" ‘ ass: een J Ma bi } ‘i hs ifrancesiBates—ilineloanm&Steve sThompson PThe Authors Frances Bates-Treloar has been teaching English for Speakers of Other Languages (ESOL] for fifteen years. She has taught in Spain, Turkey and Cyprus. Frances writes extensively for a variety of English examination boards. She has also written course materials for young learners of English and students of business English. Frances is an expert on the Cambridge Young Learners English Tests and has been involved in testing for many years, Steve Thompson has been teaching English as a Foreign Language ae (EFL) in Britain, the Middle East and the Far East to learners of different ages in different educational settings for more than twenty-five years. For the last fifteen years, Steve has combined teaching with materials writing and test development. He has written over fifteen EFL course books, workbooks and teacher's manuals. He currently works as an EFL author, test writer, chief examiner and teacher trainer. “All through my teaching career | have realised how much well constructed, relevant and interesting teaching materials can contribute to the quality of learning and teaching in English language classrooms. For this reason | am really excited to be involved with the teaching materials which Marshall Cavendish is developing.”“AL "English gq Workbook Frances Bates—Treloar Steve Thompson Se ovenLet's Start! The Move With English A Workbook correlates directly to the Pupil’s Book so that learners consolidate new language items with focused practice. It builds on the vocabulary and language structures acquired in the Pupil’s Book. Learners practise the skills of reading, listening, speaking and writing in meaningful and wider contexts. The Workbook provides many opportunities for pratice of the main learning points. This ensures that learning outcomes are achieved. Cross-references in the Pupil's Book also guide learners to corresponding activities in the Workbook Unit 2 The pirates and the parrot QP Reoding A Waiting ond draw I Look at the pictures. Complete the sentences Read and draw lines . |, He's got long block 2. He's got show black —__— 3, He's weorng 0 rod ond white — ‘round his neck ‘She's got ong aight She's tll ond Her dog is small ond She's waoring 2 bive The teacher/parent note at the bottom of every page keeps parents involved in the ii learning process.The writing activities focus ‘on sentencelevel activities that place language in meaningful contexts. The revision units ensure that learners approach assessments with confidence, The activities correspond closely to the materials taught in the Pupil’s Book, making it easy for learners to revise and consolidate what they have learnt,Contents he Unit Miss Sun is Australian Unit 2 The pirates and the parrot Unit 3 My friends, the animals Unit 4 Helping at school and at home Unit 5 The weather's very nice Unit 6 New places to live Revision Unit 1 Unit7 Bigger, taller, quicker Unit 8 Welcome to Coco Island! Unit 9 Can you come to the party? Unit 10 The picnic by the waterfall Unit 11 After school and at weekends Unit 12 In the holidays Revision Unit 2 * Vocabulary: countries, nationalities and languoges + Vocabulary: nouns. + Adverbs of frequency aliays, never, oftenand sometimes Vocabulary: adjectives and ‘nouns ee + Vocabulary: comparative and superlative adjectives + Vocabulary: nouns * Vocabulary: adjectives and nouns [este aa iv| : + Structure for asking and answering ‘about others and themselves + Structures for asking ond answering about physical appearances + Short yes/no answers + Structures for asking and answering ‘questions about routines + Adverbs of frequency always, never, oftenand sometimes * Model verb phrase have (got) to * Vocabulary: adjectives and nouns + Verb be + Vocabulary: nouns + Ordinal numbers + Prepositions + Structures for osking and answering questions + Vocabulary: comparative adjectives + Nouns and numbers + Vocabulary: superlative adjectives + Vecabulary: days of the week and nouns + Adverbs of frequency + Structures for asking and answering questions + Interrogative pronoun when + Vocabulary: nouns * Conjunction but + Vocabulary: gerunds + Structures for asking and answering questions + Adverbs of degree + Vocabulary: comparative adjectives + Conjunction but * Vocabulary: countries, languages cond nationalities + Conjunctions but and and + Verb be + Vocabulary: adjectives and nouns + Vocabulary: nouns + Adverbs of frequency always, never, often and sometimes + Model verb phrase have got) to/ haven't (got) t0 + Vocabulary: adjectives and nouns + Vocabulary: nouns + Ordinal numbers + Prepositions + Vocabulary: comparative adjectives + Vocabulary: comparative ond superlative adjectives + Structures for asking and answering questions + Modal verb can + Modal verb phrase have (got) to + Vocabulary nouns + Structures for asking and answering questions + Modal ver’ would fike + Vocabulary: gerunds Scaife Soe ive pemiclea Wesel wey) + Modal verb have (got) to + Conjunction but + Ver’ wants to * Vocabulary: countries, languages ‘and nationalities + Times of the day + Vocabulary: adjectives and nouns + Preposiion with * Vocabulary: nouns + Adverbs of frequency aways, never, oftenand sometimes + Spelling: nouns + Vocabulary: verbs + Medal verb phrase have (got) to + Adverbs of frequency ‘always ond never + Vocabulary: adjectives and nouns + Gonjunctions and and but + Spelling: nouns and verbs Ordinal numbers Prepesitions ‘Conjunctions and and but Structures for asking and answering ‘questions + Vocabulary: comparative adjectives + Spelling: adjectives and nouns + Vocabulary: comparative and superlative adjectives and nouns + Interrogative pronouns + Vocabulary: days of the week and ordinal numbers + Spelling: days of the week + Modal verb would like + Vocabulary: nouns + Spelling: gerunds * Medal verb have (got) to + Verbs enjoy and lke + Adverbs of degree + Vocabulary: adjectives + Conjunctions because, but and so + Modal verb have (got) to BESS re | esUnit 1 Miss Sun is Australian @ Listening Which of these people are English? Listen and tick (/). ! | ? | 4. D,, 6. Oo Oo - Now listen again. Write the numbers. 