Sie sind auf Seite 1von 17


Achieving goals with Young Achievers! page 2
For the Student page 3 Book
Take a tour of the Students Book page 4
For the Teacher page 10
Digital Solutions page 12
Key Competences for Lifelong Learning page 16
Activity Bank page 17
Go Digital! Bank page 22

Students Book contents page 24

Unit 0 Welcome page 26
Unit 1 A field trip page 44
Unit 2 Farmers market page 76
Language fun! Units 0-2 page 108
Unit 3 My time page 114
Unit 4 A healthy body page 146
Unit 5 Project Earth page 178
Language fun! Units 0-5 page 210
Unit 6 Prehistoric times page 216
Unit 7 Ancient China page 248
Unit 8 Ocean adventure page 280
Language fun! Units 0-8 page 312
Achieve more! Units 1-8 page 318
Picture dictionary page 334

514628 _ 0001-0001.indd 1 05/12/14 10:41

Contents Young A chievers 3
Unit Vocabulary Grammar

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, 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:
Possessive pronouns:
Present continuous:

2 Food: Countable and uncountable nouns

mushroom, peanut butter, popcorn, potato, raspberry, sweet corn, sugar, tomato, There is/are:
yoghurt some, a lot, a few, isnt/arent any, a little
Farmers market How many/much...?

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:
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

Symptoms and illnesses: have got:

headache, insect bite, runny nose, something in eye, stomach ache, should for advice:
4 sunburn, toothache
Prevention and treatment: blow your nose, call the doctor, drink some
How often...? and adverbial phrases: once a week, twice 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
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, Past simple be:
Past simple: regular verbs
Verbs: die, clean up, pollute, produce, protect, recycle, save, waste
Project Earth

Language fun! Units 0-5

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:
Past simple questions

Prehistoric times wing

Personality: 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:
Inventions: blue jeans, chess, chopsticks, compass, electric guitar, fortune Past abilities: could, couldnt
Ancient China
cookie, glasses, gum, metric system, noodles, paper, pencil, screwdriver,

Activities: Future with going to:

8 shop, sleep, swim, take painting lessons, travel, visit a water park, walk, watch 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,
Japanese, Portuguese, Romansh, Spanish

Language fun! Units 0-8

Achieve more! Units 1-8

Listening Speaking Reading Writing


514466 __ 0002-0025.indd
0001-0003.indd 24
2 05/12/14
22/01/14 11:06
18:20 514466 _ 00
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: -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? There /s/, /z/, /z/
is a little. Arcimboldo: Describing a painting

Asking about likes and dislikes: Do you like doing gymnastics? No, I dont. I Hard and soft -g CLIL: Describing feelings in art
hate doing gymnastics.
Asking how often something is done: How often do you take a test? I take a School in Britain: A typical school day
test every week.
Talking about abilities:

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
/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 Dinosaurs:
it? 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:
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
practice seaside
More holiday.
practice P
Talking about countries, nationalities and languages: Hes from Argentina.
He speaks Spanish. F

practice P
practice P More

Interactive practice Grammar presentation Audiovisual material
More More More More i-poster
phonics phonics phonics phonics

2/01/14 18:20 514628 _

514466 _ 0001-0003.indd
0002-0025.indd 3
25 05/12/14
22/01/14 11:06
Unit 0 O verview
Grammar Vocabulary Pronunciation Recycled language
have got: affirmative, Physical descriptions
negative and interrogative Animals
Present continuous: Seasons
affirmative, negative and Clothes
interrogative Rooms and furniture
Prepositions of place: in,
on, 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, like 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


514628 _ 0026-0043.indd 26 05/12/14 10:42

More More
phonics phonics


Assessment criteria Go digital!


Check children can identify, understand and Teachers i-book i-book

IWB i-flashcards
produce questions, have got, ability using can and
cant and prepositions of place. Use the Richmond Lead-in
i-tools to complete the activities with
Check children can identify, understand and the children on the IWB.
produce physical descriptions, animals, seasons,
Activities with + beside the rubric offer an additional
clothes, rooms and furniture vocabulary.
interactive activity to reinforce the activity content. See lessons
Check children can describe people 3 and
More 4 of this
More unit.
and animals and locate people and objects.

