write the illustrated
answers. withprac
More
extra practice. P P
Answer key: 1. Were there any trees? No, there F F
werent, 2. Was there any rubbish? No, there wasnt,
3. Was there a factory? No, there wasnt, 4. Were there More practice
any teepees? Yes, there were. SC SC
Achievers
More GamesMore
5 Children look, ask and answer. phonics phonics

97
i-poster
Language fun!
Units 0-5
SB Pages 72 & 73 1Children make a giant die.
Optional extra: Children write sentences about their
partner by completing the following:
Language objectives He/She likes
Grammar He/She doesnt like
Review: Im good at/I love/I like He/She loves
Review: how often, interrogative form He/She hates
Hes/Shes good at
Review: adverbs of frequency
Hes/Shes not good at
Review: questions in the past form
Vocabulary
Recreational activities, illnesses
2 Children play Roll and say Bingo.
Optional extra: Before you play the game, draw a three-
Functions column chart on the board for children to copy into their
Talk about likes/dislikes/interests/strengths and notebooks. In each column write do, go and play. Dictate
weaknesses the following words for children to classify in their chart:
Interview someone about their past cooking, karate, swimming, ballet, the guitar, the computer,
Communicate in order to play a game roller-blading, football, camping and bowling.
3 Children complete the chart about

Skills objectives themselves.
Speaking Answer key: Childs own answers.
Ask and answer questions in the context of a game
Optional extra: Mime the ailments from activity 3 and
Writing
elicit the words.
Use key vocabulary
Write questions and answers in the past
4 Children ask two friends and complete
the chart.
Materials Answer key: Childs own answers.
Digital Book
Optional extra: Children report back to the class on their
Audio CDs 1 and 2
findings. Give them the following model to refer to: Laura
Teachers Resource Material gets a cold once a year, but Pablo never gets a cold.
Card to make a giant die 5 Children write four more questions and ask
Strips of paper an older person about the past.
Warmer Optional extra: Brainstorm other things that we have
Review the songs and chants from units 0-5. Divide the
now but didnt have in the past, e.g. mobile phones,
class into groups and assign a song or chant to each one.
laptops.
Each group performs their song to the class. Encourage
children to make appropriate movements as they sing or
Wrap up
chant along. The class can vote for the best performance.
Have children reflect back on the first four units. Distribute
one piece of paper to each child. Children draw two
Lead-in intersecting lines through the middle of the page to create
Mix up the units 1-5 Flashcards and give one to each
four boxes. Copy the sample on the board for children to
child. Tell them to go around the class saying their word
use as a model:
until they find someone with a flashcard from the same
group. They then hold hands and go in search of others.
98
Language fun!
Units 0-5
I want to Im good at
I like When Im, I should
In each box, children complete the sentence and draw a

picture. They present their work orally.
Teachers Resource Material: End of Term 2 Test
Optional extra: Children order the questions/
sentences:
1. How get often you do a headache?
2. there mobile phones when Were were you young?
3. you good Are at drawing?
4. you like Do swimming?
5. do I ballet a twice week.
6. hate I and camping cooking.
7. like dont I karate doing.
At home
Answer key:
1 1. Im good at Maths, 2. I dont like Maths,
3. Im bad at Maths, 4. I like Maths.
2 2. In the past there was a railway,
3. In the past there was a lot of rubbish,
4. In the past there were a lot of factories,
5. In the past there wasnt a park.
3
4 1. helped, 2. wasted, 3. walked, 4. picked,

5. polluted, 6. coughed, 7. sneezed, 8. recycled
99
Unit 6 Prehistoric times
Past simple regular Verbs: burn, carve, cook, crash, Phonics: -nch or Past simple be:
and irregular verbs: eat, erupt, have, hunt, live, make, -tch sounds affirmative, negative
affirmative, negative measure, paint, shake, sleep, swim, interrogative
Past simple questions walk, wear Past simple: regular verbs
and short answers Parts of animals: armour, claw,
Question words: How feather, fin, head, leg, neck, shell,
long, how tall, what colour, spike, tail, teeth, wing
when
Language objectives
Grammar Functions
To distinguish between regular and irregular verbs in To describe situations in the past
the Past To describe and ask about prehistoric animals
To practise the Past simple in the interrogative, To talk about how the Earth was formed
affirmative, negative and short answers To distinguish between dinosaurs and present facts and
To practise forming questions using question words in figures about their chosen prehistoric animal
the Past simple
To understand common nouns related to animals and To recognise and distinguish -nch or -tch sounds in sets of
prehistoric animals words
To understand and use vocabulary items related to the To highlight contacted form in short answers in the Past
habitat, diet, features, movement and size of prehistoric simple
animals
To understand selected items related to plate tectonics
Skills objectives
Speaking Reading
To make statements about the past using Past simple To read and follow a story
regular and irregular verbs To interpret and answer questions using the target
To describe how people lived in prehistoric times language
To ask and answer questions using the Past simple To show comprehension by completing a gap fill task and
To ask and answer questions about prehistoric animals by matching sentence stems
To use a chant to practise verbs and the target phonics
To talk about how the Earth was formed
Listening Writing
To identify characters in a story To use target language using the correct punctuation
To follow the story To write a description of a prehistoric creature using
To use listening skills to match words and pictures information from a text
To recognise and distinguish target sounds in sets To write questions and full sentences using target language
of words To write words with target phonics
To identify target language in order to complete a task To write a diary entry for a character from the story
To write about their chosen continent
100
Overview Unit 6
More
practice
More
practice P P
SC SC
Check children can identify, understand and produce the Past simple affirmative and question forms.
More More
Check children can identify, understand and produce vocabulary related to parts of animals and verbs.
phonics phonics
Check children can describe and ask about situations in the past and prehistoric animals.
i-poster

IWB i-book
Audio CD 2
More practice
practice
More
practice
SC SC
phonics
More
phonics
Flashcards Unit 6
Extra
Stopwatch/Timer Word cards for i-poster
A bag sentences in the past

A soft ball Poster paper with Fori-flashcards
Colours outline of a map of the resources see our Activity Bank, pages 14-17
Sheets of paper world IWB i-book
Slips of paper Booklets for Dino Fact

Word cards for key Files
vocabulary
Key competences
and writing skills. Children learn to describe and and social conventions working in pairs and
ask about situations in the past and prehistoric playing games.
animals. Children learn grammar rules,
vocabulary and phonics for pronunciation. Cultural awareness and expression
CAE
Children develop drawing, colouring skills and
MST Mathematical competence and creativity and participate in chants, songs and
basic competences in Science and poems. Children appreciate cultural and artistic
Technology expressions.
thinking and explain the natural world. Children LL Competence in learning to learn
learn about prehistoric animals and plate Children develop strategies to improve the
tectonics. learning process and to assume control over
their own learning.
entrepreneurship
101
Unit 6
Lesson 1 - SB Page 74 experiences visiting places such as these. Remind them
that it is important to respect wildlife, not touching or
feeding wild animals and always leaving their habitats
Language objectives clean and undisturbed.
Optional extra: Ask questions about the story to check
Vocabulary
comprehension: Where are the children? What animal did
adorable, dangerous, noise, roar, sabre-toothed kitten/
they find? Is the kitten dangerous? Are the children scared?
cat, scared, sweet
Is the kitten adorable? What noise does the mother sabre-
Verbs toothed cat make?
burn, carve, cook, eat, paint, sleep, swim, walk
Wrap up
Divide the children into groups of four. Write sabre-
Skills objectives toothed kitten, mother cat, roar, meow and run on the
Listening board. In their groups, children label and decorate the
Listen and follow the story word cards. Assign each child a character from the story
and children join in unison for the words meow and roar.
Reading Play the story again, pausing after each frame. Children
Read and follow a simple story
use the word cards as props while acting out the story.
Materials Initial evaluation

Digital Book Write the following sentences on the board in jumbled
Audio CD 2 order: 1. The children heard a sabre-toothed kitten.
Word cards for sabre-toothed kitten, mother cat, 2. Leo told the children to be careful. 3. The children
roar, run found the sabre-toothed kitten. 4. The mother came to
protect her kitten.
Sheets of paper
Elicit the order of the story from the children.
Hand out a sheet of paper to each child. Have them
Attention to diversity fold their sheets into four sections and write the
sentences in sequence. They may also add illustrations
Certain vocabulary items in the narrative may impede to each box. In pairs, children use their comic strips to
comprehension. Use concept check questions to aid retell the story.
understanding and personalise key language.
Warmer At home
Ask the class to look at page 75. Elicit from children what
the people are doing: burning wood, carving, cooking, Activity Book - page 74
eating, painting, sleeping, hunting, walking, etc. Write Answer key:
prehistoric times on the board. Tell children that in this
unit they will be learning about things that happened 1 1. Yes, she does, 2. The children want a pet,
long ago. 3. Because the mother stays near her kitten,
4. They hear a roar, 5. The children run away.
Lead-in 2 1. Yes, we did, 2. Yes, we did, 3. No, we didnt,
Create a mammal mind map on the board by asking
4. No, we didnt, 5. Yes, we did, 6. No, we didnt.
children to give examples of mammals and writing
responses on the board. Children copy the map and 3 Childs own drawing.
brainstorm how much they know about these animals Optional extra: Children choose five new words
in pairs, e.g. What do + they eat? What noises do + they from the story and write them in their notebooks
make?, etc. When finished, ask children to report back on with a picture.
their findings and write suggestions on the board. Tell
them that they will be learning about mammals that lived
long ago.

Values: Respecting wildlife
Elicit places where you can see wildlife first hand, e.g.
zoos, aquariums and forests. Children talk about their own
102
Unit 6
Lesson 2 - SB Page 75 2 Children read and complete with the
correct verb.
Language objectives Answer key: 1. cooked, 2. slept, 3. hunted, 4. ate,
5. made, 6. painted, 7. had, 8. wore
Grammar
Past simple irregular verbs Optional extra: Divide the group into two teams. Invite a
Review: Past simple regular verbs member of one team to come to the front, choose a word
card and read the verb aloud. Members of the opposing
Vocabulary team say whether the verb is regular or irregular and say
cave, fire, tents, tools, wolves and spell the past form of the verb. If the child is correct,
Functions their team wins one point. If not, the card is placed back
Describe situations in the past in the pile.
Skills objectives 3 Children match and make more sentences

about the picture.
Speaking Optional extra: Children write their sentences in their
Describe how people lived in prehistoric times
notebooks and draw the corresponding picture.
Listening
Identify target vocabulary items and match them to Wrap up
the corresponding pictures Play Pictionary in two teams. Invite a volunteer from
each team to come to the board and draw one of the
Writing
vocabulary items from the lesson. Their team must
Order sentences correctly using target language
guess correctly in order to win a point. Set a time limit
of twenty seconds. Allow the opposing team to guess if
Materials the team fail to answer.
Digital Book
Word cards with the following verbs: cook, eat, make, 2.17
paint, sleep, wear, walk, live, have
1. People cooked with 4. They ate meat.
Stopwatch/Timer fire. 5. They made tools.
2 They slept in tents. 6. They painted caves.
Attention to diversity 3. They hunted in 7. They had pet wolves.
This lesson contains a lot of new language. Aid groups.
8. They wore clothes.
meaning through visuals and gestures, and recycle
language as much as possible throughout the lesson.
Warmer Write on the board _ _ _ _ (tent). Children guess the
Play a chain game with children to practise Past simple letters to make a word from the unit. Repeat with fire,
regular verbs. Say: Yesterday I talked to my sister. Ask a meat, tools, caves, wolves, clothes.
child to repeat the statement and add one of their own.
The next child then repeats the process and adds another
sentence. Repeat with several children. In small groups,
children then make their own chains.
At home
Lead-in
Focus childrens attention on the pictures in activity 1. Answer key:
Elicit what people are doing: cooking, sleeping in caves,
hunting, eating, painting, making tools.
1 1. had, 2. carved, 3. wore, 4. lived, 5. cooked,
6. made, 7. ate, 8. watched, 9. hunted

2 Red: 2, 4, 5, 8, 9
Orange: 1, 3, 6, 7
Answer key: From top left to right: 6, 3, 8, 2, 5, 1, 4, 7 3 Childs own writing.
103
Unit 6
Lesson 3 - SB Page 76 Optional extra: In the text, children find examples of
regular and irregular verbs in the Past simple affirmative
and negative.
Language objectives
Grammar
2 Children read and complete with
Past simple regular and irregular verbs information about Eurypterids.
Vocabulary Answer key: Features: giant claws, hard armour;
armour, claws, lakes, land, legs, measure, plants, river, Habitat: rivers, lakes; Size: 2.5 metres long; Diet: fish,
shell, spike, tail, teeth sea scorpion; Movement: swam
Functions Optional extra: Children write three questions about their

Describe prehistoric animals partners likes, e.g. Does he/she like ballet? Children read
them out and the class has to answer with Yes, he/she does
or No, he/she doesnt.
Skills objectives
Reading 3 Children write a description of one of
Show comprehension by completing a gap fill task these prehistoric creatures.
Writing
Write a description of a prehistoric creature using Wrap up
information from a text Write the following sentences on the board: 1. It didnt
have giant claws. 2. It had a soft armour. 3. It walked on
land. 4. It ate meat. 5. It flew. 6. It was 5.5 metres long.
Materials Children rewrite the correct sentences about eurypterids
Digital Book in their notebooks, changing the statement to positive
or negative.
Word cards for the following sentences: They lived in
villages. They hunted mammoths. They wore jewellery.
They had oil lamps. They painted in caves. Continuous assessment
Write the following sentences on the board: Yesterday
I eat a hamburger. Then I swim in the pool and walk
Attention to diversity in the park. I have a great day. Individually children
Some children may struggle with the grammar rules. rewrite the sentences with the verbs in the past form
Provide plenty of examples and have them search in their notebooks.
through the text to find examples of the target
structure in context.
At home
Divide children into groups of three or four. Hand out the
word cards (see materials). In their groups, children come Answer key:
to the front of the class and arrange themselves in a line
to make a sentence, holding up their word cards to show 1 1. Features, 2. Movement, 3. Habitat, 4. Diet,
to the rest of the class. 5. Size
2 From top to bottom: It lived in rivers, lakes and in
Lead-in the sea, It was three metres long, It had fur, a lot
Focus childrens attention on the picture in activity 1. of big teeth and a long tail, It ate other animals,
Ask if anyone has ever seen a scorpion and explain that It crawled on land and swam in water.
this is a prehistoric animal. Focus their attention on the
Past simple verbs and elicit which are regular and which
are irregular. Say the infinitive and children reply with the
past form.
1 Children complete the text.

Answer key: 1. measured, 2. lived, 3. had, 4. have,
5. walk, 6. swam, 7. ate
104
Unit 6
Lesson 4 - SB Page 77 Audio CD 2
2.18
Language objectives 1 Museum Guide: This dinosaur was a velociraptor.