1. Who is from Australia? 2. Who has got an English book? 3. Who learns English at school? Teacher/parent note : In the first activity, pupils practise discriminating between the different meanings of English. They listen ‘to discover which peaple inthe pictures are English. In the second activity, pupils anewer questions cbout ‘the other people. 6of Writing Where are they from? Write the words. oF 1, He is Chinese. He is from. 2. He is Indian. He is from a) 3. He is Australian. He is from —___. 9 Where are you from? Write. lam from Write the words. 1. glishne English 4. 9 aiht 5. © nehcise ‘Teacher/parent note : The first activity lets pupils practise writing the names of some countries. They then practise writing the rame of their own country. In the third activity, they solve anagrams of nationalities 7Unit 1 Miss Sun is Australian Sf Writing Write the sentences. Use the words in the boxes to help you. | eight years old She's | She's is Sunita | Indian This 1, This is Sunita. 2. She's eight years old. 3, She's Indian. ten years old | is Lek He's | Ik 2. 3. Malaysia This She from is Salina She's nine years old Lo a 2. a 3. Teacher/parent note : In this octvity, pupils write short sentences about the children in the pictures. They use the words in the boxes to help themC2 Speaking Look at page 8. Ask and answer. ‘Teacher/parent note : These activities give pupils practice in forming and answering questions about others and themselves, “They ask ond answer questions about the children lustrated on poge 8 and then they ask and answer with ‘their Friends 9Unit 1 Miss Sun is Austratian ft Writing Write the words. When do you do these things? 1. Eat breakfast In the morning 2. Read and write 3. Talk 4. Play 5 6 . Watch TV . Go to bed Teacher/parent note : In the frst activity, pupils write the times of the day in the context of greetings. The second activity lets them practise writing the times of the doy in context of when they do certain activities, 10&p Reading Read and draw lines. . She isn’t Malaysian. She goes to school but she isn’t a teacher. se She speaks English. She isn’t eight years old. She is a teacher. 3. Itisn’t a man and it isn't a pupil. It’s from Australia but it doesn’t speak English. 4. He isn’t a man. He’s eight years old. He’s Indian. a . She isn’t a teacher and she isn’t Chinese. % She’s Malaysian and she goes to school. 6, He's a pupil and he isn’t Indian. He’s Thai. Teacher/parent note : This activity reinforces but, and ond negative be structures. Pupils read short texts and deduce which characters they describeUnit 2 The pirates and the parrot G7) Reading Read and draw lines. long curly blonde hair short straight black hair a scart short curly black hair a neck a shoulder a black moustache a long white beard a tall thin man ‘Teacher/parent note : This activity lets pupils practise reading and understanding the new vocabulary. They match the words with the correct Features in the picture. 12of Writing Look at the pictures. Complete the sentences. 1. He’s got a long black __ beard 2. He's got short black —_____ hair. . He's wearing a red and white around his neck. . She's got long straight ______ hair. She's tall and . Her dog is small and She's wearing a blue ‘Teacher/parent note : In this activity, pupils practise writing the new vecabulary. They complete the sentences with ‘propriate words. 13Unit 2 The piratos and the parrot CO Speaking Play the game. Who is your friend thinking about? Ask and answer. Teacher/parent note : This activity lets pupils practice asking and answering about physical appearances. In pairs, pupils ask each other yes/no questions. Through elimination, they deduce which person their partners have chosen, 44 Writing Look at page 14. Read and write the correct letter. Who is Max thinking about? Choose one person from page 14. Write about the person. Ask your friend who it is. TIS fe EC an Who is it? Teacher/parent note : In the first activity, pupils practise reading @ short description of a person. In the second activity. pupils write their own descriptions using complete sentences, They then ack their friends to guess who the person is 15Unit 2 The pirates and the parrot ‘Ai Listening Listen and tick (V). 1, Which man is the boy’s father? 1 3. 2. Which woman is the boy's mother? 3. Which girl is the boy’s sister? L| R | LJ Teacher/porent note : This activity gives pupils practise listening to the new vocabulary and structures in short dialogues. Pupils tick the pictures that best ilustrate the people described, 164, Writing Complete the sentences. Who is Sam? ) He's the boy with the Black curly hain. He's wearing a yellow and red T-shirt. Who is Bill? He's the boy with the Who is Sue? | She's the girl with the Who is May? | She's the girl with the Now talk about your friend. Teacher/parent note : In this activity, pupils practise writing descriptions of people using with. They then use the some ‘structures to talk about their friendsUnit 3 My friends, the animals ff Writing Write the letters. >A a r r °o Ss £2 17. D 6 ° 45 c fy yo 2. w 5 7 a a Wy xinwg Teacher/parent note : In this activity, pupils revise the names of onimals through a crossword. 18@ Listening Listen and tick (/) the pictures of the animals you hear. ‘L. ) 7” 7 v v} ,o@ mw & ‘Sos a w& Oe Bo ae Listen and tick (“) the correct word. always | never | offen | sometimes | CMY often _| 5) "1. Max drinks lemonade. i | 2. Rex watches TV. 3. Clover goes swimming. [auiPacriave winikes | 5. Dolly sleeps in the afternoon. | Teacher/parent note : The first activity revises the names of animals. Pupils listen to the recording and tick the names of the animals they hear. In the second activity, pupils isten to statements and tick the correct adverb of Frequency, 9Unit 3. My friends, the animals 4 \Ntiting Write the sentences. Use the words in the boxes to help you. ae & always clean never give bath always give fruit | Always clean the _ bird cage. b ql Th always look never leave open never leave with Now draw pictures and write sentences with always and never. a [always never “Teacher/parent nate : These activities consolidate the pupils ability to use always and never in instructions. First, they write short instructions prompted by pictures and helping words. They then make up their own instructions 20QP Reading Read and write the numbers. 