Provides extra interactive practice which can be used for
 finishers or asSCa Wrap
SC up activity. Alternatively, it can
Materials be
More used
More homework.
See lesson 6 of this unit.
Teachers i-book Use the Vocabulary Game Generator to create your own
Students Book 3 CD 1 interactive games to review the key vocabulary from the unit
at any time.
Teachers Resource Book 3
Diagnostic test, pages 108-109: Lesson 6 Use the Interactive Routines Poster at the beginning of each

Extra i-flashcards

Slips of paper IWB i-book

Poster paper
Stuffed toy For suggestions on how to exploit the course
Stopwatch/Timer resources see the Activity Bank, pages 17-23

Key competences

LC Linguistic competence SCC Social and civic competence

Children develop listening, speaking, reading and Children learn basic social interaction patterns
writing skills. Children learn to describe people and social conventions to help them become
and animals. Children learn to locate people and competent citizens; they work in pairs and play
objects. Children learn grammar rules, vocabulary games. Children learn about communities and
and phonics for pronunciation. cities.

CAE Cultural awareness and expression

MST Mathematical competence and basic Children develop drawing, colouring skills and
competences in Science and Technology creativity, enjoy saying a chant, singing a song
Children develop and apply mathematical thinking and reciting a poem. Children appreciate cultural
and explain the natural world. Children learn expressions and artists. Children learn about cultural
about animals. Children learn about weather diversity.
and the four seasons. Children learn to describe
location and place. LL Competence in learning to learn
Children develop using strategies to improve the
learning process and help them to assume control
DC Digital competence over their own learning.
Children become familiar with the use of
technology as a tool to reinforce language IE Sense of initiative and entrepreneurship
acquisition and use the video, the interactive Children develop abilities and capacities like critical
whiteboard material and ICT to obtain and reflection, decision-making and independent
research information. action.

514628 _ 0026-0043.indd 27 05/12/14 10:42

Unit 0 Welcome!
esson 11
1 1.1 Read and listen.
Hi Lily. It's the first
Where's Toby?
1 day of school! 2 3
How was your
summer, Trish? He's late.
It's 9 o'clock.

Let's look for him.

Hello Peter! I'm excited.
Look! This was the It was great!
library, now it's the gym! Maybe Toby is in
4 5 our classroom?

This was
the canteen.
They changed the Now it's the
school in the holidays! computer room!
There he is!
6 7

Toby! This was

our classroom... But now it's the


514466 _ 0004-0009.indd 4 22/01/14 18:36

Key competence Continuous assessment

MST Children learn to identify the unit vocabulary Check children can understand the target language
and practise listening comprehension skills. in the story.


514628 _ 0026-0043.indd 28 05/12/14 10:42

Unit 0
Lesson 1
Language objectives Fast finishers
Children read the story again quietly.
canteen, classroom, computer room, gym, Wrap up
Headmasters office, library Repeat the track 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 groups. More
Skills objectives confident groups can perform their role-plays for the class.
Speaking Encourage children to do the role-play without their books; they
Introduce oneself should speak, not read.
Follow the narrative of the story Initial evaluation
Reading Children draw a rough outline of their school in their
Recognise the target language in the context notebooks and label the following areas: canteen, computer
of a story room, classroom, Headmasters office, library and gym.
Read and follow the narrative of the story
At home
Activity Book 3 page 4
Teachers i-book
Optional extra: Children draw and label their favourite
Students Book 3 CD 1 scene for the story.
Slips of paper

Attention to diversity
Over the summer holidays many children will have
had no contact with English and will have forgotten
lots of things they learnt. The overall purpose of
this unit is to review and consolidate language seen

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. Allow children to create their own name
tags adding drawings if they wish.
Give children one minute to write down as many
objects as they can see in the classroom. Children swap
their lists. Elicit all the objects to ensure they are correct.
The child with the most correct words is the winner.