Grammar Boy: How do you spell that?
Past simple questions and short answers MG: Its spelled V-E-L-O-C-I-R-A-P-T-O-R.
Vocabulary Girl: Where did it live?
desert, feathers, fins, fly, meat, neck, sea, tail
MG: It lived in Asia, in the desert.
Functions B: What was the velociraptor like?
Ask about prehistoric animals
MG: The velociraptor was a small dinosaur. It was
the size of a dog, but a bit longer! It had
Skills objectives feathers and a long tail.
G: Feathers?! Did it fly?
Speaking
Ask and answer questions using target structure MG: No, it didnt fly. It used its feathers like a coat,
to stay warm.
Listening
B: Did it eat meat?
Identify target structure to complete an activity
MG: Yes, it did. In fact, it killed and ate other
dinosaurs!
Materials 2 MG: This dinosaur was a mauisaurus.
Digital Book G: Can you spell that, please?
Teachers Resource Material MG: Sure. Its spelled M-A-U-I-S-A-U-R-U-S.
Flashcards Unit 6 B: The mauisaurus was really big!
Audio CD 2 MG: Yes, it was more than 20 metres long, and it
Slips of paper had a very long neck.
G: Did it eat velociraptors?
Warmer MG: No, it lived in the sea. It ate fish.
Children make true and false statements about what they B: Did it swim fast?
did yesterday. They must guess if they are correct. MG: Yes, it did.
Lead-in
Display the corresponding unit 6 Flashcards. Elicit Continuous assessment
meaning and drill chorally and individually. Teachers Resource Material: Writing worksheet
Answer key: 1. desert, tail, feathers, fly, meat,
2. sea, neck, swam, fish At home
2 Children circle the correct answers.
Answer key:
Answer key: 1. No, it didnt, 2. Yes, it did,
3. No, it didnt, 4. Yes, it did, 5. No, it didnt, 1 Clockwise: teeth, head, neck, wing, claw, leg, tail
6. Yes, it did, 7. Yes, it did, 8. No, it didnt.
2 1. Did it live in the sea? No, it didnt, 2. Did it have
3 Children play a guessing game. fins? No, it didnt, 3. Did it have feathers? Yes, it
did, 4. Did it fly? No, it didnt, 5. Did it swim? No,
it didnt, 6. Did it run fast? Yes, it did, 7. Did it eat
Wrap up plants? No, it didnt.
Hand out two slips of paper to each child. Have them write
on each slip: Yes, it did. / No, it didnt. Point to the animals
on page 77 and ask questions for children to hold up the
corresponding sign.
105
Unit 6
Lesson 5 - SB Page 78 wasnt a great idea. Children reread the story in order
to find the answers and write the true sentences in their
notebooks.
Language objectives
Vocabulary 2 Children read and match.
argument, best friends, disappear, hide, idea, plan, rain, Answer key: 1. best friends, 2. an argument, 3. sad,
rainbow, sad, sun, surprise party 4. an idea, 5. be friends again, 6. plan the party.
Optional extra: In pairs, children find three examples of
Skills objectives regular past simple verbs (stopped, disappeared, continued,
wanted, decided, needed, asked, started, suggested) and
Reading three examples of irregular past simple verbs (were, had,
Follow a narrative came, saw, said) in the text, copy them in their notebooks
Show comprehension by matching sentence halves and write one sentence for each.
Listening
Identify characters in a story Fast finishers
Follow a story
Wrap up
Materials Write statements about the story on the board: 1. The sun
disappeared. 2. The sun and the rain hid from each other for
Digital Book
many years. 3. The animals planned a party. Children work
Audio CD 2 in pairs to change the statements into questions: Did the
sun disappear? Did the sun and the rain hide from each other
for many years? Did the animals plan a party?
Some children may struggle with the text due to its Continuous assessment
density. Convey meaning through gesture and realia.
Promote peer teaching. Encourage children to ask Divide children into two teams. Team A write a diary
questions. entry for the sun in their notebooks. Set a word and
time limit for this. Team B write a diary entry for the
rain. Teams swap and read each others work.
Warmer
Divide the group into two teams. Choose a vocabulary
item from the previous lesson: claw, desert, feather, fin,
fish, meat, neck, sea. Invite one member from each team At home
to the board to spell the word. The first child to spell the Activity Book - page 78
word correctly wins a point for their team.
Answer key:
Lead-in 1 1. F, 2. T, 3. F, 4. T, 5. T, 6. F
Write a selection of key vocabulary from the second part
of the story on the board: argument, best friends, hide, 2 1. The sun and rain were best friends, 2. The rain
idea, rain, sad, sun, surprise party. Elicit meaning and didnt want to be the suns friend, 3. The birds
use pictures to illustrate words. Children copy the didnt tell the sun and rain about the party.
vocabulary in their notebooks and draw a corresponding
picture. They open their books and race to find the words
3 From top to bottom: 2, 5, 6, 3, 1, 4
in the story. Optional extra: Children write a sentence in their
notebooks for each new word learnt in the lesson:
argument, best friends, hide, idea, plan a party, rain,
sad, sun, surprise party.
Optional extra: Write the following sentences on the
board: 1. The sun and the rain didnt have an argument.
2. The sky, all the animals, the plants, rivers and mountains
were happy. 3. The sky, all the animals, the plants, rivers
and mountains didnt want the sun and rain to be friends.
4. They didnt plan a surprise party. 5. The insects said it
106
Unit 6
Lesson 6 - SB Page 79 Optional extra: Encourage children to think about
when the sun and the rain became friends again. Build a
short dialogue on the board by asking children to make
Language objectives suggestions about what the characters might have said.
Divide children into pairs and give each child a role. They
Vocabulary should just concentrate on their part of the dialogue.
rain, rainbow, spectacular, success Swap roles and repeat procedure. Invite more confident
groups to perform in front of the class.
Speaking Children find examples of Past simple verbs in the text.
Act out the story using a dialogue
Listening Wrap up
Follow a story Draw the following chart on the board:
Reading Opening
Follow a narrative text Conflict
Show comprehension by answering questions on Events
the text Resolution
Ending
Materials
Children copy the chart in their notebooks. Elicit the
Digital Book
events of the story step by step, writing prompts next to
Teachers Resource Material the stages on the board and constructing a flow chart.
Audio CD 2 Children copy the prompts and use them to act out the
story in pairs. Model the activity first with a stronger
learner.
Monitor carefully during speaking activities and
provide language assistance when necessary. Children
may need help with the flow chart activity. Provide Teachers Resource Material: Reading worksheet
models to ensure they are aware of what they have to Unit 6
do and the language they have to use.
Warmer At home
Draw the sun and the rain on the board. Encourage Activity Book - page 79
children to tell you in their own words what happened in
the story. Encourage them to use Past simple regular and Answer key:
irregular verbs. 1 1. At two oclock it was time to decorate the sky,
2. The flowers lined up in colour order, 3. The
Lead-in flowers threw their colours up into the sky, 4. The
Focus childrens attention on the illustrations and ask sun and rain came out, 5. The sun and rain started
them what they can remember about the story. talking to each other, 6. The sun went to bed.

2 1. The flowers throw their colours up into the sky,
2. The flowers celebrate how happy they are that
Optional extra: Children listen again, following the text the sun and rain are friends again.
with their finger and reading aloud. Then tell them that
you are going to retell the story but you cant remember
it very well. Every time children hear a mistake they must Optional extra: Children write a diary entry for the
call out: Thats not right! and correct the mistake. sun or the rain based on the events of the story in
Lesson 6. Set a limit of 50 words.
2 Children read and answer the questions.
Answer key: 1. No, they didnt, 2. Yes, they did,
3. Yes, they did, 4. Yes, it did, 5. Yes, it was, 6. No, it isnt.
107
Unit 6
Lesson 7 - SB Page 80 1 2.21 Children listen and complete.
Answer key: 1. What, 2. How tall, 3. How long,
Language objectives 4. What colour, 5. When
Grammar Optional extra: Write the following scrambled sentences

Past simple questions with question words on the board: 1. was it What? 2. was it How tall? 3. colour
What was it? 4. How was long it? 5. was it alive When?
Vocabulary Children race to order the questions. Check correct
carnivore, herbivore, height, horns, long, tall, tusks, answers as a group. In pairs, children take turns asking
weight and answering questions about the Apatosaurus.
Functions
Ask about prehistoric animals 2 Children read the information. They ask
and answer with a classmate.
Skills objectives Optional extra: Write the following in a column on the
board: Herbivore, Omnivore, Teeth: 28 cm long, Height:
Speaking 4 metres tall, Tusks, Horns. Divide children into teams
Ask and answer questions using the target language
of five. In their groups, they identify an animal that the
Reading information relates to and write out a full sentence using
Show understanding of key vocabulary the Past simple: The extinct camel was a herbivore. Divide
Writing the board into five sections. Members from teams come
Form questions in the Past simple to the board and write out their sentences. Award one
point for each correctly identified animal and two points
for each correctly written sentence.
Materials
Wrap up
Digital Book
Write the following chant on the board: Apatosaurus,
Teachers Resource Material Apatosaurus! Apatosaurus was a dino and lived long ago.
Audio CD 2 Apatosaurus, Apatosaurus! It was 5 metres tall. Apatosaurus,
Flashcards Unit 6 Apatosaurus! It was 26 metres long. Apatosaurus, Apatosaurus!
What colour? We dont know! But it lived 150 million years
Stopwatch/Timer
ago. Apatosaurus! Children clap or slap their knees as they
Sheets of paper (one for each child) follow the rhythm and repeat each line after you. Start off by
whispering the chant and miming the corresponding actions.
Repeat several times, gradually getting louder each time.
This lesson contains a lot of new vocabulary. Use
the flashcards to convey meaning and allow for
peer teaching. Encourage children to use mime and Teachers Resource Material: Grammar worksheet
gesture to aid retention. Unit 6, Vocabulary worksheet Unit 6
Warmer
Display the unit 6 Flashcards for the following words At home
in a line on the board: claw, feather, fin, shell, tail, Activity Book - page 80
teeth, wing. Elicit the names from the children. Drill the
selection rhythmically and allow children to add actions Answer key:
if they wish. Remove the flashcards one by one. Children
continue the chant without them. 1 1. was it, 2. What colour, 3. tall was it,
4. How long was it, 5. What was
Lead-in 2 Childs own answers.
Hand out a sheet of paper to each child. Say: Im thinking
of a dinosaur. Give several clues about what the dinosaur
3 Childs own drawing.
looked like: It had short legs. It had claws. It had spikes on its 4 Childs own writing.
tail! Children listen and draw a picture of the dinosaur. Optional extra: Children choose their favourite
prehistoric animal and draw a picture in their
notebooks, writing three full sentences using the
past simple: The ground sloth was a herbivore.
108
Unit 6
Lesson 8 - SB Page 81 1 2.22 Children listen and complete.
Answer key: From top to bottom: bunch, lunch,
Language objectives patch, scratch
Vocabulary
branch, bunch, catch, French, lunch, match, patch, 2 2.23 Children say the chant.
scratch, watch Optional extra: Run through the song again orally,
eliciting the key vocabulary from the children. They chant
Pronunciation
along, boys and girls singing alternate lines, this time with
Phonics: -nch or -tch sounds
accompanying actions.
Skills objectives 3 2.24 Children listen and number.

Speaking Answer key: From top left to right: 4, 3, 6, 2, 1, 5
Practise the target phonics through a song
Listening 4 Children look and complete with -tch
Recognise and distinguish target sounds in sets of or -nch.
words
Answer key: From top left to right: branch, lunch,
Writing French, watch, match, catch
Write words with target phonics
Optional extra: Place the bag of -tch and -nch word
cards (see Materials) on your desk. Divide the class into
Materials two teams. Invite one member from each group to the
Digital Book front. Take a word card from the bag and show it to both
children without letting the rest of the class see. Say Go!
and children draw a picture of the word on the board. The
Audio CD 2 team that guesses the word first wins a point. Repeat until
Word cards with the following words: branch, all the word cards have been used.
bunch, catch, crunch, French, lunch, match, patch,
scratch, watch Audio CD 2
A bag
2.24
1 match, 2 watch, 3 lunch, 4 branch, 5 catch, 6 French

Children may have problems distinguishing between
the two sounds. Make sure they can see the position Continuous assessment
of your mouth and tongue when drilling. Provide Teachers Resource Material: Speaking worksheet
plenty of examples and opportunities to practise. Unit 6
Warmer
Dictate neck, leg, tail, head, wing, feather, fin, spike, claw. At home
Children write and check answers with a partner. Invite
volunteers to spell the words on the board. In their
notebooks, children sketch the dinosaur with all of the Answer key:
appropriate body parts. Then encourage them to colour it
in and draw its surroundings. Finally, children name their 1 From left top to bottom: 6, 2, 7, 10, 1, 3, 8, 9, 4, 5
dinosaurs and compare with a partner: My dinosaur has 2 1. lunch, 2. French, 3. match, 4. catch, 5. branch,
got big teeth. 6. scratch
Lead-in
Write Dino dilemma on the board. Elicit meaning of
dilemma and encourage children to look at the pictures
and predict what the chant will be about. Ask them to
point out the words in the box: lunch, scratch, patch,
bunch in the pictures. Drill the words chorally and
individually, highlighting the -tch and -nch sounds.
109
Unit 6
Lesson 9 - SB Page 82 2 2.25 Children listen, order and sing.
Answer key: 1. Feel the ground shake! 2. The
Language objectives continents are moving, 3. Shake! Shake! Shake!
4. Mountain of fire! 5. Lava, gas and ash, 6. Crash! Crash!
Vocabulary Crash!
ash, continents, crash, earthquakes, gas, lava, plate
tectonics, shake, supercontinents, volcano
Fast finishers
Functions Children choose three new words from the lesson and
Talk about how the world was formed write a sentence in the past simple for each.
Wrap up
Skills objectives Hand out the blank map and colours to each child.
Speaking Children colour the land green and the water blue. They
Practise the target phonics through a song label the continents and locate and write the name of
their hometown on the map. They may add any other
Listening
features they like to their maps. Display the maps around
Identify the target language in an ordering task
the classroom walls and use them to review the continents
Reading throughout the rest of the unit.
Identify target language in a matching task
Materials Write the following anagrams on the board: vocalnose
Digital Book (volcanoes), tinentscon (continents), thearqukaes
Audio CD 2 (earthquakes), etpla ecttnoics (plate tectonics),
persutinentcon (supercontinent). In pairs, children race
Poster paper with outline of a world map
to order the words. Individually, children choose two
Colours words from the lesson and make their own anagrams
before swapping their notebooks with their partner
for them to guess.
Allow more reticent children to choose whether they
would like to perform in front of the class. Encourage At home
and reward participation.
Warmer Answer key:
Individually children choose an animal and write three
clues about it in their notebooks: It ate meat. It had a long 1 From left to right, top to bottom: 4, 2, 3, 1, 6, 5
neck. It was very heavy. In pairs, children read their clues 2 From top to bottom: 2, 1, 3
aloud while their partner tries to guess the animal. Invite
volunteers to the front of the class to read clues aloud for Optional extra: Children write 50 words about their
the whole group to guess. chosen continent.
Lead-in
Focus childrens attention on target language in activity
1. Clarify any unfamiliar language through pictures and
examples. Lesson 10 - SB Page 83
1Children read and match. Language objectives
Answer key: 1. large areas of land separated by the Vocabulary
sea, 2. movement of the Earths surface, 3. study of the adapt, die out, extinct, gigantic, theories
movement of the Earths surface, 4. an extra large area
Functions
of land
Discuss dinosaurs, facts and figures
Optional extra: Children copy the definitions in their
notebooks using full sentences: Earthquakes are the
movement of the Earths surface.
110
Unit 6
adding pictures if they wish. In pairs, children swap
Skills objectives booklets and compare.
Speaking
Predict the answers to a text before reading Continuous assessment
Reading Children write the number of the statement in their
Understand and interpret a text in order to answer notebooks and then write true or false: 1. There were
comprehension questions 850 types of dinosaur. (F) 2. Some dinosaurs were
very fast and very small. (T) 3. They died out about
65 million years ago. (T) 4. Dinosaurs lived on every
Materials continent. (T) 5. The name dinosaur means terrible
Digital Book lizard in Greek. (T) 6. Some dinosaurs walked on four
Flashcards Unit 6 (50-56) legs. (T) Children compare answers in groups. Check
Booklets for Dino Fact Files as a class. Award one point for each correct answer.
Warmer At home
Draw the following table on the board for children to
copy in their notebooks: Activity Book - page 83
-tch -nch Answer key:
1
Dictate branch, brunch, catch, French, lunch, match,
watch, match. Children listen and write the word in the
corresponding column. Check answers as a class.
Lead-in
Display the unit 6 Flashcards (50-56) on the board.
Children look back through the unit and say which body
part each animal has got: The Velociraptor has got feathers.
1 Children answer these questions before

they read.
Optional extra: In pairs, children compare ideas.
Write childrens predictions on the board before they
read the text.
2 Children read and check their answers. 1. velociraptor, 2. triceratops,