1. These animals sometimes eat meat. They often eat fish. They ‘are sometimes orange, brown, white or black. They often live in houses. 5. These animals often sleep in the day. They are orange, black and white and have got big teeth. They always eat meat. \ Net ro . These animals sometimes live ‘on land and sometimes live in water. They have big teeth and they haven't got hair. They always eat grass and never eat meat. 6. These animals sometimes live in water and sometimes live in trees. They never walk or run, Teecher/porent note : In this activity, pupils read short descriptions containing adverbs of frequency, They then match the descriptions with the correct pictures. 2Unit 3. My friends, the animals CO Speaking Ask and answer. Complete the table. Write always, never, often or sometimes. Read soho eee Tele ANAS Erol PNT fishing ties let pupils practise asking and answering questions about routines using adverbs of “They then record the information and use it to talk about their friends’ routines.4 Writing Write the sentences. Eats mest | Chases cals [Goesto the pork] "Sits in trees. Pex x x Z YS /_| never: ¥ Max. x VS VS vo sometimes: / |Rover| /// Za VSS x often: A May z x Wa z always: A/S 1, Pex never eats meat. He never chases cats. He sometimes goes to the park. He always sits in trees. aad Write sentences about yourself. Use always, often, sometimes and never. ‘Teacher/parent note : In these activities, pupils practise writing sentences in the first and third persons singular using adverbs of Frequency. 23Unit 4 Helping at school and at home a Listening Listen and repeat. There are a lot of things for us to do. Can you help, Bill? Can you help, Sue? We've got to tidy all the toys. Can you help, girls? Can you help, boys? We've got to close the cupboard door. — We've got to bring the footballs in. We've got to clean the classroom floor. We've got to empty the rubbish bin. We've got to put brushes in the box. There are a lot of things for us to do. We've got to tidy shoes and socks. Can you all help? May and Sam, too. Listen and write the numbers. Teacher/parent note : These activities consolidate the structure have got .. and classroom tasks, In the first activity, pupils listen to and repent a rhyme. In the second activity, they listen to what the characters have $0 d0 ond number the pictures 24f Writing Write the words. — Write two things you do to help in class. Draw pictures. Teacher/parent note : In the first activity, pupils practise writing verbs prompted by the pictures. Tn the second activity, they write sentences and then draw pictures of things they do to help in class, 25Unit’ 4 Helping ot schoo! and at home @ Speaking Look at the pictures. Ask and answer. Use often, never, sometimes or always. New talk about your friend. of ‘outside. He. Teacher/parent note : Th pats, pupils use the pictures to ask and answer questions using have (got) to. They then tell e new Partner about the information they have gathered from the first activity 264 Writing Write the sentences. Use the words in the boxes to help you. | dean bathroom | make _ breakfast “The robot has to clean the bathroom. never cook doesnot = wash up eet Miele | sometimes _ take photos | | sometimes help Do you have to do these things at home? Tell your friend. ‘Teacher/parent note : In the first activity, pupils write sentences about what the robot has to do or doesr't have to do, In the second activity, they say sentances about whether they have to do these things at home 27Unit 4 Helping at school and at home &p Reading Read. What have you got to do? Match the sentences with the correct pictures. Z 1. You don't have to walk. 2. You don’t have to empty it. 3. You've got to talk to him. 4. You've got to run. 5. You've got to clean it. 6. You have to go to the market. 7. You have to help her. 8. You don’t have to swim. Now play the game. How quickly can you finish? Teacher/parent note : In the frst activity, pupils read sentences with (don't) have fo and match them with the correct pictures, Pupils then play a game. They take turns to throw a die and move their counters accordingly. When they land on a square, they read and follow the instructions, if any. The pupil who finishes fiest wins. 28aN ing Look at the pictures. Write sentences. Dear Jill, 1am sorry. | can't come to your birthday party. | have to clean the floor “and | have to Dear Jill, am sorry. from, Sam Dear Jill, Lam sorry. from, Robot ‘Teacher/parent note : Tn this activity, pupils pretend to be different choracters and write letters to explain why they are unable to attend o birthdey party, 29) The weather's very nice &p Reading Look at the picture. Read and tick () or cross (x). 1. Thete‘are four hippos 6. Itisn’t windy. in the picture. x 7. Itis very cloudy today. oe 2. The big hippos are drinking. ___ 8. There isa plane inthe sky. = ___ 3. The small hippos want to play. —__ 9. The sky is blue. — 4. The weather is cold and wet. —__ 10. The hippos are swimming 5. There are oranges on in the water. the table. ‘Teacher/porent note + This act date they are true or fale es weather vocabulary. Pupils read statements about the picture ond determine if 30f Writing Look at page 30 again. Correct the wrong sentences. 1, There aren't four hippos in the picture. There are five hippos. Answer the questions. Write complete sentences. 1. Are you hot or cold? 2. Is the weather hot or cold today? 3. Is the weather wet? 4. What colour is the sky? 5. Is the wind blowing? ‘Teacher/parent note : In the first activity, pupils correct the wrong statements from page 30, In the second activity, pupils answer questions in full, according to actual weather conditions 3Unit 5 The weather's very nice @ Listening Listen and circle the correct pictures and words. Listen and write the numbers. — dig 4 Teacher/porent note : The first activity consolidates the new vocabulary using weather forecasts. In the second activity, pupils listen to short descriptions and consolidate vecabulary relating to weather and geographical Features. 