1 1.1 Children read and listen.

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.
Optional extra: Ask questions about the narrative
to check comprehension.


514628 _ 0026-0043.indd 29 05/12/14 10:42

Unit 0
Lesson 2
LC 1 1.2 Listen and complete.
Alice Robinson
Favourite food:
Favourite animal:
Get up at:

Michael Taylor
Let's look for him.
Maybe Toby is in Eyes:
our classroom?
Favourite food:
Favourite colour:
Go to bed at:
LC 2 Read and answer for you.
1. Whens your birthday? 4. Do you like chocolate?

2. What time do you go to bed? 5. Whats your favourite food?

3. Have you got blue eyes? 6. Have you got a sister?

SCC 3 Interview a classmate and write four facts about them.

1. t green eyes.
Jasmine has go
4th May.
Her birthday is er.
er and a broth
3. She's got a sist
e fish.
4. She doesn't lik


514466 _ 0004-0009.indd 5 22/01/14 18:36

Key competence Continuous assessment

LC Children practise the unit vocabulary and Check children show comprehension by asking
listening comprehension. questions about the profiles.

SCC Children are made aware of oral messages. Listen to children interview and check their fluency.


514628 _ 0026-0043.indd 30 05/12/14 10:42

Unit 0
Lesson 2
Language objectives 3Children interview a classmate and write four
Grammar facts about them.
Review: have got Answers
yes/no and wh- questions Childs own answers

Vocabulary Wrap up
Physical descriptions Children tell the rest of the class about their classmate.
Describe people: physique, age, family, likes
Students Book 3 CD 1
Skills objectives 1.2

Presenter: Hello everyone! Here we have singer Alice

Robinson! So Alice, when is your birthday?
Ask and answer question using a variety
Alice: Its the 3rd June.
Listening P: And how old are you?
Identify target language
A: Im 19.
Writing P: What colour are your eyes?
Write key vocabulary
A: Theyre green.
P: And you have got lovely brown hair.
Materials A: Thank you!
Teachers i-book Poster paper P: Whats your favourite food?
Students Book 3 CD 1 Colours A: Ummmm I love cheese.
P: And your favourite animal?
Attention to diversity A: I like all animals but my favourite are dogs.
It is important to take time to listen to children and P: And last question. What time do you get up in the morning?
familiarise yourself with their likes and dislikes. A: I get up at 8 oclock.
P: My next guest is footballer Michael Taylor. Michael, when
Warmer is your birthday?
Children whisper their name, age and favourite colour Michael: Its the 21st March.
to their partner. Go around the class, asking volunteers P: And how old are you now?
to introduce their classmate.
M: Im 22.
Lead-in P: What colour are your eyes?
Write the following on the board: M: Theyre brown.
How old ___ you? What time ___ you ___?
P: Whats your favourite food?
What colour eyes ___ you ___?
What ___ your favourite food? M: I eat everything but my favourite is fish and chips!
In pairs, children race to order the questions. P: And your favourite colour?
M: Red of course!
1 1.2 Children listen and complete. P: Before we finish, Michael, what time do you go to bed?
Answers M: I go to bed at about half past 10.
Alice Robinson: 3rd June; 19; green; cheese; dogs;
8 oclock. Michael Taylor: 21st March; 22; brown; fish
and chips; red; 10.30 p.m
Continuous assessment
Children design a poster about themselves.
2 C hildren read and answer for themselves.
Childs own answers
At home
Optional extra: Describe a child in the class without Activity Book 3 page 5
saying their name. Continue describing until someone
guesses who it is.

514628 _ 0026-0043.indd 31 05/12/14 10:42

Unit 0
Lesson 3

MST 1 Look and name the animals with a classmate.

1 2 3 4

5 6 7

LL 2 Do the animal quiz.

Has it got feathers?