3. microdontosaurus, 4. brachiosaurus,
Answer key: 1. Childs own answers, 2. 700, 5. ankylosaurus, 6. compsognathus, 7. oviraptor,
3. terrible lizard in Greek, 4. 65 million years ago, 8. maiasaura, 9. dinosaur, 10. paleontologist
5. paleontologists, 6. We dont know.
Optional extra: Children research more information
Optional extra: Ask questions to check comprehension: about dinosaurs at home and add more facts to
Where did dinosaurs live? How many types of dinosaur were their file.
there? When did they die out? Why did they become extinct?
Wrap up
Hand out the pre-made booklets to children. They write
Dino Fact File on the front page and add illustrations. At
the top of each respective page, children write types of
dinosaur, physical features of dinosaurs, where dinosaurs
lived, when dinosaurs lived, why they became extinct. Using
information from the lesson and previous lessons in the
unit, children write at least two facts under each heading,
111
Unit 6
Review Warmer
Display the unit 6 Poster. Divide the children into two
SB Pages 84 & 85 groups. Invite a member from each team to the front.
Choose an item at random from the unit. Say the word
and instruct the children to spell the letters of the word
Language objectives alternatively. If a child makes a mistake, the opposing
team get a point. If the word is spelt correctly both teams
Grammar are awarded a point.
Past simple regular and irregular verbs: affirmative,
Optional extra: Encourage the children to memorise
negative
what prehistoric people are doing in the poster and use
Past simple questions and short answers the shade to cover it. They say as many sentences as they
Vocabulary can remember. Then show the poster again and check
Parts of animals their answers.
Functions Lead-in
Describe situations in the past
On the board, write ten vocabulary items that you would
Describe prehistoric animals like to review from the unit. Children choose five of them
Ask about prehistoric animals and write them down. Read definitions of the words out
loud in any particular order. Children cross off the words
as their definitions are read. The first child to shout Bingo!
Skills objectives is the winner.
Speaking
Ask and answer questions using target language 1 2.26 Children listen, read and complete.
Formulate sentences using the Past simple in order Answer key: 1. a giant dragonfly, 2. 75 centimetres
to play a game long, 3. 300 million years ago, 4. insects, frogs and lizards,
Listening 5. swamps
Review target vocabulary and grammar
Identify target language in a matching activity 2 Children order the questions.
Reading Answer key: 1. What was it? 2. How long was it?
Demonstrate comprehension by numbering the 3. How heavy was it? 4. Did it live in the sea?
correct image 5. Did it eat fish?
Writing
Write target language using correct punctuation 3 Children look and answer the questions.
Answer key: 1. It was a duck-billed dinosaur,
Materials 2. It was 12 metres long, 3. It weighed 3,000
kilogrammes, 4. No, it lived in swamps,
Digital Book
5. No, it ate plants.
Audio CD 2
Optional extra: Children study the picture from activity
3. After a minute, divide children into pairs. Child A closes
Stopwatch/Timer their book. Child B asks questions about the picture: Did it
Slips of paper eat fish? while child A answers from memory. Swap roles
A soft ball and repeat the procedure.
4 Children read and number.
Answer key: 2, 5, 1, 6, 3, 4
Some children may struggle to remember structures
and vocabulary. Pair stronger children with weaker Optional extra: Divide children into groups of five.
ones to allow for peer teaching and allow weaker Write five-word sentences from the unit on slips of paper:
children adequate time to finish activities. Provide It didnt have giant claws. Cut the slips so that each part
additional practice of question formation in the Past only contains one word. Keep the words together using
simple if needed. a paper clip. Give each group a scrambled sentence. Set
a time limit and children race to put the words in order.
When they finish, have them exchange sentences and
repeat the activity.
112
Unit 6
5 Children play T-Rex Tracks.
Optional extra: Children change partners and play again.
Stress that sentences will be either affirmative or negative.
Monitor for correct pronunciation of regular and irregular
verbs in the Past simple.
Fast finishers
Children rank their favourite dinosaurs in their notebooks
from 1-5.
Wrap up
Throw a large soft ball to a child and set a challenge. The
challenge can be to spell a word, to name the Past simple
form of a verb, to use a word in a sentence, to define a
word from the unit or to ask a question in the Past simple.
If the child answers correctly, he or she throws the ball to
another child and sets another challenge. If not, the ball
should be returned.
Final evaluation
At home
Answer key:
1 Triceratops: had, didnt have, lived, ate, didnt eat
Microraptor: had, had, was, wasnt, flew, didnt
swim
2 1. What was it, 2. When did it live, 3. How long
was it, 4. How many legs did it have, 5. Did it run,
6. Where did it live, 7. What did it eat
3 1. Australia, 2. Chile, 3. Alaska, 4. Indonesia,
5. On Mars
4 1. tail, teeth, claws, wings, 2. neck, tail, head,
teeth, legs

illustrated
withprac tice
extra
More
listeningpractice
practice.
P P
F F
More practice
SC SC
Achievers
More GamesMore
phonics phonics
i-poster
113
i-flashcards
Unit 7 Ancient China
be and adjectives Personality: brave, clever, Phonics: silent gh Animals
Past simple subject and confident, creative, sound and gh as f There is / There are
object questions (dis)honest, hardworking, to be good at
Past simple: affirmative, independent, kind, lazy, loyal, Past simple
negative, interrogative lucky, organised, popular, sensitive, can for ability
Past abilities: could, shy, sociable, stubborn, vain
couldnt Inventions: blue jeans, chess,
chopsticks, compass, electric guitar,
fortune cookie, glasses, gum,
metric system, noodles, paper,
pencil, screwdriver, telescope
Language objectives
Grammar Functions
To use the third person singular of be to talk about To describe personality traits
character To describe people, places and animals
To practise Past simple subject questions To talk/ask about the past
To practise writing Past simple questions with be To describe abilities
To distinguish between can/could for present/past ability To compare the past and the present
To describe personality using character adjectives To highlight and differentiate between the silent gh and f
To learn items related to the topic of inventions sounds in items
To categorise words according to their gh sounds
Skills objectives
Speaking Reading
To play a guessing game about inventions using subject To understand a factual piece of writing by answering
questions comprehension questions
To reproduce target sounds in a song To learn rules for capital letters with common and proper
To ask and answer questions using the Past simple and nouns through a reading
Present simple in the affirmative form To use reading strategies such as prediction to facilitate
comprehension
To give a personal response to a text
Listening Writing
To listen to identify personality traits in the Chinese To organise character adjectives into positive and negative
horoscope traits
To match inventions with the nationalities who To write a description of oneself and classmates
discovered them To complete sentences with can, cant, could or couldnt
To listen to answer questions about Chinese culture To write a factual text about their country
To identify and distinguish between the silent gh sound To write about a well-known festival
and gh as f
To understand the chronology of historical events by
putting pictures in order
114
Overview Unit 7
practice
More
practice P P
Check children can identify, understand and produce sentences with be with adjectives, Past FsimpleF
subject and object questions, Past simple and past abilities. SC SC
Check children can identify, understand and produce vocabulary related toMore personality and inventions.
More
phonics phonics
Check children can describe personality traits, ask about past inventions, ask about the past and talk
about past abilities.
i-poster

IWB i-book
Audio CD 2
More practice
practice
More
practice
SC SC
phonics
More
phonics
Flashcards Unit 7
Extra
World map Scrap card to make i-poster
Stopwatch/Timer word cards For suggestions on how to exploit the course

An envelope Sheets of construction i-flashcards
Sheets of paper paper
Strips of paper Picture of the Great Wall IWB i-book
of China
Key competences
and writing skills. Children learn to describe and social conventions.
personality traits, talk about past inventions,
past abilities and the past. Children learn
grammar rules, vocabulary and phonics for Cultural awareness and expression
CAE
pronunciation. Children develop artistic skills and creativity.
Children appreciate cultural and artistic
MST Mathematical competence and expression and learn about cultural diversity.
Technology Competence in learning to learn
LL
thinking and explain the natural world.
their own learning.
acquisition and use video, interactive
entrepreneurship
115
Unit 7
Language objectives Wrap up

Write the following on the board: Do you like Chinese
Vocabulary food? Substitute with other types of food such as Mexican,
chopsticks, fork, gift, invite, worry
American, Indian, French, Italian, etc. In pairs, children
take turns to answer the questions using short answers.
Skills objectives
Listening Initial evaluation
Listen to and follow the story Ask children to answer true or false: 1. Chang invited
Reading his friends for dinner. (True) 2. Changs family always
Read and follow a simple dialogue uses chopsticks. (False) 3. Chang received a present from
his friends. (True) 4. Changs friends dont like Chinese
food. (False) 5. Chang hates burgers. (False)
Materials
Digital Book
Audio CD 2
At home
World map Activity Book - page 86
Answer key:
Attention to diversity 1 1. Chang, 2. Chang, 3. Because she cant use
Some items in the story might make it difficult for chopsticks, 4. Because they dont need them to
children to follow. Pre-teach and use concept check eat hamburgers, 5. Just their hands.
questions to ensure understanding. 2 1. Trish, 2. Chang, 3. Chang, 4. Chang, 5. Toby,
6. Chang, 7. Trish
Warmer Optional extra: Children write five things they
Write the title of the unit on the board: Ancient China.
would like to learn about China.
Elicit which topics the children will learn about in this unit:
geography, food, customs, monuments, etc.
Lead-in
Point out the location and borders of China on the
world map (see Materials). Elicit the capital, major cities, Lesson 2 - SB Page 87
geographical features and anything else the class knows
about the country. Pre-teach chopsticks for the next
activity.
Language objectives
Grammar
Third person singular of be
Values: Talk about the importance of learning and taking Vocabulary

an interest in other countries and cultures. Discuss reasons Personality adjectives
why this is important, for example because having world Functions
knowledge makes people interesting and more accepting Describe character
of differences, which makes for a harmonious world.
Trying new things: Remind children that it can be
exciting and fun to experience new things. Remind them Skills objectives
that the children in the story were nervous about using Listening
chopsticks. Ask children: Have you ever used chopsticks? Identify personality traits
Was it difficult? Ask them about a time they tried
something else new. Writing
Classify adjectives into positive and negative
Optional extra: Split the class into groups of three. In
each group, children take the roles of the children in the Write a description of oneself and ones classmates
story. They practise the story saying their corresponding
part aloud.
116
Unit 7
Materials Audio CD 2
Digital Book 2.28
Flashcards Unit 7
Each animal in the Chinese horoscope has a different
Audio CD 2 personality. If youre a snake, youre intelligent, but
Stopwatch/Timer youre dishonest. If youre a horse, youre popular
Sheets of paper (one per child) and youre energetic. If youre a sheep, youre
creative. But youre shy. If youre a monkey, youre
very clever and sociable. If youre a rooster, youre
Attention to diversity hardworking, but youre vain. If youre a dog, youre
honest and youre loyal. If youre a pig, youre
When writing about other people in the group, ensure
sensitive. But youre lazy, too. If youre a rat, youre
that the descriptions are positive.
confident and youre organised. If youre an ox,
youre stubborn. You always work very hard too.
Warmer If youre a tiger, youre brave and youre
In pairs, children write the alphabet in their notebooks independent. If youre a rabbit, youre kind, but
and write the name of an animal which begins with each youre shy. If youre a dragon, youre lucky and
letter. Set a time limit of three minutes. The winning pair strong, but youre sensitive.
is that with the most animals.
Lead-in Continuous assessment

Use the unit 7 Flashcards to introduce the new
Dictate definitions and children write down the
vocabulary. Children look at the list of animals and choose
corresponding adjective: Someone who 1. sits
an adjective to describe each one.
on the sofa all day. (lazy) 2. is always there for their
friends. (loyal) 3. doesnt like talking in big groups.
1 2.28 Children listen and tick (3). (shy) 4. likes looking in the mirror. (vain) 5. is very
Answer key: snake: intelligent, dishonest; horse: good at everything at school. (clever) 6. has lots of
energetic, popular; sheep: shy, creative; monkey: clever, friends. (popular)
sociable; rooster: vain, hardworking; dog: honest, loyal;
pig: sensitive, lazy; rat: confident, organised;
ox: hardworking, stubborn; tiger: brave, independent; At home
rabbit: kind, shy; dragon: lucky, sensitive
2 Children copy and complete the table with Answer key:
the adjectives. 1 Positive adjectives: 1, 2, 3, 4, 6, 7, 8
Answer key: Positive: intelligent, energetic, popular, 2
creative, clever, sociable, hardworking, honest, loyal,
sensitive, confident, organised, brave, independent, kind,
lucky; Negative: shy, dishonest, lazy, vain, stubborn
3 Children write a description of themselves

and two other people.
Wrap up
Hold up the flashcards and children say the word, putting
their hands up if they think it is an adjective which
describes their personality. 3 Childs own writing.
117
Unit 7
Lesson 3 - SB Page 88 2 Children ask and guess the answer.
Optional extra: Children look at the inventions on
page 88 and write down the three they consider most
Language objectives important. Conduct feedback and ask children to justify
Grammar their choices.
Past simple subject questions
Vocabulary Wrap up
calculator, chess, chopsticks, compass, fortune cookie, Divide the class into two teams. Each team chooses a
gum, screwdriver; Americans, Chinese, French, Germans, captain. Show a unit 7 invention word card and ask: What
Greeks, Indians, Italians is it and who invented it? Teams discuss their answers and
once they have agreed on them, the team captain should
raise a hand. The team receives a point if the captain
Skills objectives correctly says what the object is, and another point if he
or she can say who invented it.
Speaking
Play a guessing game about inventions using subject
questions Audio CD 2
Listening 2.29
Match the inventions with the nationalities of their
discoverers 1 Who invented the compass? The Chinese.
2 Who invented gum? The Ancient Greeks.
3 Who invented paper? The Chinese.
Materials 4 Who invented the screwdriver? The Germans.
Digital Book
5 Who invented the calculator? The French.
Word cards Unit 7
6 Who invented chopsticks? The Chinese.
Audio CD 2
7 Who invented the pencil? The Italians.
8 Who invented chess? The Indians.
Attention to diversity 9 Who invented the fortune cookie? The Americans
The difference in form between subject and object invented the fortune cookie, not the Chinese!
questions might be challenging. Provide examples
rather than giving detailed grammar instructions.
Warmer Children write the questions and answers based on
Write the word Inventions on the board. Elicit the activity 2:
meaning: a new process or device. Ask for examples and 1. Who invented blue jeans? The Italians.
write them on the board. 2. Who invented the metric system? The French.
3. Who invented noodles? The Chinese. 4. Who invented
Lead-in the telescope? The Dutch. 5. Who invented the electric
Children draw a T-chart in their notebooks. At the top guitar? The Americans. 6. Who invented glasses?
of one column, they write I know and in the other they The Italians.
write I dont know. Dictate the words from activity
1, spelling them. Children write the word in the
corresponding column. They compare them in pairs and At home
peer teach if possible.
1 2.29 Children look and guess which are Answer key:
Chinese inventions. Then they listen 1 1. invented, 2. introduced, 3. designed,
and write. 4. designed, 5. invented, 6. invented
Answer key: 1. The Chinese, 2. The Ancient Greeks, 2 1. Italian, 2. The USA, 3. Russian, 4. Scottish,
3. The Chinese, 4. The Germans, 5. The French, 6. The 5. China, 6. Ancient Greeks
Chinese, 7. The Italians, 8. The Indians, 9. The Americans
118
Unit 7
Lesson 4 - SB Page 89 2 2.31 Children listen and complete the
questions.
Language objectives Answer key: 1. Where was the room of statues?
2. How many statues were there? 3. What material
Grammar
were the statues? 4. How tall were the statues?
Past simple questions with be
5. What were they?
Vocabulary
acrobat, army, clay, discover, material, musician,
soldier, statue, well 3 Children read and circle the correct
answers.
Skills objectives Answer key: 1. a, 2. b, 3. a, 4. c, 5. c
Listening Wrap up
Listen to answer questions about Chinese culture Write words from the lesson on separate strips of paper:
Reading acrobat, build, dig, discover, farmer, horse, musician, soldier,
Read a text to answer questions about the Terracotta statue. Place the words in an envelope. Divide the class
Army into two teams. The teams take turns sending a volunteer
to the front. Show the volunteer a word from the lesson
to mime for the team. If after one minute the team hasnt
Materials guessed the word, allow the other team to join in. Award
Digital Book a point for each word guessed.
Audio CD 2
Teachers Resource Material Audio CD 2
Stopwatch/Timer 2.30 2.31
Strips of paper
Where was the room of statues? It was near the city
An envelope of Xian. A long time ago, Xian was the capital of
China.
Warmer How many statues were there? There were 6,000 in
Write on the board: the room. Later, archaeologists found 2,000 more
1. _____ is your name? (What) statues near the room. Thats a total of 8,000 statues!
2. _____ do you live? (Where) What material were the statues? They were terracotta
3. _____ do you wake up? (When) clay.
4. ____ ____ brothers and sisters do you have? (How many). How tall were the statues? They were 2 metres tall.
Children work in small groups and determine which And they weighed 300 kilogrammes each!
question word is missing from each sentence. Call on What were they? Some were soldiers. Others were
volunteers to share their answers and complete the musicians or acrobats. There were also horses.
questions on the board. Review the meanings of the
different question words.
Lead-in
Dictate the text from page 89 and pause after Inside the Teachers Resource Material: Writing worksheet
room, there was Children work in small groups and Unit 7, Listening worksheet Unit 7
guess what the Chinese farmers found. Conduct feedback
on possible discoveries.
1 2.30 Children read, listen and complete.