32A Writing Write the letters. » 2. Teacher/parent note : This activity gives pupils proctice in labeling and spelling vocabulary relating ta weather and geagrephical Features 33Unit 5 The weather's very nice CO Speaking Look at Sue’s pictures. Find ten differences. Say the differences. In picture A, there are Za ae 8, roe ae two people. = “ nee Pepe: Teacher/parent note : This activity consolidates the vocabulary and structures taught in the wit, Pupils find and say the differences between the two pictures 34af Writing Complete the sentences. Use and or but. 1. It'sraining___but _itisn’t cold. fp yf 2. Its hot the sun is shining, / Xs 3. can see a cat adog. 4. Samis cold he isn’t wearing his sweater. ' 5. There’s a mountain a river. ’ 6. The weather is cold it isn’t snowing. 7. The sky is grey cloudy it isn’t raining today. 8. There are two birds a boat there aren’t any whales. Write about Sue’s and May’s clothes. It is snowing. Sue is wearing The sun is shining. May is wearing ‘Teacher/parent note : In the first activity, pupils consolidate their understanding of the conjunctions and and but, The second ‘ctivity gives them practice in writing descriptions of clething 35Unit 6 New places to live @ Listening Listen. Colour the correct pictures. Qs af gegdaepannne 4 Writing Look at the pictures. Write the words. | first second third fourth fifth sixth seventh eighth |. QPEL LL 3 PIPDPIPIP PIP IPP * BQPRA® the pencil the tree 7. BBaS22422 8. GED ES tals 1S IS 8 the hat the dog Teacher/parent note : These activities consolidate ordinal numbers. Tn the fist activity, pupils listen to short instructions ond colour the appropriate picture. In the second activity, pupil label pictures with erdinel numbers 36CO Speaking Look at the picture. Say where the things are. The ball is | under the | cupboard. | t Mary is helping Sue. Tell her where to put the things. (Put the ball in the box, Mary. ‘Teacher/parent note These activities consolidate prepositions of location. Pupils say where abjects are in a room. They then give instructions as to where Yo put them. 37Unit 6 New places to live @ Listening Listen and write the numbers. 7 a ° = = o > oc Sf Writing Look at the map. Where are these places? Write. 1. The school is nent 40) the library. 2. The hospital is _______ the river and the forest. 3. The bus station is ____________ the cinema. 4. The supermarket is —______________ the park. 5. The bank is ____________ the flats. 6. The market is __________ the café. 7. The park is ________ the bus station. Teacher/porent note : These activities consolidate prepositions and vocabulary related to local places, Pupils listen and identify places on a map, They then write words to describe the location of the places. 38& Reading Read Molly’s email. Write the numbers. | l.cinema 2. library 3. sixth floor 4. swimming pool 5. eighth floor 6. supermarket 7.basement 8. café Hi Sue, How are you? I'm writing about my new flat. It's in a big building in Liverpool. We've got a lot of things in our building. We can leave the car in the basement. We've got a café anda library | on the ground floor. On the first floor, there’s a cinema and a big supermarket and on the second floor there’s a swimming pool. My friend Jenny lives on the sixth floor and we live on the eighth floor. Mum and Dad always take the lift but | sometimes walk. Please write. Molly Read and tick (“) or cross (X). 1. Sue's family lives in this x building. 2. Molly has got a new flat — 3. Molly lives in Liverpool. __ 4. There are flats on five floors of | ___ Molly’s building. 5. Molly lives on the seventh floor. —__ 6. Molly sometimes walks up to © —— her flat. ‘Teacher/parent note : This activity reinforces the vocabulary to describe parts of a building and revises the ordinal numbers first t0 eighth Pupils read Mollys e-mail and decide if statements describing it are true or fase 39Unit 6 New places to CO Speaking Look at the picture. Talk about the building. There is a toy shop. It's on the third floor. Now ask and answer. Where's the swimming pool? Tt's on the fourth floor, above the shops. OC) Teacher/parent note : The frst activity allows pupils to practise talking about the different places in a building. Pupils then ask about and give the locations of these places. 402 Writing Look at page 40 again. Write complete sentences. 1. Where is the swimming pool? 2. Where is the library? 3. Where is the toy shop? 4. Where is the café? Complete the sentences. Use and or but. 1. There is a toy shop__but__ there isn't a shoe shop. 2. There is a swimming pool ahd __ there are some shops. 3. The library ______ the cafe are on the ground floor ______ the cinema is on the second floor. 4. There is a library _______ there isn’t a bank. 5. There is a supermarket_____ there is a cinema. Answer the questions. Write complete sentences. 1. Do you live in a house or a flat? live 2. Which road do you live in? live in 3. How many rooms are there in your home? There are 4. How many bedrooms are there in your home? There are Teacher/porent note : In the first activity, pupils give locations ina building using vocabulary introduced in this unt In the second activity, pupils practise the use of and.and but to join sentences. In the third activity, pupils answer questions about their own homes. 4l_Revision Unit 1 @ Listening Listen and strike out the wrong words. Name: Tem-/ Joe /Ben- Age: 8/9/10 Class: 6A / 6B / 6C From: Thailand / Australia / Hong Kong lives in: New Street / Market Street / Park Street likes: football / tennis / swimming chicken / burgers / sausages Music: plays the guitar / sings / plays the piano Now talk to your friend. Write and draw. Name: Age: Class: From: Lives in: likes: Music: ‘Teacher/parent note : Pupils revice giving personal infcrmation. They listen to a short interview and complete the fist activity In the second activity, they ask and answer in pairs te gather information about each other. 