YES NO Has it got legs?

Can it swim underwater?

NO 1 Its a

YES Can it climb trees? NO

2 Its a
. Does it live in the sea?


3 Its a
4 Its a

5 Its a YES
Has it got big teeth?
6 Its a 7 Its a
. .


514466 _ 0004-0009.indd 6 22/01/14 18:36

Key competence Continuous assessment

MST Children compare and contrast different types Assess the activity by saying an animal and ask children
of animals. Children practise identifying, to mime the animal.
classifying and describing animals and explain
the natural world in which they live.

LL Doing the quiz helps children reflect and clarify Monitor the activity carefully.
their thoughts. Children see how ideas are
connected and realise how information can be
grouped and organised.


514628 _ 0026-0043.indd 32 05/12/14 10:42

Unit 0
Lesson 3
Language objectives 2 C hildren do the animal quiz.
Vocabulary Answers
bird, frog, monkey, penguin, shark, snake, whale 1 bird 2 penguin 3 monkey 4 frog 5 shark 6 whale 7 snake

Functions Optional extra: Say the following sentences:

Describe animals: body parts, abilities 1. Monkeys have got feathers.
2. Birds can swim underwater.
3. Snakes have got legs.
Skills objectives 4. Whales can climb trees.
5. Frogs have got big teeth.
Speaking 6. Sharks live in the sea.
Answer questions in order to reinforce target 7. Penguins cant swim underwater.
Children respond by keeping still if true or by raising both hands
Writing in the air and offering the correct answer if false.
Copy and write target language
Fast finishers
Children draw a picture of their favourite animal in their notebooks
Materials and write three short facts underneath.
Teachers i-book
Slips of paper Wrap up
Hand out seven slips of paper to each child. Give the children a
minute to memorise the animals from activity 1. After a minute,
Warmer children work in groups of three and write down the words they
Divide the children into pairs. The child who starts can remember on the pieces of paper. When finished, children
serves an imaginary ball and says a word from the arrange the words in alphabetical order.
chosen lexical set, in this case animals. Their partner
pretends to hit the ball back and says another word
from the same set. Pairs continue until they cant think Continuous assessment
of any more words. Write shark, penguin, whale, frog, monkey, snake, bird on
Lead-in the board. Hand out a slip of paper to each child. Children
Elicit the names of ten animals from the children and use the language from activity 2 to help them to write
write them on the board. Children draw a 10x10 grid in definitions for two of the words on a slip of paper. Collect the
their notebooks and write seven animal words from the definitions. Read the definition aloud and children guess what
board in the word search grid, filling in the remaining the animal is.
spaces with letters. Children draw clues for their animals
under the word search before swapping them with a
partner. Their partner must then find the words and At home
write them next to the clues.
practice P P
Activity Book 3 page 6
Optional extra: Children draw and colour a picture
1 Children look and name the animals with
of a zoo and label the animals included.
a classmate.
More More
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

i-flashcards Speaking image.
IWB i-book
Touch + to open the activity. Play Guess it.
This activity can be done with up to four teams. Teams
take turns to guess the word. Use the Richmond i-tools
to make children write a sentence with the answer: Its
a whale / Its a snake / Its a bird Once the children
discover the animal and write its correct name, ask
questions about it: Can it swim/walk/run/jump? Has it
got feathers/legs/big teeth? Does it live in the sea/land? so
the children can practise the vocabulary orally.

514628 _ 0026-0043.indd 33 05/12/14 10:42

Unit 0
Lesson 4
1 1.3 Listen and write the seasons and the months.
1 autumn spring summer winter



2 Label the clothes.
3 4 5
1 2

boots dress gloves hat jumper

sandals shorts skirt trousers T-shirt

6 7 8 9 10


514466 _ 0004-0009.indd 7 22/01/14 18:36

Key competence Continuous assessment

LL Categorising vocabulary is a useful strategy when Say the name of a month and ask children to say the
dealing with lexical sets. season. Assess the activity by saying the number and
children say the clothing.