Answer key: Where? near the city of Xian,
How many? 8,000, What material? Terracotta clay,
How tall? 2 metres tall, What were they? Soldiers,
musicians, acrobats and horses
119
Unit 7
Warmer
At home Write folk tale on the board. Ask children if they know
what a folk tale is: a story told from generation to
Activity Book - page 89 generation that usually contains a lesson or moral. Provide
Answer key: several examples of traditional folk tales that are familiar to
the children. Elicit more folk tales from their own country.
1 1. When did the Silk Road start? Over 2,000 years
ago, 2. How long was the Silk Road? It was around Lead-in
6,500 kilometres, 3. How did merchants travel at Write Aniz, the shepherd boy on the board. Draw the
sea? They travelled by ship, 4. What transportation childrens attention to the pictures. Invite them to tell
did they use on land? On land, they travelled you what the story could be about. Pre-teach the key
on camels, donkeys or horses, 5. Where did the words: flute, landlord, village, bruise, market, bamboo,
merchants come from? They came from China, rabbit, lucky, money and rabbit. Make further predictions
India, Egypt, Greece and Rome, 6. What goods about the story.
did the merchants take to China? Glass, linen
and gold, 7. What else did the Silk Road spread?
It spread culture, knowledge, ideas and even 1 2.32 Children read and listen to the story.
diseases, 8. Where did the Silk Road end? It ended Optional extra: Ask children to tell you which of their
in Xian, China. predictions were accurate.
2 Children read and answer the questions.

Answer key: 1. He played his flute for his flock of
Lesson 5 - SB Page 90 sheep, 2. The powerful landlord broke Anizs flute,
3. A kind old man helped Aniz, 4. He saw a beautiful
white rabbit, 5. He told his sons to catch the rabbit.
Language objectives Optional extra: Children write two headings in their
Vocabulary notebooks: Aniz and The landlord. Dictate the following
angry, bamboo, bruise, flock, flute, landlord, lucky, personality traits: kind, mean, musical, powerful. Children
market, money, rabbit, sheep, shepherd, village decide which character each personality trait describes
and write it under the appropriate heading. Have them
find evidence in the text to support their answers and
Skills objectives make sentences: Aniz is musical because he is good at
Listening playing the flute.
Follow the story
Fast finishers
Reading Children read the text again quietly to themselves.
Develop reading strategies Wrap up
Discuss how the story will evolve. Ask the following
questions to prompt the children: What will happen to...?
Materials Aniz / The shepherd / The three sons / The angry landlord
Digital Book
Audio CD 2 Continuous assessment
Remind children that the events of a story make up
Attention to diversity the plot. Ask them to recall the main events in the
story. Record their responses on the board. Then
Children read at different speeds. Put them in pairs children number the events in order. Help them
or small groups to read together. Let stronger readers rewrite the events on chart paper in the order they
help weaker ones. As there is a moral to the story, it occurred in the story. Save the list of events for the
is important that children understand the gist of the next lesson.
reading. If they dont see the moral, guide them with
probing questions.
120
Unit 7
The old man made Aniz a new flute.
At home The landlord had a dream about a rabbit. Ask children
to use the text to number the statements in the correct
Activity Book - page 90 order. They could also refer to their charts from the
Answer key: previous lesson.
1 From left to right, top to bottom: 2, 6, 4, 5, 3, 1 Lead-in

2 2. king, 3. guitar, 4. violin, 5. kind old man, Ask children if they remember what kind of animal sheep
6. black - white and rabbits are in the Chinese horoscope (sheep: creative,
shy; rabbits: kind, shy). Ask what they think the landlords
3 1. Aniz was a shepherd, 2. A powerful landlord lived dream means.
in Anizs village, 3. The landlord broke Anizs flute,
4. A kind old man made Aniz a new flute, 5. The
powerful landlord had a strange dream, 6. The 1 Children read and listen to the story.
2.33
rabbit was white with a black spot on its head.

Optional extra: Children draw a picture and write 2 Children read and circle the answers.
one sentence in their notebooks about the story. Answer key: 1. a special rabbit, 2. Aniz, 3. the music
played, 4. dangerous animals, 5. The landlord
Optional extra: Read the story again, but pause before
key words and have children provide the missing word,
Lesson 6 - SB Page 91 e.g. The landlords oldest son went to the (forest).
Fast finishers
Language objectives Children read the text again and write down the moral/
lesson of the story.
Vocabulary
angry, bear, escape, forest, generous, hungry, kind,
landlord, rabbit, shadow, tiger, village, wolf
Wrap up
Discuss the moral/lesson of the story. Elicit that the lesson
is to treat others the way you want to be treated. Children
Skills objectives design a poster of ways we can be kind to each other.
Optional extra: Once the activity is completed, ask the
Listening
children to choose a character and use the information
Follow the story
provided to say or write a paragraph about the character.
Reading Encourage them to use full correct sentences.
Understand the sequence of events in a story
Unit 7
Materials Optional extra: Provide the following prompts for
Digital Book children to complete: Title of the story, The story is
Teachers Resource Material about..., The characters are..., I like the part when...,
I dont like the part when..., The ending.
Audio CD 2

Children may struggle to recall the story. In order Activity Book - page 91
to understand the text from this lesson, children
will need to review the characters and events from Answer key:
the story. 1 1. the kind old man, 2. Arniz, 3. the three sons,
4. the landlord
Warmer 2 1. helpful - mysterious, 2. talented - poor,
Review the story. Write the following statements on the 3. obedient - unlucky, 4. powerful - angry
board: The landlord beat Aniz. The landlord asked his sons
to find the rabbit. Aniz was playing his flute for the sheep.
121
Unit 7
3 1. played his flute, 2. bags, 3. the rabbit, 1 Children read and circle true (T) or false (F).
4. dangerous, 5. fell asleep, 6. kind and generous Answer key: 1. F, 2. T, 3. T, 4. F
Optional extra: Children write 50 words about the Optional extra: Write some of the sentences from activity
moral/lesson of the story. Give them the framework 1 on the board. Underline can and could and ask: Which is
to complete: The story shows us the importance of past and which is present? What form of a verb comes after
these words? (The infinitive without to).
2 Children complete with can, cant, could,

Lesson 7 - SB Page 92 couldnt.
Answer key: 1. can, 2. cant, 3. couldnt, 4. could,
5. can, 6. couldnt
Language objectives
Grammar Wrap up
Could for past ability Children write about what they could and couldnt do
Vocabulary when they were babies. Then they write sentences about
calendar, colourful, cousin, festivals, move what they can and cant do now. In pairs, children share
their sentences.
Functions
Describe abilities
Skills objectives Teachers Resource Material: Grammar worksheet
Reading
Optional extra: Children correct the errors: 1. When
Show understanding of key grammar by answering
I was younger I could to do ballet. 2. I dont can use
true or false
these chopsticks. 3. Do you can speak French? 4. My dad
Writing cans play the saxophone. 5. They cant not open the
Complete sentences with can, cant, could or couldnt door. 6. Can you to sing?
Materials At home
Digital Book
Teachers Resource Material Activity Book - page 92
Answer key:
Attention to diversity 1 From left to right, top to bottom: 6, 2, 8, 4, 5, 1, 7, 3
New grammar is always disconcerting at first, so 2 Childs own writing.
always review old grammar before introducing new
items. This way children build on what they know. Optional extra: Children write the following
questions in their notebooks: 1. What could you do
when you were a baby? 2. What couldnt you do when
Warmer you were a baby? 3. What can you do now? 4. What
Write the following on the board: ride a bike, jump rope, cant you do now? Children ask a friend or family
use chopsticks, drive a car, read a book. Children copy the member these questions and write the answers
phrases in a column in their notebooks and place a tick to in their notebooks. They share the results of their
indicate if they can do the activity, or a cross if they cant. interviews in class.
They make statements about what they can and cant do.
Lead-in
Ask children to look at page 92 and elicit some of the
similarities and differences between the childrens country
and China.
122
Unit 7
Lesson 8 - SB Page 93 Optional extra: Ask children to complete the song with
the words in pencil before listening to check.
Language objectives 2 2.35 Children listen and sing.

Vocabulary
bright, brought, caught, cough, daughter, eight, enough, 3 2.36 Children listen and repeat. Then
fight, high, laugh, light, might, neighbour, night, right, they colour the boxes with silent
rough, sigh, taught, thigh, thought, tight, tough, weigh -gh words blue.
Pronunciation Answer key: Boxes coloured: 1, 2, 3, 6, 8, 9, 10, 12,
Silent gh and gh pronounced as f
14, 15, 16
Optional extra: In pairs, children take turns spelling the
Skills objectives words from activity 3.
Speaking
Reproduce target sounds in a song Wrap up
Children are given scrap card and make word cards for
Listening the 16 words in activity 3. Then they shuffle them and
Identify and distinguish between the silent gh sound distribute eight to each player. Children play snap by
and gh as f taking turns to put a card down. If the two cards laid have
Identify the gh sounds in isolated words the same gh sound they say Snap! and take the cards. The
winner is the player with the most cards.

Digital Book
Unit 7
Audio CD 2
Optional extra: Children spread the gh word cards
Scrap card to make word cards facing up on their desks. Say a word. They race to
find the word and hold it up. Call on the first child to
hold up the word to use it in a sentence: I might go
Attention to diversity to the beach on Saturday. Repeat with the rest of the
The discrepancy between the written and spoken words.
word causes confusion in terms of spelling and
pronunciation. Noticing and categorising activities
will help raise awareness, and individual and choral At home
drilling will help children produce the sounds.
Warmer Answer key:
Children copy a T-chart in their notebooks with -nch, -tch.
Dictate these words for children to write in the correct
1
columns in their notebooks: lunch, scratch, patch, bunch,
branch, French, catch, match, ranch. Write the words on
the board in the appropriate columns for children to
check their answers.
Lead-in
Check the meaning of the missing words from the song
by asking the following questions: 1. Which words are
verbs in the past simple? (brought, taught, thought, caught)
2 1. cough, 2. fight, 3. light, 4. laugh, 5. right,
6. daughter
2. What word means the opposite of day? (night) 3. What
word means the opposite of wrong? (right) 4. What do you 3 Picture 2, 3, 5, 6
do when you are angry with someone? (fight)
Optional extra: Children write the words in
alphabetical order in their notebooks in separate
1 2.34 Children listen and complete. columns according to the gh sound.
Answer key: fight, right, night, taught, brought,
thought, caught
123
Unit 7
Children read the text again and circle the verbs in the
past tense.
Language objectives
Wrap up
Vocabulary Write these verbs from the lesson on the board: attack,
attack, build, country, extend, invade, nomad, protect,
build, invade, repair, extend, protect, cover. Briefly review
region, repair, tourist, tribe, uncover, unify, village
the meanings of the words. Then children rewrite the
verbs in the Past simple in their notebooks and write a full
sentence used in the text from memory: Tribes of nomads
Skills objectives attacked the villages.
Listening
Understand the chronology of historical events by
putting pictures in order
Children put the events in the correct order:
Reading
1. Archaeologists are uncovering parts of the wall.
Understand a factual piece of writing by answering
2. The wind covered parts of the wall. 3. Nomads
comprehension questions
attacked Chinese towns. 4. Emperor Qin Shi Huang
became Chinas first emperor. 5. Qin Shi Huang built
Materials a wall made of earth. 6. The wall is now a popular
attraction for tourists. (3, 4, 5, 2, 1, 6)
Digital Book
Audio CD 2
Picture of the Great Wall of China At home
Warmer
Play Hangman with the Great Wall of China. Before you Answer key:
play, tell students that the missing words make up a
famous monument in Asia. 1 1. were many, 2. attacked villages, 3. built a wall,
4. didnt use, 5. didnt need
Lead-in 2 Childs own writing.
Tell children that this text tells the history of the Great
Optional extra: Children choose a place of interest
Wall of China. Elicit what children already know and
in their village/town/city and write five sentences to
record their responses on the board. As prompts you
describe its history using the verbs from the text of
could use the pictures from Lesson 9.
the Wrap up.
1 2.37 Children read, listen and order the

pictures.
Answer key: 2, 3, 4, 1
Optional extra: Children read again and underline three
things they dont understand about the text and three
things they find surprising. Conduct plenary feedback. Language objectives
Vocabulary
2 Children answer the questions. camel, cotton, farm, fur, palace, sea level, sea port,
Silk Road, temple, trade
Answer key: 1. More than 2,500 years ago,
2. Emperor Qin Shi Huang, 3. Around 1440, 4. 6,700 Functions
kilometres Describe places
Optional extra: Dictate the following numbers for

children to write down: 2,500, 1440, 6,700, 200. In Skills objectives
pairs and from memory, children write down what these
numbers referred to, e.g. 2,500: when China was a region. Reading
Show comprehension by completing a crossword
Writing
Write a factual text about their country
124
Unit 7
Digital Book In their notebooks children write a sign for the four
Audio CD 2 cardinal points (North, South, East, West). Dictate ten
words from the text and children write them under
each cardinal point: the Gobi desert (N), the Olympics
Warmer
(E), Uyghur (W), the Himalayas (S), port (E), camels
Draw two columns on the board with the headings Desert
(N), Marco Polo (N), Beijing (E), the Tibetan Plateau (S),
and Ocean. Elicit the meanings of the headings. List these
the Silk Road (W).
words beside the columns: hot, cool, wet, dry, camel, boat,
water, sand. Read the words out loud and children decide
whether each word is associated with the desert or ocean.
They copy the headings in their notebooks and write the At home
words in the appropriate column. Call on volunteers to
share their answers. Brainstorm other words to add to
each column. Answer key:
Lead-in 1 1. North, 2. Lhasa, 3. Beijing, 4. Shangai, 5. Gobi

Write a sign for the four cardinal points (North, South, Desert, 6. Tibetan Plateau
East, West) and children tell you about the geographical 2 1. became, 2. didnt go - took, 3. didnt become,
features of each in their country, e.g., In the south there is 4. discovered
the famous Patagonia. In the north, there is the Puna.
Optional extra: Children find out one more fact
about the North, South, East, West of China.
1 2.38 Children read, listen and complete the
crossword puzzle.
Answer key: 1. Cotton, 2. Tibetan Plateau, 3. Beijing,
4. Marco Polo, 5. Shanghai, 6. Gobi
Review
Optional extra: Divide children into four groups. Give
each group a cardinal point. In pairs, children write 50 SB Pages 96 & 97
words about that region of their country. They read their
descriptions.
Language objectives
Fast finishers Grammar
Children read the text again and underline the three most Past simple: affirmative, negative, interrogative
interesting facts.
Vocabulary
common, fireworks, lantern, proper noun
Wrap up
Divide children into teams of four. Tell them you are
going to give them a quiz about the text. Divide children
into pairs and dictate the following questions: 1. What is
Skills objectives
the capital of China? (Beijing) 2. What happened in Beijing Speaking
in 2008? (The Olympic games) 3. Shanghai has the largest Ask and answer questions using the Past simple and
_____. (port) 4. Who visited the north of China in 1275 AD? Present simple in the affirmative form
(Marco Polo) 5. Which animal do you find in the North? Listening
(camel) 6. Whats the famous mountain range in the South? Review the target vocabulary and grammar
(Himalayan) 7. What do people grow in the West? (cotton,
apples, grapes). Children compare answers in groups of Reading
four. Award one point for each correct answer. Learn rules for capital letters with common and
proper nouns through a reading text
Writing
Write about a festival
125
Unit 7
then report the results back to the class, e.g., We didnt
Materials speak English but we both speak English now.
Digital Book
2.39 2.40
Flashcards Unit 7
Stopwatch/Timer 1 What was it? It was a Chinese palace.
Sheets of construction paper 2 Who built it? One million workers built it.
3 When did they build it? They started building it in
1406.
Attention to diversity 4 Who lived there? Twenty-four emperors lived there.
There is a lot of grammar for children to assimilate.
Recycling items sporadically will reinforce vocabulary
and grammatical structures. 5 Children read and underline the mistakes.
Answer key: Hi, my name is bao yu lee. Every year,
Warmer my family celebrated the chinese new year. Its a festival
Display the unit 7 Flashcards and elicit the words. that lasts 15 days! We decorated our apartment in
beijing, china. We also visited grandma and grandpa
Lead-in and their dog, chu, in pinggu. pinggu is a small city near
Ask children to tell you as many facts as they remember beijing. We eat together and give presents. There are
about China. special dances and fireworks. On the final night of the
celebration, we have the lantern festival. People display
beautiful lanterns.
1 2.39 Children listen and order.
Optional extra: Elicit a definition for a noun. Write
Answer key: 1. What was it? 2. Who built it? the definition up on the board and some examples of
3. When did they build it? 4. Who lived there? categories of nouns: people, places, things, ideas.
Optional extra: Children write three more questions with
the question words where, when and why, i.e., Where did 6 Children write about a festival they have
they build it? When did they build it? Why did they build it? celebrated.
Children research the Forbidden City for homework in
Optional extra: Before children write, dictate a list of
order to answer the questions.
familiar places around your town. Include both proper
and common nouns. For example, include words like park
2 240 Children listen and number the and school, but also include the names of locations that
answers. children are familiar with (the name of their school or of
a local restaurant). Children write the words correctly in
Answer key: 1. It was a Chinese palace, 2. One million their notebooks. Remind them to capitalise the proper
workers built it, 3. They started building it in 1406,
nouns. Write the words on the board correctly so that
4. Twenty-four emperors lived there.
children can check their answers. Ask them if they can
Optional extra: In pairs, children take turns to ask and name any other places in town. Add these words to the
answer the questions about the Forbidden City without list and discuss whether they are common or proper
looking at their books. Ask children if they would like to nouns.
visit the Forbidden City. Why/why not?
Wrap up
3 Children look and say with a friend. Write holidays on the board. Elicit holidays that children
celebrate throughout the year and record the responses
Optional extra: Children add three more things to the on the board. Write the name of each holiday at the top
table from their imagination. of a sheet of construction paper. Tape the sheets to the
classroom walls. Divide the class into small groups. Have
4 Children look and complete the table for each group start at one of the papers stuck on the wall.
themselves. Give them one minute to write as many words as they can
think of associated with the holiday on the construction
Answer key: Childs own answers. paper. Then have them stop and move to the next holiday
Optional extra: Children compare past and present facts paper. Give them one minute to add words to the list
with their partner and find similarities/differences. They created by the previous group. Encourage them not to
126
Unit 7
repeat words. Repeat until all groups have had a chance
to add words to each piece of paper. Collect all the sheets
and share the word lists that children created. Tape the
word lists to the board.
Final evaluation
At home
Answer key:
1 1. What, 2. Who, 3. Where, 4. How many
2 1. Theyre old coins, 2. Archaeologist found them,
3. They found them in China, 4. They found
hundreds.
3 2. I couldnt dance, 3. I ate insects, 4. I can fly,
5. I can dance, 6. I dont live in the city.
4 Common nouns: pencil, shirt, giraffe, house
Proper nouns: China, London, May, Halloween,
Thursday, Karen
6 Yu-wen, Sydney, Australia, Chinese, Chinese New
Year, February, March, Gao Tai, Chinese New Year
Optional extra: Children find the answers to
the three questions prepared in class about the
Forbidden City.