42&p Reading Look at the picture. Read and write yes or no. yes ~ Bill and Max are at a bus station. . The man with the black moustache is riding a bike. . There is a monkey on the bus. . Max has got a scarf around his neck. . The man behind Bill hasn’t got a moustache. . On the bus, there is a picture of a forest. The woman's hair is short and curly. oN OW BR wODN . The girl with the long brown hair is looking at the monkey. Teecher/parent note : This activity gives pupils practice in reading the structures and vocabulary introduced. Pupils read stotements about the picture ond determine if they are true or false 43Revision Unit 1 Sf Writing Read. Write the words. Use the words in the box to help you. Bill: Good morning, Pex. Pex: Good morning! : The weather (1) ___'S_ nice today, isn’t it? Bill: Yes, it is. Can you (2) _______ to the park with me? Pex: No, sorry, | can’t. | (3) ___to visit my friend. Bill: Where (4) your friend live? Pex: He (5) ______ in the forest. What (6) _____ you got in your bag? Bill: My kite (7) _____ some bread and cheese. I've got some fruit for you. But you can't come to the park, so Max can have it. Pex: No, no, no! | can visit my friend tomorrow. (8) I have some fruit now? Bill: Surel (1) am is are (2) go going goes (3) got has got have got (4) is has does (5) live lives living (6) have do are (7) but or and (8) Am Got Can ‘Teacher/parent note : This activity gives pupils practice on the structures and vocabulary introduced, with a focus on simple present tense and have gor to, Pupils select the answers from the box and fl in the gaps in the text, 44CD Speaking Look at the pictures. Tell the story. Use the words in the box to help you. —s 5 lorry lorry driver box. It's anice day. There is a lorry flat’ ground floor library in the street. It is in front of a bank market bank. The lorry driver is giving a box to a woman. > Thank you, Daddy! Teocher/parent note : In this activity, pupils consolidate the structures and vocabulary introduced. They tell the story depicted inthe pictures 45Unit 7 Bigger, taller, quicker 4 Writing Ss Ss a | Write the letters. > icAmramem=es 3: 4. . | Z | Look at the pictures. Write complete sentences. Down Across }, _The car is clean. 3. 2. 4. 3. 5. Teocher/porent note : This activity allows pupils to revise the new vecabulary introduced through @ crossword. They then write sentences uting these words 46@ Listening Listen and write the words. This isa_____"&W__ house. It’s got three —____ bedrooms and a bathroom. The bathroom is —_. The house has got a lot of ____ windows and one round window. There isan tree in the garden. There is a —_________ car in front of the house. A man lives in the house. He is very Read the text again. Look at the picture. Write first, second, third or fourth. Which house is it? The ___ house. Teacher/parent note : This activity consolidates new and previously taught adjectives. Pupils listen to @ description of o house and fil in the blanks, They then read the completed text again to find out which house it describes, 47Unit 7 Bigger: taller quicker © Speaking 1. fatter thinner taller _ shorter 2. bigger smaller louder quieter happier ‘Teacher/parent note : This activity consolidates comparative adjectives. Pupils say the adjectives, look ot the pictures and point to the character that each word describes, 48ff Writing Look at the pictures on page 48. Complete the sentences. a. The woman is taller than the man. b. The man is Shorter than the woman. fe. The Wwemar)is SS d. The man is a. The elephant is b. The bird is c. The elephant is d. The bird is Teacher/parent note : This activity gives pupils practice on writing sentences using comparative adjectives. Pupils write sentences comparing the characters in each picture on poge 4 49Unit 7 Bigger, taller quicker CD Speaking Look at the pictures on page 51. Say the differences. &9 Reading Read the sentences. Look at page 51. Which is the right picture? Write A or B. 1. The robot is shorter than the monster. B . The girl is more afraid than the boy. . The boy's bag is bigger than the girl’s bag. . The robot is thinner than the monster. oR ON . The red bus is dirtier than the blue bus. What is the best title for the pictures? Tick (W). The Animals in the Street A Girl and Her Pets A Monster, a Robot and Two Children Meet ‘Teacher/porent note : The first activity gives pupils further practice making sentences using comparative adjectives, Pupils look ot the pictures and talk about the differences between them. In the secand activity, pupils decide which picture ‘ccurately illustrates each sentence. In the thied activity, pupils cheese an appropriate title for the pictures. 50Ae A _ m cwUnit 8 Welcome to Coco Island! ff Writing Look at Pupil’s Book pages 52 — 53. Complete the sentences. 1. The smallest mountain on Coco Island is 2. The longest river is 3. The best café is Now read and write. Mount Everest: 8 850m Lake Victoria: 69 500 square km Amazon River: 6 500km K2: 8 611m Lake Huron: 59 600 square km River Nile: 6 695km Kangchenjunga: 8 586m Lake Superior: 82 000 square km Yangtze River: 6 378km 1. The highest mountain is 2. The longest river is 3. The biggest lake is Now write sentences about your own country. q. 2. 3. ‘Teacher/parent note : In these activities, pupils become fanilior with and understand the use of superlative adjectives to describe geographical features, 527] Reading Who are they? Read. Then write the names. Jo is the shortest. Kim is shorter than Mo. i ft 2. Nick's house is smaller than Pat’s house. Tom’s house is the smallest. 2 @ 3. Tib’s tail is longer than Tab’s tail. Tub’s tail is the longest. & 4 3 4 gR 4. Jack is the oldest. Jim is older than John. a & ‘Teacher/parent note : Tn this activity, pupils practise reading sentences with comparative ond superlative adjectives. Pupils read ‘the sentences and label the pictures with the correct names. 53Unit 8 Welcome to Coco Island! a Listening Listen and tick (/). 2. high higher than the highest 4, angry angrier than the angriest 6 beautiful more beautiful than the most beautiful 8. big bigger than the biggest Listen and colour. ‘L248 °@8868 ‘Teacher/parent note : In the first activity, pupils practise recognising different forms of adjectives. The second activity provides further practice on superlative adjectives, Pupils listen and colour the appropriate abject 54of Writing Read. Write complete sentences. 