514628 _ 0026-0043.indd 34 05/12/14 10:43

Unit 0
Lesson 4
practice P P

Language objectives 2 C hildren label the clothes.


Grammar More
Answers More

Review: Present continuous

1 hat 2 sandals 3i-poster
trousers 4 boots 5 gloves 6 skirt 7 jumper
8 dress 9 shorts 10 T-shirt
Review: have got i-flashcards
Optional extra: Children draw a 2x2 grid in their notebooks and
Vocabulary i-poster Lead-in
choose four items of clothing from activity 2 and write them in
Seasons: autumn, spring, summer, winter the squares. CallSpeaking
out items from the activity and play Bingo!
Clothes: boots, dress, gloves, hat, jumper, sandals,
shorts, skirt, trousers, T-shirt
Touch + to open the activity. Take turns to play Simon

says on the IWB. Use the Richmond i-tools for children to write
the words. Repeat the game in teams and ask a child to come
Skills objectives to the IWB. A teammate spells the words in a sequence (one
by one), the team gets one point if the spelling and writing is
Describe physical appearance
Listening Wrap up
Understand and recognise target language Children write a description of a classmate in their notebooks.
in order to complete an activity Invite volunteers to the front of the class to read their descriptions
aloud while the class listen carefully and guess the identity of the
Materials classmate.

Teachers i-book
Students Book 3 CD 1
Students Book 3 CD 1

Spring starts in March and lasts until about May.

Attention to diversity
Then we have summer which lasts from June until
Some of the group work included in this lesson may about August. Autumn starts in September until
prove difficult for more reticent learners. Provide
plenty of encouragement to ensure participation November. From December until February its winter.
from all children. Then spring starts again!

Warmer Continuous assessment

Children choose five animal words from the previous
lesson. In pairs, they take turns to dictate the words Divide the children into groups of five. Say a name of a lexical
to each other. set, e.g. clothes, months, seasons, animals. Give the children one
minute to write as many words as they can think of. Ask each
Lead-in group to say their words in turn. The group with the most words
Write the following anagrams on the board: wins a point. Repeat the procedure with other categories.
inwter (winter) aym (May)
ummers (summer) unej (June)
emberdec (December) At home
In pairs, children race to order the words. Elicit correct
answers and drill the vocabulary. Activity Book 3 page 7

1 C
 hildren listen and write the seasons

and the months.

1 spring: March, April, May; 2 summer: June, July,
August; 3 autumn: September, October, November;
4 winter: December, January, February
Optional extra: Children write Spring, Summer, Autumn
and Winter in their notebooks on separate pages
and draw and label a picture, writing the months


514628 _ 0026-0043.indd 35 05/12/14 10:43

Unit 0
Lesson 5
1 Look and describe the picture.

There are four chairs.

LL 2 Look at the two pictures and circle things that are different.

3 Look, read and complete. What date
was it
are is was were

son is it?
1. The chairs were green. 4. The walls yellow. What sea

2. A book under the bin. 5. The book behind the

3. There a school bag on
a chair. 6. A hat on the table.


514466 _ 0004-0009.indd 8 22/01/14 18:36

Key competence Continuous assessment

LL Writing activities consolidate childrens use of Check the childrens vocabulary and grammar structures
grammar and vocabulary in a controlled way. in their description.


514628 _ 0026-0043.indd 36 05/12/14 10:43

Unit 0
Lesson 5
Language objectives 2 Children look at the two pictures and circle
Grammar things that are different.
Review: prepositions of place and there is / Answers
there are Circled: the three chairs, the bin, the school bag, the hat, the walls
Review: Present and Past simple of the verb be Optional extra: Draw a bedroom on the board with a bed, a
Vocabulary table and a chair. Give the children instructions to add things to
Prepositions of place: in, on, under, behind, the picture: Theres a bag on the table. There is a monkey under
in front of, next to the bed. There is a jumper on the floor.
Classroom objects: book, bin, chair, school bag,
walls, book, computer, bag, table 3 C hildren look, read and complete.
Functions Answers
Describe the location of objects 2 was 3 is 4 are 5 is 6 was
Optional extra: In pairs, children take turns to describe their
Skills objectives imaginary house while their partners listen and draw: In my
house, there are ten bedrooms and three kitchens. Set a time limit
Speaking for this.
Describe a picture and express differences using
there is / there are Fast finishers
Writing Children write four more sentences about the pictures in activity
Describe a picture using the target structure 1 and 2.