illustrated
withprac
extra
More
practice. P P
F F
More practice
SC SC
Achievers
More GamesMore
phonics phonics
i-poster
i-flashcards
IWB i-book
127
Unit 8 Ocean adventure
Future with going to: Activities: build sandcastles, climb, Phonics: Silent Past simple: regular and
affirmative, negative, dive, fly, fish, play, read, ride a bike, letters irregular verbs
interrogative run races, scuba dive, shop, sleep, should for advice
Questions: Countries, surf, swim, take painting lessons,
nationalities, languages travel, visit a water park, walk in the
mountains, watch cartoons/films
Countries, nationalities and
languages: Argentina, Australia,
Brazil, Canada, Egypt, Ireland,
Japan, Switzerland; Arabic, English,
French, German, Irish, Italian,
Japanese, Portuguese, Romansh,
Spanish
Language objectives
Grammar Functions
To practise affirmative, negative and interrogative forms To talk about future plans
of going to To ask and answer questions about future plans
To practise questions in the Present simple To talk about countries, nationalities and languages
To practise regular and irregular verbs in the Past simple To describe coral reefs and sea animals
To practise the modal should for advice To describe a seaside holiday
To identify verb and noun collocations related to To highlight pronunciation and spelling of words with
activities silent letters
To identify proper and common nouns, and adjectives
related to countries, nationalities and languages
To use vocabulary related to holiday activities and coral
reefs
To practise language related to seaside holidays
Skills objectives
Speaking Reading
To talk about future plans using going to To show comprehension by ordering the events of a story
To ask and answer questions about future plans using To understand a description of coral reefs and a seaside
going to place
To talk about holiday activities To show comprehension by completing a table with
To ask and answer questions about countries, information from the text
nationalities and languages
To talk about seaside places and ocean life
Listening Writing
To identify target language in a chant To write an e-mail to a friend telling him/her about their
To identify target vocabulary and match information to plans for the summer
the correct speaker To write full sentences about future plans
To identify and spell a word phonetically To write about ones favourite sea animal
128
Overview Unit 8
practice
More
practice P P
Check children can identify, understand and produce sentences using going to. F F
Check children can identify, understand and produce vocabulary related to activities, countries,
SC SC
nationalities and languages. More More
phonics phonics
Check children can talk about future plans, ask and answer questions about future plans and talk about
countries, nationalities and languages.
i-poster

IWB i-book
Audio CD 2
More practice
practice
More
practice
SC SC
phonics
More
phonics
Flashcards Unit 8
Extra
Stopwatch/Timer Slips of paper Fori-poster
A soft ball Strips of paper resources see our Activity Bank, pages 14-17
Colours World map i-flashcards
Poster paper Blank stickers

Sheets of paper Blank 5-page booklet IWB i-book
Key competences
and writing skills. Children learn to talk about and social conventions.
future plans, countries, nationalities and
languages. Children learn grammar rules,
vocabulary and phonics for pronunciation. CAE Cultural awareness and expression
Children develop artistic skills and creativity.
Children appreciate cultural and artistic
MST Mathematical competence and expression and learn about a traditional British
basic competences in Science and seaside holiday.
Technology
Children develop and apply mathematical Competence in learning to learn
LL
thinking and explore the natural world. Children Children develop strategies to improve the
learn about coral reefs. learning process and to assume control over
their own learning.
acquisition and use video, interactive
entrepreneurship
129
Unit 8
Lesson 1 - SB Page 98 Who wants to go scuba diving with sharks? Can the boys
swim very well? Should they have swimming lessons?
Language objectives Fast finishers

Grammar
Future plans with going to Wrap up
should for advice Write water sports on the board. Elicit from children the
Vocabulary names of the water sports they have seen so far in the
dive, diving board, holidays, scuba dive, shark, splash, lesson: dive, scuba dive, surf and swim. Elicit other water
surf, swimming lesson activities: jet ski, wakeboard, etc. Children copy the
language in their notebooks in order of preference. In
pairs, they compare lists and give reasons for their choices.
Skills objectives Feedback responses from children as a group and have the
class vote on the most popular water activity.
Listening
Listen to and follow the story
Initial evaluation
Reading
Read and follow the story Remind children of the water safety advice they
looked at earlier in the lesson. Hand out poster paper
and colours to each child. Children create a chart
Materials containing five pieces of water safety advice using
Digital Book Poster paper the modal should: You should have swimming lessons.
Display the childrens charts around the classroom
Audio CD 2 Colours
walls.
Stopwatch/Timer
At home
Some language items in the story may impede
comprehension. Use concept check questions, give Answer key:
contextualised examples and personalise language to
aid meaning and later production. 1 1. Toby, 2. Peter, 3. Toby, 4. Peter, 5. Toby,
6. Toby and Peter
Warmer 2 2. Im going to watch TV, 3. Im going to play

Ask children to look at page 98. In pairs, children make tennis, 4. Im going to read a book, 5. Im going
a list of all the activities they can see. Set a time limit. to go camping, 6. Im going to go canoeing.
The pair with the most activities is the winner. Elicit Optional extra: Children choose four new words
suggestions from children and write them on the board. from the story and write them in their notebooks
with a picture.
Lead-in
Pre-teach or check dive, scuba dive, surf and swim through
visuals and examples and write them on the board. Ask
children if they do these activities. Write the word holidays
on the board. In their notebooks, children write three
sentences about things they did on their last holiday
using Past simple regular and irregular verbs: Last summer,
I went to England and visited lots ofmuseums. Language objectives
Grammar
1 2.41 Children read and listen. Future with going to: affirmative
Values: Write Water safety on the board. Remind children Vocabulary
that it is important to be safe when playing in or near eat, play basketball/football, run races, summer
the water. Elicit ways to stay safe: Never swim alone, have holidays, swim, travel, walk, watch cartoons
swimming lessons, wear a life jacket, etc.
Optional extra: Ask questions about the narrative text to Functions
check comprehension: Whos going to make a big splash? Talk about future plans
130
Unit 8
Skills objectives Wrap up
Draw a T-chart on the board. Name one column Objects
Listening and the other Activities. In the Objects column write:
Identify and circle target language paintbrush, wallet, bathing suit, sun cream, football and
Show understanding of target language by correctly computer. In the Activities column write: have painting
numbering pictures classes, go shopping, go swimming, go to the beach, play
football and play video games. Children copy and match
the activities and objects in pairs. Invite volunteers to the
Materials board to match items.
Digital Book
Stopwatch/Timer 2.45
Slips of paper Sam is going to have painting classes. Renee is going
to go shopping. Marissa is going to go to the beach.
Kevin is going to play football. Miss Wilson is going
Attention to diversity to go swimming. Jack is going to play video games.
Weaker children may find it difficult to listen and
match vocabulary items at the same time. Play
audio more than once if necessary and pair stronger Continuous assessment
children with weaker ones to facilitate peer teaching.
Hand out a word card to each child and have them
write an action on the piece of paper, e.g. play
Warmer basketball. Collect the slips of paper. Divide the class
Write on the board: winter and summer. Children copy into two teams. Invite team members to come to the
the words in their notebooks and write five examples of front and mime their action for their team to guess.
activities for each season. In pairs, they share activities Set a time limit. Insist on full sentences. If their team
that they do during these seasons. fails to answer correctly, the opposing team may
guess.
Lead-in
Focus childrens attention on the pictures in activity 1 and
elicit what the child in the pictures is doing: Hes reading,
Hes swimming, etc.
At home
1 2.42 Children listen and circle. Answer key:
Answer key: 1. read, 2. swim, 3. play basketball, 1 1. play basketball, 2. go swimming,
4. watch films, 5. travel
3. go shopping, 4. read books, 5. watch films,
Optional extra: Read the examples in the grammar box 6. go camping
with the children. Ask: When is he going to read? (During
summer holidays). Tell them that going to is used for
future plans. Elicit the form be + going to + infinitive. Drill
the structure: (swim) Im going to swim.

Answer key: From top to bottom: 2, 1, 5, 4, 3
Language objectives
3 2.44 Children listen and sing. Grammar
Future with going to: interrogative
4 2.45 Children listen and number. Vocabulary
build sandcastles, collect seashells, go fishing, ride a
Answer key: 1. Sam, 2. Renee, 3. Marissa, 4. Kevin,
bike, take painting lessons
5. Miss Wilson, 6. Jack
Functions
Ask and answer questions about future plans
131
Unit 8
Skills objectives Continuous assessment
Speaking Write the word goals on the board and ask children
Ask and answers questions about future plans if they think it is important to set goals. Tell children
Reading about some of your own personal goals, e.g. Im
Show understanding of key vocabulary by matching going to learn to speak Chinese. In their notebooks,
words and pictures children write a sentence using the structure going to
to describe their goals for the future: Im going to have
Writing painting classes and learn how to paint really well.
Copy and write sentences using target language
Write full sentences about future plans
At home
Materials Activity Book - page 100
Digital Book Answer key:
Slips of paper (one per child)
A soft ball 1 1. go swimming, 2. ride a bike, 3. go fishing,
4. take painting lessons, 5. build sandcastles,
6. collect seashells
Warmer
Hand out a slip of paper to each child. They write an 2 Green: 2, 3, 5
activity from the previous lesson: play basketball. Toss a Purple: 1, 4, 6
soft ball to a child and ask: What are you going to do this 3 1. going to - fishing, 2. is - go swimming,
summer? Children look at their activities and answer the 3. is - build sandcastles, 4. is - going to
question. Insist on full answers: Im going to play basketball
Optional extra: Children draw a corresponding
next summer. Repeat until all children have had a turn.
picture next to each goal.
Lead-in
Write on the board: go fishing, build sandcastles, learn to ride
a bike, have fun at the beach, collect seashells, go swimming,
take painting lessons. Clear up any problems with meaning
through visuals, mime and personalised examples. Lesson 4 - SB Page 101
1 Children read and write Nick (N) or Tara (T). Language objectives
Answer key: 1. T, 2. N, 3. N, 4. T Grammar
Optional extra: In pairs, children take it in turns to read Future with going to: negative
sentences from either Nicks or Taras text. Their partner Vocabulary
says Youre Nick or Youre Tara. do water activities, eat, fly in a plane, go fishing / scuba
diving, read, visit a water park, watch films
2 Children ask and answer with a classmate. Functions
Optional extra: Children close their books and take turns Talk about future plans
asking and answering the questions from memory.
3 Children write three things they are Skills objectives

going to do this summer. Then they ask a Speaking
Find out about classmates future plans
classmate.
Optional extra: Children swap partners and report their Listening
findings about their original partner: What is Peter going to Identify target language and match activities to the
do this summer? He is going to go fishing. correct speakers
Reading
Wrap up Show understanding of target grammar by circling
Ask children questions about the previous exercise: What the correct form of the verb
is Juan going to do this summer? He is going to go camping
with his family. Each child will answer questions about his /
her partner.
132
Unit 8
Digital Book Teachers Resource Material: Writing worksheet
Teachers Resource Material Unit 8, Listening worksheet Unit 8
Audio CD 2
At home
This lesson involves group interaction. Monitor Activity Book - page 101
carefully to ensure children are using the target Answer key:
language and speaking English during the task.
1 Molly: go swimming, go scuba diving, go
shopping, go fishing
Warmer John: go swimming, go fishing, go shopping,
Children write three sentences in their notebooks about go camping.
their plans this summer. Two of the sentences should
be true and one false. In pairs, children ask each other 2 2. going to go scuba diving, 3. is going to go
questions in order to guess which sentence is false. fishing, 4. going to go shopping, 5. isnt going
to go fishing, 6. isnt going to go camping
Lead-in 3 Childs own writing.
Mime the activities from activity 1 for the children to
guess: Youre going to go scuba diving.
1 2.46 Children listen and tick (3) or cross (7).