1. Who is the most beautiful woman? is the most beautiful woman. 2. Which is the highest building in your town? 3. What is the worst food? 4. Who is the best singer? 5. Who is the bravest person? 6. Who is your best friend in school? 7. Which is the biggest animal? 8. Which is the coldest place? 9. Which is the hottest place? 10. Which is the most beautiful place? ‘Teacher/parent note : This activity reinforces superlative adjectives in the context of the actual world. Pupils read the questions end enewer ecearding to what is true in their opinion, 55Unit 8 Welcome to Coco Isiand! @ Speaking Look and say. Use the words in the boxes to help you. — big small fast slow noisy quiet — long thin round —= tall short beautiful old Teacher/parent note : In this octivity, pupils say the superlative adjectives from the given adjectives and use these to say sentences about the pictures 56& NNriting Write about yourself and your friends. Then answer the questions. tends | 8a /smat | y/o) Bana Who is the oldest? Who is the youngest? Who has got the longest hair?. Who has got the shortest hair? Who has got the smallest hands? Who has got the biggest hands?_____ Who has got the biggest family? ‘Teacher/parent note : These activities give pupils practice in using superlative adjectives in the context of comporing their physical attributes with their Friends, Pupils work in groups to gather information about each other. 57Unit 9 Can you come to the party? 4 Writing Write the days. 1 undysa a) 2 Rees 3 ea 4 ifryad 5. hurtysda 6. | dsyature 7. naymdo Read and write. Then listen and say. Teacher/parent note : The first activity ets pupils practise spelling the days of the week. The second activity consolidates pupils’ understonding of the order of the days in a week, Pupils fill n the Blanks inthe rhyme, 58@ Listening Listen. Write the days. Mondays Tuesdays Wednesdays Thursdays Fridays Saturdays Sundays ‘Teacher/parent note : In this octivity, pupils practise listening for specific information relating to activities and days of the week 59Unit 2 Can you come to the party? GP Reading Read. Now tick (/) or cross (x). a Sue's got to play tennis after school today. . May has to do her homework. . Sam's got to visit his uncle after school today. 2. 3 4. 5. Bill can play tennis after school today. . Max is playing tennis with May. Teacher/parent nate : These activities revise the structures for asking and answering questions as to whether someone con attend an event, Pupils read a story strip. They then read statements about the story strip and decide if ‘he statements are true or False, 60CD Speaking Can you play tennis with me. after'stho da } Teocher/parent note : This activity provides practice on the structure Can you ..?Pupils ask each other if they can play tennis ona certain dey and respond with answers that are true for them 61Unit 9 Can you come to the party? 4 Writing Look at the pictures. Write complete sentences. Use the words in the box to help you. | play football read to the teacher have music lessons | paint pictures have English lessons on Mondays On Mondays, they have English lessons. ‘on Tuesdays on Wednesdays on Thursdays on Fridays Teacher/parent note : In this activity, puplls look ot the pictures and write sentences about what the characters do each weekday, 62C2 Speaking Look at the pictures on page 62. Ask and answer. ft Now ask and answer. Use the words in the boxes to help you. play football have music lessons _ tidy your bedroom go to the park go to the supermarket go to the library watch TV have fish for dinner play hockey never every day ‘once a week twice a week on Mondays on Tuesdays on Wednesdays on Thursdays on Fridays on Saturdays ‘on Sundays ‘Teacher/parent note + Tn the frst activity, pupils ask ond answer questions about the pictures on page 62. In the second activity, they ask questions using When and How often ..2 05 prompted by the words in the boxes and respond with answers that are true for them, 63Unit 10 The picnic by the waterfall @ Listening Listen, point and write. Panna be | — ee (ch, of soup of toys of sandwiches of orange juice UJ of lemonade Teacher/parent note : In the first activity, pupils revise the new vocabulary. They listen, point to and label the containers in the picture. In the second activity, they circle the containers according to what they hecr 5. A 64& Writing Write complete sentences. Use the words in the boxes to help you. ——_, sausages ice-cream fruit abotle | toys 8 eggs tea aplaie | of | chips cakes | a box sandwiches water | lemonade orange juice | 1, There is a cup of lemonade. ‘Teacher/parent note : In this activity, puplls write sentences about the picture using phroses related to containers. ‘They read the words in the boxes and use the appropriate words to describe the picture. 65Unit 10 The picnic by the waterfall @ Speaking Look at the pictures on pages 66 — 67. Say the differences. ‘This activity gives pupils practice describing things in containers. Pupils look at the pictures on poges 66 ~ 67 and talk about the differences between them, ‘Teacher/porent note 66Sf Writing Choose one picture. Write about it. 1. On the table in Picture ., there is Teacher/parent note : In this activity, pupils form sentences using phrases related to containers. They choose a picture and write Four sentences to describe it 67Unit 10. The picnic by the waterfall 4 Writing Look at the pictures. Write complete sentences. What would you like, everyone? T'd like @ burger _ please. “Teacher/earent note This ctvy lets pupils practise using would ke as polite request, They ook tthe pictures and write polite requests for the characters 68Reading Read and complete the sentences. Use the words in the box to help you. “like I'd would would thanks | What Would _ you like for lunch, Sue? like a chicken | sandwich, please. Ok. you ___ some salad, too? DD) What meat would you like? I'd like What ice-cream would you like? What drink would you like? Teacher/parent note : These activities give pupils further practise on would like structures. In the first activity, pupils complete the. .90p5 in acilogue. In the second activity, they look ot the menu and answer questions about what they woul like. 69- Unit 11. after school and at weekends A Writing Write the letters. 