Wrap up
Materials Make statements about the classroom using both the Past and
Present simple of the verb to be. Children listen carefully. If the
Teachers i-book answer is true children put their hands on their head. If it is false
Stuffed toy they fold their arms.
Continuous assessment
Attention to diversity Children play Pictionary with words seen so far in the unit. In
Children may find items included in the lesson groups of three, one child begins to draw and the others
such as prepositions of place difficult to produce guess what they are drawing. The child who guesses
correctly at first and will need plenty of practice. correctly takes the next turn to draw.

Warmer At home
Place a stuffed toy on the table and ask children,
Wheres the toy? Elicit: Its on the table. Repeat procedure Activity Book 3 page 8
with different prepositions of place. Optional extra: Children draw a picture of their bedroom
Lead-in and write six sentences underneath using there is / there are.
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 C hildren look and describe the picture.

There are three tables. There is a bin. 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.


514628 _ 0026-0043.indd 37 05/12/14 10:43

Unit 0
Lesson 6
LL 1 1.4 Listen, find and circle.

SCC 2 Ask and answer questions.

m any.
What colou How
r is the ...?
What is ...
was it
What date
yesterday? Where
's ....?

son is it? Is ... sle

What sea eping?

practice 99 P
514466 _ 0004-0009.indd 9 22/01/14 18:36

Key competence Continuous assessment SC

LL Children understand and retain information better Assess the activity and More
ask the children
More to point to
when ideas, words and concepts are associated the things they hear in the image.
with images.

SCC Relationships are very important for learning Listen into conversation to assess fluency
and development. Children build relationships, and confidence.
communicate, play together, learn and have i-poster

their needs met through contact with others.




514628 _ 0026-0043.indd 38 05/12/14 10:43

Unit 0
Lesson 6
Language objectives 2 C hildren ask and answer questions.
Grammar Answers
Review: can and cant Childs own answers
Review: question formation using when, what, Optional extra: The children think of three more questions
where, how many 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 your
best friend and that you want the children to put their hands
Describe location of people and objects up and ask as many relevant questions as possible while you are
telling the story, e.g. (T) My best friend lives in the city. (C) Whats
Skills objectives More
practice her More
name? (T) PLaura. (C) How old is she? (T) Shes 29. (C) Whats
her favourite colour? (T) Her favourite colour is blue, etc.
Speaking F
Ask and answer questions using a variety Children SC
play Battleships matching the sentence halves.
of structures and vocabulary
More More
Listening phonics
Students Book 3 CD 1

Identify and understand target language in order

to complete the activity 1.4

Can you see the doctor?

Materials i-poster
How many children are riding bikes?
Teachers i-book i-flashcards Find a man wearing red trousers.
Students Book 3 CD 1 Can you see someone playing the guitar?
What is next to the pineapple?
Attention to diversity Find a lion.
Can you see a cat under something?
Some children may need help with forming
Can you see the number 48?
questions in activity 2. Model lots of examples
Final evaluation
Warmer Teachers Resource Book 3: Diagnostic test
Children write five Present simple sentences about
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 3 page 9
Focus childrens attention on the picture in activity 1
and ask the following questions:
1. Whats behind the green car? (a pink car)
2. What can you see under the bench? (a cat)
3. Whats next to the green car? (a clock)

1 1.4 C
 hildren listen, find and circle.
Circled: the doctor, the three children 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
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


514628 _ 0026-0043.indd 39 05/12/14 10:43