Answer key: go scuba diving: Jane (), Michelle (); Lesson 5 - SB Page 102
go fishing: John (), Luke (); go swimming: Michelle
(); go shopping: John (), Jane (), Luke () Language objectives
Vocabulary
2 Children read and circle. dig, egg, hatch, island, legend, ocean, sand, turtle,
Answer key: 1. isnt, 2. isnt, 3. is, 4. are, 5. arent wisdom
3 Children play Find someone who is going Skills objectives

to this summer. Speaking
4 Children report their findings to the class. Recreate a story with visual aids
Listening
Identify characters in a story
Wrap up
Tell children they have won a trip to an English-speaking Follow the story
country (Australia, England or the United States) to take Reading
a course (swimming, painting or scuba diving) during the Follow a narrative text
summer (November, December and January) and may
Demonstrate comprehension by completing a
choose between the options. They note their preferred
gap fill
option in secret. In threes, children ask each other questions
in order to guess which trip their partners have chosen:
Where are you going to go? When are you going to go?
What are you going to do?
Materials
Digital Book
Audio CD 2
Audio CD 2 Map of the world
2.46 Strips of paper
John and Luke are going to go fishing. They arent
going to go shopping. Jane is going to go shopping.
She isnt going to go scuba diving. Michelle isnt going
to go scuba diving. Shes going to go swimming.
133
Unit 8
Allow children time to process the text as it is quite
dense. Have extra tasks at hand for fast finishers to Activity Book - page 102
ensure that every child has enough time to finish Answer key:
reading the text.
1 From left to right, top to bottom: Honupookea
looked at the small brown egg, The two turtles
Warmer returned to the sea, The Great Mother Turtle
Display a map of the world and point out the location of climbed out of the sea, The turtles made a fresh
the Hawaiian Islands. Elicit things that can be found on pool of water, The Great Father Turtle waited in
tropical islands: palm trees, sandy beaches, big waves, sharks. the water, Honupookea covered the egg with
Ask them if they have ever been to any tropical islands and sand.
have them share their experiences with the class.
2 From left to right, top to bottom: 3, 6, 1, 5, 2, 4
Lead-in Optional extra: Children write one sentence
Write a selection of key vocabulary from the story on the summarising the story.
board: ocean, islands, turtle, sand, hatch, legend, nest,
egg, wisdom, dig and hole. Elicit meaning, use pictures
to illustrate words if necessary and consolidate through
examples. Children race to find the words in the text. In
pairs, they predict what they think will happen in the story
based on the vocabulary from the text.
1 2.47 Children read and listen to the story. Language objectives
Optional extra: Tell children you are going to retell the story Vocabulary
but pretend that you cant remember it very well. Ask the appear, flipper, rest, whisper
children to help you by raising their hand and correcting you
every time they hear a mistake: (T) Hawaii is in the Atlantic
Ocean. (C) Thats wrong! Hawaii is in the Pacific Ocean. Skills objectives
Speaking
2 Children read and complete. Reconstruct a story
Answer key: 1. turtles, 2. one, 3. sand, 4. hole, Listening
5. water, 6. sea Follow a story
Optional extra: Play the audio again for children to listen. Reading
Stop the audio before key words and elicit the language Follow a narrative text
from children: Hawaii is a chain of 132... (islands). Show comprehension by ordering the events of
a story
Fast finishers
Materials
Wrap up Digital Book
Children write two sentences about the story on separate
strips of paper; one must be true and the other false. Teachers Resource Material
Collect the sentences and read them aloud one at a time. Audio CD 2
Children raise their hands in the air and say true or stamp
their feet and say false.
Some children may have more difficulty reading the
Continuous assessment text then others. Monitor to assist them with any
Children close their eyes as you read the story again. problems which may arise.
Encourage them to visualise the scenes as you read.
Individually, children choose a scene from the story
and draw it in their notebooks. Underneath the
Warmer
Ask the children to tell you what they remember of
pictures, they write a short description. In pairs,
the story.
children compare their work.
134
Unit 8
Lead-in
Ask the children to look at the pictures from lessons 5 and At home
6, and ask them if they explain the similarity between the
pattern on the turtles shell and the girl dress.
Answer key:
1 248 Children read and listen to the story. 1 1. T, 2. F, 3. T, 4. F, 5. T
Optional extra: Children listen again, this time reading
aloud in time with the audio. Ask them questions to
2 Things you can hear: Children laughing, Aloha!
she called, the splashing of the waves, she
check comprehension and key vocabulary: What did the
whispered, Kauila.
mother turtle do to the egg? (She whispered Kauila) What
Things you feel: a gentle breeze, warm sunlight,
appeared? (A tiny green flipper appeared)
soft sand, a smooth round egg
2 Children read and order. 3 air - salty, tiny green - flipper, deep - hole,
experience - amazing, bright - stars
Answer key: 1. The baby turtle grew in the egg, Optional extra: Children design the poster for
2. Honupookea came to the egg, 3. Kauila crawled out their film. Display their artwork around the
of the egg, 4. The turtles rested, 5. Honupookea taught classroom walls.
Kauila many things, 6. Honupookea returned to the sea,
7. Kauila became a human girl.
Optional extra: Children draw pictures to illustrate the
sentences in their notebooks in the correct order. In pairs,
they use the pictures to retell the story. Lesson 7 - SB Page 104
3 Children discuss the question with a Language objectives
classmate.
Vocabulary
Optional extra: Ask children if they think there is a
Argentina, Australia, Brazil, Canada, Egypt, Ireland,
message in the story. Elicit from children that it is
Japan, Switzerland; Arabic, English, French, German,
important to respect our natural environment and that we
Irish, Italian, Japanese, Portuguese, Romansh, Spanish
may learn many things from the world that surrounds us.
Functions
Fast finishers Talk about countries, nationalities and languages
Children choose three new vocabulary items of vocabulary
from the story and write them in their notebooks and
draw a picture to illustrate them. Skills objectives
Speaking
Wrap up Ask and answer questions about countries,
Tell the children that an updated version of the Hawaiian nationalities and languages
legend is going to be made into a film. Write the
following on the board: title, location, main characters, plot
Listening
Follow the text
changes, and children copy in their notebooks. In groups
of four, they brainstorm ideas for their updated version of Writing
the legend and take notes. Copy and order key vocabulary
Continuous assessment Materials

Teachers Resource Material: Reading worksheet Digital Book
Unit 8
Optional extra: Invite groups to the front of the
class to present their ideas: We are going to call our Flashcards Unit 8
film... The main characters are going to be... Encourage Blank stickers
children to speak from memory rather than read their World map
notes aloud. Slips of paper
135
Unit 8
Divide the children into five teams. Teams confer before
Attention to diversity sending a member to the board to fill in a square. Award
Promote diversity within the classroom, ensuring that one point for each correct answer.
children from other countries and cultures are included
on the map, and, if possible, encourage them to share
information about their backgrounds.
Warmer
Display a map of the world and have children identify
the countries they know. Invite volunteers to come to the
front and mark their country with a sticker. Ask children if At home
they have visited any other countries. If so, they too mark
these with stickers. Repeat the procedure until every child
has their name on the map. Answer key:
Lead-in
1
Display the unit 8 Flashcards one by one. Drill the
countries both chorally and individually with children,
paying particular attention to where the stress falls.
1Children look and write.

Answer key: 1. Canada, 2. Brazil, 3. Argentina,
2 1. Australia - Australian - English, 2. Argentina -
Argentinian - Spanish, 3. Egypt - Egyptian - Arabic
4. Ireland, 5. Switzerland, 6. Egypt, 7. Australia, 8. Japan
2 Children order the nationalities and match.
Answer key: 1. Canadian English and French,
2. Argentinian Spanish, 3. Swiss French, German,
Italian and Romansh, 4. Australian English, 5. Japanese
Japanese, 6. Irish Irish and English, 7. Brazilian
Portuguese, 8. Egyptian Arabic
Language objectives
3 Ask and answer with a classmate. Vocabulary
build, climb, island, science, sign, thumb, walk, wheel
Optional extra: Divide children into pairs. Give them
eight slips of paper each to make word cards. Child A Pronunciation
writes the names of the countries from activity 1 while Phonics: silent letters
child B writes the corresponding nationalities. They
shuffle the cards and spread them out face down on the
desk. Child A turns over two cards. If the country and
Skills objectives
the nationality correspond, the child keeps the cards. If Listening
not, they place them face down again. Children continue Identify and spell a word phonetically
playing until they have matched all the cards. Writing
Spell words with silent letters
Wrap up
Write the following table on the board:
Country Nationality Language
Materials
Argentinian Digital Book
Brazil Portuguese Teachers Resource Material
Australian Audio CD 2
English and Flashcards Unit 8
Canada
French
Egypt
Irish
136
Unit 8
Optional extra: Once the activity is completed, drill the
Attention to diversity words individually and chorally.
Incorporate as much choral and individual drilling as is
needed by the group to ensure they do not pronounce
silent letters.
Unit 8
Warmer Optional extra: Play the audio again and children
Divide the children into groups of three. Display the unit
chant along, with boys and girls chanting alternate
8 Flashcards on the board one by one. Children confer
lines. Repeat the chant without the audio. Start off by
on the nationality and language of the country and write
whispering the chant and miming the corresponding
them in their notebooks. When finished, they say Stop!
actions. Repeat procedure several times, gradually
Invite members of the team who finish first to write their
getting louder each time.
answers on the board next to the flashcard. Award one
point for each correctly spelt nationality and two for
language.
At home
Remind children that they studied the silent gh in
unit 7. Divide children into two teams. Invite a member Answer key:
from each team to the board. Say brought. Children race
to spell the word correctly. Award one point to the first 1 Lisen, ryme, youl, leters, yu, Wen, tak, rite, no,
child to correctly spell the word. Repeat the procedure Wher, ot
with: brought, thought, night, taught, right, fight, caught. 2 Listen to me read this rhyme.
I know youll have a fun time!
1 2.49 Children listen and chant. What letters dont you hear me say
When you hear me talk this way?
Optional extra: Play the audio again and encourage
When you write, you have to know
children to chant along. Ask children what the red letters
Where silent letters ought to go.
have in common (they are silent). Elicit a synonym for
ought to (should). 3 1. b, 2. l, 3. b, 4. u, 5. s, 6. g, 7. h, 8. c
2 2.50 Children listen, look and guess the
spelling.
Answer key: Childs own answers. Lesson 9 - SB Page 106
3 2.51 Children listen and check their spelling. Language objectives
Answer key: 2. sign, 3. wheel, 4. climb, 5. thumb, Vocabulary
6. island, 7. science, 8. walk algae, breathe, colonies, coral reefs, crabs, ecosystem,
Optional extra: Invite volunteers to write the words on glow, jellyfish, poisonous, seahorses, sea turtles, shrimp
the board so that children can check their spelling. Elicit Pronunciation
which letters are silent. As they identify the silent letters, Describe coral reefs and sea animals
circle them in the words on the board.
4 Children find and write three more words Skills objectives

with silent letters. Listening
Answer key: Childs own answers. Follow a text
Optional extra: Write suggestions on the board. Drill any

Reading
Understand descriptions of coral reefs
difficult items such as ought to chorally and individually.
Show comprehension by completing a table with
Wrap up information from the text
Children write the words from activity 2 in their notebooks
in alphabetical order and draw a corresponding picture.
They write a sentence including the word next to the
picture before sharing their work with a partner.
137
Unit 8
Materials jellyfish fish many
colours
They have poisonous
tentacles. Some
Digital Book jellyfish glow in the
Audio CD 2 dark.
Blank 5-page booklet (one for each child) sea turtle grass on green or They have to go to the
the sea brown surface to breathe air.
floor and
Attention to diversity meat
Some children may be interested in the topic of coral Optional extra: In pairs, children compare their favourite
reefs and sea animals more than others. Inspire interest four sea animals, giving reasons for their choice.
by highlighting how much they will learn about a new
area in todays class. Wrap up
Write the following words on the board: feer rocal (coral
reef), ishfellyj (jellyfish), urttel eas (sea turtle), fsih (fish),
Warmer brac (crab), oreshaes (seahorse). Children race to order the
Remind children that they learnt about words with silent words and write them in their notebooks. When finished,
letters in the previous unit. Say the word build and elicit they draw a picture next to each one and write a sentence
the silent letter from the children. Dictate words with beneath.
silent letters from Lesson 8. Children write the words and
underline the silent letters in their notebooks. They swap
notebooks and correct each others work. Continuous assessment
Hand out a premade booklet to each child. They label
Lead-in the cover page The sea and add illustrations. On the
Write the words coral reef, seahorse, jellyfish and sea turtle following pages, children add the headings: Coral
on the board. Elicit what children know about these things reefs, Seahorses, Jellyfish and Sea turtles. They draw
and create a mind map on the board. Children copy the pictures and add information about the animals. In
mind map in their notebooks. small groups, children compare their booklets.
1 Children answer the questions with a

classmate. At home
Optional extra: Elicit ideas from children and write them
on the board.
Answer key:
2 2.52 Children read, listen and check their 1 1. sea turtle, 2. coral reef, 3. seahorse, 4. jellyfish,
answers. 5. coral
Clockwise: 2, 4, 5, 1, 3
Answer key: 1. An ecosystem formed from tiny
animals called coral polyps, 2. Because they are home to 2 From left to right, top to bottom: 3, 2, 1, 4
thousands of animals, 3. Animals. Optional extra: Children write 50 words starting
Optional extra: Children circle two words that they My favourite sea animal is _________ because
do not understand from the text. Get them to ask their
classmates if they dont know what their words mean.
Write any leftover words on the board, and explain
meaning through visuals, gesture and examples.
3 Children read and complete the table.
Answer key: Language objectives
Animal Diet Colour Special
Vocabulary
cabin, candyfloss, funfair, pier, rock pool, spiral slide, tide
characteristics
coral polyp algae many When they die, they Functions
different leave behind a hard Describe a seaside holiday
colours structure called coral.
sea horse shrimp light The male carries its
brown babies in its stomach.
138
Unit 8
Children write three sentences about what they are going
Speaking to do at the beach.
Describe an interesting place
Reading Wrap up
Understand descriptions of a place Elicit some activities children can do at their summer
holidays: scuba diving, eating in a restaurant, shopping,
Find key vocabulary in the text and match words with
etc. Hand out poster paper to each child and tell them to
corresponding pictures
draw a picture of their dream seaside holiday. They can
use the poster for inspiration. Underneath children write
Materials 50 words about their seaside holiday.
Digital Book Poster paper
Audio CD 2 Colours Continuous assessment
Ask children to tell you everything they know about a
Warmer British seaside holiday. Use prompts as necessary.
Draw a mind map on the board under the topic Seaside
holidays. Ask children to copy it in their notebooks and
complete it. At home
Invite children to ask you questions about your plans Answer key:
this summer: Where are you going to go? What are you
going to do? 1 1. helter skelter, 2. pleasure beach, 3. pier, 4. rock
pool, 5. beach hut, 6. 99, 7. candy floss
1 Children answer the questions with a 2 Childs own drawing and writing.
classmate. Optional extra: Children choose six new words
Optional extra: Children underline six useful words or from the text and write a sentence for each in their
phrases that they can use in a description of a seaside notebooks.
place: pier, funfair, natural aquariums, etc.
2 Children read and label the photos.

Answer key: From top to bottom: rock pool, pier, 99,
beach huts
Review
Optional extra: Draw an outline of a 99 (ice cream) on SB Pages 108 & 109
the board for the children to guess. In groups of four,
children take turns drawing key vocabulary from activities
1 and 2 while their partners try to guess.
Language objectives
Grammar
3 2.53 Children guess and match. Then they Future with going to: affirmative, negative,
interrogative
listen and check.
Questions: countries, nationalities, language
Answer key: 1. is sweet, pink sugar on a stick! 2. is a Vocabulary
funfair, 3. is a kind of long, hard sweet, 4. is a spiral slide.
Activities, countries, nationalities and languages
Optional extra: Children copy the following chart in their
Functions
notebooks:
Ask, answer and talk about future plans
I see I hear I smell I taste
Children close their eyes and imagine they are on a British

beach. Elicit from children examples of things you can see
(wooden cabins), hear (seagulls), smell (candy floss), taste
(rock) at the beach. In groups of four, children brainstorm
ideas and add them to the list before reporting their
findings to the class.
139
Unit 8
Optional extra: Children copy the activities in
Skills objectives alphabetical order in their notebooks.
Speaking
Ask and answer questions using target language 2 Children look at the photos and write what
Listening Sarah is going to do.
Review target language
Answer key: Sarah is going to play tennis / ride
Show comprehension by matching words and her bike / read a book / eat popcorn / go surfing / go
pictures swimming.
Reading Optional extra: Individually, children think about their
Show understanding by answering comprehension favourite and least favourite activities from activities 1 and
questions 2 before comparing with a partner and giving reasons for
Writing their choices.
Write full sentences using target language
3 Children write and draw what they are
Materials going to do this summer.
Digital Book Answer key: Childs own answers and drawing.
Audio CD 2 Optional extra: Children copy their plans in their
Teachers Resource Material notebooks in list format and draw a small box next to
Flashcards Unit 8 each activity. Encourage them to add more to the list and
remind them of the goals they set earlier in the unit. At
A soft ball the top of the page, they write: My summer list. Children
can decorate their lists with stickers and illustrations. They
Attention to diversity share their lists in groups. Tell them to keep their lists at
home and tick the corresponding box every time they
There is a lot of new language in this unit for complete an activity.
children to assimilate. Constantly recycling items and
providing opportunities for practice will reinforce
vocabulary and grammatical structures. 4 Children read and answer the questions.
Answer key: 1. She is going to the summer camp in
Warmer July, 2. Yes, she is, 3. She is going to sleep in a cabin,
Display the unit 8 Flashcards. Write the following 4. Horse riding, canoeing, painting, 5. They are going to
headings on the board: Activities, Countries and play sports and swim, 6. They are going to have a camp
Nationalities. Divide the class into small groups. Let them fire and a disco.
work together to think of and write as many words as they
can for each category. Set a time limit for this. Go over the
answers with the whole class. Award one point for each
5 Children look and describe.
correctly spelt word/phrase and two points for items that Answer key: Saras from Spain. She speaks Spanish.
no other team thought of. The team with the most points Barbaras from Portugal. She speaks Portuguese.
at the end of the game is the winner. Felipes from Argentina. He speaks Spanish.
Calvins from Canada. He speaks French and English.
Lead-in Beatrices from Switzerland. She speaks German, French
Focus childrens attention on the pictures in activity 1 and and Italian.
elicit what they can see: fly, read, go fishing, etc. In pairs,
Optional extra: Children stand in a circle. Throw a soft
children take turns miming and guessing their future
ball to a child, who says two words from the vocabulary
plans: (Child 1) This summer, Im going to (child mimes the
set Activities and tosses the ball to another child, who in
action), (Child 2) Go fishing!
turn says another two words from the set Countries. If
Optional extra: Ask the children to say the name of a a child drops the ball or cannot say a related word, the
country where Spanish is spoken, a country where they game starts again. Repeat the activity with other sets from
could go scuba diving, play football, etc. previous units: Environment, Parts of animals, Personality
adjectives, Illnesses, etc.
1 2.54 Children listen and tick (3) the
activities that Josh is going to do. Fast finishers
Children write the name of their country and draw their
Answer key: 1, 2, 3, 5, 7, 8, 9 flag beside it in their notebooks.
140
P P
8
More More
practice practice
Unit
F F
Wrap up
Ask children to think about what they have learnt in this More practice
and previous units. In their notebooks, they copy the SC SC
following questions: 1. What did you enjoy learning? Students do the interactive activities in The Young
2. What was difficult for you to learn? Achievers
More GamesMore
phonics phonics
Audio CD 2
2.54
This summer Im going to Florida with my family. We

are going to fly there. Its eight hours on the plane so i-poster
Im going to take a book with me.