9. ing pets 10. ing the bin Teacher/parent note : This activity consolidates the verb + ing form. Pupils look at the pictures and write the letters. 70Reading Read. Answer the questions. Mr Lee isn't happy. He likes swimming but it is too cold today. The robot isn't having fun. He doesn't like finding spiders. Bill isn't enjoying his day by the river. Mary is looking after him! May is smiling. She likes playing badminton with me. Sam likes sleeping by the river. He always enjoys sleeping! Rover and Clover are happy. They like playing in the water. 7 os) 1. Why is May smiling? She likes playing badminton with Sue. 2. Why doesn’t Mr Lee like swimming today? 3. Who likes sleeping by the river? 4. Why isn’t the robot having fun? 5. Why isn’t Bill enjoying his day? 6, Why are Rover and Clover happy? ‘Teacher/parent note : This ectivity reinforces the verb + ~ing form, Pupils read a text ond answer questions about itUnit 11 After schoo! and at weekends @ Listening Listen. Then ask and answer. How many hobbies has Ogg got? What are his hobbies? Which hobby does Ogg like the best? Read. Strike out the wrong words. Then listen and draw lines. Ogg likes chasing /-chase cars. * He says they is / are beautiful. Ogg likes looks / looking after his bat. He can see / seeing a lot of buildings. Ogg likes flying / flies on mats. Itis / are very clever. Ogg enjoys paints / painting pichited of boxes, Itis / are very hot in there. He wants / wanting to be strong and fast. Ogg likes having / has picnics in the library. ‘Teacher/parent note : In the first activity, pupils listen to a short dialogue then ask and answer questions about it. The second activity reinforces the verb + ing form. Puplls strike out the wrong words. They then listen to another dialogue and match the sentences 72CD Speaking Read. What do you like doing? Tick (V). You | fend You frend At home At school Washing up Answering questions Cleaning the bedroom! Asking questions Cooking lunch Cleaning the board Doing homework Emptying the bin Washing the car Tidying the books Sports __ |Hobbies Football Shopping Skating Phoning friends Las Hockey Having picnics Swimming Listening to music Running | Singing Ask and answer. Do you like washing up? Do you enjoy cleaning your room? No, I don't. Yes, I do. Now say how much you like these things. T hate shopping. T quite like T don't like asking questions. I like cooking lunch. having picnics a lot. ‘Teacher/parent note : These activities let pupils practise making sentences with the verb + -ing form. In pairs, they talk about what they lite or don’ like doing. They then practise using adverbs of degree to say how much they like doing something 73Unit 11. After school and at weekends 4 Writing Complete the sentences. Use the words to help you. 1. Agg___hastoempty _ (have, empty] the rubbish bins on Fridays. enjoys taking 2. Egg (enjoy, take) the dog for a walk. 3. Agg and Egg [like, play) football in the park. 4. Agg (have, do} homework on Saturday nights. 5, Ogg like, study) English a lot. 6. Agg {not have, wash up) on Sundays. 7. Egg and Ogg have, walk) to school. 8. Ogg enjoy, go) to the library, Write sentences. Use the words in the boxes to help you. & hates likes alot | lor | pres hates going 5 shopping. [doesn’t like [vite Tikes Teacher/porent note : The fisst activity contrasts the forms of verbs which follow have fo, enjoy ond like Pupils complete the blanks with the help of the main verbs provided. In the second activity, pupils practise making sentences using adverbs of degree, 74What does Cindy like? What doesn’t she like? Write sentences. Skating @ Playing table tennis @ Running © Playing football @ Painting ® Looking after pets (©) Reading © Playing the guitar @ Shopping © Watching TV © Swimming ©) Talking to friends @ Cindy enjoys swimming. What do you like doing? What don’t you like doing? Write sentences. ‘Teacher/parent note + Tn the first activity, pupils revise the verb + -ing form and adverbs of degree, They look at the key and write about what a choracter likes and doesn’ like doing. In the second activity, pupils write about what they like ‘and don’ like doing 75Unit 12 inthe holidays @ Listening Listen, draw and colour. Teacher/parent note : This 0 talk 76 ances, Pupils listen to Mary iy.0 Writing Write complete sentences. Use the words in the box to help you. big blonde curly ‘fat long round short red small square — strong _ thin y, The clown's got a big head. Draw a monster. Talk about it. ‘Teacher/parent note : This activity revises vocabulary and structures te describe physical appearances. Pupils look at the pictures of the clown ond write sentences about i, 7Unit 12 Inthe holidays &p Reading Read. Then tick (/) or cross (xX). Dear Mum, Tim on holiday now with my class. I'm not very happy. T want to get up late but we always have to get up early. I always eat frogs and spiders for breakfast at home but here we only have bread and milk. After breakfast, we have classes. We have to look at the birds in the forest. I want to run after the birds but my teacher won't let me. We always have classes in the morning but I want to play with my bat. We often paint and draw after lunch. That's nice. I always paint boxes because I think they're beautiful. My teacher says they are nice but I have to paint flowers. In the evening, we sing and play music. The other children are afraid when I sing so I have to be quiet. Mum, I don't like my holiday here. Can I come home on Friday, please? Love, Agg 1. Agg is writing to his mother. 2. Agg is enjoying his holiday. 3. Agg can’t chase the birds after breakfast. 4. The teacher likes Agg’s pictures of boxes. 5. The other children don’t want Ag to sing. Say what Agg has to do. Say what he wants to do. Gea ——— Teacher/parent note : These activities reinforce the conjunction but and the structures has to and wants to. Pupils read Ags's letter and decide if statements about it are true or false. They then tolk about what Ogg has to do and 78 what he wants to do,@ Speaking Look at the pictures. Say the differences. Ogq's room is bigger than Egg's room. =s Egq's room is smaller than Ogg's room. 0gqg's room Egg's room Now use but to compare the rooms. Ogq's room is bigger but Egg's bed is bigger. ‘Teacher/parent note : This activity revises comparative adjectives and the conjunction but. Pupils lock at the pictures and ‘compare the details in both rooms. 79Unit 12 Inthe holidays 4. Writing Complete the sentences. Use so or because. because the 1. Agg is happy 2. Eggis sad water is cold. 4. Agg is hungry 5. The room is dirty —___ 6. Ogg is angry (Egg) ‘Teacher/parent note : This activity gives pupils practice using so and because to express reason, They look at the pictures and complete the sentences, 80What do they do in the holidays? Write sentences using but. ‘Sue and Mary Bill Morning Get up late Gets up early Read Cleans his bedroom Afternoon | Go to the beach Plays football | Go shopping Plays games on the computer Use the computer Plays tennis Evening Wash up Takes his dogs for a walk Sue and Mary get up late but Bill gets up early. Now write sentences using so or because. Use the words in the box to help you. has to — wantsto | —_____________l Bill doesn't get up late because he has to give water to his pets. What do you do in the holidays? Write complete sentences. ‘Teacher/parent note : These activities reinforce the use of but, so, becouse, has to and wants ro Pupils contrast the different holiday routines of the characters, They then give reasons why the characters have these routines. Finally, they write sentences about their own routines 81_ Revision Unit 2 @ Listening Listen and tick (/). Lunch Z|\e@\e J v Dinner e|e e|\e— In the afternoon the | By Fe =z) ‘Teacher/parent note : In this activity, pupils revise vocabulary rela 82GP Reading Read. Look at the pictures and write the words. @ BA plates sandwiches picnic sailing a lt > \\ i easy £ ITS waterfall lake hungry fishing It's a nice day today. Sue, Bill and | are sitting by the (1) ___lake_ We can hear the (2) ____. We're having a (3) We've got cups, bowls and (4) ___. We've also got lots of food like salad, soup, burgers, fruit and (5) ____. Bill is very (6) He's eating two burgers! Sue is (7) _________ so she’s sleeping under a tree. lam (8) _____ a boat on the lake. I like (9) _______ too but I'm not catching any fish! What is the best title for this story? Tick (/). Bill’s Animals Our Day Out A Day at the Shops Teacher/parent note : In this activity, pupils read o story and revise vecabulary from Units 7 — 12. They then choose a suitable title for the story 83Revision Unit 2 Jf Writing Read. Write the words. Use the words in the box to help you. Pex: Hello Max! What (1) —__S_in that bowl? What (2) ________ you eating? Max: Fruit and ice-cream. (3) ______ you like some? Pex: Yes, please. (4) ______ you got any more? Max: Yes, | have. Here you are. Pex: Thank you, Max. Oh, this is very good. I like fruit and ice-cream (5) Max: Me too. I like (6) —______ fruit and ice-cream for lunch. Pex: How often (7) ________ you eat it? Max: | eat fruit and ice-cream once (8) ____ week. Bill always gives me some (9) _____ Fridays. He’s very nice! (1) am is are (2) am is are (3) Have Would Can (4) Haven't Have Have to (5) quite very alot (6) eating eats eat | (7) are do does | (8) a an the | (9) at in on ‘Teocher/parent note : In this ectvity, pupils practise structures and vocabulary from Units 7 — 12, They select answers from ‘the box and fill in the gops in the text, 84( Speaking p Look at the pictures. Talk about Ogg’s and Egg’s day. Use the words in the box to help you. wash up do homework play the piano take the dog for a walk ‘Teacher/parent note : In this activity, pupils conslidate the structures and vocabulary intraduced from Units 7 — 12. Pupils tel ‘the story depicted in the pictures. 85Let's play! Play the game and get to the top! aed 31 30 g ro « Talk about two people in your class.0 When you land on... You've got to Say and spell the name of the thing. Make asentence using the word on the card, ‘® Do the task correctly and youcan move up the elephant’s nose. £0o—~ Do the task correctly or you've got to slide down the mouse’s tail, 87Write the words. My name is | have finished Now | can: +/© talk about people and things compare things say what I would like to have talk about what | like and don’t like .. and much more! Please ask your teacher, parent or guardian to fill this in. ‘Wellidone) =e a a You are now ready “MOVE. 6) e (Teacher / Parent / Guardian)(© 2006 Marshall Cavendish international (Singapore) Private Limited ‘Marshall Cavendish Education ‘A member of Times Publishing Limited Times Centre, 1 New Industrial Road, Singapore 536196 Customer Service Hotline: (65) 6213 9105 Email: yig@sg.marshalleavendish.com Website: ww younglearnersgo.com First published 2006 All rights reserved. No part of this publication may be reproduced, stored in 42 retrieval system or transmitted, in any form or by any means, electronic, ‘mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. IsaN 0-462.00832.0 ISBN 978-0-462-00832-5 Printed in Singapore by Times Graphics Pte LtdYoung Learners Go! is a sixlevel course for young learners. It is presented in three stages that correlate with the Starters, Movers and Flyers levels in the Cambridge Young Learners English Tess. It encourages learners to develop ownership of English by providing € sl foundation and pov experiance in leaning Enh Multiple intelligences are activated through specially crafted activities. * Spiral progression systematically builds language proficiency. ° Immediate and focused practice through direct corelation of the Workbook to the Pupils Book. © New language items are highlighted. * Revision units consolidate learning and help prepare for assessments. * Lesson plans in the Teacher's Guide integrate the Pupil’s Book and Workbook and offer lead-in, follow-up and closing activities. Cee ere skills in young le Pupil’s Book Workbook