We are going to do so many things! We are going to i-flashcards
go to the beach and build sandcastles. We are going to
swim with dolphins and go scuba diving. We are going
to go to a water park but we arent going to go to an IWB i-book
attraction park. We arent going to go fishing but we
are going to go on a boat trip. My mum and sister are
going to go shopping but Im not. I dont like it!
Final evaluation
At home
Answer key:
1

4 1. Japanese - Japan, 2. Brazil - Portuguese,
3. Irish - Ireland
Optional extra: Children write an e-mail to their
friend telling them about their plans for the summer
holidays.

illustrated reference of the main vocabulary in Unit 8
with extra listening practice.
141
Language fun!
Units 0-8
SB Pages 110 & 111 2 Children circle a character. Then they
choose and tick (3) five questions.
Language objectives Answer key: Childs own answers.
Grammar Optional extra: In pairs, children read each other their
Review: Present simple in the affirmative questions and their partner helps them think of possible
Going to for future plans answers.
Vocabulary
Personality adjectives, recreational activities/places 3 Children answer the questions and write a
story in their notebooks.
Functions
Ask and answer questions using going to Answer key: Childs own answers.
Communicate in order to play a game Optional extra: In groups of four, children take turns to
read out their stories. Confident children can come to the
front and read their stories to the class. Children can ask
Skills objectives questions as they tell their stories.
Speaking
Ask and answer questions in the context of a game 4 Children play A Trip Around the World.
Writing Optional extra: In their notebooks, children write down
Write a story about a fictional character as many things as they remember about their trip around
the world, e.g. I went on a trip around the world. First,
I went to Brazil and I saw a Brazilian football player.
Materials Pablo went to Canada and studied French, etc.
Digital Book
Audio CDs 1 and 2 5 Children play Describe and Guess with a
Teachers Resource Material classmate.
Stopwatch/Timer 6 Children imagine that a classmate is in
Sheets of paper the scene. They ask and find out his/her
20-30 word cards with vocabulary from the course location.
Optional extra: In open pairs, children repeat the activity.
This time, time the activity for one minute and keep
Warmer
count of how many questions children manage to ask
Get the children to think back and recall what they have
and answer in this time frame, e.g.: Child 1: Are you going
learnt this year. Encourage them to flip through their
to watch a film? Child 2: No, Im not. Are you going to go
Students Books. After a few minutes, distribute paper.
swimming? Child 1: No, Im not. Are you?
Ask them to choose their favourite unit or topic and draw
a picture related to it. Then invite children to the front,
one at a time, and have them describe their picture. Wrap up
Play Charades. Write 20-30 vocabulary words from all the
units on index cards. Divide the class into two teams. One
Lead-in
person from each team comes up to act. Show them both
Divide the class into four groups. Mix up the units 1-8
one of the index cards. When you say Go!, both children
Flashcards and give a pile of cards to each group. Ask
start to act out the word. The first team to correctly guess
them to divide them into units, talk to members of other
wins a point. Rotate team members and index cards until
groups and ask if they have the flashcards they need to
all the cards have been used.
complete their set.
1 Children play Adjective Charades.

Optional extra: Children draw a sun with six rays on
their notebooks. In the middle they draw a picture
of themselves and write six different sentences about
their good points and strengths using the adjectives
of personality on or by the rays, e.g. I always do my
homework. Im very hardworking. Im very kind to my friends.
142
Language fun!
Units 0-8
Teachers Resource Material: End of Term 2 Test
Optional extra: Children order the questions/
sentences:
1. How get often you do a headache?
2. there mobile phones when Were were you young?
3. you good Are at drawing?
4. you like Do swimming?
5. do I ba
At home
Answer key:
1 1. sleep, 2. play football, 3. travel, 4. watch films,
5. ride a bike, 6. go shopping, 7. eat ice cream,
8. go swimming, 9. read books
143
Achieve more!
Unit 1 - SB Page 112 3 Children present their exhibit to the class.
Optional extra: Before children start, provide the
following prompt: Interesting facts: colour/food/general
Language objectives appearance.
Vocabulary
butterfly, caterpillar, cocoon, cockroach, egg, leaf, wings Fast finishers
Functions Children who finish designing their exhibits can help their
Describe insects classmates.
Wrap up
Skills objectives Write ten words from various units on the board with the
letters in different order. Put the children in pairs to order
Speaking
them.
Talk about an exhibit
Writing
Listen to put in order the phases of a caterpillars life
Evaluate the presentation of the exhibit using the
following criteria:
Materials Use of grammar (20 points)
Digital Book Use of vocabulary (20 points)
Audio CD 2 Task completion (20 points)
Pronunciation (20 points)
Flashcards Unit 1 Presentation of exhibit (20 points)
Paper plates (2 per child) Give each a child a percentage or point, e.g., 60% or 6.
Sheets of paper
Fasteners (1 per child)
Paper clips (1 per child) At home
Construction paper (12 sheets per child) Children do more research about their insect and
Green paint write some sentences to accompany their exhibits.
Rocks, leaves, twigs, cotton balls
Warmer
Say the following riddle: They live in colonies. They work
together to find food. What are they? (Ants)
Unit 2 - SB Page 113
Lead-in Language objectives
Display the unit 1 Flashcards and elicit the names of the
places. Then say the following statements: I want to see
Vocabulary
bacon, British, butter, cream, eggs, hamburger, honey,
some paintings. (art gallery) I want to read more. (library)
leather, wax, wool
I want to see lots of fish. (aquarium) I want to watch a
play. (theatre) I want to see some insect exhibits. (science Functions
museum). Children tell you where to go. Explain where products come from
1 2.55 Children listen, read and number.

Skills objectives
Answer key: From top left to right: 1, 5, 3, 4, 2 Speaking
Optional extra: Looking at the pictures only, in pairs, Talk about products using target language
children reconstruct the life cycle of a caterpillar. Build it
Reading
up on the board in plenary feedback.
Understand a short text about local products
2 Children make an insect exhibit. Writing

Copy and write target language
Optional extra: First brainstorm all the things we need to
create a habitat fit for an insect. Children use rocks, leaves,
twigs, cotton balls and so on, to create the nonliving
objects found in their habitats.
144
Achieve more!
Materials Fast finishers
Children write one interesting fact they learned in the
Digital Book lesson in their notebooks.
Flashcards Unit 2
Stopwatch/Timer Wrap up
A soft ball Divide the group into teams of five. Write the following
categories on the board: Animals, Dairy, Fruit, Meat,
Poster paper Vegetables. Children divide a page in their notebooks into
Colours five columns and copy the headings on the board. Call out
Magazines a letter of the alphabet. Children write a word beginning
Scissors with that letter for each of the categories. Set a time limit.
In pairs, children compare and share their answers. Each
Slips of paper for word cards (8 per child)
correct word is worth one point. Each unrepeated word is
worth two. Repeat the procedure with other letters. The
Warmer pair with the most points at the end of the game wins.
Write clothes and food on the board and elicit suggestions
about other products that children use. Add their ideas to Continuous assessment
the board. In pairs, they categorise them into Man-made,
Grown, Animal products. Hand out eight blank word cards to each child.
Children write four animal products from activity
Lead-in 1 on the cards and the corresponding animals on
Display the unit 2 Flashcards one by one. Reveal the the remaining word cards. In pairs, they mix up
pictures and children call out the words. Attach the their cards and place them face down on the table.
flashcards to the board. Children memorise the words. Children take turns turning over two cards at a
Turn the flashcards over. In pairs, they write the words in time. If the cards match, children may keep the pair.
their notebook. Encourage them to produce full sentences: Eggs do
not come from sheep!
1 Children label and match the products
with the animals. At home
Answer key: 1. leather (cow), 2. wax (bee), Children do more research for their bulletin board
3. cream (cow, sheep), 4. honey (bee), 5. butter (cow),
and write the information in their notebooks.
6. wool (sheep), 7. eggs (hen), 8. hamburger (cow, pig),
9. bacon (pig)
Optional extra: Children draw pictures of the animals in
their notebooks and include and label the corresponding
products underneath.
Unit 3 - SB Page 114
2 Children talk about the products with Language objectives
a classmate.
Optional extra: Toss a soft ball to a child and ask: Grammar
What animal do we get wool from? If the child answers Do you like? to talk about hobbies
correctly, they throw the ball to another child and ask Vocabulary
a question using the target language. If not, the ball is painting, playing an instrument, singing, taking
returned and another child is asked. Repeat until every pictures, writing poems
child has had a turn.
Functions
3 Children read, brainstorm and make a class Talk about art
bulletin board.
Optional extra: Divide the class into four groups and Skills objectives
assign each group a different product: local products, local Speaking
cheese and milk, local vegetables and local fruit. Children Ask and answer questions about hobbies
make posters to promote these products in their groups.
Hand out magazines and encourage children to decorate
Reading
Respond to a text about types of art
their posters with pictures and illustrations. Display the
posters on the bulletin board.
145
Achieve more!
Digital Book Draw a Noughts and Crosses grid on the board
Stopwatch/Timer with nine squares (numbered one to nine). Mime
Slips of paper an activity from activity 1. Divide the class into two
teams: X and O. A child from team X chooses a
number. If the team guesses the activity, draw an
Warmer X in the space. Repeat with team O. The first team
Write on the board: make, write, take and dance. Remind to get three Xs or three Os in a row horizontally,
children that sometimes it is necessary to change the vertically or diagonally, wins. Children then write nine
spelling of a word when adding -ing. Explain that a silent questions with the activities and the verb like:
e is dropped when adding -ing. Demonstrate how to drop 1. Do you like writing poems?
the silent e and add -ing to correctly change make into
making. Children drop the silent e and add -ing to the
rest of the verbs to spell them correctly in their notebooks.
Write each word on the board so that they can check At home
the spelling. Children write 50 words about their favourite artistic
activity. Provide the following prompts: When you do
Lead-in the activity, How often you do the activity, Who you do
Ask children to look at page 114 and ask them to study the activity with, What you have to be good at in order to
it for one minute before turning it over. In pairs, they do the activity well.
race to write down all the activities they remember. After
checking any activities they missed, children rank them in
order of preference.
1Children read and circle the arts they like. Unit 4 - SB Page 115
Optional extra: In pairs, children play Pictionary with the Language objectives
activities from activity 1. They take turns to think of an Vocabulary
activity and sketch it for their partner to guess. breakfast, chips, chocolate chip biscuits, doughnuts,
fizzy drinks, lentils, lunch, nuts, snack, sweets
2 Children tick (3) or cross (7) the chart for Functions
them and their friends. Talk about healthy and unhealthy food choices
Skills objectives
3 Children report their groups results. Reading
Optional extra: Create a simple bar graph on the board Demonstrate understanding of target language by
that includes the names of the activities from the lesson. ticking the healthy options
Children choose their favourite art activity and colour Check the correct answers in a text
one square on the bar of the graph to represent it. When
the graph is complete, analyse the results together: Four
students like cooking. Nobody likes singing. Materials
Digital Book
Fast finishers Paper plates (one per child)
Children add more activities to the chart.
Colours
Wrap up
Play Pictionary with the activities from activity 1. Give each Warmer
pair of children eight slips of paper. Each child writes four Elicit the different illnesses that children learnt about in
activities, each one on a separate slip of paper. They put the unit and write them on the board. In pairs, they copy
the slips of paper face down on their desk and take turns the words and write the corresponding prevention or
to take one at a time to draw for their partner to guess. treatment: Chicken pox call the doctor!
146
Achieve more!
Lead-in Hand out a paper plate to each child. Children draw
Write breakfast, lunch, dinner and snack on the board. and label a balanced meal that they would like to eat
Children copy the headings in their notebooks and write for lunch before sharing their work in small groups.
a log of the food they ate yesterday. They share the
information in their food log in groups.
At home
1 Children read and tick (3) the healthy Children hang their charts on their bedroom wall
options. and use it to keep track of the food choices. They
Answer key: Childs own answers. report their results in a later class.
Optional extra: Children compare answers with a partner
and make any necessary changes.
2 Children read and check their answers. Unit 5 - SB Page 116

Answer key: Breakfast: toast, eggs, fruit with natural
yoghurt, orange juice; Snacks: apples, fruit smoothie,
bananas, brown bread and cheese, nuts; Lunch: chicken,
Language objectives
salad, lentils, fish, vegetables, rice, pasta Vocabulary
bubble baths, Earth, fresh water, germs, lake, ocean,
Optional extra: Children check their food logs from the
resource, water, well
lead-in activity and tick any healthy choices they included.
Functions
3 Children make a chart of their choices Discuss water as a resource
for a week.
Answer key: Childs own answers. Skills objectives
Reading
Optional extra: Draw a T-chart on the board with the
Read a text about water in order to match pictures
headings Healthy choices and Unhealthy choices for children
with texts and answer true or false.
to copy in their notebooks. Dictate the following activities:
eat vegetables, do exercise, drink fizzy drinks, eat a lot of
sweets, sleep for eight hours, play video games every day, Materials
spend weekends watching TV. Children decide whether it is a Digital Book
healthy or unhealthy choice and write it in the appropriate
column. Write the activities in the correct column on the
board so that children can check their answers. Call on Warmer
volunteers to add more sentences to the chart. Write on the board: Natural resources. Explain that these
are things from nature that we use every day to meet our
Fast finishers needs. Elicit a list of natural resources and ask children
Children add more healthy/unhealthy choices to the list how we use each of them.
from activity 1.
Lead-in
Wrap up Ask children to look at page 116 and tell you in which
Write the following prompts on the board: diet, exercise, ways these people manage to have water.
hygiene, sleep. In groups of three, children discuss ways to
improve their daily habits in order to make healthier choices.
Children write their suggestions in their notebooks, using
1 Children read and number the pictures.
the modal should: We should eat five portions of fruit and Answer key: 3, 2, 4, 1
vegetables a day. We should wash our hands before eating. Optional extra: In pairs, children do a Describe and Draw
activity with a picture from page 116. Put children into
Continuous assessment pairs A/B. Child A turns to his/her book and describes a
picture of his/her choice for child B to draw.
Write the following headings on the board: Meat,
Vegetables, Grains, Fruits, Dairy. In pairs, children think
of examples of each food group and write them in 2 Children read and circle true (T) or false (F).
their notebooks. Remind them that eating healthily Answer key: 1. T, 2. F, 3. T, 4. F
involves eating a balance of the food groups.
147
Achieve more!
Optional extra: Ask children more comprehension Set a time limit for this. The pair with the most correctly spelt
questions: words is the winner.
1. Why does Joel heat the water? (to kill the germs)
2. Whats a well? (a deep hole in the ground that contains Lead-in
water) Write these words on the board: tsunami, earthquake,
3. Where does Amanda get her water? (from the flood, and volcano. Elicit or explain their meanings with
supermarket, in bottles) examples, pictures and gestures. Children talk about what
4. Where does Lucas get his water? (from the rain) they already know about these natural disasters.
Wrap up 1 Children read and circle true (T) or false (F).

Ask children who has the quickest and easiest access to Answer key: 1. F, 2. F, 3. T, 4. F
water (Amanda). Talk about the value of water in society.
Optional extra: Ask children questions to check
comprehension:
Continuous assessment 1. When did the volcano erupt? (August 1883)
Children write 25 words about how water is acquired 2. What did the eruption cause? (a tsunami)
and used in their country, using the model in the unit 3. What happened to the volcano and the island? (they
as an example. disappeared)
4. What were the effects of the volcano? (it reduced the
temperature and changed weather patterns)
At home
Children write five words from the lesson in their
2 Children write two true/false sentences
for a classmate to check.
notebooks and draw a corresponding picture for
each one. Answer key: Childs own answers.
Optional extra: Invite volunteers to read their sentences
aloud. Children listen and raise their hands if they think
the sentence is true.
Unit 6 - SB Page 117 3 Children investigate an active volcano and

complete the chart.
Language objectives
Vocabulary
ash, earthquake, eruption, flood, island, temperature, Optional extra: Before beginning the task, write the
tsunami, volcano, weather following active volcanoes on the board: Mount St.
Helens, Mount Etna, Popocatepetl, Mount Fuji, Mount
Functions Erebus. Ask children if they know where they are, and
Talk about natural disasters assign children different volcanoes to research in groups.
Skills objectives 4 Children make a poster about their volcano

Reading and present it to the class.
Read a text about volcanoes and demonstrate Optional extra: Children listen carefully to their
comprehension by answering true or false classmates presentations. Allow children to ask the
presenters questions about their poster.
Writing
Write about volcanoes using target language
Wrap up
Write the following sentences on the board in jumbled
order:
Materials 1. In August 1883, the volcano erupted.
Digital Book 2. The eruption caused a terrible tsunami and killed
Stopwatch/Timer thousands of people.
3. The volcano and the island disappeared.
Warmer 4. The eruption caused reduced temperatures and changed
Ask children to think about animal body parts and in pairs, weather patterns for five years.
race to write down as many as possible: claw, feather, fin, etc. 5. In 1930, a new island called Anak Krakatau appeared.
148
Achieve more!
In pairs, children order the sentences, copying the order in
which the information appears in the text.
2 2.57 Children listen and match.
Answer key: 1. a person who moves around and lives
Continuous assessment in different places, 2. an animal like a cow with a lot of
hair, 3. eat grass in a field, 4. a person who takes care of
Children write 50 words about their chosen active groups of animals
volcano. Optional extra: Children copy the target language in
their notebooks, draw a corresponding picture and write
a sentence for each new word.
At home
Children choose five new words from the text 3 Children make Tibetan prayer flags and
and write them in their notebooks with an write their wishes for the world.
accompanying sentence. Optional extra: Children walk around the room and
examine their classmates work.
Wrap up
Choose a word from the lesson and give clues until
Unit 7 - SB Page 118 children guess it: Im thinking of an animal. It lives on the
Tibetan Plateau. It provides meat to eat and milk to drink.
It also provides hair to make clothes. (A yak). Children listen
Language objectives and put up their hands if they know the correct answer.
Vocabulary
graze, herder, nomad, prayer, wish, yak Audio CD 2
Functions 2.56 2.57
Talk about life on the Tibetan Plateau
Hi! My name is Adol and this is a picture of my family.
Thats my mother, my father, my baby sister, my dog
Skills objectives Jampo and me! We live here on the Tibetan Plateau.
Listening Were nomads that means we dont always live in
Show comprehension by ordering pictures the same place. This is a picture of our home. Its a big
tent, and its made of yak hair. There are some yaks
Identify and match target language
next to the tent. Theyre like big, hairy cows. Were yak
herders. That means that we take care of yaks, and they
take care of us. Yaks are very important to our way of
Materials life! In the morning, my mum milks the yaks. Here is
Digital Book a picture of my mother milking a yak. My baby sister
Audio CD 2 is on her back! After my mum milks the yaks, my dad
takes the yaks to the valley to graze graze means to
Warmer eat grass. My father is a herder. Here is a picture of my
Tell children: Im thinking of an adjective. Can you guess? father, Jampo the dog and the yaks! During the day,
You use it to describe a person who works very hard. we prepare food like bread, yak yoghurt, yak meat and
Children raise their hands when they know the answer: yak butter. Here is a picture of me with my mother. We
Hardworking! Repeat the procedure with brave, clever, are making bread! In the evening, we all eat a delicious
confident, lazy, popular, shy, stubborn and vain. dinner together. Here is a picture of my family eating
noodles for dinner. Mmm I love noodles!
Lead-in
Focus childrens attention on the pictures in activity 1. Elicit
from children what they can see. Tell them that the man in Continuous assessment
the images is a herder and he is taking care of yaks. Explain Write the following paragraph on the board, leaving
that yaks provide milk to drink and to make butter and a blank space for the words in brackets: Adol lives with
cheese, hair for clothes and tents, and meat for food. her family on the (Tibetan Plateau). They live in a (tent)
made out of (yak) hair. Adols father is a yak (herder).
1 2.56 Children listen and order. Her mother (milks) the yaks and her father takes them
Answer key: 4, 1, 6, 3, 2, 5 to the valley to (graze). During the day, they prepare
food such as (bread) and yak (meat/butter/yoghurt).
In the evening, they eat (noodles). In pairs, children
149
Achieve more!
copy and work together to construct the text from Lead-in
memory. When finished, write the words in brackets in Write beach on the board. Brainstorm beach activities with
jumbled order on the board for children to check their children: I build sandcastles. I collect seashells, and write
work and make any necessary changes. Finally, play their suggestions on the board.
the audio again for children to check their work.
At home Answer key: From top to bottom: 2, 1, 3
Optional extra: Ask the class what the children in the
Children write 50 words about life on the Tibetan
reading activity have in common (they all want to help the
Plateau.
environment). Elicit other ways to take care of the world:
recycle, save energy, etc.
2 Children read and answer the question.

Unit 8 - SB Page 119 Answer key: That animals cant live there; many
people depend on the fish, so if theres no fish anymore,
people cant live there.
Language objectives
Optional extra: Children write the answers in their
Vocabulary
notebooks in bullet point format.
climate change, coral reef, danger, pollution, recycle,
rubbish
Functions
3 Children make a coral reef collage.
Talk about dangers to coral reefs Optional extra: Before starting the activity, hand out a
sheet of poster paper to each child. Children paint the
background of their coral reefs blue. Provide objects for
Skills objectives children to attach to their collage such as shells, sand,
pebbles and pictures of underwater life. Display the
Reading
childrens work on the class bulletin board.
Demonstrate comprehension by completing a
matching task and answering a question
Fast finishers
Children read the text from activity 1 quietly to
Materials themselves.
Digital Book
Wrap up
Flashcards Unit 8 Children write a paragraph describing their coral reef
Poster paper collages. They should include facts about coral reefs,
Shells, sand, pebbles and pictures of marine life as well as ideas about how to protect them. In pairs,
children swap paragraphs and read each others work.
Colours
They attach their paragraph next to their collage on their
Glue class bulletin board.
Scissors
Warmer
Display the unit 8 Flashcards on the board. Elicit the Children choose five words from the lesson and write
names of the countries and the language spoken there. them in their notebooks. In pairs, they take turns
Divide children into two teams, boys and girls. Ask them dictating the vocabulary to each other. Children
questions about the nationality and language of the exchange notebooks and correct each others work.
countries on the board: What language do they speak in
Brazil? They speak Portuguese in Brazil! If the girls know
the answer, they must raise their hand and say Beep! and At home
supply the correct answer. If the boys know the answer, Children research more information on how to
they must cross their arms and say Buzz! protect coral reefs and the natural world around us,
and write three simple sentences about their ideas.
150
Audio Transcript
Activity Book
1 AB Page 4 9 AB Page 36 18 AB Page 60
See page 4 of the Students Book See page 36 of the Students Book See page 60 of the Students Book
for the transcript. for the transcript. for the transcript.

See page 10 of the Students Book See pages 40-41 of the Students See pages 64-65 of the Students
for the transcript. Book for the transcript. Book for the transcript.

See pages 14-15 of the Students See pages 40-41 of the Students See pages 64-65 of the Students
Book for the transcript. Book for the transcript. Book for the transcript.

See pages 14-15 of the Students 1 juice, juice walked, walked
Book for the transcript. 2 giant, giant washed, washed
3 generous, generous played, played
4 joke, joke watched, watched
5 AB Page 17 5 vegetables, vegetables
6 orange, orange
studied, studied
kicked, kicked
This is a funny king, 7 jam, jam chatted, chatted
He wears a ruby ring. 8 magic, magic painted, painted
He likes to sing a song, waited, waited
When he plays ping pong. brushed, brushed
His gold isnt in the bank, scored, scored
Its in the fish tank!
13 AB Page 48
His jewels are in the sink, See page 48 of the Students Book
Except his crown, which is pink! for the transcript.
22 AB Page 74
See page 74 of the Students Book
for the transcript.
6 AB Page 22 14 AB Page 52
See page 22 of the Students Book See pages 52-53 of the Students
Book for the transcript.
for the transcript. 23 AB Page 78
See pages 78-79 of the Students
7 AB Page 26 15 AB Page 53
See pages 26-27 of the Students See pages 52-53 of the Students
Book for the transcript. Book for the transcript.
24 AB Page 79
8 AB Page 29 16 17 AB Page 55
1 Mum washes the clothes. See page 55 of the Students Book
2 The sun dries the clothes. for the transcript.
3 Lily picks strawberries.
25 AB Page 81
4 A bird flies in the sky. See page 81 of the Students Book
5 Jack rides his horse. for the transcript.
151
Audio Transcript
Activity Book
26 AB Page 86 34 AB Page 112 park
pollution
See page 86 of the Students Book aquarium railway
for the transcript. art gallery river
gift shop rubbish
library smoke
planetarium traffic
27 AB Page 90 science museum
See pages 90-91 of the Students theatre
Book for the transcript. theme park
zoo 39 AB Page 117
cave
fossil
28 AB Page 91 35 AB Page 113 volcano
claw
Book for the transcript. bacon feather
butter fin
fish shell
honey tail
29 AB Page 93 jam teeth
meat wing
1 cough
peanut
2 fight
popcorn
3 light
sugar
4 laugh
5 right
yoghurt 40 AB Page 118
6 daughter brave
clever
36 AB Page 114 creative
dishonest
30 AB Page 98 angry hardworking
See page 98 of the Students Book bored independent
for the transcript. calm kind
confused lazy
excited loyal
happy organised
31 AB Page 102 nervous popular
sad shy
Book for the transcript. vain
37 AB Page 115
32 AB Page 103 chicken pox
41 AB Page 119
cough Argentina
cut finger Australia
earache Brazil
fever Canada
headache France
33 AB Page 105 insect bite Germany
stomach ache Ireland
1 thumb sunburn Italy
2 walk toothache Japan
3 climb
Spain
4 build
Switzerland
5 island
6 sign 38 AB Page 116 United Kingdom
7 wheel
8 science bridge
factory
152
TRACK LIST Audio CD 1
TRACK UNIT PAGE TRACK UNIT PAGE

1.1 Unit 0 Lesson 1 4 1.36 Unit 4 Lesson 2 49
1.10 Unit 1 Lesson 7 16 1.45 Unit 4 Review 58
1.11 Unit 1 Lesson 8 17
1.14 Unit 1 Review 20
153
TRACK LIST Audio CD 2
TRACK UNIT PAGE TRACK UNIT PAGE

2.14 Unit 5 Review 70 2.49 Unit 8 Lesson 8 105
2.15 Unit 5 Review 70 2.50 Unit 8 Lesson 8 105
2.20 Unit 6 Lesson 6 79 2.55 Achieve more! Unit 1 112
154
Teachers Resource Audio Material
TRACK LIST
1 Unit 1 Activity 1
2 Unit 1 Activity 2
3 Unit 2 Activity 1
4 Unit 2 Activity 2
5 Unit 3 Activity 1
6 Unit 3 Activity 2
7 Unit 4 Activity 1
8 Unit 4 Activity 2
9 Unit 5 Activity 1
10 Unit 5 Activity 2
17 Festivals Worksheets Christmas Song
18 Festivals Worksheets Easter Song
19 Diagnostic Test Activity 1
20 Unit 1 Test
21 Unit 2 Test
22 Unit 3 Test
23 Unit 4 Test
24 Unit 5 Test
25 Unit 6 Test
26 Unit 7 Test
27 Unit 8 Test
28 End of Term 1 Test
31 End of Year Test
155
Young Achievers 3 Teachers Book / Kate Browne ...
58 St Aldates [et al.]. - 1a ed. . - Ciudad Autnoma de Buenos Aires:
Oxford OX1 1ST Santillana, 2015.
United Kingdom 156 p. + CD-DVD ; 28 x 22 cm.
2015 Ediciones Santillana, S. A. ISBN 978-950-46-4502-3

Leandro N. Alem 720
1. Enseanza de Lenguas Extranjeras. 2. Ingls. I.
C1001AAP Buenos Aires, Argentina Browne, Kate
CDD 420
First published by
Santillana Educacin, S.L. 2014
ISBN: 978-950-46-4502-3
Writers: Kate Browne, Sofia Diez Pereda, Brendan Digital Managing Editor: Virginia Santidrin Ruiz
Dunne, Claire Fitzgerald, Juan Antonio Gonzlez
Ochoa, Robin Newton Art Director: Jos Crespo
Recordings: EFS Television Production Ltd., Javier Cover Design: Manuel Estrada, Ana Luca Garibotti
Lupiaez Design: Colart Design S.C.
Layout: Marina Gmez Mut, Mara Florencia Visconti
Publisher: Mabel Manzano Art Coordination: Rosa Marn, Javier Tejeda
Managing Editor: Catherine Richards
Editorial Team: Eve Hampton, Cristina Navarrete Photo Researcher: Amparo Rodrguez
Pedraza, Elsa Rivera Albacete, Paloma Rodrguez
Esteban, Jason Small, Paula Fulia, Ins S. Prez This Teachers Book includes Audio CDs.
Queda hecho el depsito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.
First Edition Published 2015
The publishers would like to thank all those who have contributed to the development of this course.
Websites given in this publication are all in the public domain and quoted for information purposes only.
Richmond has no control over the content of these sites and urges care when using them.
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission
in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any
involuntary omission at the earliest opportunity.
Este libro se termin de imprimir en el mes de octubre de 2015, en Artes Grficas Color Efe, Paso 192, Avellaneda,
Provincia de Buenos Aires, Repblica Argentina.
Young Achievers will challenge and motivate. A blend of
skills, a fast-paced grammar syllabus and phonics provides
children with a strong foundation. This, combined with a
cross-curricular and cultural focus gives primary children all
the confidence they need.
Throughout the course, children are presented with integrated
external exam practice for both Trinity GESE and Cambridge
Language Assessment to give them the tools they need
for success.
Young Achievers aims to provide children with the support
they need to achieve all their language goals.
For the student For the teacher

Students Book Teachers Book + Audio CDs
Activity Book + Teachers Resource Material
Audio Material Printable Flashcards
Interactive Practice: and Word Cards
The Young Achievers Digital Book
Games

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What are the main components of the Young Achievers course?

What are the main components of the Young Achievers course?

How is grammar integrated into the lessons?

How is grammar integrated into the lessons?

Teachers

Students Book contents page 18

With Trinity GESE and Cambridge Language Assessment in mind,

Grammar is treated as a key part of the course and is highlighted

Vocabulary is introduced using a variety of age-appropriate and

It is fundamental that English language learning is treated as

Young Achievers combines a variety of English language teaching

Each unit opens with a

Children are presented with

Skills activities contextualise

Songs and chants feature in every

Each story aims to develop understanding

Carefully controlled practice

The children have

Children develop their pronunciation

Each unit includes a focus on CLIL and

The Achieve more! section

A range of activities throughout

The Language fun! pages are a

Clear, concise lesson

Is Ted posing for No, he isn't.t.t

theme park museum

Please don't drink and please

72 Photocopiable Santillana Educacin, S.L.

514687_P071_080_Speaking.indd 72 31/07/14 10:19

Teachers Audio Material

The pack includes 2 audio CDs:

Flashcards and Word Cards

82 photo flashcards each with an accompanying word

The Digital Book is an interactive

The Young Achievers Game

Mathematical competence and basic competences in Science and Technology

Social and Civic competences

Cultural awareness and expression

IE Sense of initiative and entrepreneurship

Birthdays Your voice

Roles and responsibilities Assessment

1 Entertainment places: aquarium, art gallery, gift shop, library, planetarium,

page 34 Language fun! Units 0-2

Prehistoric times wing

Personality: brave, clever, confident, creative, dishonest, hardworking, be and adjectives

page 110 Language fun! Units 0-8

page 112 Achieve more! Units 1-8

Listening Speaking Reading

Assessment criteria Go digital! i-flashcards

Check children can identify, understand and produce Digital book

Diagnostic test, pages 108-109: Lesson 6

Language objectives Fast finishers

2 Children read and answer for themselves. Continuous assessment

Skills objectives Fast finishers

1 Children look and name the animals with

Materials Spring starts in September and lasts until about

Materials Go digital! i-flashcards

Digital Book Digital book

actions for charades A marker

LC Linguistic competence SCC